tag:blogger.com,1999:blog-29397584220600841142024-02-20T06:56:17.304-05:00Ms. PeaceThe daily triumphs and struggles of a New York City public school teacher.Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.comBlogger108125tag:blogger.com,1999:blog-2939758422060084114.post-47624126569549816402012-08-26T16:41:00.000-04:002012-08-26T16:41:51.045-04:00Back to basicsTomorrow, I will go back to my school building to begin setting up my classroom. This is my 8th year teaching first grade and I have been feeling oddly serene about the start of a new school year. I haven't bought anything for the classroom yet, no visits to Lakeshore or Bank Street to get cute things for the classroom, I haven't looked at anything online or tried to get fresh ideas. I'm sort of in auto-pilot mode this year. My colleagues, on the other hand, have been obsessively pinning things on their Pinterest pages for the entire summer with tons of ideas and inspirations for their classrooms. Some of them have even made elaborate projects and charts and gotten them laminated in anticipation of the school year. I can't help but ask myself, Why am I not interested? Am I a bad teacher? Am I burnt out? I confided all my fears to a retired teacher I know and her response not only surprised me, but helped me remember and recover my own philosophy of teaching. <br />
<br />
She reminded me that students need to construct the environment in the classroom in order to have ownership of it. She reminded me that classrooms should be calming and not overstimulating. The students need to label the different areas after they have been introduced. For example, they need to know how to use the math center and the library before it even comes out. She reminded me that in Responsive Classroom (a marvelous program), parts of the classroom should be covered and concealed before they are introduced so that children get a chance to learn what they are and how to use them. She reminded me of all the joy and learning that my students constructed in their study of toys last year and the donorschoose grant that brought in the materials that my students were INTERESTED in. This is what mattered then and what matters now.<br />
<br />
Tomorrow, I will go in once again and paper my bulletin boards with brown butcher paper and a simple border. I will arrange the furniture, and put out the basics: Old favorites (a collection of books the children loved from Kindergarten), the calendar and number grid, our plants, pens, crayons, and basic writing paper. The library will be covered, the math center will be covered, the play centers will be covered. A growing number line will be started with a 0 only. The students names will be on the front door, and I think that's pretty much it. I know as the year gets underway, amazing things will happen in the space and the classroom will belong to all of us. Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com0tag:blogger.com,1999:blog-2939758422060084114.post-38002576436212548702012-08-16T07:10:00.001-04:002012-08-16T07:11:05.850-04:00Dropping Like FliesOkay, so I haven't posted for 6 months, I know that's not great, but I'm still here, still teaching in NYC, getting ready for my 10th year in the classroom. I know I've neglected my blog for awhile and I lost a lot of readers after <a href="http://mspeace.blogspot.com/search?updated-max=2011-02-24T08:31:00-05:00&max-results=3&start=3&by-date=false" target="_blank">I changed the web address and title</a> out of fear of being exposed, but that's not the point of this post. Over the years, I've connected with many fellow teacher bloggers and have taken comfort in the fact that we were all in this together. We were all dealing with similar circumstances at our schools, similar career choices, etc. Now I click on my links of "Other Teacher Blogs I Like" and I can't help but notice that it seems that most of my colleagues in the teacher blogger world have either left the profession, left the NYC system, gone back to school, or something else. In fact, I used to have a lot more links there, but one by one I removed each one as my fellow bloggers logged out. They are just simply not there anymore. Believe me, I totally understand ALL the reasons for this, I fantasize about leaving every single year, but I can't help but feel saddened and alone. Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com0tag:blogger.com,1999:blog-2939758422060084114.post-79756671211624820132012-02-28T20:07:00.002-05:002012-02-28T20:19:42.931-05:00The obligatory post about teacher data reportsWhat can I say? I really have no words (not true, I have a few). All I can say is: margin of error of 54 out of 100 points. Unreliable, inaccurate, flawed, stupid, malicious... whatever. Honestly, at this point, I just don't even care. Take me, fire me... do it. If it ever comes to that I will know in my heart that I did everything I could do for the children of New York and I never took my job for granted. If this is how I'm going to be evaluated, what can I do? People say you have to fight it. I'm tired of fighting. I want to teach. <br />
<br />
I'm a teacher. I love teaching. I love my school. I love my class. I work hard at my job. I do whatever I can to encourage my students to love learning. I love learning from them. In 9 years of teaching, I'm having the best year yet (I wish I used this blog to elaborate on that). It doesn't matter to <i>the system. </i>I am disposable. My school is disposable. The children are commodities. <br />
<br />
I have never been U rated. Never had a letter in my file. My data actually did not come out in the report since I don't teach a testing grade. But it will eventually. They have been tracking my students on ARIS for 4 years (or so... maybe longer) and I'm sure there will be a new "formula" to track lower grades teachers. Maybe my first graders will be subjected to standardized testing so they can produce "data" on me. It doesn't matter to <i>the system. </i><br />
<i><br />
</i><br />
Go ahead, put 32 kids in my class. Give me special ed students with IEPs that have been altered to NOT meet their needs and don't give them the services they are legally entitled to. Don't give me any materials... nothing.... don't worry about it. Don't worry about providing curriculum aligned to the common core standards, I will do it myself... no problem. While your at it, take away my preps, my union, make me work longer hours and tether me to a blackberry well into the evening. Don't consider any research in making your decisions and don't encourage me to either. Don't provide me with any professional development. Cut my school's budget so the kids won't have gym or music anymore... they never had art, so don't worry about that one at all. Give my first graders a standardized test so you can track me. Maybe your margin of error will work in my favor, maybe it wont. It doesn't matter. You know what, just fire me (and you will break my heart).<br />
<br />
This is the reality, folks.Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com0tag:blogger.com,1999:blog-2939758422060084114.post-76407459739647778162012-01-28T13:54:00.000-05:002012-01-28T13:54:22.333-05:00Killing the Comprehensive High Schools: Parents, is this what you really want?<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">When the city demolished the original Penn Station, it is said that the people gasped in disbelief at what they had done. And when Madison Square Garden was erected, they knew that they had made an irreversible mistake. I think many people would be shocked to know that the same is happening to some of the city's most highly regarded high schools. It hit the Bronx like a sledgehammer Any of these names ring a bell?</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">John F. Kennedy High School </span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Lehman High School</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">James Madison High School</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Alfred E. Smith High School</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Adlai E. Stevenson High School</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">William H. Taft High School</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Christopher Columbus High School</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Evander Childs High School</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Theodore Roosevelt High School</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">This is just a partial list of closed schools in the Bronx. Check out the Wikipedia link of New York City High Schools and see which ones are listed as "campus" or "co-located" to see the complete list from all 5 boroughs.</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span><br />
<a href="http://en.wikipedia.org/wiki/List_of_high_schools_in_New_York_City"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">http://en.wikipedia.org/wiki/List_of_high_schools_in_New_York_City</span></a><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">ALL of the schools on my list were closed and replaced by co-located "small schools" and charters. Now the city has announced the closures of countless other schools including 2 comprehensive high schools in Queens (which as seen relatively few closures compared to other boroughs): Long Island City High School and Flushing High School. </span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">How is it possible that ALL of these high schools are failures? I'm not saying they didn't have problems, but these high schools were traditional high schools with programs, honors classes, AP classes, sports teams, music programs, clubs, etc. And now they have been replaced by "small schools" with fancy names, that are meaningless. What the h*** does "<span class="Apple-style-span" style="background-color: #f9f9f9; line-height: 19px;">Bronx High School for Writing and Communication Arts" even mean? Or "</span></span><span class="Apple-style-span" style="background-color: #f9f9f9; line-height: 19px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">High School for Teaching and the Professions." Are they serious? I mean no disrespect to the hardworking students and teachers at these schools, but I can't help but questions the motives of this whole small school charter movement. Who is it helping? Who is profiting? I know as a parent, I would be LIVID if my child didn't have the same opportunities as the REST OF THE COUNTRY because they were relegated to a small school that offered nothing but a fancy name. If Scarsdale High School were targeted for closure and co-locations by charter schools and small schools, you better believe those parents would be all over it and would make sure it was stopped. </span></span><br />
<span class="Apple-style-span" style="background-color: #f9f9f9; line-height: 19px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span></span><br />
<span class="Apple-style-span" style="background-color: #f9f9f9; line-height: 19px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Where are the parents in this? The alumni? Why is nobody speaking out against these closures. I recently spoke with the parent of an honors student at Long Island City High School (set for closure in June 2012) who had nothing but great things to say about the school. His daughter was enrolled in AP classes, participated in science club, math league, and played sports. And what he liked most was that she didn't have to commute to Bronx Science to get a good education, she could do it in their neighborhood. He said that the reason he believes the school is "failing" is due to truancy not poor teaching or because it is a "bad" school. </span></span><br />
<span class="Apple-style-span" style="background-color: #f9f9f9; line-height: 19px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span></span><br />
<span class="Apple-style-span" style="background-color: #f9f9f9; line-height: 19px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">People are going to wake up one day soon and realize that there are no traditional high schools left and that these small schools and charters are not sustainable and do not produce the results they promised. They are shorting the city's kids and it seems the whole world is on board. </span></span><br />
<span class="Apple-style-span" style="background-color: #f9f9f9; line-height: 19px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span></span><br />
<span class="Apple-style-span" style="background-color: #f9f9f9; line-height: 19px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">I welcome thoughts or comments.</span></span>Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com2tag:blogger.com,1999:blog-2939758422060084114.post-2160305233496906402012-01-17T21:32:00.001-05:002012-01-17T21:37:04.915-05:00Killing The Community SchoolOver the years, I have had many moments where I have felt "Do they (the system, the chancellor, the mayor) want the schools to fail?" My dilemma is: do I continue to fight and potentially go down with the ship, or do I get out now? I still don't know the answer. You see, I actually love teaching. I seriously love my job, even in the New York City public schools. Don't get me wrong, I KNOW what goes on in most schools and I've seen it firsthand, I've experienced it, I've cried over it, and I tried to convince myself that if I just found that one school that was great, I could escape it. For a year, I did. I found this beautiful little school within the system that does beautiful things for children... but what I've realized is you can't escape the system. I can't escape that CTT classes EVERYWHERE in the city are completely out of compliance with IEPS and ratios. I actually don't know anyone at any school where CTT classes are functional. Does anyone? I can't escape the fact that our class sizes in first grade linger around 28 and we've been warned that next year they will rise to an astronomical 32.<br />
<br />
As teachers we are accountable to make sure test scores rise and we become more effective, but how can we continue to do this? Last week we received an email that was sent to all teachers throughout the city that special education is completely changing in the city. There will be no more 12-1-1 classes anymore and all students will be in general education classrooms at their community school. Schools with similar catchment areas will no longer refer children to each other based on services available, instead every school is supposed to educate every child. Sounds great right? Sure. But when you work for a system that is completely dysfunctional how is this going to work? Do you think these special education students will actually receive the services they are legally entitled to in a gen. ed. setting? Is a classroom setting with 32 students appropriate for a child that requires small group instruction? Are they just going to pull them out all day or throw multiple para educators into our rooms?<br />
<br />
My question is: What about charter schools? Do they have to educate everyone that walks into their doors? What about the fact that a charter requires an application, they have attendance requirements, homework requirements, behavior requirements? Studies have shown again and again that the special education population is disproportionately out of compliance in all of these areas in comparison to general education students. So where will they all go in disproportionate numbers: the community school.... the failing community school. <br />
<br />
I'm so sick and tired of this corporate agenda and pretending like we're improving education when really rich people are just getting richer by exploiting the poorest children in the nation. It is DISGUSTING!!!!Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com1tag:blogger.com,1999:blog-2939758422060084114.post-22100169790647743252011-10-12T21:47:00.000-04:002011-10-12T21:47:29.797-04:00(Poor) Children as CommodotiesThis is a concept I first encountered (or I guess first became aware of) 4 years ago when the principal of my old school announced that we were now going to receive SES (supplemental educational services) for all of our students that qualify for free lunch. SES landed at our school in the form of Kaplan, Scores, and Princeton Review and offered free after school programs for all of our Title I kids. Sounds great right? Well the problem was that these companies didn't actually care about helping our kids to succeed. They came in with their own curriculum (which had nothing to do with ours), their own tests, and a whole lot of junk food (i.e. sugar soda and pizza) to basically bribe children and their parents into placing them into these programs. They made their money per head and they would do anything to convince poor families that this garbage they were hocking was the right thing for their children. <br />
<br />
Now this ugly problem has reared its head once again in the form of class size. Over the past 7 years as a first grade teacher, I have had class sizes that range from 19-29 students (the cap in New York City for first grade is 32). Each year is different and this year I was relieved to have a very manageable 24 in my room. This means 5 table groups, 5 guided reading groups, 12 reading partnerships, and a line 12 deep behind me in the hallways. Apparently 24 students is not an adequate class size anymore in the city. The city seems to view 24 as a deficit of 8 these days. My school is facing devastating budget cuts if we don't place "bodies" in our classrooms. I was told by my principal today that I will be receiving several new students very shortly to make up for my small class size. While it's not the end of the world for me, after all, I'm a veteran teacher and I've managed larger classes before, it just sucks. It sucks for the kids. Now, I'm going to have to add another table group (where I'll put it in my classroom I have no clue), another guided reading group (meaning less time in the rotation for each group), rug spots that are even more squished, etc. It's a totally different experience managing 27 as opposed to 24. Any teacher can tell you that there is a tipping point in class size and I'd say 26 is it for me. Keep in mind these are first graders and I am by myself with them. After 26, field trips become cumbersome, projects become chaotic, my yearly pumpkin carving becomes a chore, storytelling around the circle becomes storytelling around concentric circles, it's just a mess. Not to mention the fact that these children that I will be getting will have been uprooted from whatever school they are coming from (if any), and will have to adjust to our routines, our classroom, the other students, etc. Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com1tag:blogger.com,1999:blog-2939758422060084114.post-30303512539636820082011-10-05T21:34:00.003-04:002011-10-06T16:23:18.743-04:00I guess I can't stay awayLast February I said goodbye to this blog after being exposed by a co-worker. I thought about blogging under a new name and starting over, but I decided that I have put way too much work into this blog over the years to just let it go. I changed the name of my blog and ask that anyone that links to me calls it "Ms. Peace" as a way to go under the radar as much as possible without giving up my online identity. I trust that the co-worker who found me never divulged the details of the blog to anyone else. I guess that I feel that my story still needs to be told and shared with others. While I have found a sense of stability and calm within the system at my new school (not so new feeling in year 2), I am still plagued with a sense of dissatisfaction and a feeling that things are still "not right" in the schools. I mean, how is it possible that almost 7,000 classes citywide are oversized when 32 students is that cap for grades 1-5? I can't even begin to imagine having 32 first graders in my room. I consider myself lucky that I'm not dealing with this, but feel a sense of solidarity towards those that are. Anyway, I'm back. I hope to reconnect with you all again!Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com0tag:blogger.com,1999:blog-2939758422060084114.post-58450431583100324472011-02-24T08:31:00.003-05:002011-02-24T08:32:26.866-05:00I'm back (for now)Hey everyone. Despite being exposed by one of my co-workers, I have decided to bring back my blog. There is just a lot more to say and I don't want to stop sharing with everyone. I have deleted my avatar and removed any identifying information. I hope everyone can find me at my new address. Thanks for sticking with me.Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com0tag:blogger.com,1999:blog-2939758422060084114.post-70664844597568620482010-12-30T09:49:00.004-05:002010-12-30T10:11:08.199-05:00Not sure what to do... I guess this is goodbyeA couple of things have happened over the last couple of weeks and I haven't quite figured out what to do about them. The first thing is that my cover was blown. A colleague from my new school figured out somehow that this blog belongs to me. I guess I wasn't careful and divulged too much specific information that was easily traceable back to me. I always figured that there were enough teachers in the system that no one would suspect, but it happened. Luckily it wasn't a big deal and it wasn't an administrator and it wasn't anyone from my old school, but it does change things for me. Although this person is a trusted colleague, I'm not sure how comfortable I feel blogging freely about my experiences knowing that I'm not anonymous anymore. <div><br /></div><div>Another factor is that I founded this blog as a way to deal with the stress of teaching at my previous school. I'm happy and content at my new school and no longer feel the responsibility to expose the problems in "the system." I'll pass that torch to others. I'm not exposed to them myself anymore in the same raw and vulnerable way. Teaching doesn't feel like this uphill battle anymore and that tag I always used "the weight of the world," I don't feel it anymore. It's sad how varied schools can be within the same system, but I honestly do not feel like I'm teaching in the same broken system. My new school continues to be a dream for me. I'm trying new things, learning a lot, and feel inspired and energized once again as a teacher. Maybe it's time to say goodbye to this blog and perhaps I'll start a new one someday, not anonymously, but a blog or a wiki for my class to use, for the parents to use, for all to see. Maybe the new blog will be a way to document some of the research I want to do on integrating multiple native languages into a sheltered ESL classroom. </div><div><br /></div><div>Thank you all for reading over the past few years. Your support has kept me in the profession. You have encouraged me to try new things, to keep my chin up when things were looking bad, and most of all you shared your own experiences with me and made me feel like I wasn't alone in the struggle. </div><div><br /></div><div>Maybe we'll meet again. I won't stop blogging, but I most likely will not be back here on this blog. In a few days, the blog might disappear from the public and be archived for my own personal use. Maybe someday I'll write a book about it all. </div><div><br /></div><div>To all the teachers that are out there fighting the good fight, you are all making a difference in someone's life. Maybe you won't be able to single-handedly change the system as a whole, but you are changing the lives of the students in your class and they will always remember you. </div><div><br /></div><div>Farewell and good luck to you all. </div><div><br /></div><div>Ms. Peace</div><div><br /></div><div><br /></div><div><div>Note: Gotham Schools, please do not link to this post.</div></div>Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com4tag:blogger.com,1999:blog-2939758422060084114.post-13901653549761533822010-12-04T20:26:00.003-05:002010-12-04T20:50:10.335-05:00Visiting my old schoolThis past week, I visited my old school for the first time since the beginning of the school year. Since I left, the administration changed (AGAIN!) and another school tried to invade the building, but didn't succeed. I have spoken to several former colleagues over the past few months and they have seemed stressed, overworked, you know, the usual. At first they liked the new principal. He was motivated, a hard worker, and had a vision for the school (something that was lacking for the past 5 years). Then, he started implementing changes, radical changes, that seemed to come out of nowhere and happened from one day to the next, and they were all complaining. Now they seem to have adjusted and are back to being content with him. They are motivated to work hard, the children love coming to school, in short, everything has changed for the better over the past 2 months. <div><br /></div><div>From the moment I stepped foot inside the building, I knew things were different. The poster of illegal firearms was removed from the security desk, the walls were painted with inviting colors, there was a banner welcoming you to the school. Hallways that had once been cleared (supposedly due to fire regulations) were now decorated with plants and benches and tables for assessment. There were books on every shelf. The blood smear that had stayed on the sign for the office door for over a year was finally gone. The office was reorganized and decorated for the holidays. There were signs motivating kids to work hard posted in stairwells. This was not the same dilapidated, depressing pit of a school that I left. Instead, it oozed that potential I knew it always had. </div><div><br /></div><div>I'm happy for my former colleagues that they get to work at such a dynamic school with such a great principal, but I'm honestly a little bit sad that I jumped ship. I can't help but wonder, what if I had stayed? Of course, everyone down to the secretary assured me I still had my old job waiting for me. I even met the principal and had a pretty long conversation with him about all the changes. The truth of the matter is that there was no way to know any of this was going to happen and there is no way to know if it will be sustainable. I left a failing school in every sense, a place where there were wonderful teachers who were literally hanging on by a thread, maintaining the legacy of the school by a thread, a place with a completely incompetent administrator who at the time showed no signs of leaving (he announced his resignation the 3rd week of school). Even had I known he was leaving, I'm not sure I would have been willing to trust that a new principal would be any better. I think if this new principal weren't who he is, the school would have just plummeted into failure and would have been sucked up by a charter school in a snap. Again, we were hanging on by a thread. </div><div><br /></div><div>I'm happy at my new school. It is a big change for me program and population-wise, but I'm adjusting and I'm learning a lot. I also feel that I have a lot to contribute at my new school, especially in designing curriculum for the ELL students. My administrators are competent and hard-working. They push teachers to be reflective in their practice and encourage us to adapt curriculum to meet the needs of our students. I'm also happy in my classroom. I do not miss that old building at all. I love having a bathroom and a kitchen in my room. I love the closets and the central air. I love my books. My students present new challenges (many of them are in their "own world"), but I'm happy to see them every morning and I really feel like the class is finally starting to come together. </div><div><br /></div><div>It's impossible to know how things are going to turn out. I took a risk and in many ways it paid off. It's just sad that one administrator can make so much of a difference. It's great for the schools that have great principals, but horrific for those that don't. I guess I'll see how I feel at the end of the year. I think my fiance would probably be horrified if I even suggested going back to my old school, since he's lived with all my stress and supported me through a bad situation for the past 5 years. I knew when I took this job that it didn't necessarily mean that I would have to be in it forever. I guess change is good.</div>Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com0tag:blogger.com,1999:blog-2939758422060084114.post-83237900221548609952010-11-02T20:48:00.002-04:002010-11-02T20:58:53.334-04:00Just go for itAs teachers, we are always encouraging our students to take risks and challenge themselves. Sometimes we forget that in order for us to improve our teaching, we also have to take risks. There are teachers in all schools that will come up with any excuse why they can't do something. It's too hard, there are too many students, we don't have enough materials, the kids aren't ready, we don't have the time, we don't have the space, and blah blah blah. What I have learned in my 7 years of teaching, is that sometimes, regardless of your preparation, you just need to go for it. Get your feet wet. Don't be scared. Just do it. <div><br /></div><div>Now, don't get me wrong, I'm not saying you should always do what someone tells you to without questioning, rationalizing, or envisioning how it would work, but teachers really need to take the risks to implement strategies that are proven to work. </div><div><br /></div><div>I have spent the last 2 months adjusting to my new environment and proving myself to the administration and I haven't taken the risks I should have to improve my instruction. Now that I'm feeling more confident, the gloves are coming off!!! The first thing I need to tackle is my Smartboard. I have a beautiful smartboard that has been lying dormant for the entirety of the school year because of my excuses, "I don't know how to use it," "I have no laptop to run it," and blah blah blah. Well, I'm fresh off Smartboard training, I have procured the needed laptop, and I am ready to go for it tomorrow. Yes folks, not next week or next month, tomorrow. I'm not even sure which lesson I'm going to attempt, but I am determined to turn that thing on, get those 27 bodies organized in front of it, and finally incorporate some technology into my teaching. </div><div><br /></div><div>Next stop, the class wiki. I made it last year for my old school and I never got it up and running. This year, I am determined to get the parents involved and give them access to what we are doing in class online. </div><div><br /></div><div>After that, who knows. </div>Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com0tag:blogger.com,1999:blog-2939758422060084114.post-29895774924037639702010-10-30T07:51:00.004-04:002010-10-30T08:15:51.411-04:00Getting settledThese first two months of school have flown by. I can't believe I am already preparing report cards and scheduling parent-teacher conferences. I am finally just starting to feel adjusted to my new environment and I think my colleagues and administrators have also adjusted to me. For the first month and a half, I felt like I was walking on eggshells, especially with administration. I was trying to get a feel for the culture of the school and to learn how they do things. Although the actual curriculum is very similar, structures and procedures are much different. <div><br /></div><div>At my new school, I was given my schedule for the day by my principal, told when to teach what. I had never been given a schedule by anyone before, other than prep periods. It was one of the freedoms that I loved about being a teacher, deciding the flow of the day. After some grade level meetings with our AP, I asked him about changing the schedule, and he sort of dodged the subject saying that teachers really need to stick with the schedule so that if anyone comes in, they can anticipate what they will be seeing. He said maybe I could swap a couple of subjects, but I would need to give both administrators copies.<br /><div><br /></div><div>I also had to adjust to the idea of being supported by administration and working around competent people that I can rely on. I think the administrators were unsure about me for the first few weeks. They thought I was very serious and weren't really sure how I was with the children. The AP even gave me a book on classroom management, because he didn't like a technique he saw me using (during transitions between subjects while I'm pulling down charts or whatever, I have a child sit in my chair and say names of 2 classmates who are ready and then pass the baton to another child. It helps the kids get to know each other's names and gets them ready for me, but I can see how it's not for everyone... maybe kids feel singled out). Anyway, he didn't think it meshed with the philosophy of the school. Again, I felt insecure about this new place. I had always been praised beyond belief for my management at my old school, but then again, my old administrators didn't care about the emotional well-being of the children there, they just wanted to see that the kids were under control. </div><div><br /></div><div>Another time, the Assistant Principal came in during reading workshop. I had finished the mini lesson on book handling (this was the 2nd week of school), and the children were reading at their tables from mixed bins. We hadn't established the reading partnerships yet as per the curriculum I was handed. While the students were reading, a school aide was supposed to be overseeing them while I did a DRA assessment on a child. Apparently, some children were off task which I didn't respond to because I had the aide and the AP in the room at the time and I was trying to do a DRA, which we have to get done. Anyway, the AP did not like that the students were not in partnerships and questioned whether or not I understood the structure of reading workshop. I explained that we were going to establish partnerships later that week, but I wanted to get a feel for the children's reading habits and teach the lessons on book handling that were in the curriculum to get the children used to the structure of the mini-lesson/independent reading. He wasn't convinced. All I could think was, "just wait, you'll see," but I realized that since he didn't know me, his concerns were valid based on what he saw. </div><div><br /></div><div>A couple of weeks ago, my principal came in and did an informal observation. He came in during a reading mini-lesson. It wasn't my best lesson, but it wasn't my worst either. I was prepared to hear that I was doing it all wrong when he came back that afternoon with feedback. He said he was surprised and relieved that I was so animated with the kids and he thought the classroom environment looked great and that the kids were focused and respectful of each other and of me. After that observation, I think I won their trust. I don't feel so scrutinized anymore and I have even been complemented on the bulletin board I put up with my children's first writing publication. </div></div><div><br /></div><div>I guess I'm feeling relieved and a little bit off the hook. I was feeling so overly scrutinized it was driving me a little bit crazy. I was afraid to deviate from the schedule or do different things with the students. Now things feel a little bit more relaxed. Even though I didn't have permission, I deviated from the schedule yesterday. The students did craft centers during literacy center time. They made pumpkin necklaces and leaf rubbings for our fall festival. We carved a pumpkin and raffled it off to a student. We had a great time with our "Five little pumpkins" shared reading poem. The kids are getting into it too... but that's for another post. </div>Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com0tag:blogger.com,1999:blog-2939758422060084114.post-19796379120022378602010-10-17T10:48:00.003-04:002010-10-17T11:05:45.481-04:00AdjustmentsThese first few months of school have been great. I love my new school, I love my students, and I love my colleagues and administrators. At my new school, administrators regularly visit the classrooms and give teachers feedback on their practice. As much as I like to think I'm open to this, it was hard to adjust to administrators who actually care and actually know something about education and pedagogy. At first, I felt criticized by their feedback, but after awhile I realized that they weren't really criticizing me, they were trying to help me to improve and that's precisely why I switched schools, to continue growing and learning as an educator. <div><br /></div><div>Another big adjustment for me has been the accountability and data collection. At my old school we talked about our "data" constantly and had to collect data in every subject area on every child, but we filed this data in a binder that went in our "data center" and was never reviewed by administration. At my new school teachers have to email their data spread sheets to administrators. At first, I though the administration was asking me to email it to them so they could scrutinize me, but then I got the letters generated by the administration to the parents with their children's scores and pointers for how they could help at home and I realized that it wasn't about criticizing the teacher, the data is actually used to help children. It doesn't disappear into "Data Center" oblivion, but actually gets used. What a concept! </div><div><br /></div><div>Other than that, I have settled into my first grade zone once again. Different school, different kids, but it's basically the same. I'm fortunate the curriculum is similar (except for math), so it really hasn't been hard to adjust in that way. My students are connecting with each other and with me and we have a nice classroom atmosphere going where everyone in encouraged to learn. We went on a field trip to the zoo on Friday and had a great time together. I have so many photos of my students with their arms around each other smiling in front of sea lions and bears. We did our usual shared writing about the trip. The kids generated the best telling of the story in all my years of teaching. I was really surprised. Most of my students are ELLs once again, so I didn't expect such rich vocabulary to come out. They said things like "the path in the aviary was narrow." Whoa! This year, when I type it out, I will actually be able to project it onto the Smartboard for my students to edit and revise. </div><div><br /></div><div>It makes me really happy that I am able to create this positive school world with my students as I did at my old school except this time it's not isolated to just my classroom, the whole school is in on it. It's encouraging to say the least. </div>Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com0tag:blogger.com,1999:blog-2939758422060084114.post-49891522766208438622010-09-18T08:12:00.003-04:002010-09-18T08:33:11.747-04:00The ones that stayed behind and my new outlookI went to happy hour with some my former colleagues from my old school. It was great to hear about the students and how everyone was doing. I realized as we were all reminiscing and sharing about the school that I am in a completely different world at my new school. I felt bad sharing when they asked me how things are because it's just not fair. They received the news shortly after school started that the principal was leaving. That makes 3 administrators in 4 years (not counting the string of APs who have come and gone). They weren't happy or sad about it because, while they were dissatisfied with the principal, we all were, they don't know what to expect. My new school is in a district where principals have historically retired from their positions after many years of service. One less thing to worry about. <div><br /></div><div>My first grade colleagues at my old school shared with me that they are dealing with class sizes of 30+ with rosters still not finalized. My roster was finalized in early August and almost everyone showed up on the first day. I have not even had a child arrive late yet. They began sharing about the behavior of children, peeing on purpose all over the rug to spite the teacher, choking other students during recess, cursing out adults, etc. At my new school, I have the best behaved class of my entire career. I was setting up the play centers and realized we didn't have enough blocks for the 8 children who had chosen that center on Friday (I had planned to have 2 separate block areas). They all wanted to play together so I allowed them to just to see what would happen. They played so nicely together, sharing, talking, and interacting. They even cleaned up as a team. I also haven't received a single complaint from my VERY capable and loving school aide. </div><div><br /></div><div>I have this feeling that this blog might take on a new tone this year. I have always wanted to do research in my classroom and have engaged mostly informally in conducting research over the years. This year, I feel like this huge weight has been lifted and I can actually focus on my instruction. My first goal is to assess my students for their language levels. Since I am teaching in a sheltered immersion ESL class this year I want to find out the levels of all my students, those classified as ELLs and those who have passed the LAB-R. From there, I want to make goals for them (both language and academic), and work on creating a model of intervention and enrichment in my class with a focus on language. I'm so excited!</div>Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com0tag:blogger.com,1999:blog-2939758422060084114.post-16089392960408127522010-09-09T16:02:00.003-04:002010-09-09T16:25:41.904-04:00This changes everythingThese past few weeks have been like a dream for me. I'm working at a school where children are at the center of all decisions, where administrators are more than just competent, they are talented, hard-working, and dedicated. This is the first year that I haven't had to buy supplies for my classroom (I still bought a few, but the point is I didn't have to). I didn't even know that New York City schools even had money for supplies, but apparently they do if your administration knows how or cares to properly allocate funds.<div><br /></div><div>My classroom set-up went smoothly and I was ready when the children arrived yesterday. I had no last minute roster additions, no confusion, nothing. None of my students even arrived late. Everyone was on time and ready to be back at school. Some of the students were a bit spacey as is expected after a 2 month hiatus from school, but they knew the rules and routines. They all used the non-verbal cues for bathroom, water, and ideas they had learned in Kindergarten and understood the concept of a "thinking chair" (non-punitive time out). All transitions and procedures went smoothly. Dismissal was a dream with all parents smiling and shaking my hand. After day one I didn't feel any stress at all, just a sense of wanting to know the children more and wanting to reach the ones who struggle with academics. </div><div><br /></div><div>It was a strange feeling coming from my last school where everything was an uphill battle and I felt courageous for being there and for protecting my students from the evils of "the system." I found myself missing the chaos of the rosters and the preps and the copy machine that never worked. I missed the smell of the dirty staircase that never even got cleaned over the summer, the heat and the sweat, the mean secretaries who scowled and registered children for the wrong grade and with their names misspelled. I missed the flustered administrators who alternated roaming the building putting out fires and locking themselves in their offices to escape their own incompetence. I missed the noise from the inside yard at lunch with decibel levels high enough to damage even an adult's ear drum. I missed the chaos of dismissal. I missed the grittiness of the whole experience. </div><div><br /></div><div>This is what I wanted, a drastic change, but somehow it doesn't feel like my own yet. It feels like I'm working at a temporary cushy job or something, but I'm not. I'm still a New York City public school teacher with 27 first graders on my roster. </div><div><br /></div><div>I called one of my former colleagues to talk about my old school and to ask about her day. When I told her I missed it, she said, "well you'll get over that really quickly when I tell you what happened today..." and she was right. The stuff she was telling me was what was killing me inside, ripping me apart, challenging my moral character. I do not even feel like I can divulge the things that are apparently still going on at that school but I can tell you it is criminal and disgusting and I just couldn't fight the battle anymore. She told me that the class I would have had was downright out of control, like running out of the classroom and screaming and playing around in the stairs. I think my administrators thought it was easy for me because I had things under control, but it was so hard. They thought I was expendable. Maybe I wasn't. It wasn't just me, there were a lot of people who dedicated their lives and themselves to those children, to that school, and 9 of us left not because we didn't care, but because we just couldn't do it anymore. I left some of the best teachers I will ever have the privilege to work with. I am so thankful for everything they taught me and for the children of that school. Maybe that's what I really miss. </div>Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com1tag:blogger.com,1999:blog-2939758422060084114.post-57602881384654310372010-09-03T17:45:00.003-04:002010-09-03T18:01:16.781-04:00Setting up the new classroomWhere to start? Well, this week I went to my new school to set up the classroom and I can say hands down that this was the best year ever for this process. I have made so many changes in my life simply by changing schools and there are so many reasons why I feel thankful every time I go to my new school. <div><br /></div><div>First off, no more subway. I was schlepping bag after heavy bag on the subway for years. All of those materials I had bought at Staples during my big shop had to make their way to a different borough on 2 different trains. Now, I finally broke down and bought a used car. I had wanted one for awhile, but never thought it was practical since it would have been a 45 minute ride and $11 in tolls per day plus $10 for a lot if I couldn't find designated parking at my old school. My new school is only 15 minutes away from my home and involves no tolls!!!! While there is no designated parking, there is plenty of street parking and a $5/day lot just in case. </div><div><br /></div><div>Secondly, no more stairs. My old school did not have an elevator or <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">dumbwaiter</span> of any sort so everything had to be carried up the stairs (the building was 5 stories). Even though my classroom was on the 2<span class="blsp-spelling-error" id="SPELLING_ERROR_1">nd</span> floor, it was added stress thinking about the stairs or making multiple trips for things. </div><div><br /></div><div>Thirdly, no more sweat. I can remember setting up at my old school dripping sweat and needing water desperately (and there was no drinkable water in the building). It was just hot and dusty and sweaty and disgusting for the first month of school. My new school has central air. I actually needed a sweater the other day when I was setting up my classroom library. </div><div><br /></div><div>I know the building and the commute shouldn't matter so much, but they really do! It is such a pleasure to drive to school, park, wheel my cart of stuff to the building, take the elevator up, and enter a cool, clean, classroom. </div><div><br /></div><div>This year, I decided to go with earth tones for the bulletin boards. I had taken a class at Bank Street last year and admired how their classrooms were so simple. No clutter, not too flashy or bright. I papered my boards with plain brown butcher block paper this year with a green "fern" border. I brought in tons of plants, including a vine that has grown to almost 15 feet over the years. The room is simple, natural, and relaxing just how I like it. </div>Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com1tag:blogger.com,1999:blog-2939758422060084114.post-29365232308850996462010-08-26T19:03:00.005-04:002010-08-29T20:33:48.423-04:00Meeting my new colleaguesThis week has been incredible. I had the opportunity to attend some amazing professional development alongside many of my new colleagues. Most of us are new since the school is only in its third year of operation and given the hiring freeze, all of the newbies (myself included) made transfers on the open market. It has been amazing to connect with everyone and I am so happy (and relieved) to say that I really feel like I have found a place where I will be able to grow as a teacher and a professional. <div><br /></div><div>Some of you might be skeptical, after all, many of us think of transfer teachers as the ones who didn't make it in their old school, or people who moved and wanted to be closer to home, but that is not the case with my colleagues. </div><div><br /></div><div>All of us share several things in common that really make me think that my new principal has a vision for the school. First of all, we were all interviewed and hired in April (although none of the transfers officially went through until the budgets came out in June). To me, this really shows that he was looking for the best. We all gave demo lessons as part of the interview process. We all accepted the positions we were offered because something told us this would be different. We are all TRAUMATIZED (and I'm not using the term lightly) by our experiences from our other schools and we're not quite sure to make of a place where children are at the center of decision-making, and things are organized (How many of you already have your class rosters color coded for ELLs, IEPs, new arrivals, home language, and ethnicity? You units of study in all subject areas? Your staff handbook? Your schedule?). We are grateful for every piece of communication from the administration and every bit of help from our colleagues. We all either cried or almost cried when we saw our gorgeous classrooms for the first time...happy crying.</div><div><br /></div><div>I am so hopeful for this next school year. I can't wait to go in tomorrow and start getting things set up. </div>Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com2tag:blogger.com,1999:blog-2939758422060084114.post-5897628918934829482010-08-03T20:43:00.002-04:002010-08-03T20:51:29.254-04:00In my nightmares...Many teacher bloggers wrote about their school anxiety dreams over the past few weeks. Mine incidentally started the exact same week I had seen the topic pop up on other blogs. I haven't had different dreams, but rather the same recurring one a total of 3 times in the past 3 weeks. It's strange because it's different than my usual---I can't control the kids no matter what I try--one. This time it's about leaving my old school and starting new. In my new dream I go to my new school and my new principal welcomes all the teachers and announces that he as hired a new Assistant Principal he wants everyone to meet. He goes on to introduce my old principal, who I absolutely despise who says that he basically sucked as a principal (true!) and thought he'd give being an AP a try and since I was at the school he already knew someone. I fake a smile and pretend to be happy to see him (as I always did at my old school). From then on, all of my old administrators appear and even some of my crazier former colleagues all working at my new school. In one version of the dream one of my trusted and competent former colleagues appears tapping on my classroom window begging to be let in. I am overcome by this feeling of--- I thought it would be different, but it's all the SAME!!!!---and them I'm jolted awake so thankful that the incompetents and crazies are not coming with me and a little bit sad for the wonderful people I left behind.Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com0tag:blogger.com,1999:blog-2939758422060084114.post-48414648485713609782010-07-22T14:17:00.004-04:002010-07-22T14:30:47.630-04:00The story of my last dayIt was a very strange thing how this school year ended. Everyone asked me if it was hard to say goodbye on the last day of school. My answer, a resolute "NO!!!" For anyone who experienced the joy of having to come in on Monday June 28th (yes folks, I said Monday) for the last day of school in the New York City public school system, I'm sure you remember that the temperature that day was hovering around 100 degrees and humid. Keep in mind that everyone had already packed up their classrooms completely and even suggested to the students that perhaps it was okay if they couldn't come on Monday, they could just have their parents pick up their report cards and it wouldn't be a big deal. Of course, my entire class who did not already travel to the DR (which is a whole different story) was in attendance. The children spent the morning lying in front of the fan while I sprayed them with water, then it was time for lunch. After lunch, one of my students threw up. Yes, I said it. My student threw up on the last day of school. Thanks for coming!!! Then I think I read them a story and sprayed them some more. Finally it was time for dismissal and they were gone by noon. Teachers, of course, still had to stay until 3:17.5 (don't you love the half minute). My colleagues and I went out to lunch at one of the few air conditioned eateries in the neighborhood just to cool off. We were so hot and disgusting. Finally we worked up the courage to come back to school and <s>sweat out</s> wait out the last couple of hours. We got our papers signed, turned in keys, and chatted and sweated more. There were no announcements, no schedule for the day. Finally, we all just walked out at about 2:30 and no one said anything. That was it. That was my last day.<div><br /></div><div><br /></div>Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com2tag:blogger.com,1999:blog-2939758422060084114.post-56273910260017546402010-07-08T20:43:00.005-04:002010-07-08T21:11:08.367-04:00The new classroomI went to my new school today to drop off my boxes of materials, refrigerator, microwave, and books that I had purchased out of my own pocket while at my previous school. The principal met me at the door and showed me to my new classroom which was absolutely GORGEOUS!!! After working in a dilapidated old building with no AC and barely enough functioning electrical outlets to run a computer, I was amazed by what I saw. I have two HUGE closets for supplies. There is a bathroom.... no you didn't read that wrong, I have a bathroom for the students INSIDE the classroom. Can you believe it? At my last school the girls literally had to travel 1/4 mile through winding hallways to find their bathroom. We had so many "accidents" it was ridiculous. I also have a sink (I know... can you say "Science"?). On top of that, there is an elevator (OMG!!!) and brace yourselves.... Central Air!!!!! Yes folks, the school actually hosts summer camps and enrichment programs over the summer instead of being boarded up because it has air conditioning in the year 2010.<div><br /></div><div>I can't believe I almost forgot this. I actually had to go back and edit the post to reveal that I have a Smartboard and 3 computers. Can you even imagine? I can't even envision how that is going to change my teaching. </div><div><br /><div>It is just such a relief to see that my new work environment is pleasant. I felt like so much of my classroom setup over the past 5 years involved trying to cover up how disgusting my school actually was. I wanted to shield the kids from the filth so I would apply a fresh coat of paint to counters and even parts of walls. I tracked down cabinet door handles from various parts of the building (and architectural salvage stores) to restore my beautiful wooden cabinets to their original 105 year old glory. I would cover splintered tables with colorful cloths, and strategically place bookshelves over holes in the floor. No more!</div><div><br /></div><div>One thing that I noticed, however, is that as a new school in its 3rd year of operation, the classroom materials were sparse. I come from a school with a 105 year legacy of materials, so I always found myself throwing things out rather than needing basic things. If I didn't have something, I could always roam the building and find it in the piles other teachers were throwing out. No matter! I already wrote a donorschoose.org grant for many of the things I will need. In the past, all of my grants have been fulfilled and I'm hoping this one will be too. </div><div><br /></div><div>I was also a little annoyed (OK, totally shocked and irritated) with how the previous teacher had "packed" up the books. She basically took the book bins full of books and threw them on top of each other in the gorgeous closet. I already know that many of these books will be bent when I come back in September. And I know from experience that the bins will be filthy. I guess working at a school where we never got anything new, I learned how to preserve what we had. Maybe this teacher didn't realize that new books don't get purchased each year. I didn't have time to sort it all out today since I was blocking the custodian's parking spot and the last thing you want to do at a public school is piss off the custodian the first time you meet him or her (same goes for the secretaries and the security guard). </div><div><br /></div><div>All in all, I'm extremely excited for the new school. I already have so many ideas about things I want to change about my routines and my instruction. I can't wait to meet the students and their parents and to be a part of a more progressive and organized school environment. I feel re-energized by the whole thing! </div><div><br /></div><div>I hope everyone is having a great summer! I don't feel totally relaxed yet, but I'm sure it will come to me soon. I'm starting my part-time summer job (the same one I've had for the past 4 years) on Monday. It's super easy and helps me pass the time and make a few bucks. </div></div>Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com3tag:blogger.com,1999:blog-2939758422060084114.post-13962385956080824162010-06-14T21:49:00.004-04:002010-06-14T22:09:53.353-04:00VACANCYThe organization sheet finally came out at my school today. It was weird seeing the word, "VACANCY" next to my position. Everyone was looking at me in a funny way like I had betrayed them or something. I felt guilty seeing it written there. No one on staff wants to step up and take my position. I really wish I could be leaving my classroom and my students in the hands of someone I know. At least I would know that everything I have brought in from donorschoose.org will be used. I'm just worried that whoever gets my room won't care and will throw away all the things I worked so hard to get money for or they won't appreciate the little touches (like doorknobs on the cabinets and a fresh paint job on the counter) that I put in over the years. I feel really bad for my team teacher. I wish there were a way to make this transition smoother for her. Our teaching situation has been so tight over the past 5 years, I can't imagine someone else coming in brand new. I wish I could be there for her as she has been for me all these years, but it's time for me to leave. I can't stress about it, though. There are so many reasons why I had to leave this year, and worrying about hiring my replacement (and wondering why they haven't interviewed anyone yet) is not something I can take on at this point. <div><br /></div><div>I had wanted to introduce all the kindergarten parents to the new person and print out all the September documents with their name on it. I wanted to give them a full inventory of the classroom down to the touchtone texts for reading and writing. I wanted to entrust someone with my Pinnell and Fountas "Phonics" program complete with tons of boxes of magnetic letters (all donations) and the new community play rug and car and sign set I purchased through funding from teaching the Title III after school. I want someone to appreciate the new swivel chair I was able to get funded after my old rickety wooden chair broke, the Hoover commercial vacuum cleaner that belongs to my room only. I'm definitely entrusting the gorgeous brand new play-doh baking tool set to a kindergarten teacher. I have quite the inventory and it wasn't easy to attain. I can't take any of it with me because it was all donated to the school through donorschoose.org. I'm going to have to start over writing all the grants again at my new school. </div><div><br /></div><div>It's sad saying goodbye.</div>Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com3tag:blogger.com,1999:blog-2939758422060084114.post-82961363226300061502010-06-05T09:54:00.002-04:002010-06-05T10:15:29.915-04:00A new beginningIt doesn't feel real at all and I haven't shared any of this because I was so worried something would go wrong and it wouldn't happen. I am happy to share that I have found a new job! It's official, as of September 7th, I will no longer we working at PS XXX where I have been for the last 5 years. Instead I am transferring to a different public school in a different borough to work in a totally different program with different curriculum and a different population of students. WOW!!! That's a lot! I feel energized by it all and I have to say that I feel lucky to have found this school. I know no school is perfect, but this one had everything I was looking for. It is a place where I think I can continue to grow as a professional. When I interviewed there and did a demo lesson, I could see myself teaching there and for me that was enough. It's also going to be a very welcome lifestyle change for me cutting my commute time by a full 40 minutes each way. I am also happy that it happened now so I could inform my administration and team so the can replace me soon and we can introduce the kindergarteners and parents to the new teacher before the year is over. I wouldn't have wanted to find out in August. <div><br /></div><div>As the school year comes to a close, I am getting sad about leaving my school. For the past 2 years, I have gone through this same process of really wanting to leave my school starting at about February. I really gained momentum in my search in March and April. Usually by June, I am once again resigned to stay another year and fine with it. The end of the year happens so quickly and the atmosphere in schools is usually more laid back. There are more social events happening like baby showers and parties, etc. So, I do still feel that sense of "I can make it another year," but that feeling I had in February keeps me in check and reminds me why I have made the decision to leave. </div><div><br /></div><div>The same old craziness and lack of advocacy for children continues, but I'm just able to think each time "I won't have to deal with this anymore." When the weather is so hot and we are sweating it out in the overheated classrooms, I think of my new school with it's air conditioning and think "I won't have to deal with this anymore." When I'm on the train in the morning and it's so delayed I decide to just get off and walk 15 blocks rather than waiting to transfer for the 3rd time, same thing "I won't have to deal with this anymore." When the super of the building next to my school and his buddies are standing around shirtless as I exit the building and cat call me, same feeling. When I almost step on a rat on my way in in the morning, I do still wonder if this may be a problem in my new placement as well. You get the idea. </div><div><br /></div><div>I have worked so hard for the last 5 years and have committed myself to this place regardless of all of the problems both internal and external and it is very sad to leave. I am beyond devastated to leave behind my trusted colleagues, but when I think about how many have already left (I am the 8th to leave out of my little group in 3 years), I am saddened for the loss at my school and for those who are staying behind. I just hope everything will be okay and things will improve. I'm tired of fighting for it. I guess I've sort of given up in terms of my role in changing the school. I am also really sad to leave the families and siblings that I have worked with for years. I know they are counting on me to be there, but I know I will have a new class of students with families and siblings who will count on me once again. <br /><div><br /></div></div>Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com2tag:blogger.com,1999:blog-2939758422060084114.post-42659268766912642452010-05-20T20:31:00.003-04:002010-05-28T18:55:06.385-04:00Reading Charlotte's WebCharlotte's Web was the first book I remember reading on my own. I didn't go to a school where children were taught to read with authentic books in first grade. We had lots of books in the classroom and we listened to a lot of read <span class="blsp-spelling-error" id="SPELLING_ERROR_0">alouds</span>, but I really can't remember reading by myself for most of the year. We did round robin reading from a textbook in groups. I didn't dislike the approach. I can remember looking forward to my turn to read in the group. I didn't mind it mostly because I was a strong reader and a fast learner. What I do remember is borrowing <i>Charlotte's Web</i> by E.B. White from the school library and reading it in the classroom toward the end of the year. I was captivated, transported to a new world. This was the book that led me to discover the magic of reading. I wanted to share that same feeling with my first graders (a vast majority of whom will not be reading Charlotte's Web this year, and many who might not even get there next year). <div><br /></div><div>A coworker warned against it saying it was too hard for the <span class="blsp-spelling-error" id="SPELLING_ERROR_1">ELLs</span> and they wouldn't understand. I couldn't help but think about what one of my professors from my masters program said, "It would be a crime to withhold English from the children." She is a bilingual educator and strongly believes in dual language education. What she meant was that we owe it to the children to give them the best possible programs like dual language so that they can learn English at school to the best of their abilities, so they can transfer the knowledge of their first language to English. This statement was ringing in my head like a broken record. I have done a lot of read <span class="blsp-spelling-error" id="SPELLING_ERROR_2">alouds</span> this year and I just had this feeling that my students were ready for some magic, so I began one day. </div><div><br /></div><div>Now, usually when I do a read aloud, it involves a chart with vocabulary and pictures and reflections. Sometimes I have a K-W-L or a character web. I just didn't feel like doing any of this with <i>Charlotte's Web</i>. I wanted them to have a pure experience in listening to the story. I wanted them to envision what they were hearing and to absorb the language as it is written. So I decided to implement a few strategies I thought would support them while not over-scaffolding. The first is bilingual preview, view, review. This is where I preview the text in Spanish (for my new arrivals) before reading it. Then I read the text as written in English, and we recap in Spanish. I scaffold for vocabulary by doing a lot of vocabulary-related think aloud and drawing little sketches on the board as we read. It's usually only 1 or 2 words per chapter. I'm also doing think aloud for higher level literacy skills like <span class="blsp-spelling-error" id="SPELLING_ERROR_3">envisionment</span>, inference, prediction, and even some for basic comprehension. The students think aloud at times too and I don't discourage it. </div><div><br /></div><div>All I can say is that my class is captivated. Even my recent arrivals sit there in awe of the way the language sounds. My students are silent throughout the reading of entire chapters. I can see their eyes processing it all. Sometimes one of my new arrivals will repeat certain words to himself as I am reading. I've even heard him translate little things to himself without interrupting at all. It shows me he's following. For example, every time the goose talks he utters, "<span class="blsp-spelling-error" id="SPELLING_ERROR_4">el</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_5">ganzo</span>" quietly to himself. His eyes light up when I do the Spanish review and he chats away with his turn and talk partners when I prompt them at the end of the chapter. When I am finished, they beg me to know the title of the next chapter. </div><div><br /></div><div>This is the pick-me-up I needed right now. I was feeling really down about my job, the profession in general, my school, even my students at times. No matter how many programs the system tries to shove down our throats and infiltrate our classrooms with, we will always have authentic literature to bring us back to life. </div>Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com5tag:blogger.com,1999:blog-2939758422060084114.post-76197362278404407012010-05-20T18:44:00.002-04:002010-05-20T19:03:06.313-04:00The grass might not be greenerFor those of you who follow my blog, you know I am actively looking for a new position within the New York City public schools through the open market transfer system. I'm looking for a school where children, parents, and teachers are valued, a place where years of experience mean something and teachers have input into the curricular decisions they make and how to best serve the needs of their students. I'm looking for a school with functional collaborative structures (not just show), for a school where teachers have leadership opportunities. After 4 weeks of searching, I am wondering if I will ever find a place like this. I have some interviews lined up and I have been receiving phone calls from schools, but I can't help but feel discouraged by what I am encountering. <div><br /></div><div>Just today I got a call from a new school that opened to ease overpopulation in one of the outer boroughs. I had passed the school while dropping off a resume at it's much older counterpart across the street (complete with a yard full of trailer classrooms). It was so new it was practically glowing. I was fascinated by this new building, full of new possibilities for children and families in such a needy area. When I saw a posting for an open position there on the open market, I applied. When I got the phone call, I was eager to hear more. They wanted to interview me and to see a demo lesson. "Great!," I thought. So I asked them to tell me what grade level and what kind of lesson. They said it would be 1st grade literacy. "Excellent," I thought and then I asked, "What kind of curriculum do you use for literacy?" (keep in mind, I was transfered to the "literacy specialist" to answer this question). That's when the conversation turned sour. "What do you mean?" asked the voice on the other end of the phone. "You know," I said, "like Balanced Literacy or TC?" "Oh, yeah," she said, "sometimes we use balanced literacy, and Reading (can't remember the second word in this program, but it sounded like a basal reader-type program) but you know, we use a little bit of everything like right now we're learning about the life cycle of a frog, you know, so we're writing everything about frogs." "Okay," I responded, "so you plan thematically?" "Yes, each week we (grade levels) teach one strategy to the children until it is mastered and then we teach another the next week." WHAT!?!?!?!?!? Okay, first off, how can you "sometimes" use balanced literacy? Not possible! AND, how is teaching a uniform strategy to classes across the grade level each week constitute thematic planning. So you get the idea. The conversation was confusing at best and it made me really sad. Are you kidding me? Such a beautiful new school in such a needy area full of immigrant children (and you KNOW how I feel about teaching my ELLs). I couldn't help but think "How dare you go near those children!!! How dare you (city) build such a beautiful building with NOTHING inside for our city's kids." They sit there learning about frogs all day when there is critical thinking to be done and literature to devour. I thought about the conversation and then called the principal back immediately to decline the interview. Maybe I'll be back at my school next year. At least we know what program we use for literacy and know how to plan thematically for deeper learning. </div>Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com3tag:blogger.com,1999:blog-2939758422060084114.post-18203225601955810682010-05-03T21:30:00.002-04:002010-05-03T21:44:54.526-04:00The naming of new schools<span class="Apple-style-span" style="font-size: small;"><span class="Apple-style-span" style="color:#000099;">I am apologizing in advance to anyone who works at any of the schools I am about to mention. I do not know your schools individually nor do I know you. I know you are working as hard as you can to maintain a vision and to serve your students. This post is not about you, it's about the system. </span></span><div><br /></div><div><span class="Apple-style-span" style="font-size: medium;">Okay, now I begin! So... I have been perusing the Open Market System, looking desperately for a new position. I've reached that point! I can't help but notice as I browse a certain trend in the names I see of new schools. Here are some examples:</span></div><div><span class="Apple-style-span" style="font-size: medium;"><br /></span></div><div><span class="Apple-style-span" style="font-size: medium;"> <!--StartFragment--> <p class="MsoNormal"><span class="Apple-style-span" style="color:#6600CC;">West Prep Academy</span></p> <p class="MsoNormal"><span class="Apple-style-span" style="color:#6600CC;">The Global Learning Collaborative</span></p> <p class="MsoNormal"><span class="Apple-style-span" style="color:#6600CC;">Innovation Diploma Plus</span></p> <p class="MsoNormal"><span class="Apple-style-span" style="color:#6600CC;">The Urban Assembly School For Green Careers</span></p> <p class="MsoNormal"><span class="Apple-style-span" style="color:#6600CC;">The High School For Language And Diplomacy</span></p> <p class="MsoNormal"><span class="Apple-style-span" style="color:#6600CC;">Business Of Sports School</span></p> <p class="MsoNormal"><span class="Apple-style-span" style="color:#6600CC;">Quest To Learn</span></p> <p class="MsoNormal"><span class="Apple-style-span" style="color:#6600CC;">Global Technology Preparatory</span></p> <p class="MsoNormal"><span class="Apple-style-span" style="color:#6600CC;">Global Neighborhood Secondary School</span></p> <p class="MsoNormal"><span class="Apple-style-span" style="color:#6600CC;">The Urban Assembly Institute For New Technologies</span></p> <p class="MsoNormal"><span class="Apple-style-span" style="color:#6600CC;">High School For Excellence And Innovation</span></p> <p class="MsoNormal"><span class="Apple-style-span" style="color:#6600CC;">Soundview Academy For Culture and Scholarship</span></p><p class="MsoNormal">These are not charter schools folks, these are new public schools in the system. They are a whole lot of fancy names for a whole lot of nothing! You see, one of these Global Urban Preparatory Assemblies For Excellence In Scholarship, etc., etc., etc., actually occupies part of the building where my good ole PS 000 is located. I can tell you that this particular school practices NONE of it's name. It's actually a very disgusting place where teachers mistreat students and do not teach them what they deserve to learn, a place where students do not even have the necessary classes in their schedules, a violent and unhealthy place that I would NEVER EVER send my own child. What is the DOE thinking? If they give a big fancy name to a school, it will change the system? It will make things better? Who are they trying to fool? Teachers? Students? Parents? </p><p class="MsoNormal">I am just so disgusted, I can't even believe I am a part of this system. Burnout? Maybe.</p><p class="MsoNormal">PS. Thank you to Frank McCourt High School for picking an appropriate name.</p> <!--EndFragment--> </span></div>Ms. Peacehttp://www.blogger.com/profile/08589221180179106346noreply@blogger.com0