Friday, May 17, 2013
Thursday, May 9, 2013
Life is . . .
I just realized that I haven't posted anything since October. The time has flown and I cannot even to describe how much has happened. I am now officially teaching 5th - 8th grade ELA on the southside of Chicago. I am working at a relatively small magnet school, and it has been a challenging year - to say the least. For a while I was writing some of the craziness down in a journal, but I haven't been consistent with it. The things that have happened definitely need to be remembered.
This week has been interesting (to say the least):
Dear Ms. Forster,
I am sorry for disrespecting you. I didn't mean to. I was irritated and annoyed. I didn't mean to yell at you. If you don't forgive me, I understand. I don't like being yelled at either. No one told me to write this to you. I just figured that since I yelled at you, I should apologize. I am really sorry this time.
Mind you, this young lady and I do not have a pleasant history. She has already served multiple days of In-School-Suspension for yelling at me and has NEVER ONCE apologized. I am pretty sure her note to me was a direct result of me standing up for her today. I think she finally realized that I cared about her.
Slowly, one-by-one, they are starting to come around.
This week has been interesting (to say the least):
Dear Ms. Forster,
I am sorry for disrespecting you. I didn't mean to. I was irritated and annoyed. I didn't mean to yell at you. If you don't forgive me, I understand. I don't like being yelled at either. No one told me to write this to you. I just figured that since I yelled at you, I should apologize. I am really sorry this time.
Mind you, this young lady and I do not have a pleasant history. She has already served multiple days of In-School-Suspension for yelling at me and has NEVER ONCE apologized. I am pretty sure her note to me was a direct result of me standing up for her today. I think she finally realized that I cared about her.
Slowly, one-by-one, they are starting to come around.
Thursday, October 25, 2012
Oops....
I just made a major mistake. We're talking huge. Career changing.
Good news? I received an offer to teach at a Chicago Public School on the south side in Englewood. Bad news? I technically can't teach it.
To be honest, I wasn't actually planning on taking the job, but the pros definitely outweighed the cons. Especially given the fact that I had been coming home in tears from work almost every single night. So I took the job, assuming that getting paperwork together would be a piece of cake - I already had a job, right? I shouldn't be able to teach in my current school without all of the required elements by the state of Illinois, right? Wrong. Dead wrong.
I figured out yesterday that the certification that I have in the state of Illinois is only valid for me to teach high school Reading. That's it. Nothing else (may explain why I wasn't getting callbacks when looking for jobs). So technically, I wasn't even certified to teach the job I was in. That's the screw up. I went for a year and a half without actually looking at my certification to figure out what it was that I could teach and how I needed to fix it. I'm not that person; I am usually right on top of this stuff. I honestly thought that because I was teaching Junior High that everything had to be okay because of state regulations. But wait, charter's get to play by a different set of rules than the rest of the kids, so it didn't matter. You don't have to be certified in the area you teach to get a job at a charter - heck, you don't have to even be fully certified!
Needless to say, I do not have the correct endorsements to teach the job that I was offered. Forget about the fact that I've been teaching the EXACT SAME THING for the past 5 years, or that I have an undergrad AND master's in this area. The red tape is not in place to make me "legal." It was a bit of a frustrating day. When my pants caught on a nail and ripped right up the back first thing yesterday morning (not kidding, this really happened), it should have been a tip that the day was going to end badly.
What's the solution? Well, I have applied for the Middle Grade Language Arts Endorsement, praying that I have the correct classes I need to add get this fixed quickly and easily. If that doesn't work then I need to take one more class . . . FAST. OR my principal changes the position to Reading, I take a test on 10th and all is well. I simply cannot believe that I let this certification lapse as much as I have. Not to mention the fact that it is EXPENSIVE to get certified!! The test is nearly $100, and the endorsement + application fees are also $100, and that's only for ONE subject area. In Michigan and Arizona I can teach any English or Language Arts from 6th - 12th grade on one teaching certificate. I can also teach Reading KINDERGARTEN - 12th grade on one certificate. But here, each different group of grades requires a test and an endorsement. I'm not sure if they're using this to weed out teachers, or just as a revenue, but it's pretty ridiculous. I kind of feel like Chicago politics has leaked over into the entire state in this situation. Michigan is one of the toughest states to be certified in and I flew through that. Now I'm stuck here like a sitting duck, trying to figure out a plan of action. Needless to say there's been a lot of praying, trusting and faith-testing going on in the last couple days.
Good news? I received an offer to teach at a Chicago Public School on the south side in Englewood. Bad news? I technically can't teach it.
To be honest, I wasn't actually planning on taking the job, but the pros definitely outweighed the cons. Especially given the fact that I had been coming home in tears from work almost every single night. So I took the job, assuming that getting paperwork together would be a piece of cake - I already had a job, right? I shouldn't be able to teach in my current school without all of the required elements by the state of Illinois, right? Wrong. Dead wrong.
I figured out yesterday that the certification that I have in the state of Illinois is only valid for me to teach high school Reading. That's it. Nothing else (may explain why I wasn't getting callbacks when looking for jobs). So technically, I wasn't even certified to teach the job I was in. That's the screw up. I went for a year and a half without actually looking at my certification to figure out what it was that I could teach and how I needed to fix it. I'm not that person; I am usually right on top of this stuff. I honestly thought that because I was teaching Junior High that everything had to be okay because of state regulations. But wait, charter's get to play by a different set of rules than the rest of the kids, so it didn't matter. You don't have to be certified in the area you teach to get a job at a charter - heck, you don't have to even be fully certified!
Needless to say, I do not have the correct endorsements to teach the job that I was offered. Forget about the fact that I've been teaching the EXACT SAME THING for the past 5 years, or that I have an undergrad AND master's in this area. The red tape is not in place to make me "legal." It was a bit of a frustrating day. When my pants caught on a nail and ripped right up the back first thing yesterday morning (not kidding, this really happened), it should have been a tip that the day was going to end badly.
What's the solution? Well, I have applied for the Middle Grade Language Arts Endorsement, praying that I have the correct classes I need to add get this fixed quickly and easily. If that doesn't work then I need to take one more class . . . FAST. OR my principal changes the position to Reading, I take a test on 10th and all is well. I simply cannot believe that I let this certification lapse as much as I have. Not to mention the fact that it is EXPENSIVE to get certified!! The test is nearly $100, and the endorsement + application fees are also $100, and that's only for ONE subject area. In Michigan and Arizona I can teach any English or Language Arts from 6th - 12th grade on one teaching certificate. I can also teach Reading KINDERGARTEN - 12th grade on one certificate. But here, each different group of grades requires a test and an endorsement. I'm not sure if they're using this to weed out teachers, or just as a revenue, but it's pretty ridiculous. I kind of feel like Chicago politics has leaked over into the entire state in this situation. Michigan is one of the toughest states to be certified in and I flew through that. Now I'm stuck here like a sitting duck, trying to figure out a plan of action. Needless to say there's been a lot of praying, trusting and faith-testing going on in the last couple days.
Sunday, September 23, 2012
Finally. Someone is starting to figure it out.
I have spent my entire teaching career working in urban schools with children who are disadvantaged and deal with incomprehensible home lives. Many of these children are riddled with behavior issues and learning problems that I have always believed directly linked to the stresses that they face on a daily base. Due to this, my goal has consistently been to make my classroom as safe and secure as I possibly can. True, I may not be the epitome of a nurturing-motherly-type-elementary school teacher (possibly because I work with middle schoolers, not 8 year olds), but I have always wanted my kids to feel safe, cared for and appreciated in my class. I have always striven to make my room somewhere that they can come and leave the stress of life behind. Somewhere that they always knew exactly what was expected of them both academically and socially. I (and my co-workers) have always known that because of the students' home lives they bring issues into our classroom that often affect their learning and performance, which would not be an issue in a different demographic.
However, we choose to come to school every single day hoping that we can make a small difference. We work 12 - 14 hour days hoping that we will be able to get through to these kids. We try to include character development into our classrooms as much as possible, but due to rigorous standardized testing our time is cut short. We want to help get these kids professional help if needed, but due to budge cuts there is not a counselor or psychologist in sight. We attempt to work with the parents, however they are usually working 2 - 3 jobs simply to keep electricity turned on and food on the table. We want to give them other reasons to come to school than purely academics by advocating for more specials where they can learn about things that interest them, but again money and time is short due to federal funding. It seems as if we are constantly fighting an uphill battle, however, we continue to fight viciously hoping that someone will someday take notice.
I think someone finally did. Ira Glass aired a program about all of these issues that brought to light a conversation regarding urban schools which people have been avoiding for decades. Teachers are typically blamed for low test scores and failing conditions in low-income schools, and when we bring up the other factors that we are dealing with, we are told to stop complaining and just do our jobs. Instead of acknowledging the fact that these factors due exist and are desperately hurting our children, they are pushed aside. Instead of recognizing the problem and beginning to form solutions, deaf ears are given and heads look the other way. I know this is simply one interview, one small program, but at least the topic is being discussed. At least the issue is being researched and looked at by people other than teachers. Thank you Ira Glass, for taking the time to put this program together. Thank you for bringing to light situations we have been fighting against for years. Please take a moment and read this or listen to it. It is very much worth your time.
Back to School: This American Life
However, we choose to come to school every single day hoping that we can make a small difference. We work 12 - 14 hour days hoping that we will be able to get through to these kids. We try to include character development into our classrooms as much as possible, but due to rigorous standardized testing our time is cut short. We want to help get these kids professional help if needed, but due to budge cuts there is not a counselor or psychologist in sight. We attempt to work with the parents, however they are usually working 2 - 3 jobs simply to keep electricity turned on and food on the table. We want to give them other reasons to come to school than purely academics by advocating for more specials where they can learn about things that interest them, but again money and time is short due to federal funding. It seems as if we are constantly fighting an uphill battle, however, we continue to fight viciously hoping that someone will someday take notice.
I think someone finally did. Ira Glass aired a program about all of these issues that brought to light a conversation regarding urban schools which people have been avoiding for decades. Teachers are typically blamed for low test scores and failing conditions in low-income schools, and when we bring up the other factors that we are dealing with, we are told to stop complaining and just do our jobs. Instead of acknowledging the fact that these factors due exist and are desperately hurting our children, they are pushed aside. Instead of recognizing the problem and beginning to form solutions, deaf ears are given and heads look the other way. I know this is simply one interview, one small program, but at least the topic is being discussed. At least the issue is being researched and looked at by people other than teachers. Thank you Ira Glass, for taking the time to put this program together. Thank you for bringing to light situations we have been fighting against for years. Please take a moment and read this or listen to it. It is very much worth your time.
Back to School: This American Life
Monday, September 17, 2012
The constant adventures of teaching boys
Last Friday my kids are in the middle of writing workshop and everyone is spread out all over the room: laying on the floor with pillows, sitting in the hallway having conferences, curled up in the corner with their notebook, comfy as comfy can be. The music is playing, the mood is peaceful and I'm having a conference with one of the girls, when I hear this strange gurgling coming from the front of the room. I pause for a second, look around and chalk it up to some weird chair noise. A few minutes later, the same noise comes from the same spot. Hmmmmm. I wonder if someone is having some gastrointestinal problems, but the kids are ignoring it, so I let it go.
All of a sudden . . . an enormous FAAARRRTTTT comes from the front of the room.
I try to ignore it, but I look up and the smallest kid in my class is literally rolling on the ground where he was working, laughing as hard as he can. Again, trying to ignore it I turn to talk to the student I'm working with, when I hear this suppressed giggling coming from the entire front of the room. They start giggling, I start giggling, and soon we're all guffawing hysterically. The more we try to contain it, the worse it gets.
Another boy walks by as things are quieting down and says, "Hey Javi, I wonder how that would've tasted?"
Carlos walks by and mutters, "Scrrruuumptious." Uproarious laughter again.
I love teaching boys.
All of a sudden . . . an enormous FAAARRRTTTT comes from the front of the room.
I try to ignore it, but I look up and the smallest kid in my class is literally rolling on the ground where he was working, laughing as hard as he can. Again, trying to ignore it I turn to talk to the student I'm working with, when I hear this suppressed giggling coming from the entire front of the room. They start giggling, I start giggling, and soon we're all guffawing hysterically. The more we try to contain it, the worse it gets.
Another boy walks by as things are quieting down and says, "Hey Javi, I wonder how that would've tasted?"
Carlos walks by and mutters, "Scrrruuumptious." Uproarious laughter again.
I love teaching boys.
Monday, September 10, 2012
Chicago Teacher's Union Strike!
So the CTU went on strike today. I can honestly say that for the first time in my life I completely understand and totally support this strike. I cannot go into much more detail, but let's just say that I am very grateful for the unions - if only I was able to participate in the benefits and protection they offered. Do they, at times, push things to far? Absolutely. But, would we be where we are today without them? Absolutely not.
More to come . . . eventually . . .
Friday, September 7, 2012
The first month
We made it. The first month of school is finished. Looking back at my pictures from before school started and the ones I took today, I couldn't help but notice how colorful everything is! Seriously, it looks like a rainbow threw up - this is where people often think I am an elementary teacher instead of one of those lunatic middle school teachers. I will admit, things have been pretty crazy at school, but I have decided not to focus on the insanity, rather on how much I have grown to love my room and my kiddos. Honestly, they're pretty awesome. Hysterical, hard-working, hopeless 8th graders. So here's my room.
This first picture is of my classroom library and the cool things we've been going through over the past few months. They kids have really been developing some amazing discussion skills and I can't wait to see where they are by the end of the year.
We're currently studying memoirs and the effect the author's purpose has on the reader, as well as the way they wrote that specific book. I've found quite a few wonderful memoirs in my library for them to explore: House on Mango Street, A Long Way Gone, Farewell to Manzanaar, Bad Boy, Angela's Ashes, I Know Why the Caged Bird Sings. They are also writing their own memoirs in writing and we've been looking at so many of these different ideas and angles.
These next two pictures are of my small group corner and book club group books, as well as my reading response journal center.. I have five literature circle books running right now - all memoirs or diaries. I meet with the groups twice a week at my table, where we delve into the mysteries and complexities of great literature. This process just started last week, so I'm hoping things will continue to progress as the year continues.
If you notice on my board, I have lots of sections and labels. Across the top of the board are topics that we are reading about each week in relation to character development. We've been reading from a book called Don't Stress the Small Stuff for Teens, and each time that we study something new, I've been hanging the topic question on the wall.
This board serves multiple purposes as well. It posts our classroom jobs (paper passers, supply passers/collectors, book passers/collectors, time keeper, etc). For the first time in six years, I have actually been sticking with this! To be honest, it's SUPER nice to have the kids do all of this busy work. This is also where I have set up an area for them to sign up for writing peer conferences. I tried this last year for the first time and it was pretty amazing.
I love, love, love watching my kiddos curl up with a good book. I am honestly shocked at how much my boys love to read. Good job 7th grade teachers . . . these guys are great!
This first picture is of my classroom library and the cool things we've been going through over the past few months. They kids have really been developing some amazing discussion skills and I can't wait to see where they are by the end of the year.
We're currently studying memoirs and the effect the author's purpose has on the reader, as well as the way they wrote that specific book. I've found quite a few wonderful memoirs in my library for them to explore: House on Mango Street, A Long Way Gone, Farewell to Manzanaar, Bad Boy, Angela's Ashes, I Know Why the Caged Bird Sings. They are also writing their own memoirs in writing and we've been looking at so many of these different ideas and angles.
These next two pictures are of my small group corner and book club group books, as well as my reading response journal center.. I have five literature circle books running right now - all memoirs or diaries. I meet with the groups twice a week at my table, where we delve into the mysteries and complexities of great literature. This process just started last week, so I'm hoping things will continue to progress as the year continues.
If you notice on my board, I have lots of sections and labels. Across the top of the board are topics that we are reading about each week in relation to character development. We've been reading from a book called Don't Stress the Small Stuff for Teens, and each time that we study something new, I've been hanging the topic question on the wall.
- How do you positively effect the people around you?
- How do others describe you?
- How did you go the extra mile today?
- How have you been a role model? At school? At home?
- What kind of decisions have you made today?
This board serves multiple purposes as well. It posts our classroom jobs (paper passers, supply passers/collectors, book passers/collectors, time keeper, etc). For the first time in six years, I have actually been sticking with this! To be honest, it's SUPER nice to have the kids do all of this busy work. This is also where I have set up an area for them to sign up for writing peer conferences. I tried this last year for the first time and it was pretty amazing.
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