Blog #5

People need to understand that poverty impacts a child's (or even an adult's) way of life and ability to learn.  If a child comes to school hungry or scared, they will not be able to learn.  Learning only occurs once someone's basic needs are met. It is important as a teacher to recognize when a child is needing their basic needs to be met.

For people to understand poverty, all they have to do is think how upset and touchy they feel when they are hungry and asked to do something.  This is a daily occurance, unfortunately, for some children. One cannot focus on learning if hungry.  If they are concerned where they will sleep for the night, they will not learn.

All basic needs need to be met before someone can learn.  There are way too many hungry, homeless and abused children in our country.  Focus and funds need to be brought back to our schools so we are able to assist this population better.

3rd Blog - 2ns Semester

Have you witnessed staff acting in an unprofessional manner? If so, what can you do to avoid
pitfalls associated with unprofessional behavior?

Yes, I have witnessed staff acting in an unprofessional manner.  I had a staff member at another school tell other staff members that I "hated" her.  I was shocked and confused once this got back to me.  I had no idea what she was talking about.  In my opinion, I always said good morning to her and I feel like I am a happy, approachable person.  I felt like I was back in high school.  I was disappointed in her for not coming to talk to me directly and instead, spread rumors.  I felt this was very unprofessional and immature.  I still feel that way, 7 years later. 

I did take the high road and approached her.  I told her what I had heard and that I was sorry if I every did anything to upset her.  She could not give me an answer as to why she felt that way about me.  I guess you can't please everyone.  However, approaching her about it prevented anything else from happening from her.  The ironic thing about this all is that I really had no opinion of her before all of this.  Afterwards, I stay clear of her and don't trust her.

I don't think people in a working relationship should be talking bad about one another.  I am sure that I have been guilty of this, as I am human.  However, I remind myself every day to mind my own business.  If it doesn't involve me then I don't need to give my two-cents without anyone's solicitation.

Second Semester 2nd Blog

My school uses the Make Your Day discipline system.  If a child has a concern about another student, they will bring it to an teacher's attention and we will discuss the incident with the other student.  The student will be asked if they are to take responsible for the incident and then asked to take points off.

Also with Make Your Day, if a student is caught doing something not appropriate, they will go to Step 1 to think about what they did.  If the behavior persists, they will go to step 2, then step 3.  The "last straw" is step 4.  This means the student will go to the office to discuss the incident with the principal and parents will be called.  Any type of bullying would be considered a step 4 immediately.  A talk with the principal and a meeting with parents would occur.

Bullying is defined by the district as any verbal or physical harassment, cyberbullying, sexual harassment, religious harassment, racial harassment and hazing. The district has a way for students to report bullying anonymous by filling out a report online.  The school also has a paper report called an incident report.

I would like to say my district has a handle on bullying.  However, my son has been bullied awful this year.  I have been in to talk to his school 3 times since September.  It is just now getting better for him.  I think even though the district has all these definitions and anonymous line to report incidents, what actually happens to the students is a complete mystery to me.  As a parent and a teacher, I am not sure.  I can't seem to get a direct answer.  I THINK they notify the student of the harassment claim.  From there, if it persists, then it is considered bullying.  I feel like the subject is very secretive for some reason. 

Second Semester Blog 1

My teaching goals for this semester are as follows:

1) Continue learning from my peers to make myself a better teacher.  I enjoy "picking" the brains of other teachers and incorporate what they do with my teaching style.

2) Define my teaching style even more.  I enjoy incorporating strategies into my classroom to help my students relax, reflect on themselves and overall make them better people.  I like having my diffuser in the class. I also like doing yoga/exercises to help my kids learn not only to better students, but healthy.  I am open to learning about more strategies to put in place as I define myself also as a teacher of life.

3) Finish out the year with my students successfully growing and making my teaching goals.

4) Finish this semester of school with-out a hitch!

Blog #5

I have two special need students in my class.  I teach 4th grade. The first one is a boy who can only read at a 1st grade level.  I have tutored him phonics and have gotten him to read 21 WPM  from 12 WPM. He also is in the process of reading a 2nd grade level book.  He is doing very well.  He does have an IEP.  He goes to see the reading specialist every day.  I meet with her to discuss him often.  We are also working on his handwriting. I will make adjustments to his work, but at the same time I have been told to not do too much.  I will have him read to me questions during tests and help him if he needs it.  If there are any writing components, I will have him try to write his answer down and then verbally tell me the answer.  This is how I can best check for comprehension.

I also have another student who has cerebral palsy.  She uses a computer to write out all her answers to everything done in class.  I will also ask her questions so she can give me a verbal answer.  This also helps me check for her comprehension.  She is a good reader, so I know she can read the questions.  She does not have an IEP as of right now, however, she is in the process of being evaluated to see if she qualifies for services.  We, as a school team, cannot tell if she is really stubborn with not doing her work or if she is having some neurological issues.  I feel if she is interested in a topic, she cooperates great!  Otherwise, she claims she doesn't understand and won't do her work.

Blog #4

Out of a scale of 1-10 on my use of using assessments in the classroom, I give myself an 8.  I feel I am high on this scale because of my use of assessments. First, my team and I administered assessments at the beginning of the year in reading fluency, comprehension and math.  We also do quarterly assessments in reading fluency and comprehension.  At the end of the year, we will do the same assessments administered at the beginning of the year in reading fluency, comprehension and math.

I give myself an "8" because I have been wanting to do pre-test assessments in math for the chapter we will be going into.  I want to be able to compare the pre-test scores to the final assessment score in order to see what they have learned.  I have done this once with my homeroom class.  I have not done this yet with my flex class.  I haven't had time to set the pre-tests up yet.  I am hoping by the next chapter, I will be able to give them a pre-test that will coincide with the actual test so I can see what they have learned.

We have used the assessments we have already conducted to create "flex" classes. We are differentiating the whole 4th grade class.  The higher students go to one classroom, I have the "average" 4th grade students and my other teacher gets the students who need more attention.  These classes are fluid and we will be using our 2nd quarter assessments and class tests to re-evaluate.  I already have a couple students who I think should be moved up.  That is great news!

Assignment #3

Over the course of the first quarter, I have slowly tighten my management style of the class.  I have realized that I needed to be stricter with my routines and procedures.  Being a first year teacher, I realized I was too loose.  The students were too chatty and trying to negotiate everything with me. Even though I struggled with those aspects, I have never felt that they disrespected me or not trust me.  I get cards and letters almost every day from at least one student thanking me for being their teacher.  That feels so rewarding.

Since the first weeks of school, I have started a daily work-out/yoga routine.  I do this first thing in the morning.  I feel this has helped them get a good start to the day.  I also have started to say sayings such as "when your eyes are on me/the board, I will know you are ready to learn".  I also have fine tuned transition/lining up time.  I have each student put all their items away, stand up and push in their chairs.  I will say "when you have put your things away, stood-up and pushed in your chair with bubbles in your mouth, I will know you are ready to go".  Once they have all done this, then I will excuse them to line-up.  If anyone runs, they are to go back to their desks and try again.  I will also compliment the students who are doing what they are suppose to; the ones who aren't will straighten up quickly.

I always think there is room for improvement.  I am always looking for strategies to try!