Happy (Belated) Birthday Amurica!

It's been a while since I've actually had a weekend to do exactly what I wanted to do, and I'm afraid that while the original intention was to actual make some phone and skype calls, I wanted to sleep. Or rather, needed to. I spent Friday evening enjoying some time with one of my Nashville roommates here away from school and responsibilities. However, it now appears that wherever there are small children around, I will revert to teacher mode. Being at the aquarium and looking around in wonder made me remember what I love about education, and museum education in particular. The kids were fascinated by everything around them and excited to engage with the presentations. That, is the best part of teaching, not the fighting and the lying and the constant breaking of pencils (it's not an accident. They do it on purpose. To torment me so that the sound of the electric sharpener never leaves my brain).

I spent much of Saturday sleeping, as somewhere in the jostling of my purse at the museum, I accidently activated my alarm clock on my phone. The one that is set to go off at 5:30 in the morning. I was so confused when it went off, especially since my phone was in the living room and I was deep asleep -- although I missed my roommate this weekend while she was back in Nashville, I'm so glad it did not wake her up as well at that hour! Needless, I fought any urge to get up and be productive and, let me tell you, --- it was glorious. I did finally get up to head out to a barbecue that some of the 2009 corps members threw in celebration of the 4th. I've barely had a chance to see some of the other Nashville corps since we started teaching since we're at several different schools and teaching different grades/subjects, so it was yet another reminder this weekend that I was a real person sometimes not just "Ms. A"

I didn't mean to be disrepectin you

85 hours of work, 20 hours of sleep during the week and that again this weekend -- that in a small nutshell is what my schedule has been like this first week of teaching.

I'm off to meet with my CMA aka Corps Member Adviser to hear her thoughts on the lesson she observed on Friday. I'd originally been scheduled for an observation on Wednesday, but the fire alarm went off in the middle of my lesson. Oof.

As my brain is only thinking in short bursts and segments, a glimpse of what my week looked like in disconnected experiences

--- My kids were so good at one concept I was teaching that I was coming up with math problems on the fly. Too bad one of the problems I came up with was the one exception to the rule, and then utterly confused them.
--- My darling ELL student has moved. No idea to where, but she came in one day and told us she wasn't going to be back.
--- My slightly-less darling child whose parents decided she did not need to take her medication has stopped coming to school since the school told her mom either send her with meds or don't send her
--- I get hugs almost every day
--- When I leave to go to my training sessions, the kids ask "are you coming back? When are you coming back?" as if I'm going to leave them. Makes me happy that they like me, makes me sad that they are so worried about people leaving them
---Called parents for the first time. One was totally positive, the other an exercise in how to nicely tell a parent that their child can do the work but chooses to disrupt the class.
---I had to give a lot of warnings in the hallway on the way to and from lunch this week. One boy was really upset about his behavior and the number of warnings he got. He called me over during independent work and apologized (hence the title of the post)
---I had one child offer to give his good behavior tickets to another who hadn't gotten enough to get a prize from the Treasure Chest. It was so sweet, and it killed me to say no.
--- I look like I'm 15 according to one student
--- I'm "old" according to another
---I've grown highly concerned about potential smudges on my rear end, which is precariously close to the the marker tray. No matter what color, it looks like poo to 2nd graders.
---My school has been broken into twice this week. They don't seem to be taking much stuff (except for one CM's laptop) but more targeted vandalism against specific administrators. Almost worse that it seems like a calculated attack from someone somehow connected with the community
--- We had yet another birthday in my corps, celebrated with a group trip to see the Braves. Man, am I going to miss baseball games in Nashville.
--- My school back in Nashville has been officially renamed...to a mouthful. It's a much better reflection of the school as it reopens, but I'll be curious to see how it gets "abbreved"
---I lost my power cord to my computer. They tell you laptops are optional at Institute. FALSE.
---I bought a new power cord and cried on the inside to see more money leaving my bank account knowing I won't get paid for another 2 months at least.
---I still have yet to drink a cup of coffee.
---I got severely dehydrated and wasted worktime at school lying down on the "instructional carpet". I think I may start napping in my classroom in the fall. Benefits of being an elementary school teacher.
---I am steps closer to signing my lease in Nashville
--- I am still blown away by the love and support of my family, corps, and friends (shout out to Ms. C and Ms. S!!)

The more time I spend here, the more I find myself exhausted, but inspired for Nashville, my corps, my school, and for what is yet to come.

p.s. This week, I will reattempt blocks. Wish me luck!!

First Day of School: Failure?

Today was the first day that I got the chance to teach. I had my teacher voice, my teacher outfit, my lesson plan, and an activity to make math concepts more visual to students. My objective? Students will be able to do subtraction with regrouping (not across a zero). On the diagnostic, only one child mastered this objective out of 12. The one ELL kid who reads at a preschool level.

The start of the class was fine. The kids were tired after 100 minutes of reading, so we took a "brain break" (For those that will understand -- tomorrow, we will bacon sizzle) to get ready to switch to math. I started off with an example that I walked through, checking at each step for volunteers. I had several of the same volunteers over and over. Several people were NOT in a good mood after reading. I knew one student had been taken out of the classroom and brought back in time for math with me.

My class time was split oddly so that I had 20 minutes before lunch and 20 minutes after, which included the transition time in the hallway. While I initially though this would be a huge problem, it ended up being a bit of a god-send.

The Block Debacle

Since my lesson plan involved teaching with base-10 blocks, I thought I would introduce them before lunch and continue afterward. My class had been pretty good with directions (aside from some shouting out) until we got to the blocks. Each table had a set in their table bucket and while some kids had noticed them earlier, most of them did not until I said the disastrous phrase.

"Ok class. Today, we're going to use blocks to --"

I barely got past that line before kids had opened up the neat ziploc packages and dumped them all over the table. I tried to stop them, to get out my directions, but the fact that these were blocks AND they stacked together was like giving kids Legos. One table managed to somewhat follow directions, but you'd have thought that the other kids were at home in their rooms with the blocks making big castles and fortresses. Unfortunately, this meant that the kids who were trying to listen at those tables couldn't pay attention. This went on for longer than I care to admit to in a quantitative assessment.

And here's where the teacher voice came in. In summary, I said --

"Class, it is clear that we are not ready to work with blocks today. When we get back from lunch, there will be no blocks on the table for anyone."

I went on to include stuff about taking other peoples learning time, but I think they just shut off after I said no more blocks. A few people were rowdy on the way to lunch, and on the way back was worse. I soon discovered that one student had not been given her meds that morning for what I'm guessing is ADHD. We'd gotten a new student that morning that no one had seen before and sat him in what has to be the worst spot for him in the entire room.

For the second half of the class, I had the one good table try to model what we were doing. That worked somewhat better, but from now on I think I'm going to pass at the blocks.

The most frustrating part was that my assessment was too long and complicated for most of these kids. The ELL student got it all right, but then again she was the only one in the class who had gotten it on the diagnostic. I did notice some patterns in they're work, and it's such basic subtraction things that it almost made me cry. How on Earth was I supposed to teach regrouping if you can't even subtract 5-3?

But I keep telling myself that tomorrow will be better. Tomorrow's topic is similar, so we can do some review.

But NO BLOCKS.