I love my job!

I love my job!

I had a meeting tonight with my local unit about upcoming negotiations regarding our Collective Agreement. This made me realize: I love my job!

Every morning I awake, eager to begin my day. I almost immediately begin to think about what I am going to experience that day. From the moment I open my eyes, to my morning run, to my half-distracted lunch making (both mine and my girls'), to my short commute to school, my mind in on my day.

I get to work early, on most days at least an hour before the bell goes. In this time I am getting my morning ready. I am updating my agenda board with the day's activities, adding today's date to the board, getting myself a coffee, checking in with colleagues, gathering materials from the work rooms (math manipulatives, book packs), scavenging for desired picture books (from the library, other classroom libraries), planning out the day's DPA activity, gathering the necessary materials, checking my email for the daily update from my administration and any notes from parents. I also get all my programs ready to go - my planning for my ESL students, my day plan for my autistic student, my modified activities for my students on IEPs.

When the bell goes, I go to my door to eagerly await all 28 of my students - 21 boys, 7 girls. I greet each one by name.  I can quickly assess what each child needs from me that day: they are tired and grumpy, probably haven't eaten - I need to be extra patient; they are ridiculously wound up after an amazing game last night - I need to be excited, but tempered; they are anxious because they didn't finish (whatever) last night - I need to be firm, yet kind and understanding.

On some mornings, we have (provincial mandated) DPA - 20 minutes of Daily Physical Activity. With my schedule, I often have DPA right away. Therefore, part of my greeting is directions about where to go - in the class, downstairs in a large hallway, various staircases (for cardio!) or - the most preferred - outside. I also ensure that all student digital devices are safely locked in the closet before beginning the class. I run my 2 to 3 different activities for DPA. I try to start with a quick warm up activity to get them moving, then a cooperative game, then a game that has a cardio component or fitness - something that gets their heart rates up. During this time I complete the morning attendance.

We then transition inside for the next 30 minute period of the day. On most mornings I have scheduled in Word Work. This is much more than a traditional spelling program - it is time that we spend working on words. I have the kids playing scrabble, Making Big Words, Boggle, Word Twist, or any other variety of games or activities that focus on spelling. During this time, I am also collecting any forms, money, notes. I am also checking in with my students, following up on: outstanding homework, assignments, parent communications, student emails, etc. 

In the next 30 minute period, normally, the students have French. This is my 30 minute PREP of the day. During this time, I continue to prepare for the day. Most days I am getting the math lesson ready for the day. I scan the day's lesson to put on the MOODLE (including the homework and the homework answers), adding the journal prompt, getting the necessary math manipulatives ready to do. This 30 minutes goes by fast. If I am really efficient, I try to complete some marking - including grading and giving rich descriptive feedback, with specific and attainable goals that each student can work on.

Next is recess - I usually have duty. I supervise the Junior and Intermediate yard. I solve friendship issues, give out passes to students wishing to use the bathroom and/or get a drink, tie shoelaces, fix zippers, monitor roving groups of students, lock and unlock doors and monitor for the presence of strangers in our space.

After recess I teach math. I begin the lesson right away, while the students are eating their snacks. While teaching I monitor what they are eating, strongly encouraging healthy eating choices. I start the lesson with a "Mind's On" activity - something that will encourage them to start thinking about the day's expectations. I then introduce the Problem - something that will need to be solved in their math packs - strategically structured groups that are either homogeneous - similar ability - or heterogeneous - different ability. During this time I am visiting each group, gathering information about what is going on, the thinking that all the kids have, the errors that they are making, and what I need to teach them next. I am also re-directing kids, offering advice, getting kids back on track, solving behaviour issues.

Then I teach the needed lesson. During this time, one of my three math groups goes on the computers to work on their math journal prompt. This group is expected to complete the journal and pay attention to the lesson. These are my multi-taskers! The other 2/3 of my class sits for the lesson, then completes some structured or scaffolded activities that reinforce the lesson. This is a fluid conversation, based both on the information gathered during the problem solving that just occurred, as well as during the conversation that is going on. This is teaching in real-time. I am also re-directing kids, offering advice, getting kids back on track and solving behaviour issues.

During lunch I ensure all student digital devices are locked in the closet before heading down for my own lunch. I eat my lunch, socialize with my colleagues. When the bell goes (15 minutes later) I go upstairs to my room to supervise some of my kids who want to stay in to work. I am also getting my afternoon ready, including getting my literacy materials ready as well as the independent work for the last math periods. Again, if I am efficient, I am able to get some marking done. I can also input some data into the board mandated entry systems, file paper work, organize OSR's, add to IEPs, etc.

When the bell goes again, I again greet all my students at the door and by name. I complete attendance (again) while my students transition into one of the rotations for literacy. One group meets me at the front for a specific literacy lesson (either science or social studies focused) while the other groups are on a computer - either in my room, on their own devices, or in another classroom. During this time, I am inspiring students in their writing, challenging them in their reading, managing behaviour, monitoring my ESL and IEP students. I have many separate programs functioning at the same time to fully meet the diverse needs of all my students. I am part cheer-leader, motivational speaker, boot-camp instructor, therapist, coach and judge. I inter-change all these hats seamlessly in order to match the motivational needs of all my students. My literacy block has 3 different transitions, ensuring that I see each student for an intensive half hour of instruction, but also time for others to get off-track, requiring reminders and prompts. I also have an Education Assistant who comes to me for a period and a half, right in the middle of the block. I find time to touch base with her, quickly give her today's high impact lesson for my targeted students, and then return to my focus group. During this time I also witness scenes of brilliance, and take every opportunity to highlight and celebrate these.

Recess quickly comes, giving me 15 minutes to chase kids out the door, supervise those wishing to stay inside, visit the bathroom, gather any remaining materials, photocopy tonight's homework, add to the MOODLE and catch my breath and plan for tomorrow's day.

My last two periods, generally, are math again - this devoted to independent work. I am able to intensively work with one group, with another is engaged in computer work (an on-line math journal), while the third is working independently. This period goes by quickly as I am helping many at once, as well as supervising the computer group, inspiring the independent workers, handing out and managing materials and keeping all 28 of them on track. With the last period comes the final rotation: this time I work intensively with one group, final group on the computer, and my previously independent workers are engaged in an extension activity - solidifying and extending the concepts discussed today. I am also ensuring my IEP students are engaged in tasks that best meet their needs, as well as my ESL students are getting materials that best meet their limited language skills.

With 10 minutes left of my day, I muster together 28 exhausted students to tidy up the class, discuss homework expectations, share any last thoughts of the day, before sending them home.

I then begin my after-school routine. I see everyone out for the night, visit the washroom, and get my desk organized. I send out a lengthy email to all my parents informing them, period by period, of what we did today - complete with prompts to engage in conversations (ask your child about...), as well as sharing of the night's homework expectations.

I then plan for the next day's activities, and any longer tasks that will occur in the near future - end of unit projects, art lessons on Fridays, organizing field trips, etc. Some nights I leave "early", 45 minutes after the bell has gone, to collect my own children from their school. On two nights of the week, I stay for an extra hour (on top of my time spent planning) tutoring students who are struggling in math.

I arrive home exhausted but thrilled. I spend as much quality time with my family as I possibly can. On some nights, I multi-task - drive and attend dance classes, I also mark and prepare. Other nights I do this when my family has gone to bed.

I go to bed each night utterly satisfied: I have accomplished something today - I have taught!

I love my job!

M.

Why do I do what I do?

This post is inspired by the following video by Simon Sinek.

It got me thinking about my vision in teaching. Why do I do? What drives me to go to work everyday?? What is my vision of teaching????

Let's run through them, should we?

I believe that my students need to be creative and innovative. Therefore my students need to create and innovate.

My students need to be able to pull knowledge (off the Internet) and construct their own knowledge, be critical and be aware.

My students need to be problem solvers.

I am only a guide. Often, in learning, I am not always necessary. I am merely providing the structure.

I am responsible for creating 21st century students, ready for a 21st century world.

I am a teacher.

Constantly exploring the WHYs continually challenges me to teach in a more effective way. I now need to listen more to myself when I am asking these WHYs!!

M.

Balancing Superman and SuperTeacher

This post has been inspired by the post found here. 

Too often I can get overwhelmed by the myth of the SuperTeacher. See epic examples given to us by Mr. Holland's Opus, The Freedom Writers, ad naseum... I too aspire to be that amazing teacher which movies are made, books are written, Oprah appearances are booked: Why? Because I too believe in making a huge difference in the world (and thus celebrated).

I need to go further in explaining myself. I don't teach for the movie offers. I teach because I love to teach. I teach because I get to celebrate daily how amazing my students are. The Oprah Show would simply be a cool perk.

However, what these movies and legends fail to share with the rest of us is how much of yourself you need to sacrifice to attain this greatness. 

I am a whole person - not just a teacher. I am a husband, father, friend, cat-owner, runner, reader, writer, tech-enthusiast,... If I am to give all that I am to teaching, what is left for me?

Balance is always a tricky notion in teaching. We need to spend more time in making links among educators. We need to share the load. I need to spend more time on my whole self. 

Perhaps this is why, day 4 into my break, I have yet to do any school work!

M.

What's going on here, anyway??

Well, it has been a while!

In the erstwhile spaces between posts, I usually get distracted by minor things. This past space, however, has had some pretty interesting distractions!

I have engaged in some PD sessions, leading workshops for eager teachers who wish to infuse technology into their programming. I have had some success, I'd say, but also a lot of frustrations. I am still trying to figure out what is going on here. I try not to wax egotistical about it, but I don't seem to be connecting to my audiences, and I don't know why.

Perhaps I am travelling too fast - going to far into my practice in too little time - my last session was an hour long: just enough time to pull back the covers in my literacy program, but that is it. The session before that was 2.5 hours - and that didn't seem long enough.

Perhaps what is needed is a more personal approach - where we all work together to build an understanding together. True teacher PD should never be spoon-feeding, right? Teachers (me included) like to see how what is presented would work in our own rooms. Teaching is personal, right?

So what makes good PD?

I had originally titled this post "Investing in Teachers" and had intended on writing/thinking about how lucky I've been to be in the presence of administrators who are seeing that the future of teaching is in the teachers. However, I quickly got sidetracked by a tickling problem I've had.

My colleague has experienced wonderful success with her PD outings, and I can conclude that she is giving the people what they want.

Perhaps (this being my 3rd time starting a sentence with 'perhaps') I need to honour the teachers in my room and build together what we all would like - a better understanding of teaching!

Let's give that a go, and call it a day.

M.