I recently asked my class to list the ten most important things someone coming into third grade next year needs to know. There were a wide variety of answers. Some I expected: know your multiplication facts, read lots, you get new teachers. There were also quite a few that surprised me.
Here are a few of my favorite lists:
1. It’s hard.
2. You get desks.
3. It feels like it’s longer.
4. You get two PE’s a week.
5. You don’t get any field trips.
6. You do get fun days like Greece and Egypt Day.
7. It’s fun.
8. You get good friends.
9. You go to a new science room
10. You go to a new music room.
1. It’s really fun.
2. You should like sports.
3. Don’t complain
4. Want to earn tallies.
5. Return stuff.
6. Love to read.
7. Be competitive.
8. You have extra long music programs.
9. Learn to write carefully.
10. Like action.
1. Know your long division.
2. Know how to spell THE
3. Know how to read with a partner.
4. Know how to keep your face neat during art.
5. Multiplication
6. What 5+15= is
7. How to control being a tattle tale.
8. How to read for about an hour without messing around.
9. Fractions
10. How to keep your desk clean.
1. Listen!
2. Learn
3. Be happy
4. Don’t do the opposite of what the teacher says
5. Be quiet
6. Don’t play in class
7. Follow the class rules
8. Don’t keep secrets from your friends
9. Don’t act like a crazy hobo
10. Follow these instructions
1. It’s harder
2. You need to be smart
3. You will learn about different places
4. It’s funner
5. You need to know your times
6. You read harder books
7. You do famous people
8. Your desks move around a lot
9. Homework is harder
10. You have to work harder.
1. Be friendly
2. Don’t make Mrs. J mad
3. Be ready for lots of homework
4. Get costumes early for Egypt and Greece Day
5. Always return your library books
6. Always put your name on your paper
7. Accidents happen
8. Kickball will take over your life
9. Eat a lot
10. Drink a lot
Now you should be prepared for third grade. I guess it’s a lot harder. Also, beware of making your sports loving teacher angry, as you learn your times tables and read harder books. Good luck!
Showing posts with label Teaching. Show all posts
Showing posts with label Teaching. Show all posts
Tuesday, May 25, 2010
Friday, May 21, 2010
Revealing the Secret of the Art of Teaching
Trying to see the world from the perspective of someone else is something I try to teach my children and my students. It is also something that I enjoy doing as a teacher and a mother, often with humorous results. I love watching my toddler discover new things like the meaning of red lights and green lights.
“The light is green, we can go mom. Like Go Dog Go.”
A simple concept that I follow automatically daily, but it's suddenly exciting as I watch him make connections.
I asked my students to finish common ideas about teaching, education and learning. Exactly what do they think it means to be a teacher? Why is learning important? Is education important? Here are the results that I found the most enjoyable:
To teach is to... have fun.
I like a teacher who gives you...no homework.
The moment you stop learning, you...start thinking.
I am always ready to learn, but...not ready for homework.
You cannot teach a... teacher.
Anyone who stops learning is...going to have a hard time later on.
The moment you stop learning, you...are free.
I am always ready to learn, but... I get sleepy.
The art of teaching is...getting stressed.
I am always ready to learn, but... I don’t like learning.
The moment you stop learning, you...throw a party at your house or mine.
The art of teaching is...hard.
You cannot teach a...dork.
The moment you stop learning, you...become a hobo.
The art of teaching is... getting the questions asked.
I am always ready to learn, but...learning is for kids.
You cannot teach a...math class if you don’t know math.
A good teacher is like a... manager.
I am always ready to learn, but...not really.
A teacher is one who...has had lots of school.
A good teacher is like a... mom always helping.
I am always ready to learn, but...I’m not always ready to fight.
To teach is to... have fun.
The teacher who is indeed wise does not...give wrong answers.
The best teachers teach from...scratch.
A teacher is one who... loves school.
The teacher who is indeed wise does not...yell.
The object of education is to prepare the young to...complain.
And finally my absolute favorite:
The secret of teaching...the teacher’s lounge.
“The light is green, we can go mom. Like Go Dog Go.”
A simple concept that I follow automatically daily, but it's suddenly exciting as I watch him make connections.
I asked my students to finish common ideas about teaching, education and learning. Exactly what do they think it means to be a teacher? Why is learning important? Is education important? Here are the results that I found the most enjoyable:
To teach is to... have fun.
I like a teacher who gives you...no homework.
The moment you stop learning, you...start thinking.
I am always ready to learn, but...not ready for homework.
You cannot teach a... teacher.
Anyone who stops learning is...going to have a hard time later on.
The moment you stop learning, you...are free.
I am always ready to learn, but... I get sleepy.
The art of teaching is...getting stressed.
I am always ready to learn, but... I don’t like learning.
The moment you stop learning, you...throw a party at your house or mine.
The art of teaching is...hard.
You cannot teach a...dork.
The moment you stop learning, you...become a hobo.
The art of teaching is... getting the questions asked.
I am always ready to learn, but...learning is for kids.
You cannot teach a...math class if you don’t know math.
A good teacher is like a... manager.
I am always ready to learn, but...not really.
A teacher is one who...has had lots of school.
A good teacher is like a... mom always helping.
I am always ready to learn, but...I’m not always ready to fight.
To teach is to... have fun.
The teacher who is indeed wise does not...give wrong answers.
The best teachers teach from...scratch.
A teacher is one who... loves school.
The teacher who is indeed wise does not...yell.
The object of education is to prepare the young to...complain.
And finally my absolute favorite:
The secret of teaching...the teacher’s lounge.
Thursday, May 6, 2010
What Standardized Tests Really Measure
Standardized testing can be a useful tool in education. Unfortunately, too much emphasis is put on testing and they are over used. A standardized test can show a piece of the puzzle when it comes to a child’s education and learning, but rarely the whole picture. Due to their misuse I view them as a necessary evil of teaching. When I’m preparing my students I tell them that these tests are for gathering information. Standardized tests help parents, teachers and schools see where kids have strengths or weaknesses. They can also show me patterns where I can improve as a teacher. Tests help the school plan. Tests are tools for gathering information, that’s how I explain it to my third graders.
However, if I were to be frank, standardized testing is the biggest, time consuming, pain in the butt. Testing is supposed to gather information about reading, writing and math, but it is just as likely to gather completely different information. Sometimes testing provides information about fine motor skills; how well can an eight or nine year old fill in a small bubble with a pencil? Other times attention span, following directions, or just remembering not to skip pages is tested. Occasionally standardized testing informs me that a student freezes when being timed. Standardized testing is just plain stressful for teachers and students.
The stress begins with filling out the front cover. At our school third grade is their first experience with standardized tests. The chaos begins with the box labeled “Sex.” Let the giggling begin. Next, comes a very long discussion about race. I explain that each of the categories has to do with where the majority of their ancestors came from. I also tell them that they should go home and discuss with their parents which bubble they should fill in. Then, almost every hand in the class goes up as every child shares their ancestry. Many want to know which bubble to fill in if they’re French, German and Irish or some other European combination. Some ask what to do if their grandpa came from Australia or Canada? When it gets this complicated and it shouldn’t be, I tell them once again, “Go ask your parents.”
The real fun commences when the actual testing begins. Part of what makes a test standardized is that they are given the same way, with the same directions. Every time we start a new test I must read a scripted set of directions. These directions only change for one of the tests. There are eight different tests. Written into the directions, twice, is: “Are there any questions?” Meaning does the test taker understand how to take the test. Remember I teach third graders. Third graders who have never taken standardized tests before. It seems to me that when they hear, “Are there any questions?” my students think they have to ask a question. It is these questions, each time I give the same directions, that make me want to laugh and cry this week. Let me share a few examples.
The test our school administers is called ERB. The name of the test has been a huge concern to my class. A few times when I have asked if there are any questions their queries have been:
“My mom said she used to take the SAT’s, why do we take the ERB’s?”
“My cousin takes a test called The Stanford, why is it different than our test?”
It is of course normal for third graders to be curious about these things, but frustrating that they are asking these questions during the directions for the test. Also, I explained last week that ERB was the brand of test. Just like there are different brands of ice cream: Dreyers, Breyers, Ben and Jerry’s, there are different companies who create tests. Our school chooses to use the ERB’s.
During the second, “Are there any questions now?” pause in the directions a hand waved wildly in the front. “Mrs. Johnson, if we are supposed to be taking the ERB’s, why does it say ERB on the bottom of the page and CTP 4 on the top of the page?”
It’s only the first day and luckily I still have patience. I calmly explain that ERB is the brand, like Ben and Jerry’s, CTP 4 is the flavor, like vanilla. This seems to satisfy all curiosity and concern.
Some other questions that were asked when I gave directions throughout the testing process were:
“Are you sure I’m white?”
“What makes a #2 pencil different?”
“Do I HAVE TO read the page with the examples?”
“Why does it list Asian, Asian American and Pacific Islander together?”
“The note said to get plenty of sleep this week. If I got seven hours of sleep last night do you think I got enough sleep?”
“Do you think this pencil is sharp enough?”
“What should I do if I accidentally drop my pencil and it rolls away?”
“Why are there two test booklets?”
“Why are there two math sections?”
“Who decides how much time we get for each test?”
“Has anyone ever gotten every question right on this test?”
“Will there be any history sections?”
“If we all fail a test will you lose your job?”
“Is this a fill in the bubble test again?”
The first page of each test tells the student how much time is allowed and how many questions. However, on seven out of the eight test one student asked, “How many pages will there be on this test?”
So, what exactly do standardized tests measure? From my experience they mostly measure a teacher’s patience.
However, if I were to be frank, standardized testing is the biggest, time consuming, pain in the butt. Testing is supposed to gather information about reading, writing and math, but it is just as likely to gather completely different information. Sometimes testing provides information about fine motor skills; how well can an eight or nine year old fill in a small bubble with a pencil? Other times attention span, following directions, or just remembering not to skip pages is tested. Occasionally standardized testing informs me that a student freezes when being timed. Standardized testing is just plain stressful for teachers and students.
The stress begins with filling out the front cover. At our school third grade is their first experience with standardized tests. The chaos begins with the box labeled “Sex.” Let the giggling begin. Next, comes a very long discussion about race. I explain that each of the categories has to do with where the majority of their ancestors came from. I also tell them that they should go home and discuss with their parents which bubble they should fill in. Then, almost every hand in the class goes up as every child shares their ancestry. Many want to know which bubble to fill in if they’re French, German and Irish or some other European combination. Some ask what to do if their grandpa came from Australia or Canada? When it gets this complicated and it shouldn’t be, I tell them once again, “Go ask your parents.”
The real fun commences when the actual testing begins. Part of what makes a test standardized is that they are given the same way, with the same directions. Every time we start a new test I must read a scripted set of directions. These directions only change for one of the tests. There are eight different tests. Written into the directions, twice, is: “Are there any questions?” Meaning does the test taker understand how to take the test. Remember I teach third graders. Third graders who have never taken standardized tests before. It seems to me that when they hear, “Are there any questions?” my students think they have to ask a question. It is these questions, each time I give the same directions, that make me want to laugh and cry this week. Let me share a few examples.
The test our school administers is called ERB. The name of the test has been a huge concern to my class. A few times when I have asked if there are any questions their queries have been:
“My mom said she used to take the SAT’s, why do we take the ERB’s?”
“My cousin takes a test called The Stanford, why is it different than our test?”
It is of course normal for third graders to be curious about these things, but frustrating that they are asking these questions during the directions for the test. Also, I explained last week that ERB was the brand of test. Just like there are different brands of ice cream: Dreyers, Breyers, Ben and Jerry’s, there are different companies who create tests. Our school chooses to use the ERB’s.
During the second, “Are there any questions now?” pause in the directions a hand waved wildly in the front. “Mrs. Johnson, if we are supposed to be taking the ERB’s, why does it say ERB on the bottom of the page and CTP 4 on the top of the page?”
It’s only the first day and luckily I still have patience. I calmly explain that ERB is the brand, like Ben and Jerry’s, CTP 4 is the flavor, like vanilla. This seems to satisfy all curiosity and concern.
Some other questions that were asked when I gave directions throughout the testing process were:
“Are you sure I’m white?”
“What makes a #2 pencil different?”
“Do I HAVE TO read the page with the examples?”
“Why does it list Asian, Asian American and Pacific Islander together?”
“The note said to get plenty of sleep this week. If I got seven hours of sleep last night do you think I got enough sleep?”
“Do you think this pencil is sharp enough?”
“What should I do if I accidentally drop my pencil and it rolls away?”
“Why are there two test booklets?”
“Why are there two math sections?”
“Who decides how much time we get for each test?”
“Has anyone ever gotten every question right on this test?”
“Will there be any history sections?”
“If we all fail a test will you lose your job?”
“Is this a fill in the bubble test again?”
The first page of each test tells the student how much time is allowed and how many questions. However, on seven out of the eight test one student asked, “How many pages will there be on this test?”
So, what exactly do standardized tests measure? From my experience they mostly measure a teacher’s patience.
Wednesday, March 17, 2010
How to Create a Reader? (Help Needed)
As a third grade teacher one of the things I constantly ask myself is: How do I get kids to love reading? Why are some people “readers,” and some not. I have always been a reader. I love books. One of my favorite escapes is when I go away for a “girls” weekend and can read uninterrupted. Reading is a treat for me and it is difficult for me to see how it couldn’t be for everyone else. Fortunately, I’ve never had a learning disability or any other disadvantage interfere with my opportunities to read. I’m passionate about reading and want to pass that joy on to my students and children.
Since an important part of my job description is to teach reading, it is a topic I research often. Last summer I read The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers by Nancie Atwell. Her goal as a reading teacher is to help her students, “...become smarter, happier, more just, and more compassionate people because of the worlds they experience within those hundreds of thousands of black lines of print.” (pg. 12)
I feel the same way about reading. The things I liked from her book were: kids need time to read and they should be reading books they choose. A large selection of books should be available to students. Teachers should give book talks to recommend good books. Teachers need to read and be knowledgeable about many books so they can make recommendations to their students. Kids should be taught strategies to find a book at their reading level. Comprehension happens when kids are reading books at their reading level.
I agree kids should be reading books they choose, but I think they still need to be assigned a few books. There needs to be a balance. I think reading a book on their level with the teacher is also very important. I have been trying to create this balance in my classroom.
While I am an avid reader, it is impossible to read everything out there. Also, I’m a little selfish, I don’t want to only read kid and young adult books. I enjoy them a lot, but every once in a while I need more adult topics. This is where I need some help. I’m interested in knowing what books you read when you were in elementary school and more specifically, third grade. What were the books you loved? Why did you love them? Was there a series that got you “hooked” on reading when you were young?
Comment on this blog post with your answers. I’ll use your ideas to narrow down what I should be reading. Or, I might use your comments to recommend books. Thanks for your help, it’s much appreciated. My goal, like Nancie Atwell is, “for every child to become a skilled, passionate, habitual, critical reader- as novelist Robertson Davies put it, to learn how to make reading “a personal art.” (pg. 12)
*Atwell, Nancie. The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers. New York: Scholastic Inc, 2007
Since an important part of my job description is to teach reading, it is a topic I research often. Last summer I read The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers by Nancie Atwell. Her goal as a reading teacher is to help her students, “...become smarter, happier, more just, and more compassionate people because of the worlds they experience within those hundreds of thousands of black lines of print.” (pg. 12)
I feel the same way about reading. The things I liked from her book were: kids need time to read and they should be reading books they choose. A large selection of books should be available to students. Teachers should give book talks to recommend good books. Teachers need to read and be knowledgeable about many books so they can make recommendations to their students. Kids should be taught strategies to find a book at their reading level. Comprehension happens when kids are reading books at their reading level.
I agree kids should be reading books they choose, but I think they still need to be assigned a few books. There needs to be a balance. I think reading a book on their level with the teacher is also very important. I have been trying to create this balance in my classroom.
While I am an avid reader, it is impossible to read everything out there. Also, I’m a little selfish, I don’t want to only read kid and young adult books. I enjoy them a lot, but every once in a while I need more adult topics. This is where I need some help. I’m interested in knowing what books you read when you were in elementary school and more specifically, third grade. What were the books you loved? Why did you love them? Was there a series that got you “hooked” on reading when you were young?
Comment on this blog post with your answers. I’ll use your ideas to narrow down what I should be reading. Or, I might use your comments to recommend books. Thanks for your help, it’s much appreciated. My goal, like Nancie Atwell is, “for every child to become a skilled, passionate, habitual, critical reader- as novelist Robertson Davies put it, to learn how to make reading “a personal art.” (pg. 12)
*Atwell, Nancie. The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers. New York: Scholastic Inc, 2007
Friday, February 12, 2010
Parent/Teacher Pondering
Parent/ Teacher conferences were at the end of last month and like always they’ve caused me to ponder teaching and parenting. I just haven’t had anytime to sit down and write. First, I often describe Parent/Teacher conferences as the moment when all becomes clear. Every idiom, saying, or phrase ever quipped about the parent/child relationship is proved. As a teacher, meeting parents often leads to an “Ah ha!” silently being shouted in my head. Meeting with teachers as a parent I know I reveal a lot about my own children.
When I receive an e-mail at 9 pm, the night of conferences, from a parent asking, “What time am I scheduled for tomorrow?” And my reply is, “You were scheduled for 5 pm tonight.” The phrase “the apple doesn’t fall far from the tree” comes to mind. That’s the parent I needed to discuss time management issues with.
As I’m conferencing with one of my daughter’s teachers I catch myself bouncing my knee, resting elbows on knees and then leaning back. I’m unable to sit still for the ten minute meeting. I’m sure that teacher is thinking, “Like mother, like daughter.”
Sometimes during a conference a parent keeps interrupting me with questions I’m about to address. Occasionally one will be so distracted by the stain on their shirt that they keep asking me the same questions. This is when I know “it runs in the family.”
If we’re conferencing with one of my son’s teachers and my husband accidently corrects the teacher’s grammar, I sometimes catch a smirk or a nod. They’re probably pondering the phrase, “a chip off the old block.”
While on a teacher site I came across this quote:
“The problem with children is that you have to put up with their parents.” ~Charles DeLint
Having been on both sides of the conference table, dealing with problem parents and periodically being a problem parent, I know this is too often true. Luckily this doesn’t lessen the joy I get from my job or from being a proud, protective parent. It just makes me want to say something I’ve probably said a hundred times. I just wish I could make parent’s understand that I care about their kids. If I bring up a problem it’s because I want their child to have the best experience, be the best learner and do their best as much as they do. Issues and problems are roadblocks to a student’s learning and I want to figure out how to get rid of them or go around them. I often hear people say teachers just want kids to sit still and be quiet. I don’t want them to sit like zombies, silent and wiggle free. If a student was acting like that I’d be calling their parents concerned.
Like any profession, teaching has its share of bad apples, but most teachers I know feel the same as I do. We care about our students and what we want the most is for each of our students to succeed as a learner.
The other event that had me full of thoughts has to do with my toddler. Recently I was filling out forms for preschool next year. One of the questions asked me to describe my child’s strengths. I could do that, like most folks I like enjoy bragging about my kids. It’s the next question that started me thinking, what did I think were areas my child needed improvement in? Hmm. My toddler is the youngest by a LARGE gap. He is around big people all the time. Occasionally he gets too much attention, while at other moments he gets forgotten about. He can be somewhat demanding and a little bossy. Also, I felt the need to apologize ahead of time, because he is around so many adults and teenagers he might hear or know things he shouldn’t. He has great communication skills and so I worry that he’ll be the kid who tells about things or uses words the other kid’s parents don’t want them to know yet. Basically, his weaknesses are that he’s the youngest and sometimes I’m a lazy parent.
As I was rereading my comments I thought of this quote I read the other day:
“A parent who has never apologized to his children is a monster. If he's always apologizing, his children are monsters.”
~Mignon McLaughlin
Oops! My toddler’s not a monster, but I sure apologize for him a lot. I have been since I found out I was pregnant. I apologized to my teenagers when I informed them about their new sibling. I told them sorry, but Hewson will get things and do things you never got. He’s so much younger that he’ll have us to himself and we’ll get old and lazier. I felt it best to warn them.
I apologized to the babysitter. I was sorry was stubborn and demanding. At home he doesn’t have to share his toys often because his siblings are so much older. He watches too much t.v. because his parents are so tired when we get home.
I guess I’m just a preventative apologizer. He’s really a pretty normal kid. I just know my faults. Also, it’s like the babysitter says, “He’s just so darn cute.” Good thing, I think some days. So, my hope is that between his cuteness and my preventative apologizing he won’t turn out to be a monster.
When I receive an e-mail at 9 pm, the night of conferences, from a parent asking, “What time am I scheduled for tomorrow?” And my reply is, “You were scheduled for 5 pm tonight.” The phrase “the apple doesn’t fall far from the tree” comes to mind. That’s the parent I needed to discuss time management issues with.
As I’m conferencing with one of my daughter’s teachers I catch myself bouncing my knee, resting elbows on knees and then leaning back. I’m unable to sit still for the ten minute meeting. I’m sure that teacher is thinking, “Like mother, like daughter.”
Sometimes during a conference a parent keeps interrupting me with questions I’m about to address. Occasionally one will be so distracted by the stain on their shirt that they keep asking me the same questions. This is when I know “it runs in the family.”
If we’re conferencing with one of my son’s teachers and my husband accidently corrects the teacher’s grammar, I sometimes catch a smirk or a nod. They’re probably pondering the phrase, “a chip off the old block.”
While on a teacher site I came across this quote:
“The problem with children is that you have to put up with their parents.” ~Charles DeLint
Having been on both sides of the conference table, dealing with problem parents and periodically being a problem parent, I know this is too often true. Luckily this doesn’t lessen the joy I get from my job or from being a proud, protective parent. It just makes me want to say something I’ve probably said a hundred times. I just wish I could make parent’s understand that I care about their kids. If I bring up a problem it’s because I want their child to have the best experience, be the best learner and do their best as much as they do. Issues and problems are roadblocks to a student’s learning and I want to figure out how to get rid of them or go around them. I often hear people say teachers just want kids to sit still and be quiet. I don’t want them to sit like zombies, silent and wiggle free. If a student was acting like that I’d be calling their parents concerned.
Like any profession, teaching has its share of bad apples, but most teachers I know feel the same as I do. We care about our students and what we want the most is for each of our students to succeed as a learner.
The other event that had me full of thoughts has to do with my toddler. Recently I was filling out forms for preschool next year. One of the questions asked me to describe my child’s strengths. I could do that, like most folks I like enjoy bragging about my kids. It’s the next question that started me thinking, what did I think were areas my child needed improvement in? Hmm. My toddler is the youngest by a LARGE gap. He is around big people all the time. Occasionally he gets too much attention, while at other moments he gets forgotten about. He can be somewhat demanding and a little bossy. Also, I felt the need to apologize ahead of time, because he is around so many adults and teenagers he might hear or know things he shouldn’t. He has great communication skills and so I worry that he’ll be the kid who tells about things or uses words the other kid’s parents don’t want them to know yet. Basically, his weaknesses are that he’s the youngest and sometimes I’m a lazy parent.
As I was rereading my comments I thought of this quote I read the other day:
“A parent who has never apologized to his children is a monster. If he's always apologizing, his children are monsters.”
~Mignon McLaughlin
Oops! My toddler’s not a monster, but I sure apologize for him a lot. I have been since I found out I was pregnant. I apologized to my teenagers when I informed them about their new sibling. I told them sorry, but Hewson will get things and do things you never got. He’s so much younger that he’ll have us to himself and we’ll get old and lazier. I felt it best to warn them.
I apologized to the babysitter. I was sorry was stubborn and demanding. At home he doesn’t have to share his toys often because his siblings are so much older. He watches too much t.v. because his parents are so tired when we get home.
I guess I’m just a preventative apologizer. He’s really a pretty normal kid. I just know my faults. Also, it’s like the babysitter says, “He’s just so darn cute.” Good thing, I think some days. So, my hope is that between his cuteness and my preventative apologizing he won’t turn out to be a monster.
Tuesday, January 26, 2010
Morals From the Third Grade
It's that time of year again. Once again I have asked my class to finish fables and share morals. I do this each year as we study Ancient Greece. Some years are more creative and interesting then others. This year the "Car" morals were overall the same, darn it. This is the third year I've published my results. I think the "Bee" fables are the best. Enjoy!
UNFINISHED FABLES
Read our conclusions and morals to these three unfinished fables.
One day, a computer said to a mouse pad, “You are nothing without me! I have all the circuits, all the software. I am the reason that you exist.”
“Ah,” said the mouse pad, “but….
...If you didn’t have me you would be broken.
Moral- Everybody is just as important.
...I’m not attached to you. I can be beautifully without your circuits and software.
Moral- Circuits and software don’t matter.
“...without me the user will not be able to access the software,” said the mousepad.
Moral- They can’t survive without each other.
...without me who could get to the sights? How could they turn you on? How could you read your GMail? See you need me to be great.
Moral- You need help to be great.
...without me you couldn’t move.
Moral- Don’t brag.
...if you did not have me you would not even be much, so we both need each other.
Moral- Nobody is better than any other person.
...without me there would be no point in using you. People wouldn’t be able to move the arrow. Without me you wouldn’t exist.
Moral- Don’t brag to others
Three bees were hovering around a flower one spring day when a woman walked by. The first bee flew away in fear. The second bee, believing that the woman did not notice him, decided to sit still and see what happened. The third bee…
…flew and sat on the top of a bench. The woman sat on the same bench and noticed the third bee. She swatted him and ran away in fright.
Moral- Always stay with people you know.
...was the youngest. He stayed there too. The second bee pushed him out of the way. “Stay back,” she said,”I’ll attack the human barbarian.” She tried, but died.
Moral-Never fight something dangerous.
...decided to hide and watch while the second bee got squished.
Moral-If something is dangerous hide or make a good choice and go on with your business.
…started buzzing around her head, annoying her and having a fun time. Then she pulled out a fly swatter and hit him.
Moral- Don’t annoy someone constantly just for fun.
…started dancing. Then the woman killed the dancing bee.
Moral- Never dance if you are a talking bee.
…was mad with the first and the second bee and stung the woman. He died right after.
Moral- Don’t take your anger out on someone else.
…started to break dance for the girl, but the girl saw him and killed him.
Moral-If you’re a bee, don’t break dance in front of a girl.
...went up to say, “Hi,” and the lady screamed and swatted at him. Luckily, she missed. The bee flew away.
Moral- Never talk to strangers.
...Stung the lady. The lady crushed the bee.
Moral- Do not sting people.
...stung the woman as hard as he could.
Moral-Never hurt
3. One day an auto mechanic was working on a car that had broken down. The mechanic was puzzled because he could not figure out what the problem was. He tried everything he knew, and still the car would not run. Finally, he threw up his arms in frustration, saying to the car, “How do I make you work again?” The car replied…
...give me back to my owner and I will work again.
Moral-Never talk to a car.
...come in and honk the horn five times. So he did and it worked. The car said to to back up. So he did and he ran into a tree.
Moral-Don’t listen to a car.
...If you give me oil then i’ll help you. So he gave it some oil...and the same thing happened again. The whole time the car was trying to trick him. so after the car drank that oil he drove away.
Moral-Don’t talk to a car.
...put the blue wire to the red in my roof. So he did and made it break even more.
Moral-Never listen to a talking car.
...give me some chocolate and then I will run. Well... ok, but you have to promise to run. “I will, I will, don’t worry.” So he gave the car chocolate, but the car was tricky, so he didn’t run and the mechanic was so mad!
Moral- Never give a talking car chocolate
...give me your wallet and your bank account and everything will be ok.
Moral-Never listen to a talking car.
...I am a stubborn car and I will only work if you feed me apples. The man didn’t have any apples. So, he got the very expensive ones. Then the car said, “Heh, no.”
Moral-Never give apples to a talking car.
...”I-I-I s-s-swallowed a-a-a h-h-hobo.” “That doesn’t make you work!!!” cried the man. The hobo jumped out, he was chewing on the engine.
Moral-Never trust a hobo
...you make me work by giving me love. The mechanic said, “What is love?” The car answered, “Love is appreciation.” Then the mechanic gave him love.
Moral-Love is important
And those are just a few example of how the mind of a third grader works.
UNFINISHED FABLES
Read our conclusions and morals to these three unfinished fables.
One day, a computer said to a mouse pad, “You are nothing without me! I have all the circuits, all the software. I am the reason that you exist.”
“Ah,” said the mouse pad, “but….
...If you didn’t have me you would be broken.
Moral- Everybody is just as important.
...I’m not attached to you. I can be beautifully without your circuits and software.
Moral- Circuits and software don’t matter.
“...without me the user will not be able to access the software,” said the mousepad.
Moral- They can’t survive without each other.
...without me who could get to the sights? How could they turn you on? How could you read your GMail? See you need me to be great.
Moral- You need help to be great.
...without me you couldn’t move.
Moral- Don’t brag.
...if you did not have me you would not even be much, so we both need each other.
Moral- Nobody is better than any other person.
...without me there would be no point in using you. People wouldn’t be able to move the arrow. Without me you wouldn’t exist.
Moral- Don’t brag to others
Three bees were hovering around a flower one spring day when a woman walked by. The first bee flew away in fear. The second bee, believing that the woman did not notice him, decided to sit still and see what happened. The third bee…
…flew and sat on the top of a bench. The woman sat on the same bench and noticed the third bee. She swatted him and ran away in fright.
Moral- Always stay with people you know.
...was the youngest. He stayed there too. The second bee pushed him out of the way. “Stay back,” she said,”I’ll attack the human barbarian.” She tried, but died.
Moral-Never fight something dangerous.
...decided to hide and watch while the second bee got squished.
Moral-If something is dangerous hide or make a good choice and go on with your business.
…started buzzing around her head, annoying her and having a fun time. Then she pulled out a fly swatter and hit him.
Moral- Don’t annoy someone constantly just for fun.
…started dancing. Then the woman killed the dancing bee.
Moral- Never dance if you are a talking bee.
…was mad with the first and the second bee and stung the woman. He died right after.
Moral- Don’t take your anger out on someone else.
…started to break dance for the girl, but the girl saw him and killed him.
Moral-If you’re a bee, don’t break dance in front of a girl.
...went up to say, “Hi,” and the lady screamed and swatted at him. Luckily, she missed. The bee flew away.
Moral- Never talk to strangers.
...Stung the lady. The lady crushed the bee.
Moral- Do not sting people.
...stung the woman as hard as he could.
Moral-Never hurt
3. One day an auto mechanic was working on a car that had broken down. The mechanic was puzzled because he could not figure out what the problem was. He tried everything he knew, and still the car would not run. Finally, he threw up his arms in frustration, saying to the car, “How do I make you work again?” The car replied…
...give me back to my owner and I will work again.
Moral-Never talk to a car.
...come in and honk the horn five times. So he did and it worked. The car said to to back up. So he did and he ran into a tree.
Moral-Don’t listen to a car.
...If you give me oil then i’ll help you. So he gave it some oil...and the same thing happened again. The whole time the car was trying to trick him. so after the car drank that oil he drove away.
Moral-Don’t talk to a car.
...put the blue wire to the red in my roof. So he did and made it break even more.
Moral-Never listen to a talking car.
...give me some chocolate and then I will run. Well... ok, but you have to promise to run. “I will, I will, don’t worry.” So he gave the car chocolate, but the car was tricky, so he didn’t run and the mechanic was so mad!
Moral- Never give a talking car chocolate
...give me your wallet and your bank account and everything will be ok.
Moral-Never listen to a talking car.
...I am a stubborn car and I will only work if you feed me apples. The man didn’t have any apples. So, he got the very expensive ones. Then the car said, “Heh, no.”
Moral-Never give apples to a talking car.
...”I-I-I s-s-swallowed a-a-a h-h-hobo.” “That doesn’t make you work!!!” cried the man. The hobo jumped out, he was chewing on the engine.
Moral-Never trust a hobo
...you make me work by giving me love. The mechanic said, “What is love?” The car answered, “Love is appreciation.” Then the mechanic gave him love.
Moral-Love is important
And those are just a few example of how the mind of a third grader works.
Saturday, January 16, 2010
Just Like Marie Curie
Every winter I teach a unit on researching and writing about Pioneers. Not the covered wagon, American west type of pioneers, but people who went before and prepared the way for others to follow. People who came up with something new or took part in the early development of something. Those type of pioneers.
Each year I have mixed emotions about the whole teaching process of this unit. In the beginning when I assign their pioneers, I’m excited. I’m fascinated by each of the people I’ve chosen and feel like I’m giving each student a gift. They don’t always agree with the “gift” part, but usually my excitement is contagious. Next, their assignment is just to read the various articles and books about their pioneer. I still like this part. Each morning someone approaches me with some tidbit they learned the night before. I encourage them to become experts on their pioneer. They’re the only one researching that person and it will be their job to teach the class at the end of the project. The next step isn’t my favorite, but it’s not the worst part either. This is the part where I lead them as a class through how to research. I demonstrate and we practice together using my hero, Jackie Robinson as an example. This always seems to go smoothly.
Then comes the part I dread, the part where they do their own research and write rough drafts. Twenty-four people need me at once. Research requires some independence. Independence and decision making are skills being taught and learned through out this unit. I recognize that. They’re third graders. It is just a very constant, tiring balancing act I perform. Keeping everyone on task, while helping and conferencing with each student, while answering questions. A huge variety of needs have to be met. It takes much patience and endurance.
There are the rushers, the ones who think they’re done in a day. They don’t use dates, they only use the information from time lines or the index. They’re facts are often random or insignificant. They only use the simplest resource they have to find information. When I ask them specifics or encourage them to find more information, they tell me that isn’t in the books or they can’t find it.
There are the distracted. Unfortunately research requires wise time management and some organization. These skills are part of our group practice with Jackie Robinson. I give them a variety of tools to help with organization: outlines, folders, pockets. I give reminders and dates for time management. I conference, edit and question throughout the process. However, talking to your neighbor, wandering around the room, staring into space, asking to go to the bathroom or get a drink and sharping your pencil for the tenth time in half an hour, doesn’t get much done.
There are the perfectionists. These students come in two groups. Those who write down every little detail, afraid to leave out any information. Or those who can’t decide what to write down. They don’t want to be wrong, so they don’t write down anything at all.
Finally, after much blood, sweat, tears and editing, their written report is done. We are all exhausted and relieved. I am also always amazed. My expectations are high on this assignment. They are required to practice and combine various skills for this project. It is truly a process and the end result is usually all that I expected and more. They do develop as writers and produce informative, interesting final products.
Yesterday, however, I had one of those positive moments midst the chaos. I remembered why this assignment is so important. I regained some of that joy I get from teaching and learning about the pioneers I’ve chosen to assign.
While helping a student decide what to include in her Marie Curie report I learned something new. I know many things about each of these people I assign to be researched. I need to know if my students are getting their facts straight. However, there’s always something new to discover.
Marie Curie was a strong woman. She is an example that I think every woman should read about, especially working women and girls discovering what they can become. Marie Curie did things that women of her time were told they couldn’t do. In Marie’s time women were supposed to be the weaker sex. Luckily, she didn’t believe that and she found other’s who didn’t believe that myth either.
In 1897 Marie Curie gave birth to her oldest daughter Irene. While excited, Marie was also overwhelmed. Besides being a new mother, she was expected to take care of her home. On top of those two things she still had school to complete. How could she do all these things at once?
I know many women who have asked themselves this question. The difference is that because of women like Marie Curie we have choices. Thinking about continuing her education was unheard of in her day. Getting an education, many didn’t even choose this path, was often just something to do until a woman got married. If she continued her education after marriage, she most certainly stopped after having a baby. However, Marie was smart and surrounded herself with people who thought her education was important. A creative solution was found to her problem. This solution, which is the new fact I learned today, was quite unique for the time.
Marie Curie’s father-in-law lost his wife a month after his granddaughter was born. Lonely and sad, Dr. Curie offered to move in with the couple and care for his granddaughter. This solution allowed Marie to continue her studies a little less stressfully.
Why do I find this fact so fascinating? Marie Curie did after all win two Nobel Prizes, one with her husband and one on her own. These facts seem much more important than a childcare issue. For me, it’s the facts about childcare issues, lessons learned from parents and role models, or the struggles that people survive that makes a pioneer. These are the things that often create a person who can lead the way and try new things. I loved discovering that Marie Curie was a pioneer in women’s rights, not just in science. Marie was a woman whose accomplishments were not only great discoveries in science, but also included not allowing poverty to prevent her from getting an education, being a working mother and raising strong daughters. Irene, along with her husband, earned a Nobel Prize of her own in 1935. Discovering that Marie Curie worried about work and motherhood is the most important thing I’ve learned about her. It makes me a little bit like her. It also reminds me of why I teach this long, difficult pioneer research unit. I teach it so that hopefully the student assigned Marie Curie each year learns from her example and dreams of being just like Marie Curie.
Each year I have mixed emotions about the whole teaching process of this unit. In the beginning when I assign their pioneers, I’m excited. I’m fascinated by each of the people I’ve chosen and feel like I’m giving each student a gift. They don’t always agree with the “gift” part, but usually my excitement is contagious. Next, their assignment is just to read the various articles and books about their pioneer. I still like this part. Each morning someone approaches me with some tidbit they learned the night before. I encourage them to become experts on their pioneer. They’re the only one researching that person and it will be their job to teach the class at the end of the project. The next step isn’t my favorite, but it’s not the worst part either. This is the part where I lead them as a class through how to research. I demonstrate and we practice together using my hero, Jackie Robinson as an example. This always seems to go smoothly.
Then comes the part I dread, the part where they do their own research and write rough drafts. Twenty-four people need me at once. Research requires some independence. Independence and decision making are skills being taught and learned through out this unit. I recognize that. They’re third graders. It is just a very constant, tiring balancing act I perform. Keeping everyone on task, while helping and conferencing with each student, while answering questions. A huge variety of needs have to be met. It takes much patience and endurance.
There are the rushers, the ones who think they’re done in a day. They don’t use dates, they only use the information from time lines or the index. They’re facts are often random or insignificant. They only use the simplest resource they have to find information. When I ask them specifics or encourage them to find more information, they tell me that isn’t in the books or they can’t find it.
There are the distracted. Unfortunately research requires wise time management and some organization. These skills are part of our group practice with Jackie Robinson. I give them a variety of tools to help with organization: outlines, folders, pockets. I give reminders and dates for time management. I conference, edit and question throughout the process. However, talking to your neighbor, wandering around the room, staring into space, asking to go to the bathroom or get a drink and sharping your pencil for the tenth time in half an hour, doesn’t get much done.
There are the perfectionists. These students come in two groups. Those who write down every little detail, afraid to leave out any information. Or those who can’t decide what to write down. They don’t want to be wrong, so they don’t write down anything at all.
Finally, after much blood, sweat, tears and editing, their written report is done. We are all exhausted and relieved. I am also always amazed. My expectations are high on this assignment. They are required to practice and combine various skills for this project. It is truly a process and the end result is usually all that I expected and more. They do develop as writers and produce informative, interesting final products.
Yesterday, however, I had one of those positive moments midst the chaos. I remembered why this assignment is so important. I regained some of that joy I get from teaching and learning about the pioneers I’ve chosen to assign.
While helping a student decide what to include in her Marie Curie report I learned something new. I know many things about each of these people I assign to be researched. I need to know if my students are getting their facts straight. However, there’s always something new to discover.
Marie Curie was a strong woman. She is an example that I think every woman should read about, especially working women and girls discovering what they can become. Marie Curie did things that women of her time were told they couldn’t do. In Marie’s time women were supposed to be the weaker sex. Luckily, she didn’t believe that and she found other’s who didn’t believe that myth either.
In 1897 Marie Curie gave birth to her oldest daughter Irene. While excited, Marie was also overwhelmed. Besides being a new mother, she was expected to take care of her home. On top of those two things she still had school to complete. How could she do all these things at once?
I know many women who have asked themselves this question. The difference is that because of women like Marie Curie we have choices. Thinking about continuing her education was unheard of in her day. Getting an education, many didn’t even choose this path, was often just something to do until a woman got married. If she continued her education after marriage, she most certainly stopped after having a baby. However, Marie was smart and surrounded herself with people who thought her education was important. A creative solution was found to her problem. This solution, which is the new fact I learned today, was quite unique for the time.
Marie Curie’s father-in-law lost his wife a month after his granddaughter was born. Lonely and sad, Dr. Curie offered to move in with the couple and care for his granddaughter. This solution allowed Marie to continue her studies a little less stressfully.
Why do I find this fact so fascinating? Marie Curie did after all win two Nobel Prizes, one with her husband and one on her own. These facts seem much more important than a childcare issue. For me, it’s the facts about childcare issues, lessons learned from parents and role models, or the struggles that people survive that makes a pioneer. These are the things that often create a person who can lead the way and try new things. I loved discovering that Marie Curie was a pioneer in women’s rights, not just in science. Marie was a woman whose accomplishments were not only great discoveries in science, but also included not allowing poverty to prevent her from getting an education, being a working mother and raising strong daughters. Irene, along with her husband, earned a Nobel Prize of her own in 1935. Discovering that Marie Curie worried about work and motherhood is the most important thing I’ve learned about her. It makes me a little bit like her. It also reminds me of why I teach this long, difficult pioneer research unit. I teach it so that hopefully the student assigned Marie Curie each year learns from her example and dreams of being just like Marie Curie.
Monday, January 11, 2010
Today's lesson: Color Poems
Once again trying to set an example as a writer as I teach writing. Today's writing lesson was Color Poems. Color is used to express and represent so many things: personalities, emotions, smells, sounds, tastes, holidays... The object was to express a color without coming right out and telling the reader the color. Here are my poems from today:
I smell of squishy, fresh mud and grainy sand storms.
My dust tickles noses and makes eyes itchy.
I am rough, scratchy bark and strong, smooth leather.
I tint many curls and eyelashes.
I am thick, creamy chocolate milk and a greasy hamburger.
I am the crunch of a nut or the tapping of a stick.
I flash suddenly and quickly to your cheeks,
telling people you are embarrassed.
I help celebrate the 4th of July
and many other holidays too.
I smell of rose petals and cherry chapstick.
I can taste like peppermints, spaghetti or watermelon.
I feel like a scratched knee or Santa’s velvety suit.
I sound like a heart beat or a siren.
Last year's attempt.
I can be as cold as snow or as warm as fur.
I enjoy the North Pole and grandpa’s scruffy face.
I’m an oval egg or a round golf ball.
I smell sweet like sugar
and I’m as soft as cotton.
This one is from two years ago.
I stain the knees of soccer and football players.
I color the leaves that shade you in the summer heat.
I command cars,
and many consider me lucky.
I smell of squishy, fresh mud and grainy sand storms.
My dust tickles noses and makes eyes itchy.
I am rough, scratchy bark and strong, smooth leather.
I tint many curls and eyelashes.
I am thick, creamy chocolate milk and a greasy hamburger.
I am the crunch of a nut or the tapping of a stick.
I flash suddenly and quickly to your cheeks,
telling people you are embarrassed.
I help celebrate the 4th of July
and many other holidays too.
I smell of rose petals and cherry chapstick.
I can taste like peppermints, spaghetti or watermelon.
I feel like a scratched knee or Santa’s velvety suit.
I sound like a heart beat or a siren.
Last year's attempt.
I can be as cold as snow or as warm as fur.
I enjoy the North Pole and grandpa’s scruffy face.
I’m an oval egg or a round golf ball.
I smell sweet like sugar
and I’m as soft as cotton.
This one is from two years ago.
I stain the knees of soccer and football players.
I color the leaves that shade you in the summer heat.
I command cars,
and many consider me lucky.
Friday, October 30, 2009
Mommilies: Do I Sound Like My Mother?
Every year in October our school invites mothers to join us in class for the morning. As part of this tradition my class and in fact all the third graders write mommilies. Mommilies are things that mom always says. The students brainstorm for homework and then practice writing quotes in class. I always enjoy this activity. Lots of common sayings and idioms are listed, along with phrases unique to individual families. My own two children did this activity in third grade. Students pick their favorites from their lists, create final drafts and then a bulletin board is created in the hall outside our classroom.
The reaction of the moms is always mixed. Most laugh, some shake their heads, some disagree with their kids, while others try to explain. This activity is funny and sweet.
This year on the day I sent the brainstorming home I also posted a request on facebook for friends to share either mommilies they themselves use or mommilies their moms said. I listed several of my own personal mommilies. Things that my kids used when they had this assignment. Here are a few:
"I can only do 50 things at once and that is the 51st!"
"I don't really like you at the moment either."
"What is your father doing?"
"Am I embarrassing you? I don't mean to embarrass you."
A few I remember from my mom, mostly idioms, include:
"If wishes were fishes we'd all live in the sea."
"Mind your P's and Q's."
"Money doesn't grow on trees."
Here are the ones sent to me on facebook:
"No blood, no band-aid!" (from my mom.... Mine is "hurry scurry")
"There's no crying in ______" whatever we may be doing . .
"You don't HAVE to go to school, you GET to."
"You can want all you choose, but you still....(have to, can't etc.)"
"Oh, I'm sorry I wasn't asking if you wanted to, I'm TELLING you. . .!"
Once when Andrew was little and was driving me nuts asking for something and "why can't I do/have it? Huh, why, huh, why?" I got exasperated and said,"Because I'm a mean, horrible mother who must hate her children." He looked shocked and started to tell me how great I was instead of continuing the begging. That became our "mommily". Anytime we ... Read More didn't have time or patience to argue about something, it was, "because I'm a mean, horrible mother who hates her children" and I would get a hug or rolled eyes instead of fights.
And finally, some from my class this year:
"No MORE QUESTIONS!"
"Nobody can make you do anything."
"I'm leaving now, bye."
"Love others like I love you."
"Use your brain."
"Do you need love?"
"Turn off the lights. I don't own the power company."
"I'm not your slave/waitress." (There were multiple versions of this.)
"Only boring people get bored."
"You can wreck it for yourself, but you can't wreck it for all of us."
"Sing at the table, whistle in bed, along comes the chopper and chops off your head." (I just write them like I see them.)
"Use your OWN brain."
"NO! Do you have enough beans?"
"No bleeding, no broken, you're fine."
"How ya doing pickle?"
"If you don't do it your name is mud."
"The four B's: Bath, brush, books, bed."
"In you go Indigo."
"Hard is good."
"You know the drill."
"Gotta go, gotta go, gotta go right now!"
Mommilies just make me ponder and think. Many moms in my class seem to have the same reaction. What do I say when I'm on autopilot? What do I tell them so often that they don't even listen anymore? Do I sound just like my mother?
The reaction of the moms is always mixed. Most laugh, some shake their heads, some disagree with their kids, while others try to explain. This activity is funny and sweet.
This year on the day I sent the brainstorming home I also posted a request on facebook for friends to share either mommilies they themselves use or mommilies their moms said. I listed several of my own personal mommilies. Things that my kids used when they had this assignment. Here are a few:
"I can only do 50 things at once and that is the 51st!"
"I don't really like you at the moment either."
"What is your father doing?"
"Am I embarrassing you? I don't mean to embarrass you."
A few I remember from my mom, mostly idioms, include:
"If wishes were fishes we'd all live in the sea."
"Mind your P's and Q's."
"Money doesn't grow on trees."
Here are the ones sent to me on facebook:
"No blood, no band-aid!" (from my mom.... Mine is "hurry scurry")
"There's no crying in ______" whatever we may be doing . .
"You don't HAVE to go to school, you GET to."
"You can want all you choose, but you still....(have to, can't etc.)"
"Oh, I'm sorry I wasn't asking if you wanted to, I'm TELLING you. . .!"
Once when Andrew was little and was driving me nuts asking for something and "why can't I do/have it? Huh, why, huh, why?" I got exasperated and said,"Because I'm a mean, horrible mother who must hate her children." He looked shocked and started to tell me how great I was instead of continuing the begging. That became our "mommily". Anytime we ... Read More didn't have time or patience to argue about something, it was, "because I'm a mean, horrible mother who hates her children" and I would get a hug or rolled eyes instead of fights.
And finally, some from my class this year:
"No MORE QUESTIONS!"
"Nobody can make you do anything."
"I'm leaving now, bye."
"Love others like I love you."
"Use your brain."
"Do you need love?"
"Turn off the lights. I don't own the power company."
"I'm not your slave/waitress." (There were multiple versions of this.)
"Only boring people get bored."
"You can wreck it for yourself, but you can't wreck it for all of us."
"Sing at the table, whistle in bed, along comes the chopper and chops off your head." (I just write them like I see them.)
"Use your OWN brain."
"NO! Do you have enough beans?"
"No bleeding, no broken, you're fine."
"How ya doing pickle?"
"If you don't do it your name is mud."
"The four B's: Bath, brush, books, bed."
"In you go Indigo."
"Hard is good."
"You know the drill."
"Gotta go, gotta go, gotta go right now!"
Mommilies just make me ponder and think. Many moms in my class seem to have the same reaction. What do I say when I'm on autopilot? What do I tell them so often that they don't even listen anymore? Do I sound just like my mother?
Monday, June 29, 2009
Teacher Trouble (A short story and a cartoon attempt.)
Ms. Jones stood in the front of the room ready to start. Few people were paying attention to her. Many were playing with their chairs, others doodled on papers, while others chatted loudly with their neighbors. She had to get their attention somehow.
“Please stop talking Leslie and Judy,” said Ms. Jones firmly, “It’s time to begin.”The two culprits looked up guiltily and quickly quieted down.
“Now, I’d like to start...” began Ms. Jones when the door opened.
Jack sheepishly grinned from the doorway, “Sorry, um, late, um, mom, and, um, I had to use the bathroom. Sorry again. I tried to get here on time.”Ms. Jones sighed, tucked her hair behind her ear and calmly replied, “It’s fine, just come in quickly.”
Jack nodded, smiled and found his seat.
Ms. Jones began again, introducing her topic when a hand began to wave in the back of the room.
“What NOW?” She thought to herself. I’ve barely begun.
Gathering her patience she asked, “Yes Betsy?”
“Should we be taking notes?” inquired Betsy.
“Patience.” Ms. Jones chanted repeatedly in her head. Then she smiled at Betsy and said, “Taking notes might be a good idea.”
Suddenly Betsy stood up.
“Where are you going?” asked a confused Ms. Jones.“I have to get a pencil if I need to take notes.” was Betsy’s reply.
A chorus of “Me too” arose throughout the room, along with the sounds of digging and searching as everyone scrounged for paper and pencil.
Puffing out her cheeks and slowly letting the air out, Ms. Jones commanded, “Stop. Never mind. Just listen carefully for now and I’ll give you copies of the information later.”
Sighs of relief were heard as everyone returned to their seats.
“Okay, we don’t have much time left, so no more interruptions please.” Ms. Jones stated as she tried to start, yet once again. It was at this moment that out of the corner of her eye she spotted movement.She continued to talk, but tracked the movement with her eyes. It was just as she suspected. Someone was passing notes. Quickly she raised her gaze and made eye contact with the guilty party.
Tom turned bright red as Ms. Jones shook her head ever so slightly at him. Silently he crumpled the note in his hand and listened to what she was saying.
Later, sitting at her desk, sipping a diet soda, Ms. Jones sighed deeply. “Why?” she asked herself, as she did each week, “Why are teachers so much trouble? I think being in charge of faculty meeting is more difficult than teaching a class of students!”
Saturday, June 13, 2009
What Did You Say?
Friday, May 15, 2009 at 8:06pm
In case you missed me whining today, let me complain one more time: today was Field Day at school. Now many of you may have fond memories of Field Day, I used to, unfortunately it has been forever ruined since I’ve become a teacher. Field Day is hell. The kids are hyper all morning as they wait for the afternoon, then I have to traipse around in the hot sun for two and a half hours. Relays, obstacle courses, tag games and other adventures await us. I must create even teams, while reminding everyone that this is fun and not a competition. I’m also responsible for making sure no one gets hurt, dehydrated, sun burned, lost and has a potty break without missing a single activity. Are you picturing the fun?
So, let’s just say I was not looking forward to today. It went pretty much as I expected, I’m so exhausted right now. However, there was one funny spot in the day that is still making me giggle. It was one of those “kids say the darnedest things” moments. When it first happened I was glad my “filter” worked and I didn’t say,”What the hell?”
My group had just completed the “Sponge Relay.” They had a blast, but were soaking wet. It was not cold outside, but of course once the relay was over several began to complain they were cold. We had a few moments before our next rotation so we took a break. They all decided the best way to warm up was to lie on the concrete in the sun. All sixteen did this. Shortly one student yelled,”Flip!” and they all rolled over. Seconds later someone else shouted,”Flip!” and they rolled back. This went on for a few minutes. When it was finally time to go to our next station one of my boys excitedly ran up to me and exclaimed,”Mrs. J. did you see us master baking?”
This is where I paused, got control of myself and calmly asked,”What were you guys doing?”
“We we were master baking.” he told me again. One little girl in the class overheard him this time and looked at me sharply, wide eyed.
Still calm and mostly straight faced I asked,”What’s that?”
He looked at me strangely and then replied,”Master baking, you know, sun bathing.”
Finally I could smile as I said,”I did see you all sun bathing. You should all be plenty warm now.”
Phew! I thought. He’d had me worried for a second. I wasn’t sure what kind of damage control I was going to have to do. Thankfully overall third grade is still pretty innocent and so for a moment Field Day wasn’t so bad.
In case you missed me whining today, let me complain one more time: today was Field Day at school. Now many of you may have fond memories of Field Day, I used to, unfortunately it has been forever ruined since I’ve become a teacher. Field Day is hell. The kids are hyper all morning as they wait for the afternoon, then I have to traipse around in the hot sun for two and a half hours. Relays, obstacle courses, tag games and other adventures await us. I must create even teams, while reminding everyone that this is fun and not a competition. I’m also responsible for making sure no one gets hurt, dehydrated, sun burned, lost and has a potty break without missing a single activity. Are you picturing the fun?
So, let’s just say I was not looking forward to today. It went pretty much as I expected, I’m so exhausted right now. However, there was one funny spot in the day that is still making me giggle. It was one of those “kids say the darnedest things” moments. When it first happened I was glad my “filter” worked and I didn’t say,”What the hell?”
My group had just completed the “Sponge Relay.” They had a blast, but were soaking wet. It was not cold outside, but of course once the relay was over several began to complain they were cold. We had a few moments before our next rotation so we took a break. They all decided the best way to warm up was to lie on the concrete in the sun. All sixteen did this. Shortly one student yelled,”Flip!” and they all rolled over. Seconds later someone else shouted,”Flip!” and they rolled back. This went on for a few minutes. When it was finally time to go to our next station one of my boys excitedly ran up to me and exclaimed,”Mrs. J. did you see us master baking?”
This is where I paused, got control of myself and calmly asked,”What were you guys doing?”
“We we were master baking.” he told me again. One little girl in the class overheard him this time and looked at me sharply, wide eyed.
Still calm and mostly straight faced I asked,”What’s that?”
He looked at me strangely and then replied,”Master baking, you know, sun bathing.”
Finally I could smile as I said,”I did see you all sun bathing. You should all be plenty warm now.”
Phew! I thought. He’d had me worried for a second. I wasn’t sure what kind of damage control I was going to have to do. Thankfully overall third grade is still pretty innocent and so for a moment Field Day wasn’t so bad.
Go Forth and Conquer...Fourth
Tuesday, June 2, 2009 at 6:36pm
Today was the last day of school and like every year I have very mixed emotions. Fearing I would repeat what I said last year I reread what I wrote. Not surprisingly, I would have repeated myself because I have pretty strong feelings about being a teacher. So I think I should start by quoting myself from last year's blog (Something like Yours, Mine and Our Next Adventure):
Today is the last day of school. I can not tell a lie, I'm ready and I'm excited because I'm exhausted. I think what some people don't understand about teaching is how draining it is mentally and emotionally. Every September I fall in love with 24 new people. I get to know their strengths and weaknesses. I yearn for them to succeed, learn and grow. I study, plan, adapt, adjust, conference, brainstorm, pray, test and do many more things because I care about my students. And don't get me wrong, I like what I do, I'm just a little worn out by this time of year.
I feel the same way today. This year I only had 22 students, but beginning in September I started to get to know each of them and make them my own. I've spent months working, encouraging, pushing, challenging, teaching, preparing and learning with them. The goal has always been for June to arrive and for them to be ready to move on. I think they're ready, they might not be sure, but I am.
I liked how one observant kindergarten teacher put it last Friday,"They were horrible today. They're breaking up with each other. They're breaking up with you. They're getting ready for the end."
Change is never easy, but often it is good. I'm not really sad. I'm excited for them and I know that they're in good hands next year. I also know that there's another group of 3rd graders waiting for me in a few months, after I've regrouped, reorganized and recuperated.
Today was the last day of school and like every year I have very mixed emotions. Fearing I would repeat what I said last year I reread what I wrote. Not surprisingly, I would have repeated myself because I have pretty strong feelings about being a teacher. So I think I should start by quoting myself from last year's blog (Something like Yours, Mine and Our Next Adventure):
Today is the last day of school. I can not tell a lie, I'm ready and I'm excited because I'm exhausted. I think what some people don't understand about teaching is how draining it is mentally and emotionally. Every September I fall in love with 24 new people. I get to know their strengths and weaknesses. I yearn for them to succeed, learn and grow. I study, plan, adapt, adjust, conference, brainstorm, pray, test and do many more things because I care about my students. And don't get me wrong, I like what I do, I'm just a little worn out by this time of year.
I feel the same way today. This year I only had 22 students, but beginning in September I started to get to know each of them and make them my own. I've spent months working, encouraging, pushing, challenging, teaching, preparing and learning with them. The goal has always been for June to arrive and for them to be ready to move on. I think they're ready, they might not be sure, but I am.
I liked how one observant kindergarten teacher put it last Friday,"They were horrible today. They're breaking up with each other. They're breaking up with you. They're getting ready for the end."
Change is never easy, but often it is good. I'm not really sad. I'm excited for them and I know that they're in good hands next year. I also know that there's another group of 3rd graders waiting for me in a few months, after I've regrouped, reorganized and recuperated.
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