Keeping Track

One of the most challenging aspects of teaching this particular class has been keeping track of which kids are out for which activities or meetings during the day, then trying to catch them up on what they missed, or hold them accountable for work they forget or neglect to turn in the next day.

You get the ESL/Language assistance group that returns when the social studies/science period is half-over. You have the band kids, the string kids, kids with lessons and kids that visit the school counselor for one-on-one sessions, kids that go out for speech therapy, others for special help.

Deciding on how to keep track of kids is one thing. A second is reminding them to remember their responsibilities, a third thing is keeping track of what you assign, a fourth whether or not they have fulfilled their responsibilities and a fifth, what you’re going to do about it when they don’t follow through!I had a conversation with my co-op today about these things.

She has been keeping track for me because I was struggling to do that and still teach at the same time. I can’t interrupt the flow of instruction to deal with the band kids who were leaving and coming back half way through one lesson and returning during another one.Then you have the kids that are going on vacation during the middle of the school year, for an entire week, and they want their work in advance. That’s my favorite. Remember when we took vacation in the summer?

Now kids go on entire vacations during the school year, and they are somehow allowed to do this. Whatever happened to keeping your kids in school so they can learn?Pulling them out only makes things worse. They miss all that instructional time and then they have work they need to make up…work that can’t be done on the road. What’s a kid to do when they miss math for a week and one concept builds on the next? How do you make that up? You don't.

Checklist. That's a compound word, "checklist."

I just fell asleep in the bathtub and woke myself up snoring. There was no danger of drowning, I had already drained the tub. I just hesitated too long getting out of the tub and fell victim to the sleepies.

I've decided to make myself a list to get my mind on the finish line, with true focus. Make that two checklists: one for now, one for after I graduate. The first will be a list of things I need/want to accomplish over the next two and a half weeks.

1. Finish my portfolio (this is a biggie)
observation reports
units
lessons
evaluations
journal

2. Be observed by my school principal (ditto)

3. Finish painting the bathroom.

4. Celebrate my birthday with the girls.

5. Throw my Pampered Chef party.

6. Get my hair done.

7. Go get a massage.

8. Graduate.

9. Try and find interim employment after I graduate (hopefully teaching)

10. Get some leads on some jobs.


It's pretty crazy in a fantabulous sort of way. Fantabulous. A new and improved compound word.

Turning 32 in 2

I'll be celebrating my 32nd birthday in just under two days. Yup. The big three, two. 30 plus two.

I'm going to bed.

What Works and What Doesn't Work

What Works
Carefully planned and executed, step-by-step instructions.

What Doesn't Work
Assuming your kids know what you're talking about and that they have the knowledge and sense to figure something out instinctively as you go along with a lesson.


What Works
Giving specific praise for specific acts of behavior you see your students doing.

What Doesn't Work
Saying "good job" or another generic compliment that will eventually sound insincere to a student.


What Works
Taking the time to notice and praise the things a student does right and give constructive feedback and suggestions for improvement.

What Doesn't Work
Nagging a child about their weaknesses. Children aren't encouraged by negative forms of criticism that embarrass or tear down.


What Works
Taking the time to give a kid extra help, even if your busy.

What Doesn't Work
Repeatedly putting off remediation and hoping the kid will pick up the skills he needs through Osmosis. Instruction and guidance must be intentional. You don't get in shape by skipping workouts and your children won't perform unless they are properly nurtured and trained.

Cresting the Hill

I'm almost at the top. Like a roller coaster cresting the top of a hill, my arms are up in the air and I'm getting ready to scream like an adrenaline junkie skydiving out of an airplane...

At the end of this experience, I'll be screaming like Mel Gibson's character William Wallace at the end of the movie Braveheart..."FREEDOM!"

I love my placement, my kids and my co-op, not to mention the other teachers at the school, but there is something quite satisfying and even liberating to know that I am reaching the pinnacle of my student teaching experience and that it will only get "easier" from here.

Easy is a relative term, in the eye of the beholder. Yes, my teaching hours will decrease, but my responsibilities haven't lessened, my focus is only shifting from one set of tasks to another. I still have my portfolio to finish, interviews to prepare for and applications to fill out. Oh! And I still have to find a job, but I've decided that I'll cross each of those bridges when I come to them.

I'll all about preparing for the future, but living in the present. If I thought only of what COULD happen, I would miss what IS.