Today, I spent the morning with my BFF and her kids purchasing items for our Girl Scout Awards, Bridging, and Investiture Ceremonies. We even splurged and got Sprinkles cupcakes. Yummy!
When I returned home, I met Mom at Granny's. She had begun setting out Christmas decorations that we plan to sell in our Christmas in October sale. I helped bring in heavy boxes and set things up. When we finished for the day, we had emptied around 25 tubs and boxes, emptied a portion of the shed, and emptied a hall closet. We still have at least 13 more boxes and tubs to unload.
I found pictures of my great, great grandparents and other relatives. We found the box of ornaments Granny had bought/collected for me. Each one with my name and year. I haven't taken the time to go through the box yet, but I will at some point this Fall. I found some other items I want my brother and sister-in-law to have.
We ended the evening having dinner with my great aunt, her three kids, and two of the three spouses. It was a great meal with wonderful conversation and laughter.
Saturday, September 28, 2013
Friday, September 27, 2013
Girl Scout Bridging, Awards, and Investiture
Next Saturday, we will be holding our Bridging Ceremony to Bridge three Brownies to Juniors and two Juniors to Cadettes. We will also be handing out the awards and badges they earned since January. We will end with an Investiture to welcome our new girls and rededicate our existing girls.
I am looking for ideas and input for our ceremonies. Please comment with any ideas you might have. I would greatly appreciate it.
I am looking for ideas and input for our ceremonies. Please comment with any ideas you might have. I would greatly appreciate it.
A Great Week in My Work World
This has been a good week at work!
Monday: Campus Professional Development
My co-worker and I led the majority of the day's Professional Development. We did a book study on Sean Cain's book, Fundamental 5, last year. We started implementing his ideas, but after getting to hear him two more times this summer, we have a better understanding, and are going back to revisit his ideas. The first hour and a half was around Framing the Lesson.
The next hour was spent with my assistant principal going over what active engagement is and what actively engaged looks like and my principal going over our walkthrough tool and statistics/analysis.
The last hour or so before lunch was led by my co-worker and me, again, focusing on our state's Social Studies test and how all content areas could help them raise achievement.
After lunch, the two of us, with the help of our principal, went over state assessment data from last spring using a new tool we learned last week. After we finished this, my co-worker and I split the groups into departments. We had previously planned agendas for 2 departments to work on their own with assignments due to us at the end of the day. We took each of the two other departments and split them between us to work with them directly. We asked all the elective teachers to join a group, to which we assigned them, to discuss how they could support one another.
Everything we did used strategies that we modeled for them to take back to their classrooms.
Tuesday: Depth of Knowledge Professional Development
My co-worker and I, along with a math teacher, went to a district level training on levels of questioning. The presenter not only taught us about rigor, but how to create questions that involve deeper thinking. It isn't about how hard the question is. It is about how much thinking the child must do. I also enjoyed being in a room with teachers and administrators at all levels.
Wednesday: A Special Treat
I worked on my campus meeting the needs of my teachers, and I found a sweet "thank you" note and a little gift of bath salts from my principal for my hard work on Monday's Professional Development. How nice!
One of my assistant principals gave me a note as well.
I ended the day with a good meeting and learning about some new technology we have in Science.
Thursday: A Special Email and a Great Meeting
My other assistant principal wrote the nicest, most supportive email to my co-worker and I. It was really nice!
I also had one of the best meetings with one of my Science groups that we have ever had. Great discussion and decision making!
Friday: Classroom Observations
I was in and out of classrooms all day. I really enjoyed watching/listening to teachers and watching the students learn. I heard some great discussions between students. I completed the campus walkthrough form for the majority of the teachers, but not all of them. I sent the majority of the teachers a follow-up email with positives and things to think about.
I also got to leave right on time. Yea!
Monday: Campus Professional Development
My co-worker and I led the majority of the day's Professional Development. We did a book study on Sean Cain's book, Fundamental 5, last year. We started implementing his ideas, but after getting to hear him two more times this summer, we have a better understanding, and are going back to revisit his ideas. The first hour and a half was around Framing the Lesson.
The next hour was spent with my assistant principal going over what active engagement is and what actively engaged looks like and my principal going over our walkthrough tool and statistics/analysis.
The last hour or so before lunch was led by my co-worker and me, again, focusing on our state's Social Studies test and how all content areas could help them raise achievement.
After lunch, the two of us, with the help of our principal, went over state assessment data from last spring using a new tool we learned last week. After we finished this, my co-worker and I split the groups into departments. We had previously planned agendas for 2 departments to work on their own with assignments due to us at the end of the day. We took each of the two other departments and split them between us to work with them directly. We asked all the elective teachers to join a group, to which we assigned them, to discuss how they could support one another.
Everything we did used strategies that we modeled for them to take back to their classrooms.
Tuesday: Depth of Knowledge Professional Development
My co-worker and I, along with a math teacher, went to a district level training on levels of questioning. The presenter not only taught us about rigor, but how to create questions that involve deeper thinking. It isn't about how hard the question is. It is about how much thinking the child must do. I also enjoyed being in a room with teachers and administrators at all levels.
Wednesday: A Special Treat
I worked on my campus meeting the needs of my teachers, and I found a sweet "thank you" note and a little gift of bath salts from my principal for my hard work on Monday's Professional Development. How nice!
One of my assistant principals gave me a note as well.
I ended the day with a good meeting and learning about some new technology we have in Science.
Thursday: A Special Email and a Great Meeting
My other assistant principal wrote the nicest, most supportive email to my co-worker and I. It was really nice!
I also had one of the best meetings with one of my Science groups that we have ever had. Great discussion and decision making!
Friday: Classroom Observations
I was in and out of classrooms all day. I really enjoyed watching/listening to teachers and watching the students learn. I heard some great discussions between students. I completed the campus walkthrough form for the majority of the teachers, but not all of them. I sent the majority of the teachers a follow-up email with positives and things to think about.
I also got to leave right on time. Yea!
Tuesday, September 24, 2013
When a Teacher Is Wrong
What do you do when you know a teacher is wrong but won't admit it?
A friend's child was taught by a first year teacher using an incorrect textbook, probably outdated too. The child was taught, given a page to label from the text, told to study, and then tested. On the test, the child labeled the diagram correctly, ignoring the incorrect information taught and labeled. These items were counted wrong and points taken off. When my friend questioned it, she was told by the teacher that she referenced the text book, a co-worker, and had given the children the information to study. She didn't apologize, didn't change the grade, and wouldn't acknowledge that she, the book, and her co-worker are wrong, and everything else found on the internet, other text books, other resources, and the knowledge of three Doctors go against what she says/found.
This is what bothers me:
1. An entire grade level of children was taught incorrectly.
2. The teacher would not admit she was wrong, right the wrong, reteach the students, and correct the grade. She still believes she is right.
3. It is possible an entire grade level across an entire district has learned the information incorrectly.
4. A text book used across the country is wrong.
How would you handle a situation like this?
Side note: I am sure I possibly taught things wrong and handled situations incorrectly as a young teacher, but I hope with the experiences I have gained that I would handle those situations better now.
A friend's child was taught by a first year teacher using an incorrect textbook, probably outdated too. The child was taught, given a page to label from the text, told to study, and then tested. On the test, the child labeled the diagram correctly, ignoring the incorrect information taught and labeled. These items were counted wrong and points taken off. When my friend questioned it, she was told by the teacher that she referenced the text book, a co-worker, and had given the children the information to study. She didn't apologize, didn't change the grade, and wouldn't acknowledge that she, the book, and her co-worker are wrong, and everything else found on the internet, other text books, other resources, and the knowledge of three Doctors go against what she says/found.
This is what bothers me:
1. An entire grade level of children was taught incorrectly.
2. The teacher would not admit she was wrong, right the wrong, reteach the students, and correct the grade. She still believes she is right.
3. It is possible an entire grade level across an entire district has learned the information incorrectly.
4. A text book used across the country is wrong.
How would you handle a situation like this?
Side note: I am sure I possibly taught things wrong and handled situations incorrectly as a young teacher, but I hope with the experiences I have gained that I would handle those situations better now.
Monday, September 23, 2013
Teachers, Are You Tired?
A friend posted a link to the Accidental Devotional blog article, To the Teachers, Already Tired, so I thought I would share.
http://accidentaldevotional.com/2013/09/19/to-the-teachers-already-tired/
http://accidentaldevotional.com/2013/09/19/to-the-teachers-already-tired/
Sunday, September 22, 2013
Are You Mighty or a Clod?
In Sunday School, we have been studying Adam Hamilton’s Enough: Discovering Joy through Simplicity and Generosity. Today, the following quote was used:
“This is the true joy in life, the being used for a purpose recognized by yourself as a mighty one; the being a force of nature instead of a feverish, selfish little clod of ailments and grievances complaining that the world will not devote itself to making you happy.” (George Bernard Shaw)
We discussed it through religion and who we are to be as Christians, but I also thought about it as an educator, and it led me to wonder:
As an educator, we have the opportunity to make a difference in the lives of children. If we choose to "be mighty," we are purposeful in what we do in trying to meet the needs of each student. If teaching is just a way to get a paycheck, then it is easier to "be a clod."
I wish I could remember more of his comments around "being mighty," but educators have a choice, and if we choose to "be mighty," we choose to make a difference and change the world.
Are you mighty or a clod?
As an educator, we have the opportunity to make a difference in the lives of children. If we choose to "be mighty," we are purposeful in what we do in trying to meet the needs of each student. If teaching is just a way to get a paycheck, then it is easier to "be a clod."
I wish I could remember more of his comments around "being mighty," but educators have a choice, and if we choose to "be mighty," we choose to make a difference and change the world.
I hope you choose to
And, teachers, if you do, hang in there! Our jobs are tough, but we can do this with the support of others.
Saturday, September 21, 2013
Group Work
This weekend, I have heard at least two stories about schools and group work. First, I think it is very important for students to work together. They need these skills for their futures. Secondly, I am certain I messed this up early on in my teaching career. However, I do have a few opinions and ideas.
Story 1: Middle School (not sure which content)
A group of students was to complete a project (not sure if it was all in school or in/out of school), but one child in the group refused to do his part. The whole group got a 77 or something like that. The other parts were fine, but because this one child would not do his part, the whole group received a lower grade.
1. Everyone who worked was punished for the actions of one.
2. Everone else in the group worked just fine together, but this one person purposely made a decision to not work and pull his weight.
3. The child who did not work was rewarded. He got credit (a 77 and not a 0) for work he didn't do.
The teacher should have handled this differently. Yes, students need to work together, but this was not fair or equal.
Story 2: Upper Elementary School (various subjects)
Each week, teachers are assigning projects, rotating which content is covered, for students to do in groups. Of all the examples I heard, students were assigned a partner, and work is completed outside of school. The work is assigned toward the end of one week and due early the following week. It is the students' responsibility to exchange numbers and addresses. It is the students' and parents' responsibilities to make arrangements to get the students together. These pairings do not have students together who live near one another and does not take into consideration families' busy weekends. I have no idea how groups are graded or exactly what these projects are. I do know that families do not feel comfortable telling the teachers their children will not participate in outside group projects. Because of one pairing, one parent told her child to just do the project so that her grade was not impacted by the other student not working.
Teachers need to teach students their expectations for group work--what roles to take and how to complete them. This needs to be done through group work in class. Grades should reflect the work completed and the willingness to work together. I used to give my students a specific behavior to work on and for me to grade. I gave each group a 100s chart with multiples of 5. Every time I had to correct the group, I took off 5 points (You could also do this by 2s.) The students worked on one behavior each time. There was a grade for the behavior and a grade for the assignment. I also had my students complete a reflection form for their group work. This allowed them to tell me things I may have missed when working with another group. They could even assign a grade to each group member, but they had to support their rational. They loved it.
We have to find ways to teach group work but not punish students when someone else struggles with the expectations.
Story 1: Middle School (not sure which content)
A group of students was to complete a project (not sure if it was all in school or in/out of school), but one child in the group refused to do his part. The whole group got a 77 or something like that. The other parts were fine, but because this one child would not do his part, the whole group received a lower grade.
1. Everyone who worked was punished for the actions of one.
2. Everone else in the group worked just fine together, but this one person purposely made a decision to not work and pull his weight.
3. The child who did not work was rewarded. He got credit (a 77 and not a 0) for work he didn't do.
The teacher should have handled this differently. Yes, students need to work together, but this was not fair or equal.
Story 2: Upper Elementary School (various subjects)
Each week, teachers are assigning projects, rotating which content is covered, for students to do in groups. Of all the examples I heard, students were assigned a partner, and work is completed outside of school. The work is assigned toward the end of one week and due early the following week. It is the students' responsibility to exchange numbers and addresses. It is the students' and parents' responsibilities to make arrangements to get the students together. These pairings do not have students together who live near one another and does not take into consideration families' busy weekends. I have no idea how groups are graded or exactly what these projects are. I do know that families do not feel comfortable telling the teachers their children will not participate in outside group projects. Because of one pairing, one parent told her child to just do the project so that her grade was not impacted by the other student not working.
Teachers need to teach students their expectations for group work--what roles to take and how to complete them. This needs to be done through group work in class. Grades should reflect the work completed and the willingness to work together. I used to give my students a specific behavior to work on and for me to grade. I gave each group a 100s chart with multiples of 5. Every time I had to correct the group, I took off 5 points (You could also do this by 2s.) The students worked on one behavior each time. There was a grade for the behavior and a grade for the assignment. I also had my students complete a reflection form for their group work. This allowed them to tell me things I may have missed when working with another group. They could even assign a grade to each group member, but they had to support their rational. They loved it.
We have to find ways to teach group work but not punish students when someone else struggles with the expectations.
Whatever It Takes
I am used to working in a "Do Whatever It Takes" environment. You put students first, and you do whatever it takes to meet students' needs and help them be successful.
I'm sure, after I say this, if there are any people from work that read this, they will have one more reason to be mad at me or rant about me at Happy Hour, but here it is.
Teachers I work around have not had to act as every other teacher in the nation normally does. They have not been held accountable and have not had to research, make, and create whatever is needed to teach their students. There is so much complaining about working long hours, not being able to balance work and home, and not having enough time. All the things these teachers, some who have been teaching 8-10-12 years, are now experiencing should have been experienced their first few years of teaching. The stress of teaching, figuring out the bureaucracy and paperwork, getting everything done, attending meetings, planning lessons, and balancing work and home lives is what first through third year teachers struggle to figure our and learn. These teachers should have that by now. Yes, the beginning of the year brings about some of those struggles, but the amount of stress and complaining around these issues is out of control. Many are not stopping to realize that they are fighting a change that will happen with or without them.
My second year of teaching, I switched schools and grade levels. I was given brand new state standards, a simple scope and sequence, and an extremely old textbook, which we didn't have enough student copies for every student. Everything I did that year, I figured out on my own. I bought my own resources, created my own lessons, did everything on my own. Eventually, the district coordinator started having professional development sessions to help us with content and lessons. Even with that information, I still had to do my own thing. This is what has made me the teacher I am. I love to research and create.
I have been amazed at the lack of professional development these teachers seek out. I am a life-long learner. I sought out any and all related professional development. Most of these teachers do not.
Teaching is not an 8-4 job. For those who really "do whatever it takes" and do "what's best for kids," they are working 24-7 from August until June. Thinking, creating, worrying, and so much more.
I love watching the changes that are taking place. It is hard, stressful, and not the happiest environment, but things are a changing, and our students will benefit.
I'm sure, after I say this, if there are any people from work that read this, they will have one more reason to be mad at me or rant about me at Happy Hour, but here it is.
Teachers I work around have not had to act as every other teacher in the nation normally does. They have not been held accountable and have not had to research, make, and create whatever is needed to teach their students. There is so much complaining about working long hours, not being able to balance work and home, and not having enough time. All the things these teachers, some who have been teaching 8-10-12 years, are now experiencing should have been experienced their first few years of teaching. The stress of teaching, figuring out the bureaucracy and paperwork, getting everything done, attending meetings, planning lessons, and balancing work and home lives is what first through third year teachers struggle to figure our and learn. These teachers should have that by now. Yes, the beginning of the year brings about some of those struggles, but the amount of stress and complaining around these issues is out of control. Many are not stopping to realize that they are fighting a change that will happen with or without them.
My second year of teaching, I switched schools and grade levels. I was given brand new state standards, a simple scope and sequence, and an extremely old textbook, which we didn't have enough student copies for every student. Everything I did that year, I figured out on my own. I bought my own resources, created my own lessons, did everything on my own. Eventually, the district coordinator started having professional development sessions to help us with content and lessons. Even with that information, I still had to do my own thing. This is what has made me the teacher I am. I love to research and create.
I have been amazed at the lack of professional development these teachers seek out. I am a life-long learner. I sought out any and all related professional development. Most of these teachers do not.
Teaching is not an 8-4 job. For those who really "do whatever it takes" and do "what's best for kids," they are working 24-7 from August until June. Thinking, creating, worrying, and so much more.
I love watching the changes that are taking place. It is hard, stressful, and not the happiest environment, but things are a changing, and our students will benefit.
Friday, September 20, 2013
First GS Meeting of the Year
We had our first meeting of the 2013-2014 Girl Scout year tonight. Of our 14 girls, we know one has chosen not to return. There are two from which we haven't heard. We had one girl join our troop as the meeting began. Two more girls visited to see what it was all about. They are friends of one girl and go to school with at least four of the girls.
After a welcome and introduction, we split the girls into their GS levels. They were given all the materials we had and asked to create a list of events, activities, field trips, and badges they want to do. Once they created a list, each girl had to take responsibility for at least one item on the list that they will either get the details on and schedule or a badge they can present to the group.
After I study the list, I will send emails to the individual girls/families with directions about gathering details, etc.
We are working very hard to make our troop girl-led, so we are asking the girls/families to do the leg-work. It is our hope the girls come through. If they don't, we just won't do that activity, field trip, or badge.
After a welcome and introduction, we split the girls into their GS levels. They were given all the materials we had and asked to create a list of events, activities, field trips, and badges they want to do. Once they created a list, each girl had to take responsibility for at least one item on the list that they will either get the details on and schedule or a badge they can present to the group.
After I study the list, I will send emails to the individual girls/families with directions about gathering details, etc.
We are working very hard to make our troop girl-led, so we are asking the girls/families to do the leg-work. It is our hope the girls come through. If they don't, we just won't do that activity, field trip, or badge.
Friday, September 13, 2013
Homecoming and Class Reunion
20 years ago last month, I started college. I said, "Good-bye," to high school life and began the process of growing up and becoming an adult.
20 years ago last May was the last time I was with the people I went to school with every day for 13 years. Some joined us along the way, but there were a lot of us who started and finished together.
Tonight, many are gathering at the local football game for our Homecoming. Tomorrow night, many are gathering for a little fun and concert. I won't be joining them. The people I know well are those that I see or speak to regularly. A lot of others I keep up with via Facebook. Now, I feel like I spend more time (not literal time) with many classmates that didn't really speak to me in high school. I do enjoy finding out what they are doing now and about their families, but I don't really talk to them normally, so I am OK with not seeing them this weekend.
I went to my 10 yr reunion. It was nice visiting with folks the night after the game, but when we had the dinner the following night, it was very much divided into the groups from high school. There was an obvious separation of folks.
Homecoming used to be a big deal. We wore Homecoming Mums all day Friday at school and at the game that night. We wore them to the Homecoming Parade on Saturday morning. I still have mine hanging in the back of my closet. I had so looked forward to that tradition with my niece and nephew.
Now, the Homecoming Parade has been changed and moved to be the Unity Parade. We now have two high schools, and the newer school griped and complained that they didn't have a Homecoming. (You have to have a graduating class to come back "home" so you can have a Homecoming.) Now, when the two high schools play one another, in order to not divide the town, they have Unity Week, the Unity Game, and now, the Unity Parade. The town and school are working hard to make sure there isn't a division in the town.
Well . . . all that sounds find and all, but why can't Homecoming be the weekend both schools play one another? Everyone could come home, support their team, visit with everyone they know, and more. Just my thought, but no one asked me.
Homecoming Mums:
Our moms used to get together for "mum making parties." They did such a great job! Each year or high school was represented by different colors (adding silver or gold), we got to pick our trinkets, and more.
Tonight, I have seen a few pictures from around the Metroplex, and I just don't understand why girls have them hanging on a ribbon that is then around their neck making the mum hang down their middle. We used to pin them over to one side at the shoulder. Just seems really odd to wear it in the middle. Actually, I think it looks weird. Just my opinion. If they have to hang down the middle like a massive necklace, maybe they are just too big.
20 years ago last May was the last time I was with the people I went to school with every day for 13 years. Some joined us along the way, but there were a lot of us who started and finished together.
Tonight, many are gathering at the local football game for our Homecoming. Tomorrow night, many are gathering for a little fun and concert. I won't be joining them. The people I know well are those that I see or speak to regularly. A lot of others I keep up with via Facebook. Now, I feel like I spend more time (not literal time) with many classmates that didn't really speak to me in high school. I do enjoy finding out what they are doing now and about their families, but I don't really talk to them normally, so I am OK with not seeing them this weekend.
I went to my 10 yr reunion. It was nice visiting with folks the night after the game, but when we had the dinner the following night, it was very much divided into the groups from high school. There was an obvious separation of folks.
Homecoming used to be a big deal. We wore Homecoming Mums all day Friday at school and at the game that night. We wore them to the Homecoming Parade on Saturday morning. I still have mine hanging in the back of my closet. I had so looked forward to that tradition with my niece and nephew.
Now, the Homecoming Parade has been changed and moved to be the Unity Parade. We now have two high schools, and the newer school griped and complained that they didn't have a Homecoming. (You have to have a graduating class to come back "home" so you can have a Homecoming.) Now, when the two high schools play one another, in order to not divide the town, they have Unity Week, the Unity Game, and now, the Unity Parade. The town and school are working hard to make sure there isn't a division in the town.
Well . . . all that sounds find and all, but why can't Homecoming be the weekend both schools play one another? Everyone could come home, support their team, visit with everyone they know, and more. Just my thought, but no one asked me.
Homecoming Mums:
Our moms used to get together for "mum making parties." They did such a great job! Each year or high school was represented by different colors (adding silver or gold), we got to pick our trinkets, and more.
Tonight, I have seen a few pictures from around the Metroplex, and I just don't understand why girls have them hanging on a ribbon that is then around their neck making the mum hang down their middle. We used to pin them over to one side at the shoulder. Just seems really odd to wear it in the middle. Actually, I think it looks weird. Just my opinion. If they have to hang down the middle like a massive necklace, maybe they are just too big.
"Don't Let Them Suck Your Fun Circuits Dry"
A very moving letter to teachers by the mom of a little girl killed at Sandy Hook in December 2012
Mother of Sandy Hook Victim Writes Powerful Letter to Teachers
Mother of Sandy Hook Victim Writes Powerful Letter to Teachers
Sunday, September 8, 2013
Happy Grandparents' Day!
Happy Grandparents' Day!
What memories do you have of your grandparents?
As a child, my maternal grandparents moved from the coast to live nearby. That allowed them to keep us after school and when we were sick, attend Grandparents' Day lunches, attend Awards Ceremonies and other school functions, teach us to drive, and support us in every way. They were very, very involved in our lives. When my niece and nephew came along, my grandmother was just as involved in their lives. How special is that?
My paternal grandparents lived about 20 minutes away, and we saw them on holidays. Due to my father's relationship with them growing up, we were not as close to them as we were my maternal grandparents.
I stayed with my paternal maternal great grandmother nearly every weekend from the time I was around 5 or 6 years old until I was 12 or 13.
My mom loves being a grandmother. She was very involved in my niece and nephew's lives until a year ago, and she is still involved as she can be. I am so glad they had the opportunity to stay with her, have her at their school events and sporting activities, and be spoiled by her.
I have always wanted to have children so they could be spoiled by Granny and Mom. I wasn't able to have children, but my niece and nephew got the opportunity my wished for children did not.
I was blessed to be raised by multiple generations. I loved that for my niece and nephew, and I truly wish they still had that opportunity. So many children do not know their extended family. Many grandparents are not in the position or location to help their children raise the grandchildren or simply spend time with them. Some grandparents do not want to be involved with their grandchildren for some reason. I am just so grateful and blessed to have had the childhood I had and my niece and nephew have had the beginning opportunities they had.
Happy Grandparents' Day to all the grandparents out there!
What memories do you have of your grandparents?
As a child, my maternal grandparents moved from the coast to live nearby. That allowed them to keep us after school and when we were sick, attend Grandparents' Day lunches, attend Awards Ceremonies and other school functions, teach us to drive, and support us in every way. They were very, very involved in our lives. When my niece and nephew came along, my grandmother was just as involved in their lives. How special is that?
My paternal grandparents lived about 20 minutes away, and we saw them on holidays. Due to my father's relationship with them growing up, we were not as close to them as we were my maternal grandparents.
I stayed with my paternal maternal great grandmother nearly every weekend from the time I was around 5 or 6 years old until I was 12 or 13.
My mom loves being a grandmother. She was very involved in my niece and nephew's lives until a year ago, and she is still involved as she can be. I am so glad they had the opportunity to stay with her, have her at their school events and sporting activities, and be spoiled by her.
I have always wanted to have children so they could be spoiled by Granny and Mom. I wasn't able to have children, but my niece and nephew got the opportunity my wished for children did not.
I was blessed to be raised by multiple generations. I loved that for my niece and nephew, and I truly wish they still had that opportunity. So many children do not know their extended family. Many grandparents are not in the position or location to help their children raise the grandchildren or simply spend time with them. Some grandparents do not want to be involved with their grandchildren for some reason. I am just so grateful and blessed to have had the childhood I had and my niece and nephew have had the beginning opportunities they had.
Happy Grandparents' Day to all the grandparents out there!
Saturday, September 7, 2013
Feeling Educationally Thankful
We have now been back in school with students for two weeks, and while I have not personally heard serious, down right frustrating griping, I sense it. I know it is happening. My co-worker has heard it. I can read people's faces, feel the stress in the air, and just know that teachers are stressed, frustrated and more.
Part of me is grateful teachers don't gripe around me, and I am glad I don't know what they are specifically saying about me.
My role has changed this year. It is finally what I thought it was going to be when I took the job two years ago. Don't get me wrong, I have gained experiences and enjoyed parts of what I did the last two years, but it wasn't the day-to-day job I thought I was getting. Now, I attend planning meetings for all content areas. I get to go back to my ELAR and History roots and recall concepts, topics, and ideas to help those teachers. I attend Team meetings to assist teams with tasks focused on the 130 students assigned to each of them. I am working with teachers who need a few ideas, support, or assistance. I am observing students to help teachers come up with ideas to get students back on task or under control so everyone in the room can learn. I am supporting new teachers who might otherwise be on their own (like I was my first two years of teaching). I do walkthroughs, which will assist teachers instructionally, which will help our students be successful.
While I have not heard with my own two ears any griping about what I am or am not doing, I know that this role bothers people. I believe they are questioning why I am in and out of their rooms, and they are probably worried I am taking all I see and hear straight back to our Administrators. Well, all I can say is that they should come talk to me.
My main goal: Help teachers be the best they can be so our students can learn and be successful. The first week, I went in and out of classrooms just checking on teachers. Not checking up on them, just checking on them. It is rough starting a year, especially with the changes they are experiencing, so I was just checking to see if they had questions or needed anything. Now that the year is moving along, I am seeing if anyone needs help with things I know our Administrators are looking for when they are doing walkthroughs. I can help with the expectations posted on the board. I can help make a lesson more engaging. I can help with content a teacher may not quite understand. I can help with a disruptive student. I can find a new strategy to use. I can support a struggling teacher. Again, my role is not to get teachers in trouble or to be negative; it is to help and support.
My role is to help however I can, but I do not give bathroom breaks or cover classes for teachers to make copies, run errands, or do things they need to do before or after school or during lunch or Conference time. It is not my job to clean out and straighten storage areas that I did not mess up.
The griping, stress, and negativity I know is spreading through the campus is not good for instruction or students. I remember there was a point in my 4th year of teaching that I had to make a choice. I was struggling with a situation in my class and I was in a new grade level. I was negative all the time. I remember the very moment that I said to myself that I had to make a change and be more positive--even if I didn't feel like it. From that moment on, I had to find the positive in the day, the moment, the child, the situation. It changed my life and my teaching. Whenever I start feeling overwhelmed or negative, I have to stop and make myself think positively.
There are changes taking place on my campus, and if some of the teachers do not make a purposeful change in their attitudes and become more positive, their year is only going to get worse.
The changes taking place are not any different than any great campus would do normally. The expectations and procedures being put into place this year are what most teachers think of as normal, and those teachers probably wouldn't understand why teachers on my campus are struggling or griping. I am so grateful to have had wonderful administrators while I was in the classroom. The Principals and Assistant Principals were strong, had high expectations, and could lead teachers and students to do and be their best. I may have been a pain or immature, but I learned from each of them. Eva McKinney, Treva Franklin, Becky Reidling, Daron Aston, Valerie Nelson, Jeni Piepenbrink, and Leigh Kovalcik put up with me, led me, and molded me into the educator I am today. It took me leaving the classroom and working with other amazing, strong administrators for me to see and understand what I do now.
I will continue with my positive attitude and assisting teachers. Our students deserve it.
Part of me is grateful teachers don't gripe around me, and I am glad I don't know what they are specifically saying about me.
My role has changed this year. It is finally what I thought it was going to be when I took the job two years ago. Don't get me wrong, I have gained experiences and enjoyed parts of what I did the last two years, but it wasn't the day-to-day job I thought I was getting. Now, I attend planning meetings for all content areas. I get to go back to my ELAR and History roots and recall concepts, topics, and ideas to help those teachers. I attend Team meetings to assist teams with tasks focused on the 130 students assigned to each of them. I am working with teachers who need a few ideas, support, or assistance. I am observing students to help teachers come up with ideas to get students back on task or under control so everyone in the room can learn. I am supporting new teachers who might otherwise be on their own (like I was my first two years of teaching). I do walkthroughs, which will assist teachers instructionally, which will help our students be successful.
While I have not heard with my own two ears any griping about what I am or am not doing, I know that this role bothers people. I believe they are questioning why I am in and out of their rooms, and they are probably worried I am taking all I see and hear straight back to our Administrators. Well, all I can say is that they should come talk to me.
My main goal: Help teachers be the best they can be so our students can learn and be successful. The first week, I went in and out of classrooms just checking on teachers. Not checking up on them, just checking on them. It is rough starting a year, especially with the changes they are experiencing, so I was just checking to see if they had questions or needed anything. Now that the year is moving along, I am seeing if anyone needs help with things I know our Administrators are looking for when they are doing walkthroughs. I can help with the expectations posted on the board. I can help make a lesson more engaging. I can help with content a teacher may not quite understand. I can help with a disruptive student. I can find a new strategy to use. I can support a struggling teacher. Again, my role is not to get teachers in trouble or to be negative; it is to help and support.
My role is to help however I can, but I do not give bathroom breaks or cover classes for teachers to make copies, run errands, or do things they need to do before or after school or during lunch or Conference time. It is not my job to clean out and straighten storage areas that I did not mess up.
The griping, stress, and negativity I know is spreading through the campus is not good for instruction or students. I remember there was a point in my 4th year of teaching that I had to make a choice. I was struggling with a situation in my class and I was in a new grade level. I was negative all the time. I remember the very moment that I said to myself that I had to make a change and be more positive--even if I didn't feel like it. From that moment on, I had to find the positive in the day, the moment, the child, the situation. It changed my life and my teaching. Whenever I start feeling overwhelmed or negative, I have to stop and make myself think positively.
There are changes taking place on my campus, and if some of the teachers do not make a purposeful change in their attitudes and become more positive, their year is only going to get worse.
The changes taking place are not any different than any great campus would do normally. The expectations and procedures being put into place this year are what most teachers think of as normal, and those teachers probably wouldn't understand why teachers on my campus are struggling or griping. I am so grateful to have had wonderful administrators while I was in the classroom. The Principals and Assistant Principals were strong, had high expectations, and could lead teachers and students to do and be their best. I may have been a pain or immature, but I learned from each of them. Eva McKinney, Treva Franklin, Becky Reidling, Daron Aston, Valerie Nelson, Jeni Piepenbrink, and Leigh Kovalcik put up with me, led me, and molded me into the educator I am today. It took me leaving the classroom and working with other amazing, strong administrators for me to see and understand what I do now.
I will continue with my positive attitude and assisting teachers. Our students deserve it.
Wednesday, September 4, 2013
Italian Casserole
I am not sure what this is called or where I found it, but I made a very yummy Italian dish tonight for dinner.
Warning: It makes a ton of food. We will be eating on it for days. If there are only 2 of you eating, you might half the recipe. You'll still have plenty for leftovers.
The recipe serves 10. (Oops! Guess that's why we have so much food.)
Prep Time: 35 minutes
Cook Time: 20 minutes
Ready to Eat in 55 minutes.
Warning: It makes a ton of food. We will be eating on it for days. If there are only 2 of you eating, you might half the recipe. You'll still have plenty for leftovers.
The recipe serves 10. (Oops! Guess that's why we have so much food.)
Prep Time: 35 minutes
Cook Time: 20 minutes
Ready to Eat in 55 minutes.
Ingredients
- 1 pound dry ziti pasta (I used wheat pasta.)
- 1 onion, chopped (I just used Onion Powder b/c I can't stand the smell of onions in the house. I just sprinkled it in to taste.)
- 1 pound lean ground beef
- 2 (26 ounce) jars spaghetti sauce (I used sugar free or no sugar added Ragu.)
- 6 ounces provolone cheese, sliced
- 1 1/2 cups sour cream (I actually used slightly less than this.)
- 6 ounces mozzarella cheese, shredded
- 2 tablespoons grated Parmesan cheese
Directions
1. Bring a
large pot of lightly salted water to a boil. Add ziti pasta, and cook until al
dente, about 8 minutes; drain.
2. In a large
skillet, brown onion and ground beef over medium heat. Add spaghetti sauce, and
simmer 15 minutes.
3. Preheat the
oven to 350 degrees F (175 degrees C). Spray a 9x13 inch baking dish. (Wait! I had to use a cake pan b/c there was so much.) Layer as
follows: 1/2 of the ziti, Provolone cheese, sour cream, 1/2 sauce mixture,
remaining ziti, mozzarella cheese and remaining sauce mixture. Top with grated
Parmesan cheese.
4. Bake for 30
minutes in the preheated oven, or until cheeses are melted. (I didn't leave it in that long. I took it out when the noodles began to darken.)
5. Enjoy!
Sunday, September 1, 2013
Pet Houseguests
Do you have pets? Do loved ones ever bring their pets to your house to visit? How do you handle it? What do you do to prepare? If they don't get along, how do you handle that?
My niece-kitty and nephew-kitty arrived late Friday night and will leave tomorrow. They are three months old and full of energy.
My kitty has had a terrible time with them being in her home.
Night #1 was filled with the visiting kitties running all over, knocking things over/down, and doing whatever they wanted. After riding for many hours in their little cage, we did not lock them in a room or block off any spaces. That in turn made my kitty hiss, howl, hide, and unhappy.
Night #2 was a little better. I put my kitty's litter box and food/water in my bedroom, and kept her inside with the door closed. She got to sleep in her normal sleeping spots and didn't have to come in contact with the other kitties when trying to go potty or eat. I slept better too. I will do the same thing tonight. During the day, my kitty is getting out and walking around the house more, but there is still hissing and howling.
I need to know what to do to make her more comfortable and not wanting to hide the whole time. I don't want her to be a prisoner in a room, but we can't keep the visiting kitties locked-up the whole time either.
I'm sure they will be visiting more, so maybe they will get to know one another and the visits will get easier.
My niece-kitty and nephew-kitty arrived late Friday night and will leave tomorrow. They are three months old and full of energy.
My kitty has had a terrible time with them being in her home.
Night #1 was filled with the visiting kitties running all over, knocking things over/down, and doing whatever they wanted. After riding for many hours in their little cage, we did not lock them in a room or block off any spaces. That in turn made my kitty hiss, howl, hide, and unhappy.
Night #2 was a little better. I put my kitty's litter box and food/water in my bedroom, and kept her inside with the door closed. She got to sleep in her normal sleeping spots and didn't have to come in contact with the other kitties when trying to go potty or eat. I slept better too. I will do the same thing tonight. During the day, my kitty is getting out and walking around the house more, but there is still hissing and howling.
I need to know what to do to make her more comfortable and not wanting to hide the whole time. I don't want her to be a prisoner in a room, but we can't keep the visiting kitties locked-up the whole time either.
I'm sure they will be visiting more, so maybe they will get to know one another and the visits will get easier.
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