Tuesday, September 12, 2017

Starting the Marathon with a Sprint


Full disclosure – I know next to nothing about running.  I am not, nor have I ever been, a runner.  While my daughter was on the track and field team in high school, she pursued pole vaulting.  Sitting in the required annual meeting for parents of pole vaulters while they describe the possible injuries and/or death possible from this sport is a whole other level of parental hell, but it sheds no light on running.  Yet, despite all of my lack of knowledge of the sport, even I know that you should not start a marathon by sprinting. 



But each year that seems to be exactly what teachers do.  Ask a teacher to describe how they are feeling right before the kids come back and you are sure to hear the word “exhausted”.   Yes, excited, hopeful, nervous, and other words are used too, but I have found the common feeling was exhausted.  I expected to feel that way my first year of teaching, was surprised that it was still going on around year seven, and a little sad that in year fourteen this still hasn’t changed.  Like many of you, I’ve heard the explanations:  teachers have the whole summer off, plus all those holidays and are just lazy; districts can’t share all the changes, new programs, teaching assignments, etc. until right before school starts because …; if you were more organized, less type-A, more flexible, more demanding, less organized, more type-A, less flexible … you get the point. 

Maybe the question needs to move from why this is happening to how can we handle it better?  Each school year really is a marathon and it isn’t good for the kids or the teachers to start the year exhausted.  Plus, starting off tired really sucks a whole lot of joy right out of a very happy time of year.  As teachers we are so fortunate to have the opportunity to start over each year with a new group of students.  We should be enjoying and embracing that, not struggling to finish each day or dig so deep for the energy to teach our kids properly that we have nothing left for our families or ourselves. 

I fully admit that I am a perfectionist and this is really hard for me.  I’m taking baby steps rather than do nothing and am sharing with you in case you too need to move away from starting the school year exhausted.  Some of the things I have tried this year:

Ø I scheduled a few days of icebreakers and getting to know you activities the first week of school.  My icebreaker included review questions to get me past my “I don’t have any days to waste with this curriculum” mentality. 
Ø Valid district assessments are being used as quiz grades.  I am required to have “x” number of quizzes and tests each marking period.  Using their assessments as a quiz helps cut down on the number of quizzes and the number of assessments my kids are taking.  Valid means the assessment is based on covered curriculum.  Unfortunately, not all of our district assessments are.
Ø Revisit my idea of a “quiz”.  I do a lot of interactive activities in my class.  We color, cut-and-paste, do walk-abouts, scavenger hunts, puzzles, play games, etc.  Since I was already using these activities to access student learning, it was easy to start using a few of them as assessments and the kids are more invested than ever knowing that the activity can be used as a grade.
Ø Understanding that great classrooms don’t have to be perfect.  Not having tutoring passes, groups arranged, color coded stations, and all my posters up did not have a negative impact on my kids.  They’re not looking for that stuff and it allowed me to be more present in the moment with them and have more family time.

I’m a work in progress and will continue trying to improve my back to school experience.  If you have ideas that work for you, I’d love to hear them.  Let’s start this marathon at a steady pace.

Happy teaching!


Sunday, July 23, 2017

New School Year = New Discipline Plan


Like many teachers at the end of a school year, I limped into those final weeks and much of it seems like a blur.  Between the grading, activities and projects to help keep student interest, endless assemblies, celebrations, meetings, and requests for “something I can do to get my grade up” (we’ll leave that for another post), it’s not surprising that we block out any messages about “next year”.  Sorry, just can’t handle thinking about that now.  I’ve got a classroom to box up, final grades to enter, and a few dozen forms to fill out before I can start my summer break.   But now, just two weeks before I go back, some snippets are coming back and the anxiety level is going up. 

 “Next year we’re moving to restorative discipline”. 
 


In early June I didn’t know what restorative discipline was.  What I did know was that our school discipline system didn’t work, so whatever restorative discipline was it had to be an improvement.  After some quick research, I discovered that the focus was to build classroom communities using “circles” where students talk about their fears, feelings, and hopes.  Each child is given a voice because they can’t speak until they hold the “talking stick” (or some other object).  Traditional punishments are replaced with dialogue to repair the harm done to others.  After that quick research, I was no longer too sure that this would be an improvement.  Now before any of you jump on me over that, let me explain my very mixed feelings: 

Ø The last thing I want is for any student to miss class time which is a big reason I normally handle any classroom issues in the classroom. 
Ø I believe out of school suspension is a last resort for dangerous behavior.
Ø I truly care about my students and want them to learn from mistakes, not just be punished for them.
Ø Addressing the root cause of the misbehavior is the best chance to stop the misbehavior.

All of the above would put me in the pro-restorative discipline class.  Pass the talking stick!
 
Ø I teach middle school math - six sections of advanced math every day each with about 25 – 30 kids in each class.  We cover two years of math in one and I have these kids for approximately 45 minutes per day.
Ø The idea of having everyone sit in a circle and pass around a talking stick during class gives me a headache.  My required curriculum is already compacted, rigorous, and fast-paced.  Nowhere in that curriculum map does it mention circles, talking sticks, and feelings.  Yep, I just double checked.
Ø Students have seven class periods a day.  We are all supposed to do this once a week with each class.  Do the math on lost instruction time and feel your head start to hurt.
Ø If there are truly no consequences (other than eventually saying you’re sorry), is there incentive for students to stop misbehavior?

This group would put me in the anti-restorative discipline class.  Hit myself in the head with the talking stick!

So, I went back and did a lot more research.

From my research and discussion with educators, I learned that restorative discipline or practices focuses on building community in schools.  The goal is to repair harm done to others rather than just punish.  The system seeks to reduce suspensions and help students accept responsibility for their actions and develop empathy for others.  Students engage in community circles on a regular basis to discuss their feelings and build relationships with teachers and classmates and may engage in harm circles to repair damage done by their or other’s behavior.  Students report feeling happier and safer.

From that same research and discussions, I’ve also learned that restorative discipline or practices can be used to artificially deflate suspension and/or discipline referral rates, does not work without complete buy-in and training, cannot be used in place of real discipline for serious offenses, and can actually increases violence and bullying because consequences are removed.  Teachers report feeling more stressed, less safe. 

My very unscientific teacher talks showed that the higher the grade level taught, the less the teacher liked restorative practices.  Teachers of high-stakes state testing subjects definitely dislike it the most.  Many felt that it increased disrespect towards teachers.  The teachers that really like restorative practices reported all reported having extensive training, some that started 1-2 years before implementation.  Other educators had mixed feelings like me.  One teacher who initially loved the system reported that frequent staff turnover really undermined the program. 

There is a lot to think about and I know from past experience that I won’t know until I know.  Based on my research, I don’t think my district has a chance of making this really work but will enjoy reporting less discipline problems.  A very sad statement, but here are my facts on this:

Ø Last year our campus had about 1,100 students, five administrators, three counselors, 3 campus advisors, and 58 teachers.
Ø Next year our campus will have about 1,100 students, five administrators, three counselors, 3 campus advisors, 54 teachers, and one teacher on assignment to run the restorative discipline program.  Administrators will no longer handle discipline issues.
Ø Detention was eliminated years ago to save money and because “it wasn’t fun or convenient”.
Ø Teachers are marked down on evaluations for writing discipline referrals.
Ø I reached out to our new restorative justice teacher and asked about training.  There is none scheduled, they got two days of training this summer and were told the county would handle training all the teachers at various workshops throughout the next year. 

I’d love to hear from those of you that are seeing restorative justice done well at your school as well as from those who truly know what I’m walking into this year. 

Even with the uncertainty of a new discipline program, I'm excited and looking forward to the new school year.  I've been around long enough to know that working together with our students we can get through anything.  Wishing everyone a wonderful 2017-18 school year!
 
Laura @
Positively Pre-Algebra-Plus                    

 

 

Monday, July 10, 2017

Returning Soon!

I am so sorry for the long gap in posts.  I have been out of commission since February with surgery, complications, and more complications.  Most of the complications were (probably) more my fault since I insisted on going back to work too soon.  You know, the kiddos need us, especially as state testing looms.  At least that is what I told myself. 

Now, I'm finally starting to feel better and am getting energized about the upcoming year.  It seems big changes are coming to education in my area.  I look forward to sharing the journey with you!

 

Laura

Tuesday, February 7, 2017

LoveTpT Valentine Giveaway Winners

 
Thank you to everyone who entered.  Remember, everyone can save during the two day sale.  Use the promo code "LOVETpT" to save up to 28%.
 
Happy shopping and happy teaching.
 
Laura @
https://www.teacherspayteachers.com/Store/Positively-Pre-algebra-Plus
 
 

Monday, February 6, 2017

Love TpT Valentine Sale

Feel the love!
In order to keep it all simple, just enter your email address in the comments below along with the bundle you are interested in (just in case you don't win the gift card).  Yes, it's that easy.  After all, teaching is hard enough.

 
 

Don't miss this opportunity to save big!

Happy shopping,

Laura @ 
https://www.teacherspayteachers.com/Store/Positively-Pre-algebra-Plus