Thanks for the reminder

About a month ago, I volunteered for College Summit, an organization that strives to increase college access for youth from first-generation college backgrounds (among other underrepresented social identities). Soon-to-be seniors in high school were nominated by teachers or administrators at their school to attend a weekend-long workshop where they learned how to submit a college application as well as write a draft of a personal essay. Students chosen were described as "middle-level", not quite the top of the class but college-bound with some extra work. All of these students were also chosen because of leadership qualities or influential roles at school.

I worked as a writing coach; my role was to aid students in finding their voice and telling their story. I was brought back to my time in my Education 190 course. It was a democratic setting where teachers, or coaches in this case, stood on equal footing as students. Part of the process actually had me asking permission from students to coach them. The onus was all on the students to take advantage of the weekend.

The work that we accomplished was amazing and I am not surprised. The Peer Leaders (as we called them) were very bright students who have accomplished plenty despite facing major hardships. The next step for these students? As Peer Leaders, they were to return to their respective schools and use what they learned in College Summit classes. Because many were recognized as influential in their high schools, the goal is to have them lead by example and create a "college-going culture".

This experience brought up 2 things. 1) This work makes me happy and I really should keep access organizations in mind when I job search. 2) The idea of a "college-going culture" intrigues me. I assume that some schools have this culture inherently. Schools in upper-middle to high-income neighborhoods. Schools with a majority population. Schools where a majority of parents attended college and understand the application process and college experience. Schools that have connections with institutions of higher education.

College Summit is trying to create something that doesn't exist at these schools and they are doing it in a grass-roots way by starting with the students. I'm still forming my opinion on this strategy but I can't argue with empowering the students. There's nothing more powerful than seeing students fighting for their own education and opportunities. Now, if we could only get some help on the admissions and assessment side of the question...

My experience was definitely worthwhile and I encourage all of you to check out opportunities to get involved with College Summit. With all of my jabber about the college-going culture, I'd love to hear about aspects of your schools that help to foster a college-going culture. Does your school promote this type of culture? What are the challenges? What are some opportunities to confront those challenges?

Still kickin'

It has been 2 months since I received my teaching credential (YAY)! Now let me tell you, somewhere around January, we aspiring teachers were hit with the hard realization that we would not be getting jobs this upcoming year. When you're halfway through a grueling program, hearing those words don't really provide you with the FIRE you need to power through. You could see people fading away...

It's tough. It's tough knowing that once you finish, there's no definite light at the end. But then you realize that that's life. How often do things ever go according to plan anyway? You joke about it. You come to terms with it. And then...

You decide what you really want. Some people continue on to get their masters. Some go back to their accounting jobs. Some sub and keep their eyes open for any rare opportunities to arise. But this is when people take some good time to think about whether or not they want to stick with this.

My plan for the upcoming year hasn't been set in stone, but long term, I know exactly where I'm headed.

:)

Less Than A Month Away

...before the marathon begins once again. It´s been all quiet on the SupTeach front, but I anticipate a need to get thoughts down on blog on the horizon.

I´ve still been keeping up w/ your blogs too, and just to get us warmed up, here´s a fantastic quote found on dy/dan:

The teacher and the student listen to different music and wear different clothes and worry about different problems but curiosity unites them.

Even though I´ve been halfway across the globe since the day after the last day of school and I'm extremely grateful for this opportunity to rest, relax and re-energize, that´s the type of thing you read and cannot help but be reinspired to re-enter the classroom.

Happy Summer y'all. Feliz verano para todo. Milk the rest of it for all its worth.

Stereotypes?

More on (Moron) Classroom Management

This is a follow-up to my last post on sharing my classroom with teachers who are weak in classroom management:

I empathize with one of the 4 teachers because she genuinely tries to make an effort. In fact, from where she started in the beginning of the year, her classroom management has come a long way. However, she's a 3rd year teacher. Come on now.

It's tough. It is. 90 min. 5 days a week full of eye rolling, calling out, talking back, constant fist fights, neck rolling, sucking teeth, throwing inappropriate hand gestures, cursing, getting out of the seat, being off task, being defiant, etc. One student called me a "bitch" and another student pushed me into a wall. All in the first two months of school.

And now, there is NONE of that. No gum, no attitude, everyone is doing their work. It takes my students literally 40 seconds to sit down and start their "Do Now" assignments (I time them every day and if they beat or reach their previous time, they earn minutes which go into our "Time Bank" used for class movie time once they accumulate 60 minutes). They can read 45 minutes straight in complete silence. They speak respectfully, and if I have to call a student out for talking or being off task, I immediately get a genuine, "I'm sorry Ms. Sapida." Everyone raises their hand before they speak. When someone is speaking, everyone else knows to put their hand down. There is no, "SHUT UP." Only "Please be quiet."

I'm really proud of my management, but it took A LOT of work on my part to get to where I am with my kids now:

1. I spent many hours and months before I became a teacher asking veterans for their top tips they wish they'd known their first year.
2. I read 2 books about management. I highly recommend Robert J. Mackenzie's book - Setting Limits.
   
3. I spent an entire month creating and practicing structures with my kids. I even had lesson plans written for things like paper passing, accountable talk (e.g., "That's a good point, but I disagree with ____. In my opinion, ______"), asking clarifying questions (e.g. "You said, ____. I'm confused. Can you please clarify that?), raising your hand, etc.

I've approached these teachers (who've each been teaching in between 5-12 years) about the level of disrespect and disorder in the classroom, and I kid you not, their responses have all been, "Well, what's the point? It's the end of the year" (even though it was only April), OR "It's not my fault he can't behave." I'm THIS close to snapping, "Really? He can't behave? Because HE CAN IN MY CLASS."

I understand that procedures and habits change as students get older, but even so, there are things like practicing accountable talk so that students clearly know how to have meaningful, respectful and effective discussions in class (In fact, I'll post my lesson plan up for this soon).

I also understand that it's harder to start good management in the middle of the year.

BUT IF YOU'VE BEEN TEACHING FOR 5-12 YEARS, by now you should have done something to address the issue. Otherwise, a young first year teacher will judge you and assume that you are either lazy, ignorant, or just plain incapable. Observe classrooms with good management. Build structures. Read theory. Practice, rinse, repeat. If it works for you, keep it. If it doesn't, try something else. There's something for everyone. You just have to put in the time and effort.

Ugh. I probably sound b*tchy, but these teachers really need to be proactive about these things. The kids aren't learning anything and so many hours are COMPLETELY wasted with them arguing with the teacher or each other or just staring at the wall or gossiping. On top of wasting valuable learning time, it's very negative to the school community and their personal growth in general.

As a first year teacher, I also feel limited in addressing the problem. I think administration also needs to do a better job with giving professional development opportunities to help improve this aspect of our teaching. Who's there to blame really? Everyone.

I just want a quiet place to work

I share my classroom with 4 other traveling teachers.

It's horrid.

Some have pretty horrendous management.

This classroom is my only personal workspace in the building. The kids yelling and screaming in the other classes taking place while I work here make me feel like 1) it's my responsibility to stop it or 2) it's out of my control.

I always ask politely if they can lower their voices so I can work. Sometimes it works, sometimes it doesn't.

It should work 100% of the time.

Come on teachers. Up on the defense. Learn how to manage a class. I shouldn't have to be responsible for telling YOUR class to quiet down. I should have a place to work where kids are yelling, screaming, cursing, getting up out of their seats whenever they want, or straight up getting ghetto. It's not their fault. It's yours.

Students Don't Want to Leave Mr. G

S1: "Mr. G, are you switching classrooms next year? Why are you taking everything down from the walls."

Me: "Yeah, they're moving me to a new portable nearer to campus."

S2: "Oh, I guess we're all moving w/ you then."