Pound cake, fawn encounter, still bird & 108 degrees (Bike Post #2)

I left too late this morning as hauled myself on the saddle at 9:30... but I only realized my error later. Shortly after beginning, sweat started to drip off my nose like a spigot. This would not be an easy happy venture into the countryside.

Lesson learned: do not eat a healthy portion of granola (with honey and blueberries) followed by a quick sneak of a slice of pound cake and then go biking -- I felt bloated and heavy as I placed myself on the saddle. Hmmm... pound cake, now I know why it's called that... I felt like I was carrying additional weight up the hills this morning.

(My son thinks it should be called "gain a pound cake".)

Fast forward as my uncomfortable self traveled past the Salisbury Country Club and saw correctly attired ladies batting the tennis ball back and forth. The well manicured lawns and golf course reminded me of a recent conversation I had with my doctor.

I had been trying to schedule a physical. Teachers know that there's never a good day to miss a school day. Not only do lesson plans need to be created but then there's the worry of what happens while we're away. There are good substitutes as well as horrible ones -- those are the ones that fall asleep in class or ignore those plans that took me till 7 pm the night before to create (both have happened to me). Then there is always some type of mess to clean up the next day when I play the role of detective as I sift through the previous day's history attempting to figure out what really happened... and what consequences need to dished out.

I centered on a good day and made that appointment after learning from the receptionist that the good doctor is out every other Friday -- which, after having learned of this, I promptly asked about as he arrived in my exam room. It seemed he had elected to schedule bi-monthly "me time". A decision that he reported to me had paid dividends at home -- less stressed, healthier, happier to be with -- as his wife had told him.

Two children (eight and five years old) have demanded time at our house. Yes I know that all children demand time from their parents. We guessed this before the first one's birth -- but had no idea what type of demands would be asked of us.

Add second child, eliminate more time for oneself.

So all energy is spent toward children -- as it should be, right? But then I noticed that doctor's yearly appointments are scheduled for children first, clothes shopping is always scheduled around what children need, grocery decisions are made according to children's desires -- grocers have learned this and place those sweet sugary cereals at children's line of sight. I'm all for making children the focus of our life, after all my wife and I planned for their appearance... but I think a little bit for me is ok too.

It may seem selfish, you may be looked down upon by some, and you might even feel guilty like I have... but it's imperative that everyone takes some time for themselves. Do what makes you happy and that happiness will return to those you surround yourself with.

Perhaps like this biking thing.

I pedaled on. I looked to my right to a spot where I spooked a fawn two days ago. It bounced through the woods next to me for a few seconds... its white camouflage still doing its job as I failed to see it close to the road where it had settled into the grass when I came upon it. Thinking back, good thing it didn't decide to turn direction in vengence and show me what a fawn vs. bike collision would feel like. Funny image to you, but road rash vision for me plus the embarrassing story I would have to share about how a fawn took me out.

Man it was hot as I watched drips fall beneath me each time I dipped my head.

A few miles later I passed a sparrow lying next to the road. One with its feet straight and pointed up. Apparently it had met the wrong end of a vehicle at the wrong time. Such a precious little life ended by our desire to get to our next destination in a hurry. Odd how it lay quiet next to the road, as if it took its last breath while in mid flight.

And then I thought of cancer and all the people affected. I thought of my grandmother again. Of Jenn's grandfather Joseph. Of Scott's McEver Sr. Of Patty Moore who I knew through my wife and who is survived by three young daughters and a husband. She battled cancer for close to a decade if memory serves correct. As the cancer returned yet again, she thought ahead to write letters to her daughters to be opened at momentus occasions. Each of their daughters has grown into a beautiful young women - grounded and making their own way in the world. I only hope that we raise Annaliese to be as strong.

I was reminded of my son's classmate who was stricken last year with Leukemia at the tender age of 7. I am happy to report that she's recovered and back in school after many nervous months of wondering whether she would live. The initial shock of a life impacted so young, the induced coma, her tears brought on by her loss of hair. Benson delivering (unprompted) his piggy bank to a fundraiser in support of costs associated with her parents constantly being at her bedside. I thought back to how she passed along her cards of goodwill to other child patients in the hospital who didn't have the same amount of support. Inspiring.

The heat today was overwhelming: the weather app on my phone read 98 degrees / feels like 108. But as tiring as today was (no more pound cake in the morning for me... thank you), I was inspired yet again.

Classroom Antics

I had this parent once who was quick to criticize. And I was all too quick to give reason after reason in reply to his concerns. I should have known... nothing I could say would be enough or the right answer. It made for a very stressful few months in which I worried more about what he thought than about being myself in front of the classroom... which seems to be a relatively successful approach (here is where I should link: See His State Assessment Scores).

Trying to explain what a teacher does in his classroom is close to impossible. There are too many variables at play. I only teach basic algebra, otherwise I might be able to come close to explaining the concept mathematically -- probably requires elements of calculus too... of which the mere mention brings beads of nervous sweat to my forehead.

When I tell, or is it unload, the day's classroom antics to my wife she sometimes shares that she doesn't know whether she would want to be a 5th grader in my classroom. I think it's a nice way of saying that she does know -- she wants no part of having to sit in my class as a student.

Not being the one in charge for over 180 days allows for someone else to quite easily do quite a bit of armchair judging. I readily admit to doing it when I watch other teachers' behavior... again, unfair. Why is it that parents are so quick to criticize (note that I didn't say question which I am most open to) when I'm more than certain they wouldn't do the same with their dentist, optometrist, lawyer?


So here's a couple of ideas that might prove useful in the classroom. Whether they prove to remind current teachers about what they already know or help a starting teacher find footing, or give a glimpse into what teachers do... I hope you'll think they're at the very least... thought provoking.

• Be real. Students have been sitting in front of teachers for some time. Perhaps in kindergarten the students love you because you're their kindergarten teacher but titles don't work for very much longer. Students know when you're being legitimate. As a colleague shares with his students: "Here's how to be a great teacher... care about your students... and don't fake it because it doesn't work."


• Understand that the ol' adage holds true -- you have to choose what "battles to fight." The German side of me wants to be in control of every aspect. I have learned that it is much more effective, and healthy for sanity, to take a more surgical approach.


• I utilize the Dr. Pappas Affect. I share this story at the beginning of every year. Dr. Pappas was a Political Science professor of mine at my alma mater. He was an institution whose class was suggested by many. So I registered and remember sitting in his classroom wondering what would happen next. Whether by design (my choice) or because "that's just the way he was" his classroom was a space where unpredictability occurred. He whistled upon his entrance, consistently reassured us all that there was no attendance policy and wondered out loud why students kept at it, sang ridiculous songs that seemed to have some type of relevance to course content but quite honestly was over my head, and would consistently take a break from discussing the likes of Machiavelli with more odd behavior. His classroom was always full even though role was never called. Lesson learned: predictability breeds discontent. Be a little unusual and so many other classroom problems dissipate.


• Be honest. Say you don't know when you don't. If the student's question will result in an answer they many not like... ask the student again if they are prepared for brutal honesty. This requires a relationship with the student to have been formed so the sting that might be felt will be offset by their knowing you care enough to be honest with them. If I can't be honest with students who I expect to be honest with me, then I need to be in another profession. Granted, I take into consideration that they are 5th graders. My honesty is always intended, and worded, to be helpful.


• Celebrate success. I have a Success Board where all A papers are stapled. Initially I think my students aren't sure that they'll ever get an A. They try to get me to put up their B's which I refuse -- B's are great... but shouldn't we strive for the best possible, OR let me say it a different way -- what inside a child dictates that they aren't capable? I'm a believer in their ability to accomplish whatever they set their mind towards doing. After a few weeks, my bulletin board has papers stapled upon previous weeks' papers. If classroom conversation ventures into the "I don't think I can do it" I point to the board from across the room. A classroom full of examples in which they CAN do it.... HAVE done it.


• Use technology. They love seeing a picture of themselves on the morning PowerPoint presentation, love the odd reference to your own childhood (I share my 5th grade class picture and ask them to guess which one is me). Kids love technology, it's their world. I think if you can make it function towards meeting your learning objectives... they'll squirm in their seats wanting to see what you'll do next.
  
• I allow fresh starts. Some teachers will read students' files to get a better understanding of their strengths and weaknesses before the first day's school bells ever ring. Instead I publicly announce to my students on the first day that I do no such thing unless warranted. I also don't seek prior teachers' thoughts on my incoming class. Allow me to explain why -- I want students to have a fresh start within my classroom's walls. If they had fantastic years in the past... I tell them I hope that will continue, and if they've had a poor showing, it is now their opportunity to make a change. Does this work? I've had some great successes in which students have a banner year within my classroom yet can also recall students in which there was no change from previous year's antics. Regardless, I stick to the premise that everyone is due an opportunity without preconceived notions.


• Be open to criticism. No, I'm not referring to one's supervisor but to one's students. I have the "parking lot" bulletin board in my room divided into four parts: positives / things you liked, things you would change, notes to me, and questions. So of course they like to share notes (it's amazing what they will tell you about what occurs in the bathroom or in the cafeteria) and things they would like to change. I hear all about what I did that they didn't like. It's an opportunity to teach the importance of sharing positives -- complimenting, doing something nice just because.
  
• If a student thinks I am being unfair, I am open to hearing their complaint if done respectfully. Early on we discuss how to respectfully comment when we feel like we've been treated unfairly. It's yet another skill worthy of developing in young people.
  
• Know what button to push -- this isn't intended negatively nor does the knowledge come the first day as I mention above. Sometimes a student needs a figurative push, sometimes they need their space. Sometimes they need to answer a difficult question, sometimes an easy one. Sometimes a quiet one-on-one conversation is best, other times a public word of encouragement or refocus is more effective. As I write this, I immediately recall my classroom management class many years ago. I don't know if my professor would like my approaches, but I will respond by sharing this. They don't teach you in "teacher school" how to motivate students -- whether toward academic success or excellent behavior. It's yet another skill that teachers have to develop. Taking into account their style and personality a teacher has to figure out what works for them. I should also mention this: the button to push changes from student to student, from day to day, from subject to subject, and sometimes... from hour to hour.
  
• Use "the look" or "the tone" sparingly because these tools don't work if you've worn them out.


• Raise the bar. Convince students that they can achieve success in the classroom. At the beginning of the year I ask students whether they want a fair & tough teacher or unfair & easy. They always choose the fair option although it comes with difficulty. After a few weeks I share with my students a "secret" -- my tests are tougher than the state assessment. This tough standard might not look as good on the report card initially but the thought processes involved equate to success in so many other ways.


• Stress Character. If students understand that your decisions regarding what you'll accept in the classroom are based on a core set of values, they will understand (whether they want to or not) where you'll draw the line in the sand.


• Others that come to mind: Whisper when you want to be heard -- students will wonder why you're whispering, repeat something only once -- I have difficulty with this one, allow for no hands to be raised while speaking -- it interrupts the speaker's thought process and there will be time for questions, allow a student to be the teacher -- students' word selection and the unusual nature of them being at the front of the room might just convey what you couldn't.

Lastly, the longer I teach the more I realize how much I've been affected by my first year as a teacher. Depending on whether you were supported and had excellent mentors, or not, that year sets a precedence for your success and student expectations. I was very fortunate to have a team committed to helping me survive my first year... and want to return to do it all over again.

I wish all teachers had the same experience I did but worry that many didn't... perhaps this will be good material for the next blog.

But for the moment, would someone please point out the person that thinks all we do in elementary school is crafts. Or better yet, does the general public understand that academics is far from being a teacher's sole objective?

What ARE we teaching?

They arrive at 9 a.m. and leave six and a half hours later. Instruction, conversation, art, worksheets, questions, quizzes, homework, assignment pads, tests... what did we accomplish?

Sometimes we teachers drive home at night thinking... "great day! Yes."

Then there are those other days. Every new teacher is certainly told about those every experienced teacher has had. There are days when it seems no matter what was attempted, the end of the day brought frustration. All the planning and forethought... all the ingenuity we hoped they'd experienced... all effort -- to no avail. Those are the days we go "well that didn't work... now what?"

But I, a career switcher, know from first hand experience that other professions have their ups and downs too. No matter what the workplace may look like, sometimes one's drive home is happy... sometimes depressing. I think it's fair to say that the difficult days make teachers say... "why do this?"

So I had a student teacher a few months ago. She did a great job. Finished up her undergraduate experience in my class. What an ending it was for her. Watching from my desk and sitting on my hands, as they say, trying not to interrupt... I realized all over again -- teaching is tough. We are expected to do so many things well.

We plan outside of work hours. We grade then too. Teachers are asked to become experts in areas that they teach. In elementary school that's defined as language arts, science, social studies, and mathematics. If every student doesn't understand the concept, we're asked to remediate until they do -- regardless if the student even wants to understand. We need to both understand and identify learning disabilities. We are asked to differentiate instruction depending on an individual's strengths. And of course we need to be sure that everything that occurs in class ties to district goals. And there's lots more... but there's one important lesson worth noting more than others.

You know... they don't teach you how to motivate in teacher preparation courses.

They do mention that how your students do on the state assessments is how you're evaluated... where teacher programs fail is that those assessments don't have a check off box for the child to check off: "I didn't give it my all" or "I really don't like math so I don't care about my score" or "there are so many crazy things going on at home, I really couldn't concentrate on school". More on this one again.

Yes I know. Construction is tough. Accounting is tough. Firefighting is tough. Nursing is probably tough too. I suppose everyone will argue that they've decided on a difficult profession.

But I'm molding human beings here. I'm not selling widgets so determining success can't always be quantitative. Saving lives as a doctor or rescue worker certainly is important work -- rewarding too I'm sure. But for close to a year I not only meet the expectations set forth by the state, I try to also meet those of my parents, colleagues, administrators and... my students. It can be quite the tricky balancing act.

And there is no better feeling than when students return after continuing on to the next grade and they tell you how the zany things you did in class... actually made a difference. How my origami lesson that frustrated them so really showed them importance of details and perseverance. Or how a difficult subject was made easier because of something I said or did. Those are moments for another post.

In ending, I don't think a state assessment score really equates that I've been a successful teacher. Sure, seeing those pass advanced scores in print feels good. But after five years of this... I think that's just the beginning. What about the rest of the student?

Have I successfully encouraged them to go beyond what they thought possible?

Teaching is like overseeing 24 little nations (the current number in my class). Sometimes they get along, sometimes they argue and want nothing to do with one another. Sometimes they just want to be acknowledged. And each day is different.

I hope that when students leave my class after a year. They will remember me as someone who cared enough to be honest. Who was able to challenge them and they in turn met the challenge. Most of all, I hope I taught them that success is not determined by the degree of genius within... it is in fact determined by persistence and a desire to accomplish what they desire.

I call it a life lesson. Something that I think we definitely ought to be teaching. Can we please assess that too? Now how do they put that on a multiple choice form?

Teaching Today

So while I'm still new at the blog world and finding others' interests that are similar to my own... it's reassuring to already read other teachers' posts about the misconception of today's teaching profession. Especially when they attempt to "tell it like it is."

I often tell others that unless one is married to, dating a... or a parent of... a teacher, people just don't understand the challenges of the profession. In fact after teaching over six years it has been my experience that most don't understand the difficulties facing the classroom teacher in a public school setting.

I think most recall their own experience in the classroom. Those experiences we all remember from watching the teacher over the heads of those sitting in front of us. Watching the teacher's reactions. Critiquing the teacher. Wishing we were the teacher. Thinking, of course, that we could do better than the teacher.

And so perhaps as observers of the profession... many think that the profession has every benefit ever known to a prospective employee. You get to teach what excites you, you get summers off, students want to do well. Allow me, for a small moment, to dispel some of these urban myths.

No we do not get to decide what to teach. Perhaps many remember a favorite teacher teaching us more about their favorite pastime of hunting than Earth Science. We remember the antics of the odd faculty member known throughout the halls of high school. Yes, there were teachers we loved and hated with equal passion - no doubt that students still do. But what do you remember about elementary school?

I remember the love note I sent across the room labeled "do you like me, check here for yes and here for no". I remember that the playground was so far away from the school and often the dismissal bell would scare us into thinking that the buses would leave us behind. I remember the squirrels racing across the branches outside the classroom windows. I remember art class and tie-dying white t-shirts. And yes, referencing academics, I do remember being nervous when the report cards were handed out. What a different time that was... how much more students are required to know now.

I tell the parents during Back to School night: students have to now know an amazing amount of information and then relate it all on one day... on one test... regardless if they are having a good or bad day. Imagine being given a writing prompt and then having all day to write... regardless of whether you have a headache, have writer's block, or can't relate to the prompt. Students today have enormous challenges set before them at school.

Teachers now don't focus their entire instruction on a loved subject. In Virginia, the Commonwealth decides what will be taught during what year. They outline by date or by quarter. They outline using specific numbers and letters so that teachers can reference these when necessary. Fact... teachers don't get to decide what to teach. We may or may not love the specifics of instructional objectives to be met... however we DO love it when students understand what they first experienced as difficult. Every students knows it when the teacher enjoys being the classroom with the teacher... we remember don't we?

And the students that annoyed us as students don't make it easy for the teacher either. Of course I will also add that my favorite memories of years past are the students that were difficult to teach initially, and then by year's end... had transformed into young men and women wanting to succeed and prove to others that no challenge was too difficult. They persevered... a lesson that I try to consistently reinforce.

Yes, we have to do more than teach. In fact if we only had to teach the subjects well... teaching really would be easy. It's all the other factors. Never mind that state standards and the assessments that occur at year's end ignore the fact that a student may not want to do well, teachers have to overcome not just a disability or an academic challenge a student might have... they have to succeed regardless of a students negative and sometimes debilitating experience outside the school. (MUCH more on this later).

Summers do give us an opportunity to remove ourselves from the classroom for a few weeks. Those that don't teach summer school, are taking summer classes themselves - professional development is constant. Or perhaps others are working their other job. Teacher pay scales are public knowledge... take a look. We didn't become teachers for the paycheck but we still have to pay the bills. It will be interesting to see what occurs when school calendars are year-round... allowing for a few weeks between quarters. I agree, the summers are certainly captivating... yet if the time spent planning outside of school during the academic year were counted... I, like most teachers, are due some more "comp" time. As an example, my wife and family will attest to the fact that during my entire first year teaching... I spent each and every Sunday planning for the coming week. And while a teacher's first year in the classroom is, well... horrific due to the fact that one is both learning the curriculum, figuring out how to teach the curriculum, and also keeping up with all the other demands of the classroom. I know that good teachers keep learning themselves... and using the summers to make the next school year better than the last... making the next year even more impactful.

So enough of the rambling. My colleagues and I talk for hours about our profession's challenges and share stories when we prove successful in our interactions with our students. I heard it told to me once that the profession is an honorable one... I agree. I just wish more of society would agree and understand what a teacher's day entails. I assure you, the front of the room is not quite the easy endeavor we might have thought it was when we were in grade school.