Another day, another ...

My alarm clock, i.e. my cat (my electric alarm clock is only a backup for when the cat can't wake me for her breakfast), starts my day.  The important things first: feed the cat!  Then I continue through my morning ritual:  start the coffee, start the oatmeal, take the meds, eat the oatmeal, drink the coffee, shower, and dress.  Only trouble today was the fact that I forgot not to get my hair wet since it's my off-day for washing my hair.  Not a good way to start the day. 

Since I must wait for my son, a.k.a. my carpool, I get on the internet to check out what is happening with my high school friends, college friends, and my extended family.  After which, I cringe and get on my school's email site.  It's not too bad this morning, but there have been mornings that started out with a parent's tirade.  I hate that, but, being a parent myself, I understand it, too.  Now, all I have to do is get to the school to continue the day of a teacher.

Paper Shuffling

This past Friday I noticed just how much paper shuffling teaching takes.  When I was in private industry, there were papers to shuffle, but they were not in the same realm as the ones I deal with now.  I have papers to grade, both homework and tests/quizzes.  I have papers to write: homework, tests/quizzes, lesson plans, and student recommendations.  I have other grading to record: programs and projects from computer science classes and online work for math classes.  Then, I have to put all this on the online grading system ... plus I have to put assignments, etc. on the internet ... plus I have to create a certain amount of online work so that my math students get more practice.  Also, in the modern American way, I have to send out either by email or the post office progress reports in case a student is failing or close to failing.  Aaaagh!

I am working on moving our school to an LMS (Learning Management System).  I personally like Moodle, partly for its free software and constant upgrades, etc. from the international Moodle community, but our school would need to have it hosted by someone else ... and that is where the problem lies for Moodle.  Or for any other LMS around.  Any suggestions, anyone?  I could certainly use them.

What's this about a teacher's short day?

There seems to be a misconception that a teacher has a short day because an official school day is usually 7 hours long.  Well, those 7 hours make up the students' day, but not the faculty's day.  I start my day at least 1/2 hour prior to the "official" start of school.  Actually, I have already checked my school email from home and dealt with some of the issues in them prior to leaving home.  I do not leave the school until about 45 minutes after the last bell.  I see students before school and after school to help them and to let them make up their tests and quizzes. 

Then, there is the grading.  Wednesday night was the open house for parents of current students to meet their children's teachers, so I really had no time to grade the homework I took up that day.  Hence, on Thursday night I stayed up an extra hour just to grade the waiting homework plus the quizzes I gave that day.  I plan for when I will grade work, so make up work is pushed to the end of my to-do list and may take some time for me to grade.  I usually do make up work on the weekends.

With the grading comes the responsibility of keeping an eye on which students need more than most.  I discovered in grading the quizzes that I have a student who will need extra effort on my part to help the student demonstrate the math skills he/she has learned.  That means more meetings with parents, the student, administration, etc. outside of the official school day.  Plus I need to make sure that that student's tests and quizzes allow the student to legitimately succeed.  I do not believe in false grades, but I do know that not everyone has good math logic abilities.  I'm so glad my art teachers didn't grade just on my ability to shade properly -- because I didn't shade at all usually -- but also included my best art skills, i.e. structure and form.  I try to remember that gift when teaching students who care and work hard to succeed.  They need to know that they have math skills, just not necessarily in the same way as their classmates.  St. Paul was right: we are all parts of the same body, but we each have different gifts to share in that common body. (My interpretation.)  Besides, nothing succeeds like personally-achieved success.  I have faith that this student will strive to achieve as much as possible in math when he/she knows what is possible.  I've seen it happen before.

After saying all that, I guess I lost track of my original subject, but I regained my incentive to be the best teacher I can be.

Waiting for the hurricane

I felt the title was appropriate since our NC community usually gets the tails of hurricanes, and, right now, we are getting an increase in humidity, clouds, and wind.  It also fits the beginning of the school year.  It's the first Saturday after the return of the students, and I am so glad to have the weekend off because I need the chance to rest and review for next week.

After 17 years in the profession and 10 years at my current school, I have very few problems with student behavior.  (I just wish sometimes that politicians and people-concerned-with-education knew how few of the first ten responsibilities of a public school teacher have to do with actually helping students learn.  They deal mostly with managing student behavior at all times and in all situations on the school property.)  Since part of my responsibility, training, and interest lie in using technology to help teachers teach and students learn, I am always adding technology to my lessons.  Currently, I am in year two of trying out Moodle with the intent of switching to it or some other LMS (Learning Management System) next year.  This year all but my AP CS classes will have internet assignments through the school's Moodle test system.  In addition, my math students will also be using the Khan Academy as part of their learning and practice process.

So I spent part of the week helping my math students start using our Moodle system and getting set up with the Khan Academy.  Yesterday, to get as many students ready to go further on these systems, we were in the general computer lab.  I felt like we were the shakedown crew because my classes were the first ones to use said lab this school year.  We kept on running into software problems, but at least the computer technology coordinator and I learned some important lessons for next year.  My poor students in all my classes get to be guinea pigs for almost all new general educational technology for the school.  I think they feel it's a badge of honor to be the first to try things.  They certainly end up with several stories to pass on to their friends.  Last year, my Intro CS class used Moodle all year, so each quarter they each had an extra project grade to compensate for being first in using Moodle at the school.  I believed that part of their learning was the input they gave us in using said system and in tolerating problems well I had with the system until I learned it better.  This year there will be no extra grades for using these systems.  They will, however, lose grades if they don't use the systems and do their work on time.  Obviously, I am not concerned with my students liking me personally; I just want them to learn.

While keeping up with lessons and help for the 4 subjects I teach this year, I am also trying to finish helping other teachers get their homework websites up to date on syllabi.  This school is the only one in which I've been required to have a syllabus for each subject area.  Syllabi are mostly used in college, not high school, but we are a college-prep school, so it makes sense.  It also makes it easier for the parents to know what their children should be learning and what the teacher's requirements and expectations are.

There is one new habit I want to have this year.  I want to carry my planning book with me always and everywhere so that I keep up with all my lessons and all my other duties plus having the school's calendar items in one place.  I mean to carry it with me because I teach using my classroom upstairs and 2 different computer labs downstairs, not to mention faculty meetings and parent-teacher conferences.  I have always had a poor short-term memory, so note-taking is one of my talents.  The problem lies with the fact that I don't always put my notes where I can use them; hence, the need for carrying my planning book with me and keeping my notes in it.  Wish me luck.

Summer preparations

It's summer, so I am preparing for the next school year.  Considering that this is one of my 2 unpaid months of the year, that is unpaid labor, but no one cares about that.  It's my choice to spend extra UNPAID time now so that I can concentrate on teaching and other tasks "as assigned" starting on August 15.  So what have I done so far?

When we were camping, I planned out the first quarter of my Honors Computer Science class.  When I spent 4 hours in a government office (NCDMV) yesterday, I planned out the entire year of Intro Computer Science.  Before we went camping I also worked on my Algebra 3/Trig class, but it will be an ongoing planning situation because of day-to-day challenges of the different students.  At least this year I have "only" 4 subjects to teach.

I am currently fixing up the homework pages for our new teachers.  That'll teach me to volunteer, except that I really like helping my fellow faculty members with their computer work.

I have found one thing different this summer, though.  For the past 2 summers, I was concentrating on doing things for my mother and seeing her at least twice a week, so I did not do as much sewing and working on the house as I had before.  Now that she is gone, I am having trouble getting back to the sewing.  The work that the house needs is another ongoing situation in my life, so that hasn't changed all that much. 

The tiles for the "tin" ceiling are supposed to be ready by tomorrow, and I am not looking forward to doing that work in this heat.  Maybe I'll just move our new air conditioner to the kitchen for the duration of putting up the new ceiling.  I just keep on reminding myself that I will be so happy when it's done.  I'm making that my mantra for the time being.

Working on the house

I've been preparing my kitchen in anticipation of scraping the ceiling.  We plan on putting up a tin or fake-tin ceiling this summer.  I will finish taking down everything on the cabinet tops today, my husband will wash clothes this evening, and I will cover the lower cabinets and appliances tomorrow and start scraping.  My father would probably tell me that I take too long to do these things.  I think he would be right, but I like to do quiet things in the heat and humidity of the afternoon.

My younger brother, however, seems to think I do a lot in the summer.  He skyped me yesterday and made a comment about how busy I am when school's out (I don't remember his exact words, just the gist of what I got from them.).  I do know that I hate doing the work, but I love the results, so I do it.  Plus summer can be a waste if one does nothing useful.  Besides, it's either do physical labor or exercise by walking down the greenway.  Right now the physical labor is winning.  Going up and down the step ladder for a couple of hours each day is great for my leg muscles.

I'm also trying to finish my Moodle site for the first quarter of a math class.  I know that I will either have a study hall or a different math subject this fall, and I want to be ready in case the latter happens.  I also need to do the same for both my Intro CS class and my Honors CS class.  One thing I learned this past year is that I need to insure that my CS students cannot find the answers to their problems on the internet.  For some reason, they don't think they're cheating when they do that.

Overachiever

My husband says that he did not realize what an overachiever was until he married me. He is always trying to get me to slow down. My personal opinion is that I can do more but I am too lazy to actually do more. (My father used to say, "Good enough never is." I think that idea really stuck in my heart and soul.) Anyhow, I am now in the midst of overachievement. I volunteered to teach some teacher renewal classes on using certain technology in one's classroom. I planned on doing these classes in small groups after school. We have an upcoming inservice day, however, and the principal did not have any renewal classes planned. Hence, I am taking my small group ideas and making them into a big group idea (the principal's, not mine). Overachievement.

Over this weekend I have to write up the basic concept and plan so the superintendent can approve the renewal credits. I'll send my write-up to the principal, (God bless email!) who will make any changes he deems necessary before he sends it on to the superintendent. So much for this weekend. Next weekend I will be putting the finishing touches on my 2 1/2 hour lesson since the inservice day is Monday, Feb. 16, i.e. Presidents' Day. Do I have everything ready? No, but I will have the write-up done this morning and in the principal's email. I have been planning my lesson all week, but it will take this week to finish the plan prior to putting all the technology into action. Plus I'm still teaching 6 classes a day including grading, etc. Overachievement. No wonder my husband always tells me not to volunteer.

Boredom attacks!

I just finished giving the first semester exams this past Friday, so I've been very busy. However, I did notice something about myself when I was doing the exam review for my 3 functions and modeling classes: I discovered that I was bored. I make my math exam reviews as animated PowerPoint slide shows and tweak them from one year to the next; hence, there was nothing new in them for me. Plus the said 3 classes I teach in a row (periods 2, 3, and 4 to be precise), so I guess that going over the same stuff in the same way 3 times in a row just bored me silly. I am thinking this over because I realized that I've probably been unconsciously bored all along. It's definitely time to put some spice into my teaching!

Homework Confessions

I am just sitting at my computer procrastinating as usual. It's usual in that I have a stack of homework, tests, and make up work to grade. I absolutely hate to grade homework! So I procrastinate since it is the homework that I need to grade the most.

I am trying some self-psychology at this point. I am reminding myself of how much better I feel whenever I am caught up in my grading. It is true that I feel like a huge weight has been lifted off of me whenever I have all the grading done, but I still hate to do the grading. Hence, I procrastinate. Even writing this confession is a form of procrastination. Yet, I want my students to do everything in a timely fashion. I am such a hypocrite!

There is a reason why I hate to grade homework and classwork. In order to save the school money and myself time plus make the expense of buying the textbooks worth their while for the parents my homework assignments are usually out of the textbooks. This means that the students will put their work in various sheets of paper requiring some effort on my part to figure out what is what. I do require that all problems be numbered even if they were done out of order; I am not going to spend my time trying to figure out which answer goes to which problem. I also require that the student's name be on the first page of the homework, I allow my students to use my stapler in order to keep homework with more than 1 page together, and I take the "teacher's prerogative" of determining what different characters and words are if they are difficult to read -- I refuse to argue on those points because it is the student's responsibility to insure that his/her work is legible. Frankly, saving the school money by not making and copying worksheets is messy for me. I have fellow math teachers who are absolute fiends about copying worksheets partially to make the grading easier. With the economy the way that it is, I wonder how long they will be allowed to continue that.

Now, there is another way to deal with the said homework grading, and I have used it. It is to put the answers on the board and go around checking that the students did their work while they check their answers. It is faster, but the students learn to make marks that look like work when skimmed by the passing teacher when, in fact, they had done no work at all. I found that this method did not do much in the way of helping my students learn the subject. So I collect their homework and grade page by page .... and I procrastinate when it piles because I have not had time for it.

There is another way to deal with homework that is accumulating. That is to just chuck it in the trash without looking at it. I knew a principal who said that he gave daily quizzes when he taught and he would throw away occasionally ungraded quizzes when time was short. I do not give daily quizzes, so those I do grade, but I do trash some homework and classwork at times. The caveat for me is to check every piece of paper so that make up work does not get trashed also.

I do not have the same distaste for grading tests and quizzes that I do for homework, and there is a reason for that. My tests and quizzes are all done on photocopied sheets so they are not messy in form. It is much easier to go through them, so I usually do them rather quickly.

There is one other thing regarding how I grade both homework, tests, and quizzes. I mark every answer whether correct or incorrect. Correct gets a check mark, and incorrect gets circled. I also write notes and examples on their work so that I can do a little one-on-one in their work that gets returned to them. My intent is for them to learn no matter what; it is not just to "give" them a grade for their effort. (I have noticed that students "earn" an A, but they are "given" a D or worse. It is amazing how their viewpoints change about their work based upon their grade. I guess they do not realize yet that they are fooling no one, especially their teachers and parents, with their words.)

New teaching tip from old exceptional children's teachers

In the South, just about any amount of snow or ice on the road means either a snow day or a one-to-two hour delay or a one-to-two hour early dismissal. Well, for the first time in the 24 years that I have lived here, we had snow before Thanksgiving. Hence, on Friday we had a two hour delay to the start of school. Normally, that would not be a problem for me, but the math department was assigned Fridays for tests and major projects, and I had planned to give tests all day. I had already printed the tests for my first 3 math classes with the intent that they would take the better part of our usual 47 minute periods. What to do?

I did not want to completely reprint the tests since that would be a waste of paper, so I went through them and crossed off 4 problems, leaving 37 to do. In the first class, there were a lot of complaints about the lack of time and the students' desires to move the test to Monday. Knowing the principal's opinion of such an action, I said no to their request and had them start. At the end of class I had agreed to the following: those who wanted to finish their tests later in the day could, and the others' tests would be graded on what they already did with the caveat that each problem would be worth more. The students were satisfied, but I was not. I had 2 more classes taking the same test, so I needed to think quickly.

When the next class started, I told them that I decided to give them their tests one page at a time. They would do one page, hand it in, and receive the next page. That way if they did not finish within the shorter class, they could finish on Monday (As another math teacher pointed out early on Friday: we cannot give tests on Monday, but we can complete them then.). All but one student finished the entire test within the time allotted. That one student was upset because she had to do one page at a time, so she only worked on the first page. I assume that she had talked with students from the first class and believed that her class would get the same deal from me. I will not go back on my word for any particular class, but that does not mean that I have to offer the same to the remaining classes. Every teacher knows that one makes the most mistakes on the first class in the day of a particular subject, and I did that in this case. By the third class, everything was running smoothly for this test.

I learned this technique from our learning support/exceptional children/special education teachers. We have students with diagnosed requirements of extra time to take tests, so what our LS teachers do in those cases is give the tests one page at a time. That way the students do not know what's on the next page if they have to finish their tests later in the day. I offer this tip to all teachers who, like me, find themselves having to give an already printed test in a shorter time frame than originally planned. It works. Now, if I could only go back on my word to my first class ... ;-)

Of Group Work and Projects

Over the years I've learned not to pay too much attention to students complaining about the work they have to do when it comes to group work and projects. All I usually hear is the complaining until the end of the year when they may actually say that they really liked the group work and/or the projects. Sometimes I hear from their parents about how they came home all excited and talked about something they had done as part of a group or how proud they were of their projects. As I said, all I hear at the time is the whining and complaining because I make them continue on their merry way to an education.

The seniors returned from a week of internships on Monday -- one day of class followed by no school on Veterans Day. How to set the tone for getting back to work? I looked at my lesson plans from prior years for my functions and modeling classes and discovered that I had written 2 ways to teach an introductory lesson to power functions, i.e. functions of x^n . One way was lecture and demonstration on the overhead calculator. The other way was to have the students in groups take an exponent, create a table of values for x to the said exponent, plot the points, sketch the curve between the points, and answer some questions about what their final graph shows them. Each group would then present their graph and their findings to the class. All of this within a 47 minute class. I decided to go with the group work format because they would probably be more engaged with it than with the lecture. It was successful as far as that went, but I did spend much of each class walking among the groups to keep them on task while answering questions. The presentations were good considering the lack of planning time for the groups. Wrong answers were corrected with no embarrassment. They learned more than I could have taught them in a straight lecture even with the overhead calculator. Of course, it actually was more work for me in that classroom management is far easier with students sitting in straight rows being quiet, but I am teaching for their learning. If I wanted a quiet career just for the money, I would still be in private industry.

That One class

Every teacher knows that every class has its own personality, some ones have a lot more personality than others. This year due to my new slogan of "always use good manners in this classroom" and my personal mantra of "solemn and sober" I have my classes working well on most days. There is this one class, however ... the One class. It has 12 students, 8 of which I've had before when I was having problems with settling my classroom management all through the year. I have problems with that class even though I've used all of my bag of tricks. I think I know the students too well, or maybe I just like a lot of excitement in my life. On to this week's story.

I asked the dean of students Monday morning if we could meet and discuss my problems and possible solutions regarding this class after school. She agreed. During that class that day we had 2 fire drills in a row. In our school the students are to leave the classroom silently for any drill and remain silent until the all clear signal is given. The first time in the hall I was called out by the principal because my students were being noisy. 12 students? In a hall of several hundred? Very weird. Actually, I was very troubled by his admonition, so troubled that I could not bring myself to mention it to my family that night. I did try to see him later in the day, but he was too busy with the office staff out for training to see anyone for a non-crisis conversation. I did meet with the dean after school, and she said that she was coming to my classroom the next day to speak with my students. This was something unusual for me since I am still having trouble going from public to non-public school mode.

The next day I had already decided to change their assigned seating (a very quick way to achieve a few days of respite) and to continue working on making the lesson plans solid for the entire period. I asked the principal about his calling me out, and he told me that when he asked the noisiest students from where they were coming, they told him they were coming from my room. Ouch! I did note to him that I had already spoken to the dean prior to the fire drills about helping me with that very class, and he seemed pleased that I had started putting things right early in the year. The dean came to my classroom between class change. I had the new seating plan up for the students to see when they came. The dean raised cain with the class and told them that anytime I wrote them up for speaking out or acting up, she was going to give them Saturday detention for that week. They took her seriously, but we shall see. We shall see.

No personal time available.

One thing I have noticed about teaching over the years is that, unlike working in private industry, I almost never have time for myself outside of the class day. Before and after school I help/tutor my students who are having trouble understanding or remembering the lessons plus giving make up quizzes and tests for those who were out. (I picked up a "tool" from my former college professors. I insure that the make ups are different and harder than the originals so that students are motivated to be in school on test/quiz days or to take the test/quiz before a field trip or whatever so that they do not have to take the make up. There are far too many students in both public and non-public schools who have the habit of being out for a test and coming back after they've learned from their friends just what the test covers and how to mark it in order to get an A. My logic? If I have to go the extra mile to grade it just for them, then they have to go the extra mile just to make a passing grade. By the way, those make ups do cover exactly the same material; they just have more problems and no multiple choice for definitions.)

Back to my lack of personal time. When I do go home, I nap for about half an hour or so. Being a world-class introvert, I am wearied by being around people for the entire day with little or no time by myself to recharge myself. Of course, before taking my nap, I spend at least half an hour or so listening to my husband who has been home without conversation for most of the day. Typical person that I am, I married my alter-ego, i.e. my husband is an extrovert and needs to recharge by being around people and talking. Hence, I get a dose of it when I walk through the door every afternoon. My husband makes dinner -- he's the homemaker and has been most of our married life -- while I wake up and mentally prepare for the evening. There's conversation at dinner mostly spoken by my husband, sometimes by me, and rarely by our adult son who works at the same school but in the technology area. After supper comes grading papers or rarely lesson planning. I work to find time to exercise regularly without getting the exercise too close to dinner nor too close to bedtime. Lastly is bed between 9 and 10 p.m. Closer to 9 anytime I can get it there. Then rise and shine between 5 and 6 a.m. with the assistance of my cat. No wonder I have little personal time! How do teachers with small children and a spouse also working outside the home do it?

Weekends are my time ... except that I always bring work home to get done before Monday. I catch up on 2 hours naps Saturday and Sunday afternoons. I iron my work clothes. (My husband and I agreed when we first married that each of us would be responsible for ironing our own clothes, and we have done that ever since. Last year my son started ironing his clothes, so I am left to just my own clothes again.) I spend time with husband and son. If I have to shop or get my hair cut or whatever, that's when I do it. Church at either 5 p.m. Saturday (Catholic) or 8 a.m. Sunday (Episcopal) unless I mess up with my weekend plans. Extra long time for exercising each day. Writing to family, catching up on my brother's blog, cooking one special meal, usually pizza, and just zoning out while reading old newspapers (I'm almost done with June this weekend). Now, you know why I am currently only writing one blog post a week. Once I get to a particular point, I may be able to get back to at least twice a week, but this is where I am right now.

Weekend work

So I spent much of yesterday morning grading my computer science tests before going out for exercise and fun. Now, while I am on the Internet, I get to add their grades to the online grading system the school has. Then I have quizzes and homework from the statistics class, homework from 2 of my 3 functions and modeling class plus doing the week's lesson plans for statistics. That's just the absolute school work I brought home with me. I also have my clothes to iron, and my rooms to straighten up. That's the work I've always had to do, even when I was working in private industry. I think I'm just procrastinating right now.

Week 2 Over

I finished the second week of teaching yesterday. It was my department's test day (Friday), so I gave 2 computer science tests. I do not recall having special departmental test days when I was a student, but this is the second school where I've taught that assigns specific weekly test days. The problem with math is the fact that it makes lesson planning awkward because I cannot test when I finish a section or chapter. I find myself making extra lessons to use so that the students do not forget what they've learned on their way to the test. I feel like I'm juggling oranges and have just added the spinning plates to my show. At least with Friday test days, I can grade the tests over the weekend and hand them back on Monday. I'm not always capable of grading tests overnight when the math test day comes earlier in the week.

The dress code for girls was drastically changed this year because they abused it so much last year. Only dress pants of tan or black non-denim, non-stretch, woven cloth with a collared and sleeved shirt tucked in. No camisoles showing, no layering of clothes, no open-toed footwear. On assembly dress days (i.e. church service days) only modest-length dresses or skirts with sleeved blouses plus nylons and dress shoes. Well, the clothing fight is on, so to speak. I talked with the dean of students regarding the slow movement off the code, and we agreed that I would warn the girls this week and write them up next week. Phil Gramm may have spoken about people complaining about the economy as "whiners", but these girls give whining a really bad name. Anyway, they've been warned .... as have the boys regarding their facial hair.

My "always use good manners" campaign in my classroom is working, so I currently have not started having problems with student behaviors except in my one class of 7 former students plus 4 new ones. My AP students, of whom I have had all before, are no problem because they are serious about their subject (serious geeks, you might say). One of my problem students had a note from his mother yesterday regarding her signing a required form for him. I do not doubt that she signed it, but where is it now. The student tells me that she gave it with his emergency forms to the front office. Since I had this student the prior 2 years in two other math subjects and since I still have my grade books from the same years, I think I'll look up whether he handed them in before or not. With 2 years experience of my expectations under his belt, he should have known to bring that form directly to me instead of having his mother hold it. Hmm. I'll add that to my to-do list for Monday.

The weekend is here, and it's time to relax.

New shoes, cozy feet!

I went out on Labor Day and bought some really great inexpensive supportive shoes in black that I had quit wearing a few years back because they look like "old lady" shoes when worn with dresses. Now, that I'm wearing mostly dress pants, they look great ... and they feel even better. I'm not going back to that other manufacturer for shoes again. The new shoes cradle my feet and feel so nice even after several hours of standing while teaching. It's good to be back with them.

I spent much of Tuesday when not teaching continuing to bring up my initial organization for the year. The only time that I taught in a middle school, I had taken over the classroom of a very organized teacher who put her own tabs in everything. I found her idea so compelling and time-saving for the year, that I always put tabs in my attendance and grade books. It takes time at the start, but it saves me hours for the remainder of the year. So now I have my books tabbed and marked, my September calendar set up with birthdays, etc. marked, and most of my organization work done. There's still contacting parents and finishing up my study of my students' learning styles to do, but I'm in good shape for today.

Back to the classroom for another exciting day!

I finally get a chance to sit down and relax!

The first week of classes is over. Hallelujah! My feet, especially my heels, were killing me all week long. I got a pair of supportive shoes that I found to be very good to my feet 2 years ago. When last year started I bought the same shoe style, and the support fell apart in less than a month. I went through the year with them anyway, but I never took the time to contact the manufacturer and complain. I thought what happened to them last year was a fluke, so I bought the same style again this year. The support is already breaking down. Thanks to my mother's late birthday present to me, I will be able to buy new shoes this weekend, and I will definitely not buy any made by that manufacturer!

The main problem with teaching is that I spend almost all of my day on my feet with not much movement around the room. Ouch! I have been doing a new set of exercises over the past 2 weeks that have helped, especially in my posture and balance, but the shoes are extremely important. If you ever wondered why middle-aged school teachers wear "old lady" shoes, it's because we have to keep up with much younger people even when our feet hurt.

Having a freshman homeroom is just as time-consuming as I figured it would be. I did save myself a lot of hassle with assigning seats before any of my students walked into my classroom. I also have my "Always use good manners in this classroom" sign up on the front wall where I can point it out any time one of my students start using bad manners. That is working out very well. Yea! It also helps me to wear more conservative business attire for teaching because I know from my past that I tend to behave in a more serious manner when I am dressed that way. It's like putting on a suit of armor before going out to joust.

I was on the move all day, every day, at the school last week. I really had little time to slow down with preparing 4 subjects for 6 class periods plus helping the other faculty with computer problems. Next week I will be showing a few educational DVDs which will give me a bit more time to fix stuff up while the students learn.

I didn't post on Monday because my feet really hurt and it was our 35th wedding anniversary. We went out to celebrate, and I went to bed when we returned. Tuesday, I took a nap, ate, exercised, and worked on lesson plans. Ditto for Wednesday and Thursday. Yesterday, I did all of the same except I did not exercise but I did stay up to see The Daily Show for their last DNC convention "coverage" as a result of a promise to my son.

With Monday being a holiday, I expect to be in better shape next week. I really want to keep this up on an almost daily basis because it's nice to vent and explain. It helps me, at least.

Last day before students return

Well, I got my classroom straightened up at least. I took the quick and dirty method with my desk and made about 2 piles of papers that still need to be handled, but the room looks neat.

After being nice last year to the building plant manager and starting out with tables instead of desks until the new desks arrived, I decided to start out rather harshly this year and assigned desks for every single class plus my homeroom. Due to the niceties of computer software, I cut and pasted the students' names from the online grading system to PowerPoint slides of my classroom setup. It took very little effort to do, and I will have my computer projection of each class' slide on the screen when the students come to class. By starting the year this way, my students will have the knowledge that I assign seats; I will accept no question on that!

As I noted before, this my first time in my teaching career of having a freshman homeroom. What this means is that the start of the year is heavy on teaching them the ways of our school. Tomorrow I have to take them to the Freshman Hall where their lockers are and help them figure out the locks. Then, back to my classroom where I cover everything else needed for today.

Also, I have had the teacher's edition of the stat book all summer, and I still haven't cracked it open to plan for the year. I borrowed the former teacher's syllabus and grading system, plus I did get a B.S. in statistics, so I am "okay" for the time being, but I really need to do some serious work today. At least I have the experience of knowing that most of my students will be tired all day because they didn't practice getting up early last week. On to work!

Teacher Workweek -- Days 4,5 ... and 6

I am writing this while waiting for the school to open on a Saturday so I can finish preparing for Monday. I spent so much time in meetings and helping the other teachers with software requirements and training that I had little time for my own stuff. Also, I did the almost fool thing of volunteering without being asked or suggested of coming to the new parent meeting Thursday night to train new parents on how to get to the homework pages and students' grades by way of the school's website. It went well, but I was exhausted when I got home, and I never did feel very awake all day Friday. I'm off to do what I can in the next 4 hours, then everything else I do in preparation will take place at home.

Teacher workweek - day 3

Successful day for my users/fellow teachers. Semi-successful day for me. I started bringing my syllabi up to the new official standards at 8 a.m., was caught by another teacher for help, and spent the remaining time available helping other teachers put their syllabi on their websites. Then to 2 hours of religious mini-retreat and serious reflection ... which was so good and definitely not a waste of anyone's time. Nice way to prepare for the school year.

After lunch I spent my remaining time training 2 new teachers on the homework website and helping several other teachers with their syllabi. I made it to my classroom once after I started helping other teachers early in the morning, and that was just to leave myself a copy of Thursday departmental meeting agenda. My syllabi are screaming for me, and I still have one more new teacher to train.

At least, I'm not bored.