As an unemployed woman, I have been looking for jobs -- obviously.  I was surprised to find a job that paid upwards of 100,000 dollars.  What did the prospective person need to do?  Organize a family's dates:  ballet, sports, tutoring, etc.

One hundred and fifty thousand dollars to be a woman who juggles a family's calendar.  Hmmm.....
That's the job that a stay-at-home mom used to do.  Get the kids to do their homework, go to practice, write a thank you note for a gift.  Oh wait, I forgot a task--shopping.

Really?  I have a masters degree in education and the pay doesn't come close.  Really, families can't take care of themselves??????

I just finished reading The Dry Grass of August by Anna Jean Mayhew and loved it!  And, were it not for one scene, I could see myself teaching the book in a class.

One scene is robbing students from a book that could potentially make reluctant readers real readers.  The scene in question?  A young girl is on the hunt for something in her parent's bedroom when the parents enter.  The girl happened to be under the bed, is afraid of her father, and doesn't want to let her presence known.  The parents have sex.

Well, I don't object to that.  Chances are kids have heard their parents having sex at least once.  It's a scene that they could probably relate to:  the embarrassment, the fear of being found, the awkwardness. Yet we live in a society that sells sex every day but won't allow young kids to read it.

What I have learned as a teacher is that students generally don't focus on that act.  They read the story for the story.  What happens next?  Why do the characters do what they do?  How could the outcome have changed?  These are questions we want students to consider as they read.  In the book, When I Was Puerto Rican by Esmeralda Santiago, there is a scene when the girl notices that a man is masterbating while watching her.  The narrator is both horrified and fascinated by the act.   In all the years I'd taught the book, only one class mentioned the scene.  While they were a bit uncomfortable, they were able to recognize that the author experienced that same sense of discomfort.  We had a very mature discussion about our realization that we mature and the baggage that comes with that.  This, by the way, with 8th grade students who could, at times, be very immature.  There is also a casual mention of a sex scene in Elie Wiesel's book Night.  Only one student ever mentioned the scene and he did it in private.  He was curious about whether or not he had read the scene correctly.  (For those who don't know, while the Jews are being brought to the concentration camps in the cattle cars, there are some who engage in sexual activity.  This is only casually mentioned, I think, to show how people manage in any given situation.  It's odd, but it's there just the same.)

I guess what I'm talking about is censorship.  Years ago I assigned the book Speak by Laurie Halse Anderson for summer reading.  One of my students read the book the day it was assigned and told the rest of the class to read it, it was that good.  Imagine my surprise, then, when I was called into the headmaster's office and told I had to take it off the list because a parent complained.  The book, for the record, is not about sex but about a rape.  It is not graphic.  In fact, the book is about a girl who needs to find herself and discover courage, strength, and friendship along the way.  It has excellent symbolism and generates authentic, deeply-thought discussion.

Nationally, reading scores in this country are dropping.  Research shows that reading comprehension improves when readers are able to connect to what they read.  Seeing the relationship between the material and their lives helps readers understand.  Why, then, do we insist on taking away the material that would engage them?

What to do when you want a job teaching, but the only available jobs are away from home?

I received an email from a principal of a school in Queens looking for a certified, experienced ELA teacher.  The school is middle grades (6-8) and seems okay.

The drawbacks are many.  It's an inner-city school which means there are a bucket load of troubles.  Kids who don't want to learn or do work.  Crowded classes where some may fall through the cracks.  Further, I'd have to live away from home (there is no commuting from the suburbs to Queens).  That in itself creates a bunch of issues.  Can the marriage survive it again?  Can my son handle it?  Do I want to give it a go?

I wish this were an easy decision.  It's not.

Some teachers have their nerve.

At the beginning of the school year, I wrote a note to my son's math teacher indicating that he did not know how to do math and he tended to do homework incorrectly.  I asked the teacher to keep me posted regarding his work.  I also suggested that she return homework with grades so my son and I could get feedback.  To ensure that the teacher knew me, I introduced myself to her at Back to School Night.  I reminded her that Tyler had difficulty with the subject and was interested to be kept informed of his progress.

Surprise, surprise.  I don't hear from the teacher.

As the year has progressed, I have had to contact her.  First, I wanted her to know that Tyler had no idea what was going on in class.  I asked what they were learning in class so my husband could help Tyler.  Instead of getting an answer like, "exponents" or "multiplying fractions", the answer I received was "check my website and look at the core curriculum".  Oh, for heaven's sake.  Really, a straighter answer would have been nicer.

Well, I had to contact the teacher again because Tyler still has no idea what is going on with math.  When I asked her if she was available after school to help Tyler, she told me he should come in at 7:30 in the morning and check with her during advisory.  As a former teacher, I know the focus of that help is not too good.  Advisory (homeroom) there is a lot of stuff going on.  Kids are fooling about, the teacher needs to take attendance, and the aid would be but cursory.  When I responded that I wanted an after school time AND that the students were not admitted to the building until 7:45, I got no response.

My kid is not perfect.  I have a meeting with his Spanish teacher next week because of his behavior.  This meeting was set up on Thursday.  Just this afternoon, I got an email from Tyler's Spanish teacher saying that the math teacher wanted to meet with me too.  But, could we change the meeting to 7:30 am so that she could be accommodated.  Really??????

This is why I'm annoyed.  First, the math teacher should have reached out herself.  Second, the issues are different and I will only deal with one at a time.  I could have scheduled a full parent teacher conference.  I am not ready to do so yet.

Boy am I frustrated.

Now I have to write a letter to the principal of the school complaining about the unavailability of the math teacher AND to let her know that I think the math teacher's failure to contact me herself is grossly unprofessional.

See what happens when I'm not working??

The flavor of fall

This being my first fall in New York for two years, I am enjoying the change in weather.  The cool, crisp air makes me want to cook and enjoy those foods that stick to your bones (despite the fact that I should stay away from those calories).  Last week I lit a pumpkin scented candle and the house smelled great.  I also enjoyed my first pumpkin coffee.

Pumpkin.  HOw long has it been a flavor favorite?  Years ago, when I was still in school, my bus stop happened to be located at Carvel.  Starting from the first week of October we'd run in after school to see if Fred (the proprietor) had made the pumpkin ice cream.  Over the years I've told this story and many think the idea of pumpkin ice cream is gross.  Well, they did before.  It seems that pumpkin has found a following.

This summer I opened my tastebuds to a new flavor sensation.  Blueberry beer.  It's good.  So, when Rod bought a flavor pack of Sam Adams beer, it included pumpkin beer.  It too was good.  Now the big thing is pumpkin coffee.

All this makes me wonder:  what have we been missing?  How do we cook pumpkin?  What is the proper pumpkin for cooking?  For fits and giggles, I am considering roasting the pumpkin we get this year.  Who knows, it might taste good too.
 

Let me state the obvious:  not all teaching jobs are equal.

After spending two school years in Clark County, Nevada, I feel mentally exhausted by the barrage of need that faced me.  With about 37 students per class, it was enough just to learn names of students, let alone be familiar with their special learning needs.  Add to that the fact that many students were below grade level in at least one area of learning:  reading, writing, speaking, listening and you have the perfect storm of a tough job.

I know how to teach and how to run a classroom.  After a poor review in Clark County, I had begun to question my ability to do anything correctly.  Then I was asked to substitute in a small public school in NY.  The job:  sub for the middle school English teacher.  6th grade English and reading, 7th and 8th grade English.  No class had more than 17 students.  For the most part, they all had the required materials.  As the substitute, I was able to control the class, do the required work, and help the students who were having difficulty with the material.  All students were on task.

Compare that scenario with my experience in Clark County.  Only a fraction of students arrive with the necessary materials:  paper and pen.  Very few arrived having prepared for class by either reading the material or writing the homework.  None had any questions about what they needed to do because they couldn't understand the first time what the directions were.  Effective teaching was measured by how quiet a class was and whether or not the students worked when they were given a task.  This was my weakness.  I always had difficulty because I expected students to arrive prepared.  They did not.  When I sought help, none was given.  So, there I was, struggling.

But I don't struggle in a setting where students are expected to do their part.  I do struggle when students are allowed to do no work.  Hmmmm.  What does this say about the state of education?

Enter a Kindergarten classroom and you will see a well-organized bee hive.  There is a flurry of activity and each student knows what is expected of him/her.  The routine does not vary -- students have assigned jobs and they do them.  First is independent work, then some circle time where songs are sung and the weather is determined.  Next we have some math problems.  Then we go to centers where all the subjects get addressed.  Then we regroup and maybe read a story together.  We have snack together too.

Funny, this is how the administration in Clark County want the high school classroom to be run.

Should a high school classroom be run in that manner?  Or do we only allow that in a Title 1 school?  (Or in a weak system?  I taught in the "best high school in Clark County, bar none" yet still was expected to run the class like it was primary school.)

So I return to my initial question.  Would the teacher in Garrison who has excellent students perform well in the Clark County system?  Do the teachers in Clark County get paid enough to handle the onslaught of apathy?

I always figured one of the most important lessons in a classroom is teaching responsibility.  If you take ownership of your shortcomings, you can devise ways to compensate or address those shortcomings to your advantage.  For example, I have difficulty spelling words that end in ence or ance.  As a result, if I am asked to give a writing sample, I avoid words with those endings.  Further, if you make a mistake, own up to it and move forward.

This failure to take responsibility is putting me at a great disadvantage.  I am beginning to question my understanding of the world since so many in power do not take responsibility and get ahead.  Is my rigid honesty a hindrance?

In Clark County, there are simply not enough certified teachers.  So, they have a "prep in lieu" program whereby the teacher sells his/her prep time to teach another class.  The woman in the room next to mine taught one of those classes.  I suspect she took the position because it was the darling programs of one of the administrators.  Anyway, my neighbor taught English in the satellite program.  This program was designed to offer classes to those students who might otherwise be expelled from school.  In an area where the drop out rate is grossly high, this offers those students an opportunity to stay in school though it's in a satellite location.

When I arrived in Clark County, the school year had already begun.  Three days in, one of my students was transferred to the satellite program.  I diligently gave the assignments to the teacher next door and nothing returned.  When I mentioned this to her, she shook her head in exasperation because the student simply did NOTHING.  Flash forward several months, and two of my students were transferred to the program.  This time, however, the administrator who oversaw the program was on top of things.  She sent an email requesting the work be sent to her.  After a few weeks another email was sent requesting information regarding the work that we were getting back from the students.  That is, how were they doing.  So, I responded.  I got no work back from either of the students.  Then the firestorm ensued.

My neighbor, during the passing of classes, berated me because I was so negative.  I simply stated that I did not think the program worked since the students did not do the work.  She blamed me for not providing work for my students.  When I indicated that I had provided the work, she came after me for being unprofessional and not coming to her directly if I had a problem.  Even one with a dull wit can see that her argument was flawed.  If she didn't come to me to say the work was not handed in, why would I come to her?  Further, I reminded her that when another student had been in the program earlier in the year, the same situation occurred -- no work was done.  It was my guess that the same was happening.  Responsibility.  The satellite teacher was not doing her job, but instead of admitting it, she opted to come after me.

And here we are in the present.  I had an interview in Mamaroneck last Friday.  Driving in a hard rain on the Palisades Parkway during rush hour sucked.  I had a horrible sinus headache and a bad interview.  The position was a short-term leave replacement for a teacher who was going out for surgery.  Imagine my surprise when I received an email this week from the principal inviting me back to teach a demo lesson the following day at 1:54.  If I was available, she would have the English teacher contact me to let me know where in the curriculum they were.  I responded I could be there.

Then the odd stuff happened.  I got an email from the principal's secretary saying the principal had left the office.  Then after school she emailed me to say that it would be put on hold.  In my confusion I just guessed that the part that was being put on hold was the word from the English teacher.  I went to do the demo lesson only to be told I wasn't needed.  Sorry for the miscommunication.

Hmmmm.  As an English teacher I can say the word that should have been used is "cancel"  because it leaves no room for misunderstanding.

I wrote an email to the principal thanking her for the opportunity to interview.  However, I also suggested that perhaps this could have been more clear if she had admitted that I was contacted erroneously -- no harm, no foul -- and let it go.  You know, admit your mistake.  Her response?  If I was confused, I should have emailed.  I'll admit that I could be guilty of stupidity, but I did my part.

Well, I guess I will try eschewing responsibility so I can grow in my career.