Wait, It’s Over?

Seriously, that’s what I’m thinking — how is this year already over? It’s way past my bedtime but I can’t stop replaying every day of this past year. Tomorrow (well, today) is my last day with my third graders, and I truly can’t believe that my first year of teaching is coming to a close.

It’s been quite the year. It was a big adjustment not having any help (like, a really big adjustment), and some of the students in my class were incredibly difficult. I saw behaviors that I didn’t expect to encounter and there were plenty of times when I doubted myself. Despite the tears and the copious amounts of coffee, I can easily say that I’ve learned from every moment this year.

To be quite honest, I feel like now that I’ve finished this year, I can do anything. I feel empowered knowing that I wasn’t at the easiest school and yet I still did a darn good job. I did the best I could with what I had, and I think I can safely say that all went well and my students achieved some form of success.

Just thinking about tomorrow makes me feel a million emotions. I’m happy that the year is over (especially that report cards are done!), I’m excited for the summer, I’m sad to see my first class go — needless to say, I’m sure tears will be involved and unfortunately my mascara isn’t waterproof.

Who knew these kids would have such a profound impact on me? I hoped that I’d make a difference to them, but watching them mature and seeing what some of them go through has been so humbling. Throughout the year I’ve seen every student in my class grow, and while I watched them I noticed myself grow, too. I’m definitely not the same teacher I was in August, and I think that’s a good thing. I’m so glad I got to be their teacher this year — I don’t think I’ve ever seen so many hearts or received so many hugs in my life!

It feels good to have this year done. Like I said, it’s so nice knowing that I can do this — this year has been challenging, but I’ve enjoyed the challenge and will continue to accept even more with each new opportunity that comes my way. It’s so reaffirming to get to this point in the year when everything comes to a close and you feel like you’re doing what you’ve been called to do with your life.

Unimaginable.

Throughout this year I’ve experienced plenty of things here in Durham that I wouldn’t have ever imagined seeing elsewhere. This week especially has brought a lot of stress to my heart.

Monday afternoon an emergency staff meeting was called to inform everyone that a fifth grade student passed away over the weekend. It was so surprising to hear, and I can’t even imagine how the teachers who knew him or had him in class felt. I can’t imagine how these students feel, this child’s friends — or how his parents and family members feel.

All of this is just unimaginable to me.

I didn’t know this particular student personally, but I know a few other fifth graders who help out in the library or at recess with the younger grade levels. I was walking my class to lunch today and we passed the fifth graders going to recess and one of the students I knew just came up to me and gave me a hug. As soon as I got my arms around him, he just started sobbing and didn’t say a word the whole time. I could feel this pit of jumbled words rise in my throat and tears hang on my lashes.

This is what it means to be a teacher: you are more than just a teacher.

I’ve always known this and I am frequently a mom, a nurse, an animal expert, a nutritionist, a coach, a librarian, a storyteller, a lawyer, a female Bill Nye (direct quote from a student), and almost daily I’m a counselor. Today more than ever I realized how crucial that is to my job.

The students I teach have so much going on in their lives — some don’t have homes, some don’t know their dads, some aren’t treated lovingly at home, some have parents who tell them that they’re stupid and won’t amount to anything (I don’t know how you could ever tell a child that, but people actually say that to their kids — it disgusts me). I feel like I’m counseling in some way or another every single day, but in this moment on the sidewalk en route to lunch where words were superfluous just really drove this home for me.

I know I teach students according to the Common Core and Essential Standards and that’s what they’re tested on, but more importantly I teach students things like mediating situations and working together and this week, coping with loss.

The amount of respect and admiration I have for the faculty and staff who had to tell those fifth grade students that one of their classmates passed away is huge. If it were one of my students who passed away, I truly don’t know if I would be able to stay composed and strong like you for my other students. Thank you for your poise and dedication to those students, and your understanding of their emotions.

All of the heartbreak and tragedy that I’ve seen manifest in the lives of some of these kids is simply unbelievable. I’m constantly reminding myself how desperate they are for consistency and unconditional love, and to me those are things that get kids (and adults) through times like these.

Just Another Day in 3rd Grade.

I’m sitting in bed and my bangs smell like Ticonderoga pencils from keeping one behind my ear all day and I still have marker ink on my hands from grading during my “planning period.”

Warning: What you are about to read is a real conversation.

Student: Miss Stewarttttttttttt, but I really have to goooooooooo [to the bathroom]!!!

Me: …no. You literally went 15 minutes ago.

Student: But it’s an emergencyyyyy, I’ve only gone like twice todayyy!!!

Me: Wanna know how many times I’ve gone to the bathroom today?

(Silence)

Me: (holds up a hand-made zero) ZERO.

(Student walks away)

Yep, that’s right folks, apparently kids have to pee ALL THE TIME. Actually, that’s false, because they just think it’s cool to walk in the hallways all by themselves.

Long Division.

When I was in elementary school, I hated math.

The bane of my existence was long division. I hated long division, I didn’t understand it, and I felt like I would never get it.

Ironically, last year when I was student teaching, long division was one of my favorite things to teach. It was great relating to students and letting them know that long division was hard for me, too.

I think about my time teaching long division last year and how much I didn’t like math when I was in elementary school. It wasn’t until I took algebra when I decided that math wasn’t exactly the spawn of Satan and it was actually kind of nice to do something methodical with a clear-cut right answer.

As a first-year-teacher, I’ve really enjoyed teaching math. I think I’ve enjoyed it so much because it’s so different than it was when I was in elementary school.

In 1998 when I was in third grade, I remember things being very different. I remember a lot of math books and workbooks and solving the problems on paper. That’s about it.

Flash-forward 15 years and here I sit cutting squares for a hands-on math activity I’ll do with my students tomorrow when we do a lesson on geometry. I don’t remember a lot of hands-on activities when I was younger, but I feel like that’s such a big part of what I incorporate into my lessons now.

Why wasn’t that something I remember from my elementary school years?

Why wouldn’t you do hands-on activities to make math relevant to your students? Why wouldn’t you tap into the knowledge pool of your students so they can make connections to make math real to them? For me, it’s been incredible watching my third graders really apply the math that they’ve learned this year. It’s so rewarding hearing them compare fractions at lunch — “No, I have HALF of my pizza left — you ate 3/4, so now you only have 1/4 left, and I have more than you do!”

Seriously, this magic happens all on its own.

When we get on our class Twitter to tweet about our day (@ballininB10), it’s heartwarming to see the kids using their math vocabulary. Hearing words like “sides” and “vertices” come out of the mouth of a nine-year-old is something that is just really cool to me.

I willingly admit that I never really thought of how much math there was in every day life. My dad was always (and still is) really good at applying mathematical knowledge to every day activities. Whenever I go to the store with him, he asks me how much per pound the sugar is, or he’ll ask the amount we’ll save with a certain discount.

I also willingly admit that I’m bad at this kind of math, but I’m making strides to improve.

The thing that really strikes me is how important problem-solving is when it comes to math. Problem-solving, logic, and manipulating figures is such a huge part of math that doesn’t even always require numbers! Abstract concepts like spatial reasoning are something I feel like aren’t always taught to their potential.

Another reason why I think I like teaching math so much? It’s something I know I can get through with my newcomer ELLs. I have a student who is new from Mexico this year, and math has been such a great doorway for her to find her footing with sharing out with others in class. Numbers are this universal language that anyone from any language background can work with, which is such a beautiful thing! I’ve actually found that a lot of my ELLs are really strong with patterns, spatial reasoning, and algebra. I guess their minds just work a little differently when they’re trying to learn more than one language!

An excellent New Teacher Chat inspired me to write this — it just really got me thinking about how fun and relevant math really is. So many things that I do every day revolve around math, whether I think about it or not — playing guitar, balancing my checkbook, driving my car, filling out my March Madness bracket.

To my fellow math-wasn’t-really-my-thing-when-I-was-younger friends everywhere: forget what you thought you knew about math, because the ways we teach it now are so much better than they were before.

MOY Testing.

It’s that time again — time to conduct middle of the year (MOY) reading tests on all of my students. These tests are time consuming, and since I don’t have a TA to help me out it also keeps me from meeting with guided reading groups on a daily basis.

I haven’t done guided reading in so long — it makes me sad. I feel like I’m not helping my students become better readers!

The good thing about these tests though is that I can really see progress. One of my students who started out on a K at the beginning of the year is now reading at an M, and though that isn’t technically “where he’s supposed to be” at this point in the year, it’s still on grade level and I’ll take that as a huge win. I have a newcomer from Mexico who started the year reading at a C and she’s now at an E — progress, my friends! Almost every one of my students has made growth since August in reading.

Almost every one.

What do you do with the kids who don’t make progress? The kids who digress instead of progress? This is something I’ve been struggling with lately.

Am I a bad teacher if this student isn’t making progress like all the others? What is it that I need to do to reach this particular child? How can I meet his needs while still meeting the needs of 22 other children?

With this one student I have, there is a behavior plan in place. He has a checklist for each chunk of our day (literacy, math, corrective instruction, science/social studies) and needs to be rewarded immediately if he checks the things off of his list. One of the things that is almost always on his checklist is to complete a worksheet (if applicable for that day) — he’ll complete the worksheet, but many times it will be completely incorrect. This checklist has helped with his behaviors of rolling around on the floor and straying away from the group on the carpet, and he is trying to participate more, which is wonderful, but there has been little to no growth academically.

Report cards just went out on Friday, and there wasn’t much improvement on his. He hasn’t passed a single common assessment all year, whether it’s been from the district or created by my third grade team.

I’m in constant communication with this parent, and I’m sure to praise his successes as well as let her know if there are any problems. The parent is well-aware of her son’s academic standing, and now I just don’t really know where to go with things.

So, truly — what do you do? How do you get a kid who isn’t making progress to make progress? How do you make sure that this child is even learning in your classroom?

All and any suggestions welcome, as always.

Sandy Hook.

Crimes against children absolutely enrage me. Any injustice that is done to a child, I take it very personally because of my passion for children and my profession of teaching.

I found out about the Sandy Hook Elementary shooting in Newtown, Connecticut after school around 4pm. Actually, the first I saw of any shooting today was on Twitter when I noticed the hashtagged trending topic of #CTshooting when my students were tweeting at the end of the day. The librarian walked down the hallway and proceeded to tell my third grade team what happened in Newtown this morning. Needless to say, we were appalled.

There were a couple reasons for our shock. First of all, someone murdered children in their school, a place where they should feel safe. Secondly, we the teachers were never given any information about this tragedy during the school day. I was surprised to know that our administration (even our district leaders) failed to inform me of something so serious that happened in an elementary school in our nation.

Reading articles and watching the news and hearing interviews with teachers, I couldn’t help but think what I would have done in a similar situation. I understand the process of a lockdown, as I have been trained on what to do in the past, but how do I know what my instincts will tell me to do? Am I really going to remember putting a colored card in my window? Where is the safest place in my new classroom to take my 23 students? Am I truly qualified for this kind of crisis management? At what lengths would I go to keep my children safe?

Tonight I babysat after school for a little boy who is in kindergarten. While we were playing with Legos, all I could think about was how there are families in Newtown who won’t ever get to play Legos or just have a conversation with their children again. These people are parents — they’re families. They’ve bought their children Christmas presents and had so much more life to look forward to with them. Now, all of a sudden, those dreams are gone and their children are still lying on the ground of that school in pools of dried blood, in the same building as their killer.

The thought of this absolutely makes me cringe and hurt and cry, and the pit in my stomach does nothing but widen. My chest tightens as I contemplate the others walking out of their elementary school to refuge, past their little friends drenched in death, not knowing who would come out of the building alive.

I don’t understand how a man like this made his way into a school. I don’t understand why this man brought an assault rifle and two other guns to a school. I don’t understand the motivation behind murdering innocent children, and I don’t think I ever want to understand the sick and twisted mentality a person must have to slaughter kindergarteners. I don’t understand how this man got to such a deeply dark place to where he thought this act was acceptable. All this does is remind me how prevalent evil is in this world, and how desperately we need a Savior.

While taking all of this in and making attempts to process it, I realized something: there really isn’t much of a security system in place at my school. We are a pretty large elementary school campus with five buildings, and all of those doors stay unlocked. Virtually anyone could walk into any of those buildings at any given point during the day. I keep my room locked, but I couldn’t start doing that until a week or so ago when my new key came in and also because of the little stealing problem we had recently. A few weeks ago, the interim principal called a meeting for the staff concerning her desire to purchase a security system for the school. Now more than ever do I support this idea. At the school where I student taught, we used key fobs to get into the buildings; all the doors were always locked until you used the fob to gain access to another building. To me, this is a good safety measure.

It absolutely breaks my heart. Seriously, I can’t even focus and I will probably have a hard time sleeping tonight. I’m so glad that I don’t have to go to school tomorrow and try to explain this to my kids. I’m anxious about the questions they’ll have for me come Monday morning. I came across this link on Twitter earlier, and was able to find a semblance of a sense of peace in reading it. All of this is just so scary, and not just for kids, but for adults, too. I’ve heard people say on the news that this isn’t a common occurrence and that we need to let our kids know that, but I can’t help but think that this is something that is becoming more normal to which our children are being exposed.

Think about it. The glorification of guns and violence in movies is probably at an all-time high. I have third graders in my class who have seen The Dark Knight Rises, which, though it was a good movie, is not something an eight-year-old should see (at least in my opinion). I bear witness to students “play fighting” at recess and making guns out of snap cubes. Something about our culture is letting them know that this behavior is acceptable.

I don’t have extended cable at my apartment, so the majority of the news I saw concerning this tragedy was after my babysitting child went to bed. I saw clips of President Obama’s address to the nation and was moved. It’s so humbling to hear a man of his position talking to his constituents not as an authority figure, but as one of us — a parent, a family member, a human being who cares about the life of children.

I decided to teach because I want to create lifelong learners. I want to foster positive relationships between all. I want to establish a safe classroom community where students feel comfortable. I want to give children the opportunity to get out of a bad situation, because through education, any future is possible. As teachers, we have such a great and weighty responsibility to other people’s children. We must keep them safe at all costs, not only because parents trust us to do so, but because that is ultimately why we do what we do. Though I am still very deeply saddened at this event, I am also inspired by the valiant efforts of the teachers at Sandy Hook — their top priority was the care of children.

Even though classroom times have been frustrating and tough these last few weeks before Christmas, I need to continue to remember to have patience and compassion for these students (which is hard when they’re bouncing off the walls and not following directions). In an interview with a first grade teacher at Sandy Hook, she mentioned that she told her students that she loved them because she didn’t want the last thing they heard to be gunshots. She stated that she wasn’t completely sure if that was appropriate to do, but she did it regardless since she was unsure as to whether or not they would come out alive. To me, I find it appropriate to express my feelings to my students. I do love them, and I tell them that collectively. Children know when you care, and I can’t imagine a more crucial time for students to know that their teacher cares for them than in a time of dire emergency.

As I look to next week, I plan to make it a point to hug every child and to tell them how wonderful the world is for having them in it; there is no better time than to remind them of this than the present. I want them to journal and ask questions, and I pray that I will be a stable rock for them in this time of looming insecurity. I want us all to be inexplicably grateful for the lives we have and the people we touch every day.

Teachers, let us rise to our calling and affirm our students daily, reinforcing the idea that they are safe, they have a purpose, and that they are loved.

Rest Time.

“Rest time” is a reward on one of my students’ behavior interventions, and get this — the kid always picks playing with Legos over resting. What is he thinking?!

After school today, I decided to run to the grocery store to grab some items to make fried rice (I’ve been dying to use my new rice cooker — so good!). After checking out and stopping to get the mail and everything else, it was almost 7pm. I put my pajamas on (because I always put my pajamas on as soon as I get home from school — seriously, my life is either business casual or sleepwear) and made dinner, and then just sat. Literally, I just sat on the couch, relaxed, talked to my mom, and watched an episode of Parks and Recreation. Now, here I am in the same spot, and I still haven’t finished anything I wanted to for school tonight.

Despite this, I’m not upset with my choice to relax and not do work. Will my students still learn tomorrow if I don’t finish grading these multiplication quizzes? Yes, I certainly hope so. Will I really benefit from pouring over this writing lesson that is already scripted for me (I’m loving the Being a Writer program for third grade) that I’m teaching tomorrow? Meh, maybe, but you know what’s even more important? My mental health.

In this very moment, I am realizing how much I need to prioritize what I do outside of my classroom walls. There is a time and a place for working outside of the workplace, but tonight, I think I’ll just sip my green tea in my flannel snowmen pajamas on the couch and read some CS Lewis.

And you know what? I’m okay with that.

Non-Stop.

Well, the first quarter of this school year is officially over. Report cards go home next week and we’re starting with new standards tomorrow. I’ve worked incredibly hard this past semester and I’ve spent a lot of time planning and grading and planning even more, and I can honestly say that I am exhausted.

This past week was kind of crazy — it was a short week since there was a teacher workday on Friday, plus our principal left us for another school, and the kids seemed just a little off with their behavior.

Even though students weren’t in the building on Friday, I still was at school from 7:30am until 5pm, and I worked the majority of that time (I admit, there was a good thirty or forty minutes during the afternoon when the teacher who had her baby came back — WITH HER BABY — for a little visit) on organizing, cleaning, data synthesizing, professionally developing, and planning. When I left school, all I could think about was how tired I felt, how cloudy everything seemed. Upon further reflection of my sleepy state, I have come to the conclusion that I feel as though I have hit a wall.

I need a break.

Now, don’t get me wrong — I love my job and I love my kids. I enjoy going to work. I like the people with whom I work. I don’t even really mind planning that much. What’s getting me is the fact that I have been going non-stop since Labor Day. I haven’t had one break since then, and let’s be serious, the weekend is never enough time to recuperate from long weeks of teaching.

I’m sure there are many of you reading this thinking, “Well what’s the big deal? I haven’t had a break from work since Labor Day either, so what?”

Well, let me tell you.

First of all, I bet you don’t have to take much work home. I have a class full of 25 eight-year-olds and I give them homework and other assignments throughout the week. If I spend even just five minutes grading each of their assignments, that’s over two hours of extra work I have to do at home or some time after school on top of getting things ready for the next day. And that’s just for grading ONE assignment! Someone said to another teacher friend of mine that teachers “bring this upon themselves” because we “wait to grade papers.” If you have a brain, you can see that this is not the case.

Secondly, I bet you aren’t having to explain complex concepts to children. I’m sure you know your multiplication facts and how to find the main idea of a text, but you couldn’t do that when you were a child without having someone break it down and teach it to you. As adults, we know a bunch of short cuts for how to do so many things but we forget that we had to first learn the foundational skills to get us to where we are. This is my job.

Thirdly, I bet you get a lunch break, or any other kind of break, during your work day. I spend a total of maybe 30-40 minutes during my eight hour school day to myself, and even then it isn’t really to myself! I spend my lunch with third graders, followed by recess. I think I’ve finished my lunch a total of two times this whole quarter. My whole “period” that I have to myself is filled with making copies or getting things ready for the afternoon.

Friends, I am just in dire need of a recharge. As I’ve said so many times before, this job is incredibly taxing. I’m working really hard on maintaining a balance in my life with school and everything else, and I honestly think it’s working. It’s like I feel extra good playing guitar or running now. A dear friend of mine is coming to town from London at the end of this week and I’ve got my 5K to look forward to, and I think a combination of those things will help push me through this week. I’m definitely still pressing on and am grateful for all of the fantastic support in my life, and I know things will get easier once report cards are over and November hits (because let’s be serious, there’s only one full week of school in November and that is AWESOME).

I work hard so I can be my best. Actually, I blame my dad for passing on his hardworking, dedicated genes to me because I know they’ve partly made me a workaholic. I wanted to be a teacher so I could instill change in the lives of children so that they could ultimately have something better for themselves — this is why I do what I do. I know I chose this career, but sometimes I just really think this career chose me.

Here’s to a marvelous Monday coming our way tomorrow!

NC Teacher: “I Quit”

NC Teacher: “I Quit”.

Such a moving commentary from a North Carolina public school teacher. Breaks my heart, but I have to say that it also makes me want to figure out what changes need to be made to start implementing them now. Teacher retention in the state of North Carolina used to be something that I would think was fairly decent, especially with programs like Teaching Fellows and Prospective Teacher Scholarship-Loans. These programs kept good teachers in North Carolina for some period of time, but now that the funding is gone for those programs, I’m sure we will see a serious drop in the number of good teachers in this state.

What makes me sad is that I can identify with this letter in so many ways. I know what it feels like to be unsupported, to be a test administrator, to physically feel the effects of my job.

There needs to be accountability. The leaders of our schools and districts need to open their eyes and see what’s going on in our classrooms. Where are the people who want to make public education a successful pathway for students?

Friends, we need to be bold and stand up for the injustices in our public education system, especially here in the state of North Carolina.

Hitting All the High Notes.

Friends, I have discovered my secret teaching weapon.

My guitar, my sweet Eleanor.

Junior year of college, I wrote a song called “Constellations” about, well, constellations. It started out just as a class assignment, but I take all things space very seriously since I think it’s SO COOL. It’s also aligned with 3rd grade science curriculum and, according to peers, is strangely catchy.

Yesterday I brought my guitar to school, and the kids FLIPPED OUT. Seriously, they were going nuts. It worked out awesomely because I was able to say things like “We have to work reeeaaally hard on our morning work if you want me to play you the “Constellations” song later…” and it worked. Truly, it worked. They worked.

I took out my guitar before we went to the Star Lab presentation so I could play part of it for them, and I was whispering to them so that they were super quiet so that they could hear me, and they were so incredibly attentive. We were all sitting on the carpet and they were huddled around me trying to get as close as they could to the guitar without touching it. No joke, I started playing and singing this song and I’m almost 100% sure that I hypnotized them somehow. They were in this spacey/stellar/out of this world trance (see what I did there?), and when I finished I told them that they had to silently line up and, here’s the kicker: they actually lined up silently.

Needless to say my kids also rocked in Star Lab and also in science that day, so naturally I was incredibly proud of them.

Later that afternoon we looked at Google Sky Map on my phone outside and I gave them copies of the lyrics to the song (per their request) and y’all — WE SANG IT TOGETHER. I had this group of children singing my song that I wrote about stars all around me.

It. Was. Magical.

As they left for the buses, I let them each strum the guitar on their way out, which they loved. One of my students even pointed out that guitars were science because of the string vibrations (which, I honestly never really thought about until I took physics in college).

So I’m sitting with my bus kids in my room/Melanie’s room and I’m playing the guitar for them and we’re having an insanely good time, and then their bus gets called — so, naturally, I walk them down to the bus lot with Eleanor in tow and these children are STILL singing this “Constellations” song.

Best. Moment. Ever.

This instrument is seriously the best teaching tool I could have ever imagined bringing into my class. The kids are fascinated by it, and I think it’s cool that they get to see a little piece of my life outside of school (because contrary to popular belief, teachers ARE real people and teachers DO have lives outside of the school building). Having the guitar was so effective yesterday that I brought it in again today. I didn’t play it as much, but at the end of the day a group of bus kids came down with their teacher asking if I’d play for them. We played and sang (this one boy freestyled the most hilarious rap nonsense that I have ever heard) and walked to the buses, again with Eleanor.

It amazes me how much easier music makes everything. Today I even rapped about changing the “y” in a word to making the plural “ies” (I had kids dropping beats and everything) while we were doing word wall chants. These kids are so rhythmic, and I absolutely adore that about them.

Isn’t arts integration the greatest thing to ever happen to the educational system?!

I get really happy thinking about how happy they get during learning time when there’s music involved. I feel so happy because I’m ultimately doing what I love (teaching + jamming = heaven) and they’re responding to it in a positive way. Needless to say, I’m definitely planning on bringing in la guitarra on a regular basis.

…though this also means I need to start writing more educational acoustic folk songs.

Challenge: accepted.