#EngSSchat low tech idea...

I just read through dozens and dozens of tweets from teachers around the nation and world who used the hashtag and trend topic #engsschat. Here's a low tech idea that I did not read about but I've tried.

1.  Have students read whatever nonfiction piece you want them to read, news article, chapter in the history or geography text, etc.

2.  On a 3x5 card, have each student list at least three facts or things they learned while reading.

3.  Have the students form themselves into a certain number of groups (or you do it, depending on your class).

4.  On chart paper, they are to come up with a group summary of that chapter or section of the chapter you had them read. Each student is to bring their 3x5 card to the group and contribute to the summary.

5.  They can begin by turning the chart paper over, jotting their names on that side and plan for the summary.

I just tried this with my three 6th grade ELA classes. The reviews are mixed, but I'm encouraged to revamp and try again.

#Sandy Quick ideas...

So, I'm sitting here in the middle of Hurricane Sandy in my Philadelphia apartment, thinking about some quick ideas for lessons dealing with Hurricane Sandy. Since my students and many along the east coast will have experienced this storm, we can build upon our students' schema by engaging in meaningful teaching and learning experiences.

This list is no way exhaustive, but just some quick suggestions.
I'm an elementary/middle school teacher, so these ideas are primarily geared toward PreK-8th grade, but I know my experienced high school colleagues could also find some of these ideas useful and can adapt them for our older students.

Social Studies
1. Quickly display a map and have a brief discussion of the states that Sandy passed through.  Have students color in maps of the states that this storm has passed through. You can also have a brief discussion about cardinal directions. Students can even stand and move their arms in those simple directions.

2.  Have older students look up the states that Sandy passed through. Then have them identify the capitals of those states and perhaps five or six other cities in those states. You can also have them draw those states' flags, identify those states' governors. You may also have them look up how many electoral votes they have up for grabs in the upcoming election.

3.  For younger - Have students identify and spell their city and state. Spell out your city and state, writing one letter per piece of construction paper. Distribute the "city" construction paper pieces. As you spell, have the student with that letter come and begin to form the city's name in front of the class. Repeat for the "state" construction paper pieces.

4.  Older students can do research on the most devastating hurricanes in U.S. history. It'll be also interesting to have them do research on huge hurricanes that remained at sea.

5.  Foreign Language - Have students look up "hurricane" (or the language's most equivalent word for it) in many languages and have them practice pronouncing those words.

6.  Find and read tweets with the hashtag #Sandy from different cities, including those outside of the hurricane zone --- (preview the tweets ahead of time

Science
I honestly don't have many hours of science instruction under my belt.  Here are sites that may be helpful...
http://eo.ucar.edu/webweather/activities.html
http://www.teachervision.fen.com/weather/childrens-science-activities/56106.html
http://theweatherchannelkids.com/
http://www.weatherwizkids.com/

Math
1.  Younger - show a map of the states that Hurricane Sandy passed through, count the states. Write or trace the number (depending on just how young the children are). Count to that number using other objects in the room.

2.  Older - gather statistics from reputable online sites about this storm. Report those statics to the class. The class can even be divided into groups and each group can take a state to research. Statistics may include, miles of wind/water damage (convert miles to kilometers, meters, feet, inches, etc.), square miles of impact (whether damaged or not), the number of crews dispatched to aid in power restoration, the pounds of food that the Red Cross & Salvation Army brought to shelter sites, etc.

3.  Younger/Older - Money - Have them bring in money to donate to the Red Cross and the Salvation Army to aid in their efforts.  Count it then send it.

4.  Older - Inquire of the Red Cross approximately how much it costs to care for an individual. Set a goal to help a particular number of individuals and set out on approved fund raising efforts with all of the funds going to the Red Cross. Count the funds raised, determine about how many individuals these funds would help.

English/Language Arts
Journal Topic ideas
1.  How did you keep yourself busy during the storm? Did you have fun or were you worried?
2.  In life we sometimes we go through "storms" (situations that sometimes seem real difficult). What storms have you gone through in your life? How did you make it through those storms? What advice would you give to those who are going through difficult times?
3.  Listing all of the letters of the alphabet, what names would you give to hurricanes?
4.  Write a letter to those who are responsible for rescuing individuals who may need to be rescued or restoring power.  Some of the people may be firefighters, police officers, the national guard, electric crews, water crews, gas crews, and tree removal companies. What would you say to them?
5.  Write a letter to whoever takes care of you. Thank them for keeping you safe and giving you snacks during the storm.

Reading
1.  Find and read nonfiction news articles on Hurricane Sandy.
2.  Find and read OpEd pieces on the responses of various government entities.
3.  Find, read, compare and contrast the content of the articles on previous huge hurricanes like Katrina, Irene, Andrew, and others.

Viewing
1. CNN Student News www.cnn.com/studentnews
2.  National Geographic videos on storms
3.  Discovery education videos on storms

Writing
1.  Have younger students write a class book. Each student can contribute one line to the book and an illustration. Compile the book and either photocopy it for everyone or scan it and upload an e-version of it to your class website.

2.  Older students can do an amended version of a class book. You may want to have them write a page and illustrate.

3.  Students may prefer to write poetry. Create a poetry anthology. They may create poems about their feelings during the storm, their observations, the storm from the storm's perspective, etc.

Speaking
1.  Debate - Hurricanes are worse than tornadoes.
2.  Debate - Meteorologists "hype" up storms, just to get people to evacuate.
3.  RE: the narratives and poems discussed in the writing section above, have students read what they wrote to their classmates or in front of the class
4.  RE: the journal topics mentioned above, have students read what they wrote to their classmates or in front of the class

Forbes and Foreign Language

I have a few passions when it comes to teaching and learning. One, both can be of the highest quality in a public school, I don't care what anyone says! Second, foreign language should be as much a part of the elementary school curriculum as reading, math, science, physical education, and the arts!!!

Apparently, Forbes.com shares my same sentiments as detailed in a report online!

Read, enjoy, and advocate!!
http://www.forbes.com/sites/collegeprose/2012/08/27/americas-foreign-language-deficit/

Insane

Doing the same thing over and over again and expecting different results.....THE definition of insanity!

One way to get a teacher's pressure up first thing in the morning is to have a memo in his mailbox that legislates a repeat of the same failed policies of the previous administration (lol at the political verbiage).

I have a novel idea, let us teach.
I say we give that a try and see what happens!

Every now and then....

Every now and then I stop and think about the world from the view point of the students with whom I have the privilege of working. Every now and then I think that there are times when they come to school and it's an escape from the adult world.

Every now and then I think of how being at school, some have a chance to be a real kid, playing and laughing and joking with their friends.

Every now and then I think of how public school was for me as a kid and how I'd like to replicate some of those experiences.

Every now and then I think of how the teachers and staff represent the only caring figures in some of these children's lives.

Every now and then I think of the child that acts out, and though they cannot express it, is grateful that some adult has taken notice. Taking notice says to them, "I care about you."

Every now and then I think of the kid who found out that I, Mr. Flemming, will come to your house, knock on your door and ask about you. Every now and then I think of that kid who found that out and intentionally didn't do homework because he wanted me to come meet mom.

Every now and then I think of that kid who shared with me that there was no one in his life who understood him and that I was the last one in his life he had to look up to.

Every now and then I also think about those children who do having loving adults in their lives. I think about how some might not realize just how blessed they are. I think about those good fathers out there who stayed to love their child's mother and their children. Not all fathers are dead beat, just like not all mothers are there, present, and taking care of their children!

Every now and then, stop and think. Stop and think about where some of our children are coming from in the morning and where they are going to at three o' clock. Every now and then, drive by your students' neighborhoods at night or on the weekend. See for yourself what life is like. Every now and then ask your students how their weekend was, what movie they saw last night, or what they did for their birthday.

Every now and then, take off your "teacher" robe and put on your "listening ear" robe.

The words of a young kid a couple of years back still stings my ear today. He was crying because he was in trouble at school again. While crying buckets of tears, he said to me "THAT'S WHY I HATE THIS SCHOOL, NOBODY LISTENS TO ME!!!" I started to get something in my eye as I choked out, "Well, I'm listening. What do you want to say?"

Every now and then, listen!

Got PD?

Sitting in today's "professional development" I got bored! Just plain and simple! No fault to our principal or SBTL, but to the school district which seems to hand out cans of professional development, like cans of pork-n-beans!

I do have a few suggestions for PDs

1. Allow teachers time to converse with each other over pedagogy. We should bring student work samples and come up with real plans and entertain real suggestions for how we can maximize the potential of our children.

2.  Permit teachers to converse with other grade teachers, subject area teachers and specialists in order to get a real idea of the teaching and learning that goes on outside of our individual bubbles. We should leave that session with a greater sense of community and understanding of the goings-on in our buildings.

3. Coordinate grade group and subject area PDs around the district. A few years back all of the 6th grade teachers in the district went to a school. I am still grateful for and employing the suggestions for teaching and learning I received from colleagues there!

4. There most definitely should be time allotted for us to spend in our classrooms. To assume that a 45 minute prep is sufficient and that work should be done outside of the work day is "bafoonery" at its finest! While we do what we can and when, never assume that this "should" be done!

So those are just but a few suggestions that I have to make professional development meaningful! Meaningful to me does not mean sitting through a webinar or analyzing data. Call that a "meeting" but not professional development!

Charter truancy response #2...

From Rep Roebuck's office, explaining the current law...

Mr. Flemming,

 

Under Current law the following applies for compulsory attendance regarding charter schools :

 

Compulsory Attendance

Charter schools must report to the student’s school district of residence when a student has accrued 3 or more days of unexcused absences. It is the responsibility of the school district to enforce the compulsory attendance laws in accordance with the Public School Code.

 

A student does have the option of no longer attending a charter school, at that point the school district of residence would be responsible for the education of that child.  So technically if a student stops attending a charter school, the charter school must notify the school district of residence of the withdrawal of that student, and no further requirements are placed on the charter school for enforcing truancy proceedings.  Charter schools must provide school districts with the PDE Charter School Student Enrollment Notification Form for each district student enrolled in the charter school within 15 days of the student’s enrollment and must notify the school district within 15 days of a student’s withdrawal.

 

Rep. Roebuck put a proposal in to change the law to require charter schools, to include cyber charter schools to enforce the compulsory attendance laws for the students enrolled in charter and cyber charter schools, rather than simply un-enrolling them from charter schools and placing the ownist on the school district of residence for enforcing the law.  This proposal is contained in HB1657.

Charter truancy response...

From the school district....

Hi Mr. Flemming, 

The Charter School agreement states that charter schools shall report to the School District’s Office of Truancy and Attendance all unexcused absences of any duration greater than three (3) days.  The Charter School Agreement also states that the Charter School shall submit to the District a report for any student after ten (10) consecutive days of unexcused absence. 

It is important to point out however, that Charter Schools are independent LEA’s, and because of that they are solely responsible to provide prevention and outreach support to truant students, as well as take action if students are repeatedly truant.

The District’s Office of Truancy and Attendance has been successful however, in working with the city’s Truancy Court to expand services to charter schools.  In November, charter schools that meet the proper requirements can refer truant students to Truancy Court for review by DHS and family court.

If you have any further questions, please feel free to reach out.

My student teaching experience

Driving this evening I passed the school in West/Southwest Philly where I did my student teaching. The school is not too far from the Checkers on Baltimore Av. I student taught in a third grade classroom and had the WORST experience!

The children weren't the problem. I'll leave that there! My vocal opposition to "bafoonery" didn't just begin! I had quite a few opinions then too! Looooong story short, I ended up getting thrown out of the school just before my final observation! My local, huge university on Broad street called me and informed me that things like graduation were now on the line! Me not happy!

Fortunately Cook-Wissahickon allowed me to come teach a final lesson for observation purposes!

As I reflect on that awful experience, I began to think of a few questions for my colleagues!

Do you say "Good Morning" to your students?
Do you ask your students about their weekend?
How often to you inquire about their pets, out-of-school activities, their family?
Do you give them hand shakes, pounds, high-fives?
Do you have them show you the latest dances?
Do you start each day yelling?
Do you wonder why she sleeps in your class everyday or do you just judge?
Do you walk around their neighborhood, perhaps to the corner store?
Just a few questions for my colleagues....

That student teaching semester was......interesting!
Two of my student-teaching headaches retired and we're all the better for it!

Foreign Language in Elementary School

In addition to the myriad of arguments that can be made in defense of public education, another passion I hold dear is the idea of foreign language being taught in elementary schools.

I developed my love for French language and culture in a public middle school, but my exposure to French began in kindergarten at the YMCA Academy. Disclaimer: My parents attempted the private school setting for us twice before 1st grade before settling on public school for good with a heavy dose of parental responsibility for education in our household!

But I digress...

Whatever it takes, let's try to make it happen! To make up for this need, every now and then I'd introduce French words and phrases during Social Studies lessons. This year, I hope to whet their appetites with Spanish dictionaries. This is going well! Some students choose these dictionaries to read and "try out" during SSR!

Idea: EC clubs with a foreign language focus!

A bientot!

You Don't Get To....

You don't get to reduce an already under-funded school system, divert the public dollars to privately managed entities and call me a failure at the same time!

You don't get to put the entire responsibility of educating a child solely in the hands of teachers while absolving many caregivers of their role in the process!

You don't get to call poverty and lack of resources, excuses!

You don't get to evaluate and lecture me on quality instruction when you haven't set foot in an elementary classroom since you were in elementary school!

In the venacular of today's youth.....naw dawg!

Here...Here...Here....Absent

Here's the text of a blog post I started. Once I drafted this, I thought to head to the Philadelphia Daily News instead....I started this on Oct 6th....

Sometimes 140 characters just isn't enough!

Lately I've been thinking about a kid I had a few years back. Much to my chagrin, many of my 6th graders and their families choose to enroll in a local charter school after moving on from our K-6 elementary school. Be it known, I don't believe in the concept of diverting public money and resources away from an already underfunded district to fund a privately managed educational experiment, all while holding the schools from whom the money was diverted to higher standards than that of the ones who received the diverted funds and resources. But I digress!

It was on a Saturday in June when I learned that a former student of mine had not been attending school and as a result got into some trouble which landed him in jail (or likely some other juvenile placement). He and his family chose to enroll in the local charter middle/high school.

What troubles me most is not knowing what protocols are in place for students who are enrolled in charter schools and who may end up truant. What steps must these publicly funded, privately run and managed schools take to ensure that their students are attending school? Since the idea is less oversight, who is monitoring that such protocols are adhered to and with fidelity?

Notes and phone calls home, steps that the teacher has taken, CEH 14, C-31, CSAP, RTII, counselors, home visits, and the list goes on of the truancy vocabulary that we employ and the steps we take when a child is absent THREE times (even sporadically) without having submitted an absence note!

So I just want to know, what do our charter counterparts do? To whom do they report? What is the process? IS there a process? I need answers!

iRobot....NOT!!!!

The legislation of particular pedagogical practices seems to be on the rise.
"Put this on your wall."
"Do this strategy daily."
"Post this!"
"Say this!"
"Read this with your voice in a low pitch and one hand on your head with your big toe slightly elevated!"

When is it going to end? I know this may come as a surprise, but we're teachers! WE, unlike many, actually went to school for this! Four or five years of undergraduate courses and two more years of graduate school, endless "professional development", in addition to participation in informal teaching groups, the reading of professional journals, watching teaching videos and other activities baptized in educational theory and research! This doesn't count the informal lunch time conversations we have with colleagues, the texts about strategies and what has worked or not worked, the discussion of plans over coffee in the morning, and the Friday night dinners at restaurants that we vow will NOT turn into discussion over work, but almost always do!

We're not robots! We're teachers! Leave us to teach!

Let me be clear, I'm speaking of this "teacher-must-be-dumb" world in general, not about specific schools! Let that be made known, because apparently the first amendment applies to everyone but teachers! Not only is our opinion not valued in the classroom, but we also can't seem to put anything on facebook, twitter, or in a blog without being called into question either!