I am official knee deep in summer activities. By summer activities I mean the laziness and joy that comes with a break from the grind of the school year. I think a lot of people just assume teachers just sit around and do nothing over summer break. Whereas there is some of that (after all it is our vacation) my friends and I are constantly working or doing something. Along with planning for my new teaching position and Ph.D program for next year I have set some goals for myself this summer.
First, a simple goal is to blog weekly. I'm hoping that if I can get into a habit of blogging this summer that it will become more of a habit during the school year. I'm not a terribly good writer but I do like blogging when I am able to do it.
Secondly, I would like to read 5 books this summer. I have to read a few books for my Ph.D program (check) and I have various books in my possession that I've got over the past few years so I don't believe I'll have to buy many of the books I'll read. The books range from classics by CS Lewis, to Rob Bell, to books on how to make a good business better. I'd like to become an avid reader but due to apathy and excuses I never have. Most of the time it completely depends on the book and my interest level on the given topic. The books I have etched out to read will be knocked out hopefully by mid-July.
Thirdly, I would like to have more independent time with God. I don't want this to be a boxed in, concrete time; however, I would like this time to take a variety of shapes and sizes. This may be more time in prayer, more time in Bible, or more time studying particular christian topics. Like blogging, this is something I really want to get in the flow of now so I wont have to worry about budgeting it in during the school year.
Fourth, I would like to eat substantially better. Too often by apathy or excuse I eat terrible. The workouts I put my body through are of high intensity and high caliber but the results are limited due to a poor diet. So, this summer I want to get into a more healthy routine. I have to make sure this isn't something that is short-lived but something that can be replicated when true busyness hits. I'm diligent and responsible when it comes to working out (typically 5-6 days a week) but struggle with the food aspect.
Lastly, a goal of mine is to relax. I'm the type of personality that always has to be doing something so true relaxation may be hard. It's also tough because working ahead and knocking out work is relaxing to me. However, this summer I'm going to spend a week on a cottage on a lake up in Michigan to simply unwind before I start my grad school program in mid-July. In Michigan I hope to not do much work. I want to spend the majority of my time on the beach, reading, and spending time with the people I'll be with.
Monday, June 20, 2011
Monday, June 13, 2011
I'm Back and an Update
Blogging is always something I have intentions to do but it never actually happens. I've decided the further I get into education the more I want to blog. I obviously wouldn't be doing the work I'm doing if I didn't think it was of the utmost importance. If I truly believe what I do is important than why not share it with my friends, family, and others on the blogosphere? I could chalk up my blogging absence to busyness or apathy but I'll skip excuses and simply dive into updates of my life.
Let's go way back! The past two years I have been engaged with Teach For America teaching at a charter elementary charter school located on the west side of Indianapolis. The past two years have easily been two of the most forming and impacting years of my life as I do work I'm passionate about and meet people that truly inspire and impact my life. Fast forward, my two year commitment is now over (TFA Alum) and an array of opportunities have made themselves available for me.
I served my two year Teach For America commitment at one school (that I was placed at) but decided that that school was not the school I would choose to stay in. Don't get me wrong I love the demographic and population I serve at my school and will continue to serve the exact same population at my new school. I am moving to another charter on a different side of Indianapolis. The school is called KIPP Indy which is obviously a school in the KIPP network if you are familiar. Instead of teaching 5th grade everything (Reading, Writing, Math, Science, Social Studies) I will be teaching 7th grade math. So, obviously, I win. With familiar leadership, higher behavioral and academic expectations, and an increased salary it was a no brainer to move to KIPP.
The past two years I worked on and finished up my Masters in Teaching. As I continued to teach and the passion for quality education grew in me I decided that education leadership was an area I must pursue. I applied and go into a doctoral program where I will be pursuing my Doctorate in Education. After my 3 years in the program I will have my Ph. D and an Indiana principal's license. It's really a fast track to becoming a school leader and expanding my impact on public education specifically for an urban population.
That's a snapshot of what's happening in my life. The idea is to blog weekly. We'll see if it happens. I will publicize any blog post I make. I'll leave you with a link of something else I have done on the side of teaching. I have done some writing for Michelle Rhee's organization Students First. Here is an article I wrote about all of the recent education legislation in Indiana.
http://www.studentsfirst.org/blog/entry/hoosier-success-future-is-bright-for-indianas-education-system
Let's go way back! The past two years I have been engaged with Teach For America teaching at a charter elementary charter school located on the west side of Indianapolis. The past two years have easily been two of the most forming and impacting years of my life as I do work I'm passionate about and meet people that truly inspire and impact my life. Fast forward, my two year commitment is now over (TFA Alum) and an array of opportunities have made themselves available for me.
I served my two year Teach For America commitment at one school (that I was placed at) but decided that that school was not the school I would choose to stay in. Don't get me wrong I love the demographic and population I serve at my school and will continue to serve the exact same population at my new school. I am moving to another charter on a different side of Indianapolis. The school is called KIPP Indy which is obviously a school in the KIPP network if you are familiar. Instead of teaching 5th grade everything (Reading, Writing, Math, Science, Social Studies) I will be teaching 7th grade math. So, obviously, I win. With familiar leadership, higher behavioral and academic expectations, and an increased salary it was a no brainer to move to KIPP.
The past two years I worked on and finished up my Masters in Teaching. As I continued to teach and the passion for quality education grew in me I decided that education leadership was an area I must pursue. I applied and go into a doctoral program where I will be pursuing my Doctorate in Education. After my 3 years in the program I will have my Ph. D and an Indiana principal's license. It's really a fast track to becoming a school leader and expanding my impact on public education specifically for an urban population.
That's a snapshot of what's happening in my life. The idea is to blog weekly. We'll see if it happens. I will publicize any blog post I make. I'll leave you with a link of something else I have done on the side of teaching. I have done some writing for Michelle Rhee's organization Students First. Here is an article I wrote about all of the recent education legislation in Indiana.
http://www.studentsfirst.org/blog/entry/hoosier-success-future-is-bright-for-indianas-education-system
Monday, May 31, 2010
Manvotional
I came across this quote by Theodore Roosevelt and loved it. I love this website as well. A friend of mine (Josh Woodward) showed me this site and all of my guy friends should check it out.
http://artofmanliness.com/2009/02/28/manvotional-the-man-in-the-arena-by-theodore-roosevelt/
http://artofmanliness.com/2009/02/28/manvotional-the-man-in-the-arena-by-theodore-roosevelt/
Blogging Coma
I apologize to the 3 people that read my blog because I have been silent for 3 months. Though I have been silent I still want to be devoted to this blog. I still feel like I have semi-meaningful things to say I just need to create time to actually blog those things. So, I apologize and I hope this is the last time I apologize for my lack of blogging.
The past few months have flown by. I have gotten a few new students and lost a few students. I guess that's the way it goes in public education. My students lives are so fluid that they're in Indianapolis one minute and then the next week they're living with dad in Oklahoma. One of my Hispanic students left for Mexico immediately after ISTEP. Strange but I guess that's the way it goes.
Probably the most important part I haven't mentioned over the past few months has been the success of my students in the classroom. At the beginning of March, my students and I began to bond like we hadn't earlier in the school year. There were a lot more smiles and a lot more laughing. I think the longer they were with me the more they actually bought in to what I was trying to do as their teacher. Either way, it made things really fun for both them and I.
My students finished up taking the "NWEA" exam a few weeks ago. This is a test my school takes to track students growth. My students took the NWEA exam at the beginning of the year (like a diagnostic), at the middle of the year (to see how much growth has accrued), and at the end of the year to see how much my students really have grown this school year. The NWEA is extremely important to me and I communicate that importance to my students. When students, like mine, come into 5th grade years behind in math and reading then I'm less worried about how they do on a 5th grade standardized test but MORE worried about how much they grow. I want them back to grade level or beyond. My class goal, as my students would proudly tell you, is to grow 1.5 years in both mathematics and reading. My goal is not for my students to pass a standardized test (though that would be great) but for them to have growth that will ultimately change their mindset and trajectory in education.
Needless to say, my students met our classroom goal. With their weekly assessment scores combined with their NWEA scores my students grew 1.5 years in both Math and Reading. Awesome right? I'm proud of how hard they worked. I'm proud of their investment in the goal and in the test. I'm just happy I reached my goal as well. I can honestly say that I would have walked away from my first year of teaching with an extremely bitter taste in my mouth if I would have not had "significant" gains with my students.
That was a brief snapshot of the last few months of school. I now have one more day left (a half day, field day). This summer will be quite a busy one. I am taking a few different masters classes as well as teaching summer school with an organization in Indianapolis. I am also moving to a new location in Indianapolis on July 1st. I am moving in with Ian Yearwood and Josh Woodward in a house right in Broad Ripple. I hope to rekindle my feelings for blogging over the next few weeks and to continue updating my life on the internet for the few that read.
The past few months have flown by. I have gotten a few new students and lost a few students. I guess that's the way it goes in public education. My students lives are so fluid that they're in Indianapolis one minute and then the next week they're living with dad in Oklahoma. One of my Hispanic students left for Mexico immediately after ISTEP. Strange but I guess that's the way it goes.
Probably the most important part I haven't mentioned over the past few months has been the success of my students in the classroom. At the beginning of March, my students and I began to bond like we hadn't earlier in the school year. There were a lot more smiles and a lot more laughing. I think the longer they were with me the more they actually bought in to what I was trying to do as their teacher. Either way, it made things really fun for both them and I.
My students finished up taking the "NWEA" exam a few weeks ago. This is a test my school takes to track students growth. My students took the NWEA exam at the beginning of the year (like a diagnostic), at the middle of the year (to see how much growth has accrued), and at the end of the year to see how much my students really have grown this school year. The NWEA is extremely important to me and I communicate that importance to my students. When students, like mine, come into 5th grade years behind in math and reading then I'm less worried about how they do on a 5th grade standardized test but MORE worried about how much they grow. I want them back to grade level or beyond. My class goal, as my students would proudly tell you, is to grow 1.5 years in both mathematics and reading. My goal is not for my students to pass a standardized test (though that would be great) but for them to have growth that will ultimately change their mindset and trajectory in education.
Needless to say, my students met our classroom goal. With their weekly assessment scores combined with their NWEA scores my students grew 1.5 years in both Math and Reading. Awesome right? I'm proud of how hard they worked. I'm proud of their investment in the goal and in the test. I'm just happy I reached my goal as well. I can honestly say that I would have walked away from my first year of teaching with an extremely bitter taste in my mouth if I would have not had "significant" gains with my students.
That was a brief snapshot of the last few months of school. I now have one more day left (a half day, field day). This summer will be quite a busy one. I am taking a few different masters classes as well as teaching summer school with an organization in Indianapolis. I am also moving to a new location in Indianapolis on July 1st. I am moving in with Ian Yearwood and Josh Woodward in a house right in Broad Ripple. I hope to rekindle my feelings for blogging over the next few weeks and to continue updating my life on the internet for the few that read.
Monday, February 15, 2010
SPED, Threats, and Knives OH MY!
Any teacher can agree that the time span from Christmas break until spring break is the "longest" time of the school year. I can remember at Bethel that the time between Christmas break and spring break seemed like an eternity. There are just so many factors that play into it. There are little to no breaks/days off. The cold and the snow just wears on people (especially at Bethel). Overall, there is just not much to get excited about during this time of year.
Since early January I have been slowly but surly prepping my students for the dreaded ISTEP. For those of you that are not Hoosiers, the ISTEP is the Indiana standardized test that my students have to take. The test is difficult for most children but specifically urban children. The demands the ISTEP makes on students is unreasonable and unpredictable. I teach specific items that I know are going to be on it but every teacher in urban education knows their kids are typically awful test takers and will inevitably struggle with this test. Nevertheless, I am prepping my students to make their way through the uncharted waters that is ISTEP.
Although, how much fun is prepping for a scary standardized test? Sometimes things can get monotonous and I try to through unpredictability their way (like Science and Social Studies). Sometimes, though, students can break up the monotony. Something happened this past Friday that was both shocking and terrifying. My emotionally handicapped student was expelled. What for? Not only did she threaten to stab a 4th grade boy BUT she was storing supplies at school. Other students (not in my class) found a steak knife and box cutter in the womens locker room. After connecting that with her threats heard by students the puzzle was soon solved. Expulsion was the only and correct solution.
What does this mean? This means that all of my hard work for that student is pissed away. The behavioral and academic gains she had been making are now all moot and the achievement gap has expanded for her. It's quite sad. But to every situation there is an up side. I lose a student that was not only one of my lowest academically but one of my lowest behaviorally. She was a student I not only always had to help but always had to watch. It sucks that she's expelled (don't get me wrong she deserved it) but her presence in my classroom tended to hurt my classroom culture.
I apologize, let me explain my title. This female that was expelled was a emotionally handicapped (SPED = Special Education). She made a threat to a 4th grade student (said she would stab him). Lastly, she was expelled for bringing knives to school with the apparent intention of stabbing another student.
Since early January I have been slowly but surly prepping my students for the dreaded ISTEP. For those of you that are not Hoosiers, the ISTEP is the Indiana standardized test that my students have to take. The test is difficult for most children but specifically urban children. The demands the ISTEP makes on students is unreasonable and unpredictable. I teach specific items that I know are going to be on it but every teacher in urban education knows their kids are typically awful test takers and will inevitably struggle with this test. Nevertheless, I am prepping my students to make their way through the uncharted waters that is ISTEP.
Although, how much fun is prepping for a scary standardized test? Sometimes things can get monotonous and I try to through unpredictability their way (like Science and Social Studies). Sometimes, though, students can break up the monotony. Something happened this past Friday that was both shocking and terrifying. My emotionally handicapped student was expelled. What for? Not only did she threaten to stab a 4th grade boy BUT she was storing supplies at school. Other students (not in my class) found a steak knife and box cutter in the womens locker room. After connecting that with her threats heard by students the puzzle was soon solved. Expulsion was the only and correct solution.
What does this mean? This means that all of my hard work for that student is pissed away. The behavioral and academic gains she had been making are now all moot and the achievement gap has expanded for her. It's quite sad. But to every situation there is an up side. I lose a student that was not only one of my lowest academically but one of my lowest behaviorally. She was a student I not only always had to help but always had to watch. It sucks that she's expelled (don't get me wrong she deserved it) but her presence in my classroom tended to hurt my classroom culture.
I apologize, let me explain my title. This female that was expelled was a emotionally handicapped (SPED = Special Education). She made a threat to a 4th grade student (said she would stab him). Lastly, she was expelled for bringing knives to school with the apparent intention of stabbing another student.
Sunday, January 17, 2010
Don't Let Them Forget
Teach For America has 5 core values. They are as follows:
* Relentless pursuit of results: We assume personal responsibility for achieving ambitious, measurable results in pursuit of our vision. We persevere in the face of challenges, seek resources to ensure the best outcomes, and work toward our goals with a sense of purpose and urgency.
* Sense of possibility: We approach our work with optimism, think boldly, and greet new ideas openly.
* Disciplined thought: We think critically and strategically in search of the best answers and approaches, reflect on past experiences and data to draw lessons for the future, and make choices that are deeply rooted in our mission.
* Respect and humility: We value all who are engaged in this challenging work. We keep in mind the limitations of our own experiences and actively seek out diverse perspectives.
* Integrity: We ensure alignment between our actions and our beliefs, engage in honest self-scrutiny, and do what is right for the broader good.
I would say that most people that work for Teach For America concentrate on the very first one. As teachers in desperate situations, we work our little fingers to the bone trying to achieve our "sense of possibility" that our students can succeed. I feel as though I embody all these values. If I didn't then I don't think I would have been chosen to work for this organization. I work so hard. I am strict. I am determined.
If you want to know how determined and hard working I am you can just simply look into the eyes of my students. I think they understand what I am. The problem is my students forgot how I FEEL. They know I expect nothing less than their very best and they know I constantly want their heads down in determination to be perfect students; although, I felt as though it was time for a fire side of sorts with my students. They seemed frustrated and disconnected. Was it the long break? Is this a January swoon? No, I let them forget something very important.
On Thursday, with about ten minutes left in the school day, I had my students pack up their stuff. I then wheeled out my office chair and sat in front of them. They desperately needed a reminder of how much I cared about them...so...I spilled my guts to them. I told them the truth. They needed to know that they're the first thing I think about when I wake up and they're the last thing I think about when my head hits the pillow. I just blatantly told them that I care about each one of them. By the looks on their faces you would have thought that I was giving them the answers to ISTEP+. They were focused and engaged on what I had to say. That's because they needed to hear it just as much as I needed to say it.
They needed to know why I am so strict. They needed to know why I'm so hard on all of them. Why do I demand perfection? Why am I different from other teachers they've had? I care so damn much. This is what love looks like. They all agreed that I was the most strict teacher they've ever had. I don't apologize for how I do things and how hard I make them work and sure didn't apologize to them. They just needed to understand why a 23 year old man is spending all of his time wondering if Trinidy is going to get kicked out of my class. Or if Rodney is going to understand math standard 5.5.4 okay. Or if Cheyanne will be able to focus even though her cousin was shot dead last night.
I'm not here for my health and I'm definitely not here for my hairline because that's fading quicker than the polar icecaps. I'm here because I care about each and every one of my students. I don't want them to go a day without realizing that.
"The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called truth."
~Dan Rather
* Relentless pursuit of results: We assume personal responsibility for achieving ambitious, measurable results in pursuit of our vision. We persevere in the face of challenges, seek resources to ensure the best outcomes, and work toward our goals with a sense of purpose and urgency.
* Sense of possibility: We approach our work with optimism, think boldly, and greet new ideas openly.
* Disciplined thought: We think critically and strategically in search of the best answers and approaches, reflect on past experiences and data to draw lessons for the future, and make choices that are deeply rooted in our mission.
* Respect and humility: We value all who are engaged in this challenging work. We keep in mind the limitations of our own experiences and actively seek out diverse perspectives.
* Integrity: We ensure alignment between our actions and our beliefs, engage in honest self-scrutiny, and do what is right for the broader good.
I would say that most people that work for Teach For America concentrate on the very first one. As teachers in desperate situations, we work our little fingers to the bone trying to achieve our "sense of possibility" that our students can succeed. I feel as though I embody all these values. If I didn't then I don't think I would have been chosen to work for this organization. I work so hard. I am strict. I am determined.
If you want to know how determined and hard working I am you can just simply look into the eyes of my students. I think they understand what I am. The problem is my students forgot how I FEEL. They know I expect nothing less than their very best and they know I constantly want their heads down in determination to be perfect students; although, I felt as though it was time for a fire side of sorts with my students. They seemed frustrated and disconnected. Was it the long break? Is this a January swoon? No, I let them forget something very important.
On Thursday, with about ten minutes left in the school day, I had my students pack up their stuff. I then wheeled out my office chair and sat in front of them. They desperately needed a reminder of how much I cared about them...so...I spilled my guts to them. I told them the truth. They needed to know that they're the first thing I think about when I wake up and they're the last thing I think about when my head hits the pillow. I just blatantly told them that I care about each one of them. By the looks on their faces you would have thought that I was giving them the answers to ISTEP+. They were focused and engaged on what I had to say. That's because they needed to hear it just as much as I needed to say it.
They needed to know why I am so strict. They needed to know why I'm so hard on all of them. Why do I demand perfection? Why am I different from other teachers they've had? I care so damn much. This is what love looks like. They all agreed that I was the most strict teacher they've ever had. I don't apologize for how I do things and how hard I make them work and sure didn't apologize to them. They just needed to understand why a 23 year old man is spending all of his time wondering if Trinidy is going to get kicked out of my class. Or if Rodney is going to understand math standard 5.5.4 okay. Or if Cheyanne will be able to focus even though her cousin was shot dead last night.
I'm not here for my health and I'm definitely not here for my hairline because that's fading quicker than the polar icecaps. I'm here because I care about each and every one of my students. I don't want them to go a day without realizing that.
"The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called truth."
~Dan Rather
Friday, January 1, 2010
Music in 2009
I saw a friend give an interesting editorial about his favorite albums and songs of 2009 so I decided that I would do something similar. I'm going to throw a kink into what you think I'm going to do. Instead of just listing my favorite albums of 2009 (which I will) I will also be listing musicians/bands that I got into this year regardless of when their material was released. So here we go...
Best Albums of 2009:
-Big Whiskey and the Groo Grux King by Dave Matthews Band
-Ocean Eyes by Owl City
-The Blueprint 3 by Jay-Z
-Battle Studies by John Mayer
-Be One of Us and Hear No Noise by Metavari
(Some close calls are The Fray and Kings of Leon. They are close calls because their cd's came out late in 2008)
Bands or Musicians that I started listening to a lot in 2009:
-Colin Hay
-Dispatch
-Elmwood
-Guster
-Augustana
-Phish
That is all. Not every interesting but it was interesting going back and sifting through all the music I bought and listened to through the year.
Best Albums of 2009:
-Big Whiskey and the Groo Grux King by Dave Matthews Band
-Ocean Eyes by Owl City
-The Blueprint 3 by Jay-Z
-Battle Studies by John Mayer
-Be One of Us and Hear No Noise by Metavari
(Some close calls are The Fray and Kings of Leon. They are close calls because their cd's came out late in 2008)
Bands or Musicians that I started listening to a lot in 2009:
-Colin Hay
-Dispatch
-Elmwood
-Guster
-Augustana
-Phish
That is all. Not every interesting but it was interesting going back and sifting through all the music I bought and listened to through the year.
Tuesday, December 22, 2009
Focus
I never knew that Christmas break would come this quickly and that it would be this necessary. It feels good to be on break. There's just one problem. How does one go from 100mph to 0mph? If you know the answer to that question please let me know. In college it was always just a sprint at the end of the semester. Not only was it a sprint but it was a short sprint. Being a school teacher is like running a very long marathon. Let's hope you don't pull a hamstring in the first mile of the marathon because you have 25.2 miles left and you HAVE to finish. After teaching for close to five months I have so much respect for most teachers everywhere. Side note: I said I respect "most" teachers. That is because there are teachers out there (this should come as no surprise) that don't give a damn about their jobs.
Well, I'm trying to slow down to 0mph but it's difficult. What does a first year elementary teacher do over Christmas break? I think I have a lot of various goals for myself over break just like most people. One of my goals is to plan a lot! I know that only a few hours over break can save multiple hours during the second semester. Teach For America has appropriately taught me that vision precedes action and I'm trying to realize that vision now. What is it my students need most? What is going to be the best use of my time in the short time I have left with my students? Thus far, I have sketched out a schedule (I like to call it a roadmap) for what I'm teaching and when for next semester. I have mapped out key points for every single math lesson I'll teach second semester. I still have a few more things to figure out but will do them in the coming days. Getting ahead invigorates me. Anybody that knew me in college knew that I was that nerd writing a paper months in advance. Well, my personality hasn't changed. If I can work ahead (without hurting my students) I will. There are obviously some things one cannot plan right now. That's okay though. I'll control right now what I can control.
Another goal is to revitalize myself spiritually. Things aren't negative in my spiritual walk but faith and working out ones salvation can always be strengthened. I want to spend time reflecting on what my relationship with God looked like the past semester and setting goals for what I want it to look like next semester. Identifying the pro's and con's of my spirituality and focusing on what really matters. Hopefully this break can show me a glimpse of a better spirituality. I hope to learn more about myself and how to lose more of myself.
I apologize, that last paragraph was really vague and sounded uber spiritual. What I want to do over break is to pray more, read more, and think critically about what I want to accomplish spiritually over the coming months. I want to critically look back and see what God taught me and what he is continuing to teach me about where I am in this stage of life. For example, God has been showing me a lot about what it means to become completely reliant upon him and abide in him FULLY throughout my day. I want to examine that more and not only figure out why God is teaching me this but figure out how to make it more of a reality in my life. Sorry, still kind of a vague paragraph.
Lastly, I want rest. I want to feel fresh going into the last 5 months. I want my kids to get the best Mr. Schaefer possible. If anybody reading has talked to me about education and Teach For America you can tell that I'm passionate about what I'm doing and I want to keep it that way. If I refocus myself spiritually and have a great game plan going into the second semester it's no doubt that I'll be able to have a better and more healthy rest.
Saturday, November 21, 2009
Life in November
They say the longest and hardest months that first year teachers experience are October and November. In my mind October and November were not what I anticipated. Both months flew by very quickly. October was a lot like August and September but November has been extremely difficult.
An average week I work anywhere from 60 to 85 hours a week. Sounds like a lot but I promise I'm not stressed. This is what I signed up for and I could probably work more than I do now if I wanted to. November has been crazy. I am the first one at my school every day. I get to school anywhere from 5:30 to 6:00 in the morning. Some teachers go in that early because they feel as though they "have" to go in and work but I just prefer getting an early start and I enjoy working in the morning. I appreciate the little things like coffee, an empty school, and loud music in my classroom. Because I go in so early I usually don't stick around after school that long. November has shown me new challenges and I find myself leaving school later and later each day.
Each week I teach at least one Math core standard and at least one English core standard. Monday through Thursday I give lessons on these specific core standards and, depending on the standard, I test my students on the standards. I then put the student data into my computer-based trackers. The past few weeks I have been teaching my kids some really tough standards. Due to the difficulty of the standards I have had longer days than usual because kids have a hard time understanding these elaborate learning goals.
There is nothing more frustrating than doing dozens of problems on the board, countless one-on-one sessions with struggling students, and constant reteaching just to continue to see blank faces and confused eyes. I believe being a good teacher means constantly being in reflection. What did my students learn today? What worked? What were my actions as a teacher that led students to success? What activities led to understanding and excitement for learning? I believe that asking these key questions will lead to better results in the classroom. And, after all, that's why I'm here.
I've been working my butt off. The last few Saturdays I've pulled close to 8 hour days. Things are hard. There's always hope. The long days, early mornings, and frustrating lunch breaks will be worth it if my kids grow. I feel as though I always say that but it's truly the case. I can't imagine the look on my kids faces if I am able to tell them that they grew two years in reading or that they finally passed the ISTEP. But, for that to happen there has to be work in the trenches. Bring a flashlight, a spade, and some will power because we'll be there for a long time!
An average week I work anywhere from 60 to 85 hours a week. Sounds like a lot but I promise I'm not stressed. This is what I signed up for and I could probably work more than I do now if I wanted to. November has been crazy. I am the first one at my school every day. I get to school anywhere from 5:30 to 6:00 in the morning. Some teachers go in that early because they feel as though they "have" to go in and work but I just prefer getting an early start and I enjoy working in the morning. I appreciate the little things like coffee, an empty school, and loud music in my classroom. Because I go in so early I usually don't stick around after school that long. November has shown me new challenges and I find myself leaving school later and later each day.
Each week I teach at least one Math core standard and at least one English core standard. Monday through Thursday I give lessons on these specific core standards and, depending on the standard, I test my students on the standards. I then put the student data into my computer-based trackers. The past few weeks I have been teaching my kids some really tough standards. Due to the difficulty of the standards I have had longer days than usual because kids have a hard time understanding these elaborate learning goals.
There is nothing more frustrating than doing dozens of problems on the board, countless one-on-one sessions with struggling students, and constant reteaching just to continue to see blank faces and confused eyes. I believe being a good teacher means constantly being in reflection. What did my students learn today? What worked? What were my actions as a teacher that led students to success? What activities led to understanding and excitement for learning? I believe that asking these key questions will lead to better results in the classroom. And, after all, that's why I'm here.
I've been working my butt off. The last few Saturdays I've pulled close to 8 hour days. Things are hard. There's always hope. The long days, early mornings, and frustrating lunch breaks will be worth it if my kids grow. I feel as though I always say that but it's truly the case. I can't imagine the look on my kids faces if I am able to tell them that they grew two years in reading or that they finally passed the ISTEP. But, for that to happen there has to be work in the trenches. Bring a flashlight, a spade, and some will power because we'll be there for a long time!
Saturday, October 24, 2009
Why I Don't Give Homework
I think I just heard a few people gasp! How can you not give kids homework? How can students learn and get educational practice without homework? Let's first decide on a definition for homework: "Homework, or homework assignment, refers to tasks assigned to students by their teachers to be completed mostly outside of class, and derives its name from the fact that most students do the majority of such work at home." Okay, homework are specified tasks in which students are supposed to complete outside of class. What is homework really? It's just extra practice that aids the student in learning and firming up specified learning goals.
I gave homework the first month and a half or so. It was okay. I just assumed that teachers had to give homework, after all, I don't remember a time in my life when I didn't get homework. Homework is just something you have to give as a teacher and something you have to do as a student. Although, after a month or so of giving homework here is what I found to be true:
• The kids who need homework least (A and B students) will do it.
• The kids who need it most (D and F students), won't, or else they'll do it halfassedly, gaining as much credit with the least effort possible.
If homework is just schoolwork done at home, then what makes it more valuable than schoolwork done at school? I've just kind of redefined homework. With all of this being said, I still give homework to my students; however, I give them plenty of time to get it done in class. The process for giving homework and students finishing homework is a management issue. For example,if your class is slow to start and quick to finish, if your transitions are labored, or if you waste time disciplining your class, then you won't have the time to get through forty problems or my students wont have time to do the necessary practice that will lead to no work outside of the classroom.
So, my students get homework. As a matter of fact my students probably get more homework then anybody else in my school. They usually have 3 to 4 things for homework every day. They usually have 2 ELA (English Language Arts) assignments: one out of our ELA book and the other I designed based upon the English state standard we are working on. They usually have 2 mathematics assignments as well. They usually have 15-30 problems out of our math curriculum and I have another assignment I have designed based on the particular math state standard we're working on.
My students are starting to understand two things about me: I don't waste any time throughout the day and I expect them to work like their hair is on fire. If I don't waste time and if they work hard that means they've gotten in the necessary educational practice (homework) and they've got no homework because they worked hard to finish it. Plus, studies and research show that teachers that take advantage of every educational minute throughout their day tend to move their students where they need to be.
So, I kind of give homework. Hypothetically, my students should not have work to do at home. They should work their butts of in class to finish it all. Every day, done or not, my students are required to put their homework in their homework folder. They are required to take it home and bring it back every day. This fulfills two needs for me; this instills the responsibility aspect that homework teachers and fulfills parents needs to see their childrens homework (finished or not).
Every day is a learning experience. I'm just glad I have others in my life to bounce ideas off of. The most amazing part about this "no giving homework" thing is that parents seemed to respond positively to it. Either they like it or they don't have the guts to tell me how they really feel. Some students don't like it because it requires them to work their butt off during the day. In that respect, I'm teaching them life skills. WORK HARD! I would say the most common word I say to my students is "WORK". If someone appears to be daydreaming or screwing around I just give them a really disappointed look and say, "WORK!" They need to work. They need someone to tell them to work. They need someone to tell them how to work. They need to learn that hard work pays off. This year is the year they learn all of that.
I gave homework the first month and a half or so. It was okay. I just assumed that teachers had to give homework, after all, I don't remember a time in my life when I didn't get homework. Homework is just something you have to give as a teacher and something you have to do as a student. Although, after a month or so of giving homework here is what I found to be true:
• The kids who need homework least (A and B students) will do it.
• The kids who need it most (D and F students), won't, or else they'll do it halfassedly, gaining as much credit with the least effort possible.
If homework is just schoolwork done at home, then what makes it more valuable than schoolwork done at school? I've just kind of redefined homework. With all of this being said, I still give homework to my students; however, I give them plenty of time to get it done in class. The process for giving homework and students finishing homework is a management issue. For example,if your class is slow to start and quick to finish, if your transitions are labored, or if you waste time disciplining your class, then you won't have the time to get through forty problems or my students wont have time to do the necessary practice that will lead to no work outside of the classroom.
So, my students get homework. As a matter of fact my students probably get more homework then anybody else in my school. They usually have 3 to 4 things for homework every day. They usually have 2 ELA (English Language Arts) assignments: one out of our ELA book and the other I designed based upon the English state standard we are working on. They usually have 2 mathematics assignments as well. They usually have 15-30 problems out of our math curriculum and I have another assignment I have designed based on the particular math state standard we're working on.
My students are starting to understand two things about me: I don't waste any time throughout the day and I expect them to work like their hair is on fire. If I don't waste time and if they work hard that means they've gotten in the necessary educational practice (homework) and they've got no homework because they worked hard to finish it. Plus, studies and research show that teachers that take advantage of every educational minute throughout their day tend to move their students where they need to be.
So, I kind of give homework. Hypothetically, my students should not have work to do at home. They should work their butts of in class to finish it all. Every day, done or not, my students are required to put their homework in their homework folder. They are required to take it home and bring it back every day. This fulfills two needs for me; this instills the responsibility aspect that homework teachers and fulfills parents needs to see their childrens homework (finished or not).
Every day is a learning experience. I'm just glad I have others in my life to bounce ideas off of. The most amazing part about this "no giving homework" thing is that parents seemed to respond positively to it. Either they like it or they don't have the guts to tell me how they really feel. Some students don't like it because it requires them to work their butt off during the day. In that respect, I'm teaching them life skills. WORK HARD! I would say the most common word I say to my students is "WORK". If someone appears to be daydreaming or screwing around I just give them a really disappointed look and say, "WORK!" They need to work. They need someone to tell them to work. They need someone to tell them how to work. They need to learn that hard work pays off. This year is the year they learn all of that.
Monday, October 12, 2009
Friday, October 2, 2009
VLog
I decided I wanted to start putting videos on here. So many things happen in my life that are just hilarious so I thought it'd be funny to have videos of me and friends telling stories. Here's the first one...
Thursday, October 1, 2009
Wake Me Up When September Ends
That was the thought going through my mind the last four or five days of September. When is this month going to be over? Well, I can honestly say that I am giddy that it is already October. I officially have to wear a North Face jacket when I leave the apartment in the morning and can effectively and comfortably wear jeans and a hoodie in the evenings. Thank God for October.
I have just recently set up all of my "trackers" for my classroom. Trackers are programs that are set up in Microsoft Excel that have formulas in them for me to track my students educational growth. For example, I have a Math tracker. On the top of the page it lists all of the important math state standards and on the left hand side it has my class roster. Every time I test one of those standards the students grades are entered into the tracker. This way, I can see their mastery over a particular standard. Sounds a little complicated but it's not. In other words, it's an organizational way for me to track my students progress and to see where they need help.
One concept I am trying to not only understand but wrap my head around is the idea of the Kingdom of God and how I can integrate it into my public school classroom. What happens in the Kingdom of God? Well, I think that if the Kingdom of God is fulfilled in my classroom then nobody will go hungry. So, to I keep granola bars in my desk just in case somebody forgets to eat breakfast or their parents/guardians didn't feed them breakfast. I also believe that there is justice in the Kingdom of God. So I try to seek justice in the classroom in whatever way possible. A lot of people define Justice as fair. A lot of people define fair as getting what you deserve. But in my classroom fair isn't what you deserve, it's what you need. Maybe there's a student that gets an teachers aid on a test. Other students may say, "Hey, that's not fair. I don't get someone to help me on my tests!" Well, what they don't realize is that the person that gets the aid because they need one. So, though it may not be fair for that person it's what the other person needs. The whole idea is mind boggling and I'm still thinking about it.
I'm letting things brew...I'm trying to increase my effectiveness as a teacher...Let's do it!
I have just recently set up all of my "trackers" for my classroom. Trackers are programs that are set up in Microsoft Excel that have formulas in them for me to track my students educational growth. For example, I have a Math tracker. On the top of the page it lists all of the important math state standards and on the left hand side it has my class roster. Every time I test one of those standards the students grades are entered into the tracker. This way, I can see their mastery over a particular standard. Sounds a little complicated but it's not. In other words, it's an organizational way for me to track my students progress and to see where they need help.
One concept I am trying to not only understand but wrap my head around is the idea of the Kingdom of God and how I can integrate it into my public school classroom. What happens in the Kingdom of God? Well, I think that if the Kingdom of God is fulfilled in my classroom then nobody will go hungry. So, to I keep granola bars in my desk just in case somebody forgets to eat breakfast or their parents/guardians didn't feed them breakfast. I also believe that there is justice in the Kingdom of God. So I try to seek justice in the classroom in whatever way possible. A lot of people define Justice as fair. A lot of people define fair as getting what you deserve. But in my classroom fair isn't what you deserve, it's what you need. Maybe there's a student that gets an teachers aid on a test. Other students may say, "Hey, that's not fair. I don't get someone to help me on my tests!" Well, what they don't realize is that the person that gets the aid because they need one. So, though it may not be fair for that person it's what the other person needs. The whole idea is mind boggling and I'm still thinking about it.
I'm letting things brew...I'm trying to increase my effectiveness as a teacher...Let's do it!
Sunday, September 20, 2009
The Rubber is Hitting the Road
This is the time of the teaching year when things start getting great, stressful, frustrating, gratifying, or any other type of emotion or feeling that you can throw in there. I've taught for 5 weeks and it's starting to get to the point where I figure out what kids are learning and what they're not learning. I'm now coming to the realization about how far behind my kids actually are. The majority of my kids are two years behind in reading and all by 5 or 6 are behind in mathematics. It's frustrating. Who's to blame? Do parents not help with homework? Did they have teachers before that didn't care? Is it the school districts fault? What is going on?
If you were to hang out in my classroom you wouldn't see a group of 5th graders that are behind. You'd see smiling faces and a group of students ready to learn. I guess my point is that who cares why they're behind. The point is that they're behind and somebody needs to help close the gap between the kids that are on grade level and the ones that won't make it through high school. It's so funny, when I talk to people about teaching and my classroom they say something along the lines of, "I bet your students love you," and I got to be honest, I don't think a single one does. Am I okay with that? Absolutely. My kids are from rough home lives, poverty, and, in a lot of cases, people have given up on them whether they've realized that yet or not. They don't need to like Mr. Schaefer. They don't need Mr. Schaefer to be their friend and comforter. They need a teacher. They need a teacher that gives a damn about whether they are able to move onto 6th grade and accomplish the goals they have for their lives.
The next few months are going to be tough. I'll need to teach like my hair is on fire. Some kids are going to progress and grow while others will stay on the sidelines, complacent about their education and where their short-lived life is heading. How am I going to continue to get students to believe in the attitude that says, "I can"? Not only "I can" but "I want". Keeping the motivation and growth moving will be put to the test these next few months.
A quick note...between working 60-80 hours a week, getting my apartment broken into, and still being in a stage in my life where I have class and homework, I have become exhausted. So much of the past few months of my life has pushed me to a state of brokenness and humility. Amongst the busyness and stress I have found God in a completely new light. I couldn't be doing any of this without the love, comfort, grace, and power of Christ Jesus. His grace renews my life and keeps me humble on this journey. The growth I've experienced in my spiritual walk has been astounding. Those that have been around me have seen my joy, smiles, and laid back demeanor during the stress of the work week. I have Jesus and I desperately crave to know him more. When I am the most weak that is when Christ is the strongest in my life. When there is nothing else for me to do or say, I can rest in His peace knowing that his grace is enough.
Sorry, that was probably scatterbrained.
If you were to hang out in my classroom you wouldn't see a group of 5th graders that are behind. You'd see smiling faces and a group of students ready to learn. I guess my point is that who cares why they're behind. The point is that they're behind and somebody needs to help close the gap between the kids that are on grade level and the ones that won't make it through high school. It's so funny, when I talk to people about teaching and my classroom they say something along the lines of, "I bet your students love you," and I got to be honest, I don't think a single one does. Am I okay with that? Absolutely. My kids are from rough home lives, poverty, and, in a lot of cases, people have given up on them whether they've realized that yet or not. They don't need to like Mr. Schaefer. They don't need Mr. Schaefer to be their friend and comforter. They need a teacher. They need a teacher that gives a damn about whether they are able to move onto 6th grade and accomplish the goals they have for their lives.
The next few months are going to be tough. I'll need to teach like my hair is on fire. Some kids are going to progress and grow while others will stay on the sidelines, complacent about their education and where their short-lived life is heading. How am I going to continue to get students to believe in the attitude that says, "I can"? Not only "I can" but "I want". Keeping the motivation and growth moving will be put to the test these next few months.
A quick note...between working 60-80 hours a week, getting my apartment broken into, and still being in a stage in my life where I have class and homework, I have become exhausted. So much of the past few months of my life has pushed me to a state of brokenness and humility. Amongst the busyness and stress I have found God in a completely new light. I couldn't be doing any of this without the love, comfort, grace, and power of Christ Jesus. His grace renews my life and keeps me humble on this journey. The growth I've experienced in my spiritual walk has been astounding. Those that have been around me have seen my joy, smiles, and laid back demeanor during the stress of the work week. I have Jesus and I desperately crave to know him more. When I am the most weak that is when Christ is the strongest in my life. When there is nothing else for me to do or say, I can rest in His peace knowing that his grace is enough.
Sorry, that was probably scatterbrained.
Thursday, September 17, 2009
Metavari
Nate Utesch, a friend of mine from Fort Wayne, started a band a few years ago. I absolutely love their sound and the creativity that it stems from. If you get a chance you should go to their Myspace page and take a listen. Or, better yet, go see them live some time.
http://www.myspace.com/metavari
http://www.myspace.com/metavari
Monday, August 31, 2009
A Few Weeks In
Teaching thus far has been absolutely great! I know that the experience of my fellow first year teachers thus far has not been a glorious journey; however, I have had a good time. This is the start of our third week in school.
The first week of school was a definite trip. It was the first time that I had ever been in a classroom full time (not counting substitute teaching of course). Having 25 students from 8:00 to 3:00 was crazy. I was dead tired and my voice was struggling. Unfortunately, the last few weeks have been primarily rule and procedure driven so I have been doing most of the talking. Although, Wednesday of the first week I started introducing my makeshift curriculum and having my students participates in my informal diagnostics.
This week, week three, it is my goal to get my students absolutely perfect (even though every teacher tells me it's not possible). My class is almost there. We've tightened up the majority of our procedures and really need to get a few last things nailed up. At this point, my students are sick of my droning as I constantly repeat expectations, goals, procedures, and rules. Though they get sick of me they need the constant repetition. My students need structure. My students desperately need rules...they just don't realize it.
The only frustration I've had with being a teacher so far has been with my leadership and administration. They have only RECENTLY ordered curriculum (math books etc.), we do not have keys/key cards to the building yet, and discipline within the school seems severely lacking. Though I haven't really sent my students to the office the other teachers tell me awful stories about how their children are being disciplined. The biggest struggles are no curriculum and no key to get in and out of the building. Out of the eleven days we've had school I have been the first one here probably seven out of the eleven days. My principal has vowed to be at school by 6a.m. every day but has failed to follow through with that promise so I have been left alone in my car most mornings waiting to be let into school. It's sad that a first year teacher has to wait for the principal to get into school.
Things are great and I'm just trying to get into a flow. Sorry for the gaps between posts.
The first week of school was a definite trip. It was the first time that I had ever been in a classroom full time (not counting substitute teaching of course). Having 25 students from 8:00 to 3:00 was crazy. I was dead tired and my voice was struggling. Unfortunately, the last few weeks have been primarily rule and procedure driven so I have been doing most of the talking. Although, Wednesday of the first week I started introducing my makeshift curriculum and having my students participates in my informal diagnostics.
This week, week three, it is my goal to get my students absolutely perfect (even though every teacher tells me it's not possible). My class is almost there. We've tightened up the majority of our procedures and really need to get a few last things nailed up. At this point, my students are sick of my droning as I constantly repeat expectations, goals, procedures, and rules. Though they get sick of me they need the constant repetition. My students need structure. My students desperately need rules...they just don't realize it.
The only frustration I've had with being a teacher so far has been with my leadership and administration. They have only RECENTLY ordered curriculum (math books etc.), we do not have keys/key cards to the building yet, and discipline within the school seems severely lacking. Though I haven't really sent my students to the office the other teachers tell me awful stories about how their children are being disciplined. The biggest struggles are no curriculum and no key to get in and out of the building. Out of the eleven days we've had school I have been the first one here probably seven out of the eleven days. My principal has vowed to be at school by 6a.m. every day but has failed to follow through with that promise so I have been left alone in my car most mornings waiting to be let into school. It's sad that a first year teacher has to wait for the principal to get into school.
Things are great and I'm just trying to get into a flow. Sorry for the gaps between posts.
Monday, August 17, 2009
Exhausted
My first day of school was today. I'll be honest. It was great. I think I have a great class and they seem to respond to my style of communication and teaching. We were complicated numerous times about how well behaved we were in the hallways and cafeteria.
The school day was great. I didn't get a ton of procedural, rule learning done; however, there was a lot of school-wide procedures that were accomplished today. Tomorrow I'll get to introduce my big goals and investment plans to my students. One reason today was so much fun was because I made the students "create" the rules. In other words, I had my rules already made up but instead of forcing them upon my students I created a dialogue in which the students and I talked about rules and we got to "create", from scratch, our own classroom rules. The students were eager to create their own rules and they really felt invested in their class. And, the best part is that the rules they chose were the ones I selected for them anyway. This way, they feel invested as a class and I get to introduce their rules.
With all of that being said, as good of a day as it was, this day was just completely exhausting. I cannot believe the physical and mental strain that I had throughout the day. My hat is off to all of you teachers out there. Granted, this was my first day but I know that it'll be hard on me and my body for quite some time.
Well, I'm officially a teacher. Let the hard days, long hours, and physical strain begin. I'm just glad things started on a positive note.
The school day was great. I didn't get a ton of procedural, rule learning done; however, there was a lot of school-wide procedures that were accomplished today. Tomorrow I'll get to introduce my big goals and investment plans to my students. One reason today was so much fun was because I made the students "create" the rules. In other words, I had my rules already made up but instead of forcing them upon my students I created a dialogue in which the students and I talked about rules and we got to "create", from scratch, our own classroom rules. The students were eager to create their own rules and they really felt invested in their class. And, the best part is that the rules they chose were the ones I selected for them anyway. This way, they feel invested as a class and I get to introduce their rules.
With all of that being said, as good of a day as it was, this day was just completely exhausting. I cannot believe the physical and mental strain that I had throughout the day. My hat is off to all of you teachers out there. Granted, this was my first day but I know that it'll be hard on me and my body for quite some time.
Well, I'm officially a teacher. Let the hard days, long hours, and physical strain begin. I'm just glad things started on a positive note.
Thursday, August 6, 2009
A Little Taste From Last Weekend
The Dave Matthews Band concerts from last weekend (July 31st and August 1st) were amazing and I thought I'd share a little clip with you. Granted, this clip is a god awful clip; however, the song itself is amazing. The clip ends with the end of the chorus of the song All Along the Watchtower by Bob Dylan. Dave Matthews Band have their own version of the song that, I must say, is incredibly better than Bob Dylan's and Jimi Hendrix's versions. The clip starts at the end of the chorus, goes into a violin solo (with an effect), kicks into a guitar solo that interpolates the classic Led Zeppelin song Stairway to Heaven. Dave then sings the last verse of Stairway to Heaven as the trumpet and saxophone are playing the last groove in Stairway to Heaven. Dave then ends with the chorus of All Along the Watchtower.
Sunday, August 2, 2009
The Pentatonic Scale
World Science Festival 2009: Bobby McFerrin Demonstrates the Power of the Pentatonic Scale from World Science Festival on Vimeo.
I love Bobby McFerrin. Everything I have seem him do he blows my mind. He is famously known for the song "Don't Worry Be Happy"; although, he is an incredible musician and vocalist. This is an interesting video from the World Science Festival where Bobby McFerrin is talking about expectation using the stage as his keyboard playing the elegant, yet simple, pentatonic scale.
Thursday, July 30, 2009
Great Radio Website
I have found a great radio website. As you all know, I love Dave Matthews Band. This website is a Dave Matthews Band radio station; however, it doesn't just play their studio albums but it plays studio songs, rare songs, never recorded songs, and cover songs. One minute you're listening to the song Typical Situation recorded from a show in 1993 and the next minute you're listening to Shake Me Like a Monkey recorded just a few weeks ago. Great website for Dave Matthews Band fans. It's definitely all I've been listening to ask I surf the internet.
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