A Dozen Days

The first 12 days of the 2013-2014 school year have been particularly successful.  During the first week, I made threats to walk students home that are not performing up to my standards.  Many students were still on vacation mode and trying to see how far much they could get away with.  I followed through with my threats and walked a couple students home the first week.  When word spread that I actually did what I said and said what I meant, any slight classroom management problems dissipated quickly.  My students already understand that I have no problem speaking with their families.

During week 2, just as I was finding my 4th grade teacher groove, I actually found myself with a severe cold.  There was no way I would take any days off before all of my procedures were put in place and each student understood their role.  This week was rough, it was difficult to teach in between my coughing, sneezing, and runny nose.  By Thursday of week 2, my students and I had really clicked.  Things were running smoothly and I had a good connection with every student.  On Thursday evening I surprised a few students by staying at school until 6:15pm just so I could tell their parents about their positive progress.  All 3 students were surprised to hear good feedback since teachers usually seek out parents with a problem arises.  My teaching philosophy focuses on the self-fulfilling prophecy.  I take many opportunities to ensure that my students know they are scholars and are doing very well.  Parents have been shocked to hear an abundance of good news about their son.  My boys will try harder knowing that I am focusing so much on the positive.  Reinforcing the positive behaviors and using a bit of reverse psychology goes a long way with my students.

Things took a turn for the worse at the end of Week 2.  Friday was by far my hardest day.  I received two transfer boys from the classroom across the hall.  These boys were sent to me because they were misbehaving in the other class.  This teacher and I appear to have totally different ways of conducting a fourth grade class.  I don't have magic powers but I sure did try to summon some when the entrance of two boys disrupted the equilibrium in my classroom.  My morning started off with one on the boys literally throwing a tantrum because he didn't want to switch classes.  He refused to walk up the stairs and join my class.  He had several reasons why he didn't want to join, the most prevailing reason was that he had issues with a boy in the class.  (Ironically, this boy was transferred from his old class as well.)  This transfer student would not budge from the hallway and wailed very loudly for several hours.  Someone was able to eventually coax him into joining the class.  Now my new goal is have him drop his bad attitude toward work and authority figures.

Later that day, I found out my other recent transfer student has encountered problems with another student of mine.  These problems have continued on from third grade. I went to pick up my class from lunch when I noticed these two boys were having an altercation that was near being physical.  I tried to talk with both boys and figure out the problem.  This was nearly an impossible feat with 19 other boys encouraging the banter and then they were staring at these two boys break down.  Luckily a colleague of mine was able to sit with these two boys while I found coverage for my class.  The boys were still too upset to find any sort of resolution  as they returned to class.  I learned that one of the boys is a "runner."  When he gets upset, he literally gets up and runs out of class.  In my early years, I would have chased him but now I know better.  Luckily he ran to my colleague's office and I was able to verify that immediately.  Their issues continued into the following week.

These same two boys had another altercation at recess that was near being physical the following day.  At least these two boys are talking about becoming friends.  I have no idea how this saga of the boys will end but I'm definitely stepping up my game on how to handle these two.  It's amazing how the dynamics of a classroom can shift so quickly.  I'm still learning what makes each individual boy "tick" and there is no doubt in my mind about my abilities in getting them to make positive progress.

I was able to celebrate some teacher milestones today.  My two most recent boys are very low academically and have had numerous behavior problems in the past.  I've been experimenting with different assignments for them and today I discovered some things they could do independently.  Being able to accomplish their work gave them an instant confidence boost.  Both of the boys were happy, smiling and learning!  Turns out, they're both pretty good at grade level mathematics.  It's the little things like this that encourage and uplift teachers.  

Now I am left with my own concerns.  I'm wondering why the principal decides to move "challenging" students into my class.  Is this a compliment, a way to make my job more difficult, both, neither?  Also, enrollment at my school is low and I am first on the chopping block.  It's going to be hard to leave these boys so I hope some miracle happens over the next week.

In the words of my best bud, and fellow educator, Cassie, I need to "Channel Carrie Underwood,  Jesus take the wheel."

So, today marks the first day of my 8th year of teaching.  I survived the chaos and drama that surrounds the first day of school.  I met many eager parents that cautiously relinquished their children to my care.  Today was the day that I finally got to meet my scholarly little gentlemen.  It's only been a day, but we are off to a good start.  Before dismissal, one of my boys slips me two folded pieces of paper.  I wait a few moments until he walks away before I open them.  Each paper had a heart drawn on it.  In typically boy fashion, the paper was ripped out of some notebook and jotted down with pencil.  I could totally get used to this treatment.

 

Single Gender Class?!?!?

In preparation for my new adventure of teaching a fourth grade, all boys class, I've been doing some research. This phenomenon seemed new to me but apparently this is an older strategy.  Here's some food for thought: According to Dr. Leonard Sax, coed classrooms perpetuate gender stereotypes.  There seem to be some noticeable differences in the way that boys and girls learn in single gender classroom.  For starters, girls typically hear better than boys on average.  Most boys value friendly competition over friendship.  That doesn't mean boys don't have friends, boys and girls have different relationships with their peers.

4 days until I start this new adventure as the only single gender teacher at my site that does not share the gender of the class.  I think I may have found my dissertation topic.

Check this video out!

Making History and Magic!

As an educator in the Los Angeles Unified School District, I am pleased to be a part of a very special project. This project is giving iPads to all of the teachers and students. Giving schools access to this type of technology will surely enhance and revolutionize teaching as we know it.

article