I just read a very sad article that a parent of a student of mine just sent me.
http://www.latimes.com/news/local/la-me-lazhanae11-2009oct11,0,3560768.story
This challenges me. It makes me wonder what I could have done for Lazha when she was sitting in my classroom in January 2008. It makes me wonder what I could have said when Lazha left our school for another foster home and told me, "I'll miss you, Mr. Crabtree. But I hope I'll see you soon." It shows me the breadth and depth of how many of my students live on a daily basis.
What do you do when you're born into a world in which no one wants you? 286 children whom no one wanted in LA have either committed suicide or had his or her life taken by another since January 2008. This isn't how it's supposed to be. But it is how it is.
I'm here to change people's thoughts and hearts for the better, but I am limited in my influence to do so. Ultimately, the field of education has less power to solve these kinds of problems than many attribute it. These kinds of problems are ultimately spiritual problems and must be so addressed. They deal with how one views others, where one places them in one's list of priorities, and how one interacts with them. If a parent does not view his or her child as one of the top priorities in life, or isn't aware of the eternal nature of his or her child's soul or that the child wants positive and uplifting interactions from a tough leader, the child will suffer. And react.
More to come on this topic. For now, pray for my students who were close to Lazha. They need it after being reminded of her death once again.
Wednesday, October 7, 2009
Sunday, October 4, 2009
Work Smarter...Not Harder
Efficiency is the key to staying sane in this business. I am glad to be a department chair and see all the different styles of formatting a unit and lesson plan, because it makes my planning a more simple task.
You see, I had no idea how to plan long term my first year. Last year, it was still a vague process to me. But now, having seen all the different styles of unit plan and lesson plan in my department of four teachers, it has become much easier. Granted, it's still a time-consuming process, but in my third year, I am finally comfortable applying the skills to create long-term and unit plans.
Now, it's just carving out the time.
You see, I had no idea how to plan long term my first year. Last year, it was still a vague process to me. But now, having seen all the different styles of unit plan and lesson plan in my department of four teachers, it has become much easier. Granted, it's still a time-consuming process, but in my third year, I am finally comfortable applying the skills to create long-term and unit plans.
Now, it's just carving out the time.
Saturday, October 3, 2009
BTSA: An Unexpected Surprise
This morning, the California ScienCenter had scheduled a Professional Development from 8:30 to 2:30 featuring the musings of a nationally-recognized outstanding science educator and free materials for staying all the way through to the end. I had scheduled a date at the PD featuring around 6 hours of planning my 8th grade curriculum. Plans, however, are subject to change. When I and my friend arrived outside a beautiful brick building facing an even more beautiful rose garden on the outskirts of South Central, a large, locked, wrought iron metal and glass door greeted us. Did I mention that it was 8:40 in the morning? "Well, it was a valiant effort," my friend commented in her native dry humor.
I wanted so badly to be at the ScienCenter this morning for two reasons. First, our science department is sorely lacking in materials, and I am the department chair responsible for culling resources seemingly from nowhere. Second, I wanted to get out of a 9-4 appointment with BTSA at View Park Elementary, one of our sister schools in the ICEF organization. By 9 this morning, I had failed in both objectives, and on top of that I was late for the BTSA meeting. Oh yes, and my shin throbbed because I had swung my car door into it in my haste to the meeting that didn't happen. A delightful start to a crisp Saturday morning, I must say.
I hopped in my car and hastily made the four-mile drive through Leimert Park and View Park to Harcourt and Slauson. When I arrived at the BTSA meeting, it had barely started and there was food. My evaluation: "This is a little more promising." It is important to note, for those not in the teaching profession in California, that BTSA is mandated by the state in order to keep your job and is essentially the same work you must do for your preliminary credential. More bureaucratic mess puts my patience to the test. Each of us "inductees," as we are called, have a BTSA mentor, though one BTSA mentor may preside over several inductees' "portfolios," or BTSA work. As my BTSA mentor hit the chimes to begin the meeting and my imagination took me back to the 2nd grade, I was a bit skeptical. She is nice and helpful, but very old and quirky. For instance, all the kids at our school call her "hat lady," because she was a mentor for two of our teachers last year. And, her name is "Pixie." And, her hair is an artifical wine red color.
And yet, she did not so much exceed my expectations as make me feel ignorant and prejudicial for having my expectations in the first place. The first materials which they presented us covered every inch of best practices for classroom management and procedures. It was the type of reading that makes one automatically evaluate one's own classroom as one takes in the information. And the most important piece saw us take a look at a long list of accomodations we could use for our students and match each to the name of one of our students. I am still in the process of finishing that list.
Because of this meeting, I now have created a schedule for self-improvement in the classroom.
Week 1 - Work out all procedures I will have for direct instruction, labs, and miscellaneous needs and drill my kids with them.
Week 2 - Work on giving kids consequences that minimize disruption to the lesson and get them back into the work groove. Tape lessons and note where I did give appropriate consequences and places where I did not or gave inappropriate consequences.
Week 3 - Include all accomodations in my lessons for specific children based on the list I created.
Week 4 - Tape one 8th grade lesson and one 7th grade lesson and look for ways in which I gave students praise. Work on making my praise specific and geared towards creating intrinsic motivation.
It is only 4 weeks into the future, but if I can build on these, it will pave the way for the next 31!
I wanted so badly to be at the ScienCenter this morning for two reasons. First, our science department is sorely lacking in materials, and I am the department chair responsible for culling resources seemingly from nowhere. Second, I wanted to get out of a 9-4 appointment with BTSA at View Park Elementary, one of our sister schools in the ICEF organization. By 9 this morning, I had failed in both objectives, and on top of that I was late for the BTSA meeting. Oh yes, and my shin throbbed because I had swung my car door into it in my haste to the meeting that didn't happen. A delightful start to a crisp Saturday morning, I must say.
I hopped in my car and hastily made the four-mile drive through Leimert Park and View Park to Harcourt and Slauson. When I arrived at the BTSA meeting, it had barely started and there was food. My evaluation: "This is a little more promising." It is important to note, for those not in the teaching profession in California, that BTSA is mandated by the state in order to keep your job and is essentially the same work you must do for your preliminary credential. More bureaucratic mess puts my patience to the test. Each of us "inductees," as we are called, have a BTSA mentor, though one BTSA mentor may preside over several inductees' "portfolios," or BTSA work. As my BTSA mentor hit the chimes to begin the meeting and my imagination took me back to the 2nd grade, I was a bit skeptical. She is nice and helpful, but very old and quirky. For instance, all the kids at our school call her "hat lady," because she was a mentor for two of our teachers last year. And, her name is "Pixie." And, her hair is an artifical wine red color.
And yet, she did not so much exceed my expectations as make me feel ignorant and prejudicial for having my expectations in the first place. The first materials which they presented us covered every inch of best practices for classroom management and procedures. It was the type of reading that makes one automatically evaluate one's own classroom as one takes in the information. And the most important piece saw us take a look at a long list of accomodations we could use for our students and match each to the name of one of our students. I am still in the process of finishing that list.
Because of this meeting, I now have created a schedule for self-improvement in the classroom.
Week 1 - Work out all procedures I will have for direct instruction, labs, and miscellaneous needs and drill my kids with them.
Week 2 - Work on giving kids consequences that minimize disruption to the lesson and get them back into the work groove. Tape lessons and note where I did give appropriate consequences and places where I did not or gave inappropriate consequences.
Week 3 - Include all accomodations in my lessons for specific children based on the list I created.
Week 4 - Tape one 8th grade lesson and one 7th grade lesson and look for ways in which I gave students praise. Work on making my praise specific and geared towards creating intrinsic motivation.
It is only 4 weeks into the future, but if I can build on these, it will pave the way for the next 31!
Friday, October 2, 2009
Influences
One of the most ironic and fascinating ideas of my life occurred to me in the past 24 hours, and it wasn't in the classroom. Google put up a picture of Gandhi this morning to commemorate his 140th birthday. However, October 2nd also happens to be my father's birthday. That in itself is interesting.
Consider this, though. I was born January 15, an attribute I share with Martin Luther King, Jr. Gandhi was a major influence on Dr. King's philosophy of resistance. In the same vein, my father has had an equally major influence on my philosophy of life, as well as my faith. What an awesome realization to have!
Even better, I shared this with him on the phone this evening. Happy birthday, Dad!
Consider this, though. I was born January 15, an attribute I share with Martin Luther King, Jr. Gandhi was a major influence on Dr. King's philosophy of resistance. In the same vein, my father has had an equally major influence on my philosophy of life, as well as my faith. What an awesome realization to have!
Even better, I shared this with him on the phone this evening. Happy birthday, Dad!
Thursday, October 1, 2009
Solving Problems
I love solving problems. I hate the feeling I have when I complain about them. And yet, I noticed today during my planning period that I was in a very complaining mood.
I share a room with a first-year Teach for America corps member. We are not allowed to put anything on the walls except by sticky tac, which loses its adhesive powers in the constant air conditioning flow, which is a necessary evil as it keeps the room from becoming overly stuffy. (Did I mention this room has no windows?)
Having both done labs today, we realized during our planning/lunch/"Can I please sit down and take a break?" time that the current room setup at that time was too boring and too inefficient for our needs. We also realized we were complaining quite a bit about the lack of space and, well, just about anything and everything that came to mind regarding the room.
So, we began to problem-solve using the time tested "trial and error" method. We arranged the desks one way, then we scratched the idea. We tried a new, more promising layout, but alas, it was not to be either. So, we tweaked the angle of the second layout and arrived at a solution that fit all of our requirements and calmed all of our mutual concerns. It's amazing the ton of bricks that releases from my shoulders when a problem into which I pour my energy suddenly vanishes. One of my goals for the year is to better my in- and out-of-class organization, so I went out to Home Depot this weekend and gathered materials for a supply bin for each 4-person group in each of my classes. Moving the desks in that room into a group formation was a relief, but it seemed like a moral victory to place the supply bins at the appropriate positions within each of the groups!
Now, I would like to focus on execution. That is, sharp and swift execution of my lessons.
There is, naturally, an elaboration to come on that topic. Until then, many blessings.
I share a room with a first-year Teach for America corps member. We are not allowed to put anything on the walls except by sticky tac, which loses its adhesive powers in the constant air conditioning flow, which is a necessary evil as it keeps the room from becoming overly stuffy. (Did I mention this room has no windows?)
Having both done labs today, we realized during our planning/lunch/"Can I please sit down and take a break?" time that the current room setup at that time was too boring and too inefficient for our needs. We also realized we were complaining quite a bit about the lack of space and, well, just about anything and everything that came to mind regarding the room.
So, we began to problem-solve using the time tested "trial and error" method. We arranged the desks one way, then we scratched the idea. We tried a new, more promising layout, but alas, it was not to be either. So, we tweaked the angle of the second layout and arrived at a solution that fit all of our requirements and calmed all of our mutual concerns. It's amazing the ton of bricks that releases from my shoulders when a problem into which I pour my energy suddenly vanishes. One of my goals for the year is to better my in- and out-of-class organization, so I went out to Home Depot this weekend and gathered materials for a supply bin for each 4-person group in each of my classes. Moving the desks in that room into a group formation was a relief, but it seemed like a moral victory to place the supply bins at the appropriate positions within each of the groups!
Now, I would like to focus on execution. That is, sharp and swift execution of my lessons.
There is, naturally, an elaboration to come on that topic. Until then, many blessings.
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