10 Fears of New Teachers

Last year was my first year teaching. I was an intern, doing a year-long, paid student teaching.

I was new to the district (and Utah's education system), new to the school, and new to actually teaching actual preteens. It was scary. It was hard.

And guess what? I get to have the exact same experience this year as well! I am officially a first-year teacher. I am teaching English instead of history. I am in a new district, at a new school. I am teaching charter rather than public with a fraction amount of staff. I am a new teacher yet again.

Training week was last week, and the first day of school is the 27th. Fears are going through my head. But, I know I am not alone in this. The entire English department (3 of us) at our charter school are all new to the school. I don't know how many years the others have taught, but the fact remains, we are all new to Navigator Pointe Academy.

So, I want to share some fears that all new teachers are bound to experience, regardless of if it's your first year ever teaching, or first year at a new school.

1. What is my curriculum?

Although many schools have now adapted the National Common Core standards, many are still on their state standards, and charter schools, like mine, do not have to follow the Common Core nor state standards. Even if you are at a school that does, they could focus on different aspects than you did at your old school. Some schools require specific skills or common assessments to be taught at certain times or in certain ways. Some schools have very strict, coordinated curriculum, whereas others are more open to the teacher's desire.We like to know our curriculum in advance so we can use (at least) August to begin planning and preparing units and lessons. 

2. What classes will I be teaching?

 This may be even more important than #1, as it depends on this one. Knowing the grade level and what periods are teaching vs. prep is a very useful key. It'll help you prepare your curriculum as well as organize your classroom and planner. Last year, I knew in June what periods, grades, and classes I'd be teaching. This year, I just barely found out. Can you imagine my stress the past two weeks when I could have been planning and prepping? Thank goodness for scheduled blog posts--they've been helping and will continue to help for a few weeks!

3. What are the department/grade/school-wide rule, policies, procedures, and classroom management plans?

Again, this differs from school to school and district to district. It is always nice to be able to create your classroom management plan and prepare some rules, policies, and procedures to hang around your classroom. If you don't know, you can't really plan how to run your classroom. Thankfully, my new school is very school-wide in almost everything when it comes to this topic.

4. What are the traditions of the school?

This was one of the hardest things I had to learn on my own last year. Traditions may have to do with #1, 2, and 3, but there are other traditions: sports, clubs, extracurricular activities, staff meetings, celebrations, etc. These are the little nuances of the school, the tiny details that make it its own community with its own culture. It isn't from the lack of quality of mentor teacher that they don't describe these to you--it is because these are internal, at least to teachers who have been there a while. Not knowing these can make you embarrassed and feel like you don't belong.

5. What if I don't fit in?

Yes, this is the worry we have going to school and guess what? It comes back as a new teacher because #4 creates a uniquely cultured community. Friendships had been created and strengthened year after year of working together. Many teachers also live in the community. Last year, I didn't feel like I fit in much--I hung out mostly with the interns. I didn't live in Springville (even though the school was only 10 minutes away, the community wasn't my community).As well, the departments were very exclusive at my old school--the English teachers were a tight clique and didn't like anyone else coming in, the history teachers (besides me) where almost all empty-nesters, the special-ed teachers shared their own inside jokes, and the elective teachers got together a lot. This year, I will be a commuting teacher. I will drive 45 minutes to get to work. Yes, there are new teachers like me, but perhaps they live in the Jordan area. It is also a charter school, with less teachers and more of a community involvement. I will begin as an outsider, but try my very best to be a part of the family.

6. What if the students don't respect me?

I am young--only 23. Many of my students last year had siblings my age. I actually have a sister my students' age! How awkward and weird! I even had a student whose parents where only a few years older than me because they were teen parents! Weird! But, whether you are young or old, a first year teacher, or just new to the school, students know you are new. They are going to push your buttons to see how you tick and how far they can go. They know the policies and boundaries of other teachers, but you are knew and toy to them. It is always hard to try and convince them that you are the boss.

7. What about the drive?

Like I mentioned, this year, I will have to drive on the interstate and a big state highway for 45 minutes to get to work, in high traffic areas with high accident rates. From October-May there are snowstorms in Utah. Last year, I drove 10 minutes on not-busy roads to get to work. If there was snow, I left 15 minutes earlier to go slow and careful. I'm honestly nervous for the first snow storm driving on I-15 across the border of Utah County and Salt Lake County going up a mountain and following its curve in that highly congested area. What if I don't leave early enough because of an unforeseen accident and am late?

8. What if how I teach is not what the school's teacher evaluations are looking for?

New teachers are typically given a mentor and have to be evaluated during their first 3 years. What if how you taught for numerous years at another school is not what they are looking for at your new school? What if your new popular, researched teaching strategies and skills you've learned at college is not what qualifies as a "master" teacher at your new school? It is always hard to prepare for evaluations--you want to do the best you possibly can, but you are new. It's hard not to compare you to other teachers in the school.

9. Insurance, Paydays, Retirement, etc?

Setting up direct deposits, starting/transferring 401Ks, signing up for health insurance that will be the best for you and your family, waiting for insurance negotiations to be finished, seeing all those little amounts of money disappear from your paycheck...there are a million reasons to fear these because it is hard to keep track of all that information and understand it completely. Last year, I went to the district office numerous times to talk with HR to try and understand every note on my paycheck, understand the premiums and all else with insurance. It is confusing.

10. How do I work the machines?

Phones, copy machines, laminators, faxes, computers. There is a billion different types of technology in a school. And each school has a different brand. There are different ways of using that technology--on your own, a teacher's helper, or an adult volunteer. Who to use? When to do copying? Is it busier in the morning, during lunch, or after school? What is the typical amount of handouts other teachers do each week? 

With all these questions and fears, it is hard being the new teacher. Granted, we typically get the hang of how our new school is run by Thanksgiving, but those first months can be excruciating! Always, always, always ask for help. Make friends. Don't be afraid to be embarrassed in front of your colleagues. Explore the school during lunch. Hog the copy machine. Call HR every week. Go eat lunch in the teacher's lounge. Ask for a mentor teacher and bother her dawn to dusk--that is what she is there for!

What fears do/did you have as a new teacher at a new school?

Things I've Learned as a First Year History Teacher

I have completed my internship. I will have my official license hopefully within a month. I have taught a full year. I have had my own classroom, with my own students, and my own rules and procedures. It has been quite the experience. I surely have learned a lot. Check out some of my first-year adventures here.

There were times I hated it. Times that I went home crying because of how students behaved for me, crying because of how students wouldn't try. There were nights I'd be in my classroom until 8 making lesson plans and/or grading. There were times I was so sick I could barely talk. There were times my trailer got so hot, stuffy, and muggy, almost unbearable for both me and my students. I got so flustered, frustrated, disturbed, upset. However, I wouldn't give it up for the world. 

I still love teaching. I know I'm made for it. I love seeing the creativity of my students, especially in their writing. I love seeing the light bulb go off above their head. I love seeing them get excited about an activity we do. I love hearing, "This is easy! I understand this!" I love having students wave to me and say hi in the halls. The notes and pictures they give me always make my day. Seeing the majority of students get good grades on an assignment lifts my spirit. 

• There are a lot of things they don't teach you in college: how to write on a chalkboard/whiteboard without slanting upwards, how to use a copy machine, how to keep track of textbooks, how to use document cameras/projector screens.
• There are a lot of things the school doesn't teach you as an intern that you have to figure out on your own: traditions, policies, procedures, assembly rules, using SIS (grading system), how parent-teacher conferences work.
• It's okay to stop grading for a day.
• While grading, it's ok to quickly skim for answers rather than actually read them.
• Pictures or a note will always make my day, even if it is just a simple bird, or a stick figure.
• Documentaries and movies can really help you teach--just make sure they have notes to solidify it in their brains.
• Your first year of middle/junior high you care about school...your second year, you care about nothing but gossip.
• Check for students who stare at their hands, purse, or inside their binder--there is a phone there.
• Always, always ask for teacher discounts!
• Smile, and laugh at yourself.
• Talk about yourself and your family life.
• Don't be afraid to steal, beg, and borrow test ideas, projects ideas, and lesson plans.
• When in doubt (or a hurry or behind) peer teaching and jigsaw learning activities work perfectly fine.
• To fill in extra time, a higher-order thinking writing prompt (opinion based) always helps--the students are busy writing, but they are also thinking and learning.
• Their lack of planning doesn't constitute an emergency on your part--do all you can, then don't do anymore, the students need to learn responsibility.
• Eat in the teacher's lounge--make friends!
• Most parents are on your side, don't be afraid of them.
• Document everything! If a child misbehaves, document it and be specific and factual!
• It's ok to ruin your seating chart the very next day.
• Don't sit kids next to bulletin boards--they will always take out the pins and play with them.
• If you have to take a phone or iPod, put it in your pocket, or in a drawer...don't leave it on your desk because the students will take it back.
• Be lenient, but be firm at the same time--show students you care for them.
• Go to dances, sporting games, and other activities.
• Get to know your students.
• Smile, don't raise your voice. Smile and be patient.
• Be confident, even if you are bursting to tears. It'll all work out.
• Pray for your students.
• Make sure there is time after school for you to do what you want.
• Network! Network! Network!

I know a lot of you are teachers. Some in their first three years of teaching, other have quite a few under their belts. What was one of the biggest lessons you've learned during your first year?

Gone With the Wind

Sometimes it's hard being a history teacher in Utah, especially if you are a Mormon who did not grow up in Utah being a history teacher in Utah.

I grew up in the Church, as did both sides of my family for generations back. My dad decided to join the Marine Corps, which meant my entire life was moving every few years. I have lived in numerous different states with numerous different subcultures influencing me and my friends. I've lived in Utah 5 years now and I'm still receiving culture shock sometimes.

Mostly, I grew up in Virginia. And learned about the Civil War with a slightly southern perspective. (I lived in northern Virginia--Stafford County--and they realize that the north won and that was right to have happened. However, Virginians are stubborn people throughout history and have a lot of state pride.) So, as I taught U.S. History this year, I decided to take a more Confederate side to the Civil War as Utah is, for the most part, conservative Republicans and will always teach the North's perspective.

Again, just to clarify--I wanted to show the South's perspective...I do not agree with them, nor wish they had won, but as a historian, I find it interesting to view things from not the pervading point of view.

My students learned about the bumbling, self-doubting generals of the North, and I loved seeing their reactions after I told them that each were either fired or quit due to a failure in battle. Whereas, the South had 7 out of 8 of the military schools in the US at the time as well as numerous good military tacticians from the Mexican-American War. My students had previously also studied the fundamental differences of the North and the South: religions, philosophy on freedom, politics, society, and economy. They realized that not all plantation owners were evil, no; that for the most part, slavery was a necessary evil. We had watched a few documentaries and a few scenes from Gettysburg. We looked at the disturbing photographs from the Battle of Antietam. 

Now, here's the thing I don't like about the Nebo district: school gets out Friday, May 24. Grades are due by Mon, May 20.  When students know this, especially middle school students, how does the administration as well as parents possibly expect us to keep them willing to learn and do academic activities? To make it worse, that Monday yearbooks are being passed out, Tuesday are award assemblies, Wednesday the whole school is going to Lagoon, Thursday is an arts assembly, and Friday they get out at 11:15.

So, I make do. I decide to show Gone With the Wind next week. It's a long movie, it's from the Southern perspective, and it has to do with what we're learning, so it would solidify the southern perspective in their minds.

Now, I thought it was PG, so I knew I'd have to get parent permission according to district policy (again, culture shock that you have to get permission for a PG movie). I also wanted parents to be aware that they would be watching a movie all next week. But, I didn't realize that it is actually rated G. Most parents have already signed the permission slip and some are even excited to have their kids watch this classic. But, I got a surprising email from one parent who was surprised and disturbed that I would even consider showing this movie to my 8th grade class. She sent me a review on it she found:

The film centers around the Civil War-torn South and includes severalk scenes of war-related violence, such as wounded soldiers dying, and Scarlett O'Hara shooting a Union deserter. The sexuality isn't as overt as in contemporary movies, but it's still pervasive, as Scarlett is clearly a bold, sexually attractive woman who manipulates men with her looks. Additionally, there are several kisses (a few very passionate ones), a scene that implies a husband has forced his wife to go to bed with him, and even the inclusion of a minor character who is a good-hearted "lady of the night." The alcohol and cigar use is also frequent, although mostly because there are so many parties in the movie. Parents should be aware that the depiction of African Americans is problematic and stereotypical -- the slaves seem to actually enjoy their lot and are either superficial and ignorant or fussy and smothering. It may concern some parents that the Confederate South is portrayed as having been a place of gentility and charm.

I have seen Gone with the Wind numerous, numerous times. It was made in 1940, so I know that sexuality and violence isn't really portrayed...why would Hollywood risk that? All it is harmless innuendos and a loud noise of a "gun" with an over-exaggerated, "I'm dead!" death scene. This mom said it was too violent and sensual for her son and she didn't want him seeing those terrible racial stereotypes. Now, I understand that she may not have seen the movie, nor have grown up in the South, so that is where her ignorance comes from. But even with the "racial stereotyping", the sad but hard truth is, that is actually what the South was like during the Civil War. I found this review and I absolutely loved it because it explains the whole part as to why I am even bothering to show Gone With the Wind:

If the central drama of “Gone With the Wind” is the rise and fall of a sexual adventuress, the counterpoint is a slanted but passionate view of the Old South. Unlike most historical epics, “GWTW” has a genuine sweep, a convincing feel for the passage of time. It shows the South before, during and after the war, all seen through Scarlett's eyes. And Scarlett is a Southerner. So was Margaret Mitchell. The movie signals its values in the printed narration that opens the film, in language that seems astonishing in its bland, unquestioned assumptions:

“There was a land of Cavaliers and Cotton Fields called the Old South. Here in this pretty world, Gallantry took its last bow. Here was the last ever to be seen of Knights and their Ladies Fair, of Master and of Slave. Look for it only in books, for it is no more than a dream remembered, a Civilization gone with the wind.”

Yes, with the capital letters and all. One does not have to ask if the Slaves saw it the same way. The movie sidesteps the inconvenient fact that plantation gentility was purchased with the sweat of slaves (there is more sympathy for Scarlett getting calluses on her pretty little hands than for all the crimes of slavery). But to its major African-American characters it does at least grant humanity and complexity. Hattie McDaniel, as Mammy, is the most sensible and clear-sighted person in the entire story (she won one of the film's eight Oscars), and although Butterfly McQueen, as Prissy, will always be associated with the line “I don't know nothin' about birthin' babies,” the character as a whole is engaging and subtly subversive.

Remember that when “GWTW” was made, segregation was still the law in the South and the reality in the North. That the Ku Klux Klan was written out of one scene for fear of giving offense to elected officials who belonged to it. The movie comes from a world with values and assumptions fundamentally different from our own--and yet, of course, so does all great classic fiction, starting with Homer and Shakespeare. A politically correct “GWTW” would not be worth making, and might largely be a lie.

The boy of this mother came up to me and was very embarrassed about the fact that he isn't going to be allowed to watch Gone With the Wind next week. He told me that he hasn't been able to watch any PG or above in the past 3 years! Culture shock! And I always considered myself a Molly-Mormon! 5 years, and I am still being blown away at how some kids are raised here in Utah. 

Teaching friends, mother friends, Utah residents...what do you think about this? (Also, don't forget about the Giveaway here!)

Gradu-macated

This weekend, I graduated. Well, not technically. Technically, I need to finish my teaching internship first.

But, I'm done with Brigham Young University! 

I graduated with a major in History Teaching and a minor in English Teaching. I have learned a second language at BYU--Welsh. I have traveled abroad to the United Kingdom. I married my best friend from my apartment complex. I worked long-lasting jobs on campus: Concessions, History Teaching Assistant, Social Studies Writing Lab Tutor. I received an internship to teach Utah Studies and U.S. History. I've been very lucky in my years here at BYU.

My graduation took place in the Marriott Center because I'm part of the largest college with the largest major (Psychology). It took forever to get through all the names. Yet, it went a lot faster than my high school graduation...and we weren't in maroon robes outside in the middle of June in Virginia with 90* heat and 100% humidity! That was a relief!

Afterwards, we took a few pictures outside. Now, I hate pictures, and it was crowded, and I was hungry. So, we didn't take many, thank goodness.

After we were done with pictures, we headed over to Wild Ginger, one of Justin and my favorite restaurants. Justin, dad, Uncle Doug, and I all got all-you-can-eat sushi. The rest of the family got Chinese food. 

Bobby, Madison, Doug

Justin and I like our sushi.

Mom and Dad and especially Paige are enjoying their food. 

At the end of lunch, we all shared our fortunes. Dad's was the weirdest one:

Doug had to jet off to work, and Justin had to go home to change for work as well. So, I took my family to see my classroom. I was also in a sentimental mood and wanted to take some graduation pictures in the room where I am completing my internship that will allow me to follow my dream of being a teacher.

I have a George Washington poster in my room (from the previous intern). So, he is congratulating me on my history degree!

Even though I haven't had to take any on-campus classes, or any finals in the Testing Center for a year, it is still a relief to know that I am done with college. I am a graduate. I am an adult.

Time Traveling Adventures in the West

My 8th graders finished a project on their Expanding West unit. We studied the Lewis and Clark expedition, the Oregon Trail, the Texas Revolution, the Mexican-American War (including the Bear Flag Republic), and the Gold Rush. So, instead of taking a test, my students had to pretend they were time travelers from the year 2150 and write a travelogue diary  I told them to be creative for each of these spots. I wasn't disappointed.

Some one wrote this next to their name as they turned in their paper:
- Chloe (i know you like me more than Tess)

Lewis and Clark Expedition
- It sounds and smells like a wilderness out here...well maybe because it is.
- I see dear and skunks and even more exotic than at home.
- The flowers smelt real and the wind blew. (really?)

Oregon Trail
- I used my disguise o'matic to get on some ragged clothes.
- They do not suspect that I am actually a robot. My steel fitted feet units are very sore.
- One thing that was exciting and scary was that an Indian scalped Jeffrey. (poor kid in my class!)
- One of the solo men that came was mauled by a bear and there was nothing left to bury.
- Its fun to see them use actual paper maps instead of the iphone 152
- One person died on the trail, his name was Justin, Justin Bieber.
- Then there is Phinaes and Ferb, who are hoping to get a apprenticeship with some printer there.

Texas Revolution
- The battle of Alamo, and San Jacinto, they were great battles, in the Alamo we were starving all the people were smelly and needed a shower.
- The dry sand was now mud, it was mixed with the blood of those who died. (I think this is a really amazing sentence!)
- Then battle of Alamo was awful. It looked so bad to be sitting outside on your porch and watch some of your neighbors fighting being killed and shot.


Mexican-American War
- I want Americans to win because it's a big territory and it's where Disneyland is...in the future. (That's right! Go 'Murica!)

Gold Rush
- The smell of bacon came out of no where. Then I realized there was a camp up a head. It was a sad day I really wanted bacon. (That kid is in torture. I loves me some bacon!)
- I'm thinking about staking a claim near this spot by the river, but there is this hobo that lives there that is really creeping me out.
- My wife was dead: there was a gang there wanting my gold. This was bad so I gave them most of it.
- I could smell the sweet scent of honey. I don't know why it would ever smell like honey. It just did.
- The camp's smell was horrible. Part man-smell, and the other part is really bad man-smell. (hahahaha)
- I'm bunked with a girl who has long blonde dread locks and smells like cheese. Every once in a while I spray her with perfume. My gold mining instructor is a cutie.

Teacher Appreciation Week

This week, the Nebo school District has declared Teacher Appreciation Week!

The PTO has been doing wonderful things for us.

Monday, we got a chocolate bar.

Tuesday, we got free lunch.

Today, we got free lunch, again. We got a packet of water, popcorn, a coupon to Sonic, and Red Vines. We were also able to choose from a variety of posters!

Sorry for the poor quality. It was quite dark in my room.

What a haul!

Tomorrow, we are to chose a student from our 5th period to represent us in a basketball shootout. Sad thing is, 5th period is my prep period...so I don't get  chance...=(

Friday is raffle day! Hopefully I'll win something! =)

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Teacher Fair

How do interviews affect you? Do you sweat, do you shake, become too serious, act too overzealous?

I shake/sweat and I sadly feel that I act too overzealous and over answer a question. I feel like I gab and gab and gab and they don't care after the first two sentences, like I am doing now.

Today was the Teacher Fair at BYU. I prepared all week gathering letters of recommendation, copying resumes, and writing personalized cover letters. I got a sub to fill in a half day for me (the favorite sub of the students, I might add. I'm an awesome teacher, aren't I?).

This morning, I got all prettied up. Skirt, blouse (it had to be blue to help my students in their Gender Wars week. Girls wear blue, boys wear red), closed-toed neutral shoes, and nice jewelry, hair, makeup. Sadly, Justin left his iPhone in a friend's car, so we had to use my poor quality camera on my iTouch.

Gray wedge shoes (Payless), Beige ruffle skirt (WalMart--heck ya!), light blue cap shirt (Down East), blue scoop neck, long sleeve shirt (Wet Seal), shell necklace/earrings (Runway), blue floral hair bow (Claire's)

See, I'm all pretty (and fuzzy). I get to school and the wind picks up. We have period 1 and 2--Utah Studies. Quizzes and free time. Then assembly--talent show. As we are walking back to class after the talent show, we have a huge surprise...snow! No!!!! I have to walk out to my trailer, hair and makeup done nicely for interviews and all for naught!

Mr. "Nachos", the sub, comes and I rush to my car in the snow. And drive to BYU in the snow. And try to find parking, in the snow. And unable to anywhere near the building of the teacher fair, in the snow. So, I park in a local neighborhood and walk/run to the teacher fair, in the snow. 

When I get there, I'm all fluttered. There are schools everywhere and I try to find the ones I prepared for. Long lines made me impatient and anxious. And I don't do well like that. I was also let down by the lack of history jobs needed. 

I was lucky enough to have two interviews then and there. And, like I mentioned at the beginning of the post, I feel I was a little twitchy and a little over zealous. Yikes. But, on the second interview, he said I was a "very impressive candidate!" Both of these were rigorous charter schools.

Then, I have two other interviews at other rigorous charter schools set up for next week.

4 hours later, I'm home and exhausted! At least it isn't snowing any more.

Definitely pajama and no makeup time! Can you see how I'm trying not to look exhausted?

Interviews are scary, but I feel good about how prepared I was and (not to brag) how qualified I feel for someone who is just finishing their internship (student teaching).

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What a Frustrating Class

Let me refer you back to this post: A Bad, Bad Day

I have no idea what to do with class. I have talked with parents, set up behavioral contracts, met with vice-principals and counselors, met with my mentor teacher and my BYU internship facilitator.

No matter what I have done, there are a few particular kids who I will call Ethan, Bob, Tony, and Amy. They are terrible, terrible kids. Honestly. And I hate saying that because I believe there's good in everyone. But these four, manly the 3 boys, cause all the trouble I have. And half the class, like lemings, like sheep, like monkeys, follow in their footsteps. If Ethan, Bob, and Tony make an innappropriate comment or shout-out, searching for a laugh, boy will they get a laugh. If they start talking to each other, the class will rise in an uproar. They are always trying to out-do each other.

No participation points for the day doesn't work. A call home doesn't work. In-school detention doesn't work. Talking to the vice-principals don't work.

Half the class hates them. They've told me.
A few have written me uplifting notes, like these.
Some have tried giving me suggestions as what to do.

One girl wrote me a note today on some makeup work.

Excuse her spelling, she is a special ed student of mine. And note, I don't scream. No. Never. I use a more strict, teacher-ly, "you are most definitely in trouble" voice.

So, I don't know what to do anymore. I'm fed up with those handful of students. I can't believe I am actually saying this (never thought I'd be one of those teachers) but I am relieved when at least one of them are absent!

Teacher friends, if you have any advice, please let me know.

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Applying for Jobs

is the scariest thing ever.

I have been very lucky.
My first job was at Cici's Pizza in Virginia when I turned 16. I kept that job until I graduated.

I had a phone interview for a training spot for a managerial position with BYU's concessions. I got it right then and there. So, all though my college education, I haven't had to worry about a job. Yes, I was a History Teaching Assistant. Yes, I was hired at two different campus writing labs. But, even if I hadn't, I would still have concessions.

Now I am a history intern. I wasn't even really worried about that. If you could not get hired by any school districts as an intern, than BYU would place you at a school as just a student teacher. Luckily I got hired by the Nebo School District to teach at Springville Junior High.

So, I really haven't had to worry about a job since 2006. Almost 7 years ago.

Well, my internship is ending and I am not guaranteed a position teaching for next year (unless an English or history teacher quits which is very unlikely).
Which means, for the first time since I was 16, I have to worry about being unemployed.

Yes, my husband has a job and will have the same job for next year. But, we are adults now, and married. And we'd like to start a family soon. The problem is, part-time on-campus jobs don't pay a lot. I need to get a job as a teacher.

The thing is, it is scary.
I have started putting out applications, writing cover letters, sending resumes, filling out questionnaires. But, I always wondered, did I word it right, what if someone has more experience than me, what if someone is more qualified than me, what if my educational philosophy doesn't match up to theirs? What if I don't get hired? Not even an interview?

Not knowing what I'll be doing next school year is frightening. I don't even know what to expect for the summer.

All I can do is try my best and have faith that things will work out.
Will I still be petrified until I get notification on a job? Yes.  Do I have faith what happens will be for the best? Yes.

Wish me luck!

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The Euphoria of New Seat Day!

Today, my students got new seats!
I like to mix them up every unit =)
I need to separate trouble makers and keep lack-a-daisies closer to me.
I like to reward my students by letting sit by my friends.
I tear my hair out because the rest of the class can't stand this one kid and there is nowhere to place him anymore.

This picture was taken during the summer as I started to set up my classroom for the first time. The walls and chalkboards are a lot more exciting now!

New Seat Day is hilarious!
I have students jumping up with euphoria for the goodness of my heart. Sitting by the window. Sitting against the wall. Being in charge of the lights. Friends who are able to sit by friends.
A girl literally did a little jig in her row after finding out she is sitting next to her friend.
Another breathed a sigh of relief as he realized he didn't have to sit next to the loud, obnoxious kid anymore.
A boy muttered thank you because he finally got to sit in the back rather than the front.

But, there is a down side to new seat day.
Most common is, "Mrs. Morrell, why do I have to sit in the front again? Mrs. Morrell, why can't I sit by my friends? Mrs. Morrell, I don't like this person, move me."
Sigh.
There is a keen strategy that takes a lot of processing and analyzing when it comes to creating seat arrangements. My followers that teach, you know what I mean. Agonzing over the chemistry of the class, puzzling out what arrangements work and which don't.
There are kids who have to sit in the front because: they can't see, they need more attention when it comes to processing work, they have a behavior problem.
There are kids who never move (typically for the same reasons as above).
There are kids who have to be on opposite corners from each other, but still find ways to communicate (i.e. yelling across the entire room).
In one of my periods, I have one boy whom no one wants to sit by. But, sadly, some unfortunate will have to buckle down, gulp and swallow, hitch up their pants, and sit next to him.

New Seat Day.
Hopefully this arrangement will work in all my classes.
If not, we have about 2-3 more changes before the end of the school year.


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'Murica!

Why, yes...that is Ronald Reagan shooting an AK-47 riding a velociraptor holding an American flag.

I dedicate this picture and the student ramblings to Justin's best friend, Steve Samson!

I am always intrigued as to what my students say in their writings. Some times, it is exactly what I would expect from hormonal pre-teens. Sometimes, it is such a revelation, I believe I am in the midst of wonder. Sometimes, I raise my eyebrow thinking, "and this student is in middle school?"

I have previously posted about some of my students's writings and my friend over at Black With a Chance of Cheetah has as well.

For about a month now, my 7th grade Utah Studies and 8th grade U.S. History students have been learning just about the same thing. At the beginning of the semester, new students filled my classroom for their first semester of Utah Studies. We begin by learning Utah's Geography as well as what it means to be a citizen in Utah. My 8th graders finished the Revolution right after Christmas break ended, so they have been learning about the Articles of Confederation and the Constitution.

Well, my 7th graders had an essay on their test (I know, I'm a terrible middle school teacher...a history essay? Yuck.) Their prompt was :What are some rights and responsibilities we have a citizens of Utah? What does that mean to you?

• I wouldn’t say I “won’t” pay taxes but I sure don’t like them.
• In Utah it is a responsibility to pay our taxes. We have to with everything we buy. And if we buy something without taxes it is called the black market. And we dont do that.
• Also if you don’t pay your taxes you are done for.
• Live peaceably is a very important right because I don’t want some guy to throw grenades at my house.

My 8th graders have several bellringers and writing prompts that I give them (I can't help it, I like to read/write and I love my students' creativity). One prompt was: What is the most important amendment from the Bill of Rights?

• Our rights are what protect us from the governments full control over the US.  For one example, Uncle Sam cant just raid your house.  They have to get a search warrant or else they could get in trouble for unreasonable search & seizure.

Another prompt was: What are some responsibilities we have as citizens of the U.S.?

• Another [responsibility] is to be responsible.

Teacher friends: What are some of the funny things that your students have written? Danica, I'm sure you have some similar social studies ones. Bon, I know you must have a treasure trove of hilarious publishings by your students!

Parental friends: What are some of the funny things that your children have said?

Yucky History Class Stats

I have 192 students, of those, 129 are 8th graders (the rest of 7th grades).

I gave both grades a test on Wednesday and have just finished grading. If you follow me on Twitter (@Our_Fairy_Tale) you have heard the sad play-by-play.

Our history department has a goal of every student earning an 80% on each quiz/test.

7th grade:  Yaaay!
They received a study guide due the day before the test. We played a review game. During the test, everything had to be off their desk and put away.
Results: 50/63 students got above an 80% Ten were in the 70's and only 3 under 70%
Yaay!

8th grade: eeehhh.
They received a study guide due the day before the test. Only a 1/3 out of all periods completed it. They had two days of review in which they could write on one officially stamped piece of paper notes to be used during a test. They also played a review game (well, most of them).
Results: 37/129 students got above an 80%. About 40 or so were in the 70's, the rest under 70%.

This is horrendous! I now have to use tomorrow (No Tardy Party = most of my students gone 1st-5th period), Monday and Tuesday (official Utah state DWA English testing = half my students gone each period) to reteach this unit and make those below 80% retake. Those who got above an 80% will watch HBO's John Adams.

My junior high gave all of its teachers a print out a grade distribution summary from the past two years. Guess which grade both years had the most amount of F's and D's? The 8th graders, amounting to about a 1/3 of the entire 8th grade student body receiving those deficiencies.

It is really hard to teach when students don't care about learning.

What are some ideas you have to differentiate learning for different skill levels, yet making it inclusive and interesting and engaging and motivating?

A Bad, Bad Day

I am definitely procrastinating. I have lessons to plan, note handouts to create, Power Points to make.

I don't want to do it.

So, I won't. At least for now.

Instead, you get to hear about my bad day yesterday and how, afterword, a few students almost made me cry for joy.

Yesterday was review day. My 7th graders learning Utah Studies played the ultra-fun, super competitive BONK! All went well 1st and 2nd period.

Then my 8th graders came. Goal: Check study guides and play BONK!

3rd period, we started to play BONK!. But, for some odd reason, hump day came early and no one wanted to play. I was sad. I like BONK!. I like seeing my students anxiously reviewing and learning to prepare for a test, but at the same time getting crazy (but still under control) and competitive. Only a very small few were actually participating. So, I made a teacher decision. I hate it when I make teacher decisions. It brings me down. They're not fun at all. "Ok. We aren't reviewing and we aren't participating. We aren't having fun. So, we won't play BONK!. Sadly, that means we won't be able to earn extra credit for the test tomorrow. Go ahead and review with you study guide for the rest of the period."

Boring. Sad.

4th period came around. Sweet children, albeit a very quiet group. We played BONK! and had fun.

6th period.

......

Last semester, it was 3rd period that was the bane of my existence. This semester, it is 6th period.

Monday, they were pretty chaotic and were so hard to bring together and focus without the class clowns getting everyone riled up again, that we were only able to finish our group projects without getting to the review notes.  So, yesterday, instead of playing BONK!, we were only going to do our review notes and go over the study guide.

I told them at the beginning of the period, I expected them to behave better than they had yesterday. I had a few joksters rights off the bat. But, we were able to get through the review.

Study guide time. Everyone is still talking. I can't get a word in edge wise. My consequence of counting how long they need to stay after the bell rings wasn't working. Usually, they hate it and focus almost immediately. Yesterday, they basically wanted to see how far they can get their new record. So, it was 5 minutes of silence time.

One girl's cell phone appeared. My junior high has a "no cell phone" policy, so I asked for it. She refused to give it to me. I kept asking kindly, saying she'd be able to grab it later, but she still refused and said she'd walk out. The whole class was now breaking the silence they were supposed to be in, but telling her just to give me the phone, that it wasn't that big of a deal. She yelled at them. I tried to calm the class down. She walked out.

Two boys got pretty riled up and laughing about the situation and would not focus, so they had to go talk to the counselors.

We were only able to get through the first 1/3 of the study guide. I let those students who hadn't talked or been disrespectful at all go, whereas the rest had to stay the almost 2 minutes they accumulated.

I wanted to cry. It was hard. It was scary. It was stressful. It was scary!

Thankfully, 7th period was well behaved and awesome like they always are. They were very into BONK!

School ended and I had 2 sets of visitors. The first was a boy who likes to chat in 6th period, but loves history and likes my class. He gave me this:

Silly, but at least he offered me a picture to cheer me up. 

 Then, two wonderful, smart, respectful girls who are BFF's and look almost identical came in. They created this during their 7th period and gave it to me. They said they were sorry how the class behaved (even though they didn't do anything) and wanted to cheer me up.

Sweet notes.

 I just about cried in front of them. It was the sweetest thing I had ever received from my students. I profusely thanked them.

Now, I had a lot of work to do, and I wasn't going to let 6th period bog me down. I wanted to just scroll down the memes of 9gag.com and go on Pinterest the rest of the day, but no. I hunkered down and contacted a few students' parents and made plans to meet with them to create Behavioral Contracts. I researched templates of ones I liked, worded it in a positive light, and created a tracking sheet.

I also got a visit from my sister who lives in Farmington. She was in Provo for the day and came to say hi!

But, even with my hard effort, I was just mentally exhausted from the day, so the hubby got me some snickerdoodle cookie dough. My favorite.

I was happy by the end of the night and I have had a good day today as well. Everything gets better, like I knew it would.

Some of My Students Like Psych

If you have never heard of or seen Psych, please watch this trailer.

Well, I love Psych. So does my husband. So do a lot of my students!

One of the funnest things about Psych is the producers always have a pineapple somewhere in the episode. You have to find it. Preferably before anyone in the room does.

Well, one of my students put a pineapple on their Bell Ringer quiz! I found the pineapple!!!

Also, I looked really super cute today, however, it is a very poor quality picture =(

Pink button up cotton shirt (Old Navy) (I later rolled up the sleeves). Brown skirt (Urbanwear). White poofy leg warmers (Runway--brother-in-law's thrift store). Brown high-heel boots (I think Payless?) Pink flower in my hair (Claire's)

When 4 Copiers Don't Work & Student Artwork

At Springville Junior High, we have 2 duplicators (big copiers for 50+ copies) and 3 copiers. Friday the 11th was a teacher work day. Teachers were inputting semester grades and making copies for this semester. 

Well, one broke. Then, another. And another. Then, the fourth. We only had one copier (for 40> copies) working on Monday. (DISCLAIMER: I broke none!) 

I met up with many teachers on Monday morning in the workroom to make copies. Numerous teachers were upset that they couldn't get copies that day. And...our specialist was on a cruise that week!

Tuesday, I go back in because I still needed copies. Nope. But, I was told that the copiers would be fixed tomorrow morning.

Wednesday, I go in the morning. Nope. I go during lunch. Nope. I go after school. Nope.

Now, I was a little worried. I needed copies for Thursday's lesson. I was teaching my 8th graders about the important Founding Fathers who came to the Constitutional Convention and what they did. I was going to have them read biographical worksheets with questions to answer. Well, now I had to come up with a different lesson plan. 

So, I googled lesson plans that didn't involve 135 copies. I went on uen.org and found this Constitutional Convention simulation. Now I only had print off 13x4 copies. (13 states who went to the Convention and 4 U.S. history classes.)

I loved this lesson! It went wonderfully! My students had fun working in different sized groups answering questions about how the country should be run. Coming together as a whole Convention and trying as a class to come up with a singular answer for each question was outstanding with the different ideas that I heard from my students. I loved it! So much better than the lesson plan I had before the copiers broke.

Well, besides having great ideas in their heads, my students sometimes can be artists. But not in the serious sense. I find little sketches on the desks. I take a picture and then warn them that if they do it again...well, don't. 

So, here are some drawings on desks in my classroom:

A little spooky.

This was on someone's homework.

You can't see because of the glare, but there is a caption by the Penguin: "Peaunguien: spelled incorrectly on purpose =)"

Half-Way Done.

Wow. My first semester as a teacher is over. Wow. What an experience.

Reminiscing, I have learned so much. There have been so many trials but so many wonderful memories as well.

I was so excited on my first day--everything went well. Students were excited and I was excited and everyone was well behaved. I was planned for the next 3 weeks. My room was decorated and full of history. This would last the entire semester--we would have a strong classroom community full of laughter, excitable learners, and deep discussions.

Boy was I naive.

Quickly, I got behind in grading. Which caused me to get behind in lesson planning. Most of the week I was less than a week ahead. Sometimes, I was planning tomorrow's lesson in the evening, after dinner!

Lessons didn't go the way I hoped. Students wouldn't discuss. They never wanted to volunteer an answer or get involved in a class discussion. Only half the students would be productive in group assignments.

My room became a mess. Well, I exaggerate. But my "office area" was less than desirably organized. Bulletin Boards refused to keep banners and posters on it. Pencils and papers littered my floor every day.

Students wouldn't bring in homework. Projects wouldn't be completed. Tests failed would never be retaken.

One period had numerous, numerous problems: talking, physicality between each other, not doing homework, being rude and disrespectful, inappropriate responses on classwork, angry parents. And here I was crying home to Justin almost every day in October, racking my brain for different classroom management strategies because the last one didn't work. Then two students' parents got very upset and there was a whole fiasco with that. I was scared and I was very sad about the whole thing.

But, there were upsides as well.

I had two Who-vians who loved my Doctor Who references. I had a gaggle of girls who were anime lovers and we would discuss Death Note and Avatar: the Last Airbender. I had another gaggle of girls, with some boys as well who loved to discuss anything and everything with me.

There were parents who emailed me, thanking me for all I've done for their kids.

The special education teachers thanked me for accommodating their students.

I was fully accepted into the History department and my colleagues even used some of my ideas.

Some of my projects were a hit! Some lessons, my students really enjoyed! Once I got a hand of creating good graphic organizer / guided notes, the grades on my tests went up.

The small notes or thank you's and small presents or smiles I've received throughout the semester.

I felt fulfilled. I loved teaching.

The funniest thing, I think, was I was so hesitant about teaching Utah Studies. I had only had one semester course on it at BYU and I never lived in Utah before college. I was to teach it, as well as U.S. History.
But, as it turns out, I love teaching Utah history! Yes, it is sometimes hard to separate it from LDS Church History and make sure my 95% Mormon student body understood that Mormons weren't always the victim in Utah history was hard, but I loved it!. I could always come up with new and exciting activities to have my students learn. The weird thing is, it was hard to do the same for U.S. History, which I was very familiar with.

I'm excited for this semester. I am already a full Unit (about three weeks) ahead. I am repeating Utah Studies with new students (it is a semester long class), so it will be a bit easier. I already know what I am teaching for that subject so I can improve on it and focus more on cool and interactive ideas for U.S. History.

Wish me as luck this semester!

The Most Important Thing About History

No, its not dates.

No, its not names.

No, its not even the events.

The most important thing about history is to learn, understand, and make sense of differing points of view. 

Throughout my history education in public schooling, I learned that Christopher Columbus was guided by some Greater Force to discover America. I learned that all the Founding Fathers were pinnacles of virtue and wisdom and self-lessness. I learned that America was always in the right. I was in middle school when history was made and 9/11 happened. America was attacked by an evil country, led by an evil man, with evil people. In high school, I took IB History of the Americas. We learned about Latin America. The government was evil and corrupt, causing the people to be evil and corrupt.

College, my learning changed. No longer was America right and just. No longer was Anglo-Saxon, white, male history the way it was. Exactly the opposite. Washington was liar. Columbus started the genocide (intentional and unintentional) of the natives. Colonialism was slavery. The British had good reasons for their taxing of American colonies.

I went from an antiquarian, nationalistic view of history into a modern view. One of my history courses, History 221 (2nd half of U.S. History) was a very interesting class. It was supposed to be a survey class, especially geared toward History Education majors. A review of American history so that we could teach it in a few years. However, the section that I signed up for was, unbeknownst to me, taught by a visiting professor who was much more interested in theory of history. He was a very modernist historian on the New Left. He was a revisionist. I hated his views. I hated them. At the same time he was a revisionist, I felt he still tipped over to the chauvinistic view of history. But, it got me thinking.

Now that I am a history teacher, I don't want to teach my students the same way I learned in public school. Especially because they are a very right-winged, ultra-conservative, Mormon hotspot. Now, I am a Mormon. A very active, religious, faithful Mormon. But, I do believe that some Mormons here in Utah are very close-minded. And I don't want to teach that. I already see my students being brainwashed by their parents. They say things and have views on issues that they don't really understand because their parents told them.

But, for me, I am going to teach them the most important thing in history:

Points of View!

Throughout October, my 7th graders learned about how the Mormons migrated to Utah, set up the territory, but still had issues and tensions with Non-Mormons and the federal government. About 95% of my students are Mormon. I wanted to show them that Mormons weren't always the victim. That it wasn't pure hatred that drove them out of Missouri and caused the Utah War. We focused on legitimate, logical, rational fears the non-Mormons had of this new and unusual people. We discussed how the runaway judges caused rumors to be spread which caused the Mormons to fear, which caused a militia to grow to protect themselves, which caused the judges' rumors to ring true of an army being built. The Utah War was a mess of misunderstandings on both sides.

My 8th graders are learning about the road to the Revolution. Last week we studied the French and Indian War. There were 3 sides to it: English colonists, French fur trappers, and Native Americans. Instead of focusing on the events and battles, I set it up in three parts: Thoughts/Feelings/Points of View of before the war, during the war, and after the war. They were shocked to learn what Benjamin Franklin had written in his Gazette, to encourage the move westward to the Ohio Country and to kick the French out, by force if necessary. We discussed how all 3 groups felt about the Ohio Country and why they wanted it--all logical, rational reasons. We discussed the relationships between all 3 groups. We discussed who was hurt because of the War (all of them). On Friday, we had a debate to answer this question: "Who is more justified in the French and Indian War? Who deserved the Ohio Country the most?" Notice, I said "the most." Because, all of them needed/wanted/deserved the area.

The debate went great! Each group represented one of the 3 (Natives, English, French), against another group. They all had very good ideas, explaining why their group, over another's, deserved the Ohio Country more. This got my students to open their eyes. 

Now we are learning about all the tax acts: Navigation Act, Sugar Act, Stamp Act, Townshend Acts, etc. I am trying to show them why the English government needed to tax them, as well as showing them how the colonists felt.

I have mentioned slavery once or twice already. Yes, I believe slavery was a horrible thing. But, being raised in the South, I understand that it was of utmost importance for them. Not because white Southern colonists believed they were superior to the blacks, but because their plantations were so large, and cash crops demanded such labor, the only way for them to make an economic profit was to have free labor.

I want them to see different points of view rather than believe that what they have heard is correct. I want them to use their own brains to weigh for themselves who was in the right and who was in the wrong. For the most part, that should be a difficult question to answer and the most common answer should be, "Both sides."

I guess you could call me a post-modernist, post-revisionist, with a hint of modernism (I root for the underdog, like Wales in British history!) So, it is interesting to see my journey in historical discovery and how it will affect my students' journeys. 

Because, the most important thing is not the destination, but the journey.

It is not the date that is important, it is the points of view.