Tonight was back-to-school night... my twelfth as a teacher, but the first in which I did not have to welcome parents and attempt to give a twenty minute speech in seven minutes flat. I made the decision to "semi-retire" last spring and have relished the thought of fewer classes, fewer preps, and fewer papers to grade. That is... until I was driving to school this evening and realized that my sole duty was to distribute yearbooks. I had no copies to make - I had no room to set up - I had no syllabi to review. For all intents and purposes, I was going to be a non-entity, without purpose and value... and my eyes filled with tears.
WHAT?! Why the tears? I am thrilled to have long weekends where I can focus on my own hobbies and interests rather than tweaking lesson plans. I love the idea that my husband and I can take off for four day adventures throughout the school year. I have accepted the calling to write (whatever that means....) and gladly devote Mondays and Fridays to develop this new "career" I have burned the candle from both ends for so many years that I crave the solitude and peace that this new teaching schedule will afford. And yet....
I did not realize the fulfillment and satisfaction I derived from teaching a "full load" I was a part of the inner workings of the school. At one point not too many years ago, I was teaching 7th grade - 8th grade - 9th grade - 11th grade - 12th grade English classes PLUS computer apps and yearbook. I knew practically every secondary student in the student body. I was a long-time member of the Academic Committee and my longevity at the school earned me some respect. But now... I teach two upper level classes on the "off" days. I will not interact with other teachers - barely interact with administration - and only be familiar with juniors and seniors. Yes, the subjects I now teach, I am truly passionate about... but my sphere of influence has dramatically decreased.
This evening during the Principal's introduction of teachers... it was quite apparent who are "popular" among students --- and with total reason. Loud claps, hurrahs and cheers were elicited when the Algebra teacher, Biology teacher, and World Views teacher names were called. And at one time - a couple of years ago, I was a recipient of that kind student applause. But this year, there was the token recognition at the name of "Mrs. Totoro" while the principal continued on. I always knew I was replaceable... I suppose I had hoped that I would not be forgettable.
This sounds so narcissistic of me - and I hate that. I am thrilled that other teachers have come to replace me. I am honored that my lesson plans, syllabi and handouts have made it easy to pass on that responsibility to someone else. I am glad that my peers are loved and honored by the students. I am excited to have a some personal time to devote to other interests. I suppose that I am just mourning the fact that this time in my life is coming to a close. And perhaps I am realizing for the first time that ... I really am a teacher, despite the lack of certification. For I do not think I would miss the hustle and bustle of back-to-school if I were not.
Showing posts with label teaching. Show all posts
Showing posts with label teaching. Show all posts
Thursday, August 15, 2013
Saturday, August 10, 2013
Lesson Plans
While school does not officially start until August 21, for all intents and purposes my summer ended this week. I was at the school three days out of five for various meetings and tutoring sessions, I spent an additional three to five hours a day organizing syllabi and lesson plans for the new academic year, and I started my typical morning routine by setting the alarm for 5:00am (ugh...)
At the height of my teaching career, about three years ago, I was teaching eight different classes (7th grade - 8th grade - 9th grade English; high school grammar; British Literature; Creative Writing; English Composition, and Computer Apps). The start of a new school year meant the cessation of my personal life for about nine months.
Since that time I have cut back ... WAY back... to where I am now only teaching three classes (Brit Lit - ACT Prep - English Composition) on Tuesdays and Thursdays. I will consistently have a four day weekend, and most grading should be completed on Wednesdays.
Yes, my schedule is quite manageable. I consider myself semi-retired... and I am blessed. I now just have to convince my brain that my personal life is not coming to an end; right now, however, it is having a difficult time with that foreign concept.
While I have indeed dramatically decreased my work load, it does not mean that I will diminish the content nor the degree of excellence in which I will try to teach these classes. And while I have used the same basic syllabi for Brit Lit and English Comp for several years, there is always room for improvement and revision. I thought it might be helpful if I shared my definition of "lesson plans" for those who perhaps think I use this as an excuse to hibernate...
Before school begins I try to develop an overall scope and sequence for the year, that is, what units will I teach, how long will I spend on each unit, and how will the unit material be assessed (typically, a written paper and/or a literary exam). I try take into account what other factors might need to be considered before assigning potential due dates (a major holiday, a sports tournament, other class papers, my own personal calendar, etc). I give thought to previous years... what worked, what did not work, and tweak the new syllabus to reflect necessary changes. I research the internet for other possible enrichment activities to help make the assignment come alive - or have more personal relevance for the students. I compare the due dates of all my syllabi to ensure that I will not be overwhelmed with grading. Typically, this takes several hours for each class.
My next step is to then create a daily lesson plan for the first two weeks of school. This is where I decide what handouts I need, what books students will need, what topics I want to discuss in class. I create detailed plans for each day ... and I try to include more than I think I will need. I cringe at the thought of having more class than curriculum. I try to envision the class - what could go right (based on past years) and what could wrong (and then have a plan B and possible plan C if needed). My goal is to have a clear mental image of how the class is to progress from start to finish so that when the day comes, I do not need to glance at the lesson plan... it is embedded in my brain.
Of course the lesson plans must be tweaked after the first day. I try to maintain a certain synergy in the class, that is, I know what information I need to cover in the course of the year, but I allow the students to dictate the pace. By creating detailed plans two weeks in advance, I have material available if the class speeds through at a faster rate than I anticipate... and should they pause on a particular topic, I know how I will need to make up the time. Therefore, at the end of each day's teaching, I need to evaluate the class period, make notes as to what we covered, and then revise future lessons based on this information. I might decide that an enrichment activity is needed, in which case internet research becomes my homework. I might decide that a group activity is necessary, in which case a careful pairing of students' strengths and abilities must be developed. It is work...and it is time consuming.. but I enjoy the challenge of teaching the same material year after year in a fresh new way, one that appeals to the new dynamics of the class.
After the first few weeks of school, grading will be added to the mix of weekly preparations. Depending upon the assignment, this could take just a few minutes (grading a fill-in-the-blank vocabulary quiz), to several hours (grading and critiquing a ten-page research paper). This is my least favorite part of the job, especially grading written essays. I feel such a sense of responsibility to assess the quality of the work (which always is somewhat subjective) with a traditional letter grade. Because of this, I spend quite a bit of time creating detailed, objective rubrics. I often read the papers more than once and try to offer helpful suggestions for improvement. What I fear most is being labeled that English teacher who dashed the hopes of a would-be writer because of all the editing marks.... and yet I maintain that proper written communication is absolutely critical in today's world of emails, texts, and blog updates. Hopefully I achieve that proper balance.
So there is a bit of insight into my life as a semi-retired educator. At times it is a frustrating, and occasionally stressful, but for the most part it is a wonderful way for this life-time learner to follow her passion and instill that desire in others.
At the height of my teaching career, about three years ago, I was teaching eight different classes (7th grade - 8th grade - 9th grade English; high school grammar; British Literature; Creative Writing; English Composition, and Computer Apps). The start of a new school year meant the cessation of my personal life for about nine months.
Since that time I have cut back ... WAY back... to where I am now only teaching three classes (Brit Lit - ACT Prep - English Composition) on Tuesdays and Thursdays. I will consistently have a four day weekend, and most grading should be completed on Wednesdays.
Yes, my schedule is quite manageable. I consider myself semi-retired... and I am blessed. I now just have to convince my brain that my personal life is not coming to an end; right now, however, it is having a difficult time with that foreign concept.
While I have indeed dramatically decreased my work load, it does not mean that I will diminish the content nor the degree of excellence in which I will try to teach these classes. And while I have used the same basic syllabi for Brit Lit and English Comp for several years, there is always room for improvement and revision. I thought it might be helpful if I shared my definition of "lesson plans" for those who perhaps think I use this as an excuse to hibernate...
Before school begins I try to develop an overall scope and sequence for the year, that is, what units will I teach, how long will I spend on each unit, and how will the unit material be assessed (typically, a written paper and/or a literary exam). I try take into account what other factors might need to be considered before assigning potential due dates (a major holiday, a sports tournament, other class papers, my own personal calendar, etc). I give thought to previous years... what worked, what did not work, and tweak the new syllabus to reflect necessary changes. I research the internet for other possible enrichment activities to help make the assignment come alive - or have more personal relevance for the students. I compare the due dates of all my syllabi to ensure that I will not be overwhelmed with grading. Typically, this takes several hours for each class.
My next step is to then create a daily lesson plan for the first two weeks of school. This is where I decide what handouts I need, what books students will need, what topics I want to discuss in class. I create detailed plans for each day ... and I try to include more than I think I will need. I cringe at the thought of having more class than curriculum. I try to envision the class - what could go right (based on past years) and what could wrong (and then have a plan B and possible plan C if needed). My goal is to have a clear mental image of how the class is to progress from start to finish so that when the day comes, I do not need to glance at the lesson plan... it is embedded in my brain.
Of course the lesson plans must be tweaked after the first day. I try to maintain a certain synergy in the class, that is, I know what information I need to cover in the course of the year, but I allow the students to dictate the pace. By creating detailed plans two weeks in advance, I have material available if the class speeds through at a faster rate than I anticipate... and should they pause on a particular topic, I know how I will need to make up the time. Therefore, at the end of each day's teaching, I need to evaluate the class period, make notes as to what we covered, and then revise future lessons based on this information. I might decide that an enrichment activity is needed, in which case internet research becomes my homework. I might decide that a group activity is necessary, in which case a careful pairing of students' strengths and abilities must be developed. It is work...and it is time consuming.. but I enjoy the challenge of teaching the same material year after year in a fresh new way, one that appeals to the new dynamics of the class.
After the first few weeks of school, grading will be added to the mix of weekly preparations. Depending upon the assignment, this could take just a few minutes (grading a fill-in-the-blank vocabulary quiz), to several hours (grading and critiquing a ten-page research paper). This is my least favorite part of the job, especially grading written essays. I feel such a sense of responsibility to assess the quality of the work (which always is somewhat subjective) with a traditional letter grade. Because of this, I spend quite a bit of time creating detailed, objective rubrics. I often read the papers more than once and try to offer helpful suggestions for improvement. What I fear most is being labeled that English teacher who dashed the hopes of a would-be writer because of all the editing marks.... and yet I maintain that proper written communication is absolutely critical in today's world of emails, texts, and blog updates. Hopefully I achieve that proper balance.
So there is a bit of insight into my life as a semi-retired educator. At times it is a frustrating, and occasionally stressful, but for the most part it is a wonderful way for this life-time learner to follow her passion and instill that desire in others.
Wednesday, July 17, 2013
Personal Reflection: Christmas in July
I do enjoy the excitement of the holidays, although now I focus on the gift giving rather than receiving... but there is one other time of year that I anticipate with the same joy and wonder as I did when I was a child: Back to School shopping!
I can spend hours (and often do...) walking slowly up and down the aisles looking at all the different colored pens, decorative notebooks, and colorful folders. I try to envision a color-coordinated office desk complete with vibrant paperclips (we no longer have to settle for the industrial bland silver ones), a variety of post-it notes in several shapes and sizes, and a well-stocked pen holder filled with all the writing instruments I can imagine: ballpoints, roller balls, gel pens, and flairs, along with bright yellow highlighters and several well-sharpened pencils. Oh... the creative possibilities that are available right at my fingertips!
- Index Cards (with box): I LOVE index cards! They are the perfect size to store anywhere, and they provide just enough space to jot a few notes. I use them when I teach the research paper project - but I also use them when I teach a novel study: I have one notecard per lesson for pertinent questions or information I want to discuss in class. I also think I might use these for my own writing this semester, perhaps using them for scene development or character traits or any other worthwhile notes.
- Colorful Sharpie Markers: remember when the sharpie only came in black and only in one size tip? Well, no longer!! There are neon sharpies, pastel ones, and I think there is even a pack showcasing "80s colors" Right now I do not have a project in mind for these... but I am hoping that having them in my house will provide inspiration for a use.
- Packs of Pilot G2 gel rollers (the unofficial moleskine pen): I have experimented with these pens for the past month or so and have decided they are the perfect pen to fit my needs. Unlike a ball point pen, these pens literally glide across the page, with no skips or scratches. The ink dries quickly (I have yet to have a smudge problem) and it does not bleed through the page (a huge requirement for me). They now come a wide variety of colors (purple is my favorite) and I know that I will have no problem using these to their full advantage.
- Crayons: I have always loved to color - and now that I have a two year granddaughter I have a valid excuse to buy them! Not surprisingly my favorite is the box of 64 crayons with the built in sharpener in the back, so that way I can have a perfect point all the time (yes... I am a bit OCD) BUT.... this year they have something new: packs of 8 in a single color family! I purchased the pink pack for Brynn, but they also have 8 shades of green, blue, yellow, sand, pastel, and gray. I have a future blog post that will showcase the gray pack I purchased.
- Pen/Pencil Bags: I cannot pass up the opportunity to stock up on supplies when the prices are reasonable --- and come fall, the variety of school supplies will dwindle. So, when I saw these cases in purple, I just couldn't resist.
- Glue Sticks: One of my favorite hobbies is to make greeting cards using rubber stamps and various embellishments. I also use lots of card stock that requires adhesive. At the price of 2 sticks for 50 cents, I knew I had to squirrel several away.
- Notebooks: I saved the best for last. I have never been fond of spiral bound notebooks - the spiral begins to unwind and catches on clothing or skin... and tearing pages leaves a snow flurry aftermath - but composition notebooks do not lie flat and make writing for long periods of time quite difficult. These notebooks are perfect!! They are composition style, but the front cover is soft and malleable, meaning I can fold it back and still write with ease. The pages lie flat and are college ruled, a perfect combination. And the fun, decorative colors are an added bonus. At only $1.97 a piece, I bought several and may return for more.
While several friends and family members feel I am a bit crazy to indulge in this kind of retail shopping therapy, I simply cannot imagine that I am the only one. Do any of you anticipate this time of year as much as I do? I would love to hear....
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