Suspending Disbelief

One of the charming characteristics that my third graders exhibit that's different from my experience with fourth graders is their naivete and innocence. I'm not one to take advantage of this trait, but recently one little girl's been putting me on the spot. After school the other day, in the presence of her older brother and his friend she asked me if Santa is real. "Um, uh...oh, sure." Smooth, I thought. Crisis averted.

But the girl's supply of whimsy and imagination wasn't exhausted I found out today. After reading a Dominican folk tale, The Secret Footprints, to open our social studies unit on the Dominican Republic (the irony of my gringo tuchus teaching 19 mostly Dominican students about DR is a topic for another time) this little girl cornered me. The story in question told about a mythical tribe called the ciguapas who have backward feet and live in the sea. "Are the ciguapas real?" she wanted to know.

Instead of giving her an answer, I punted. "We'll talk about that tomorrow." Now, on the one hand, my job as an educator seems to obligate me to tell her it's a folk tale, i.e. a work of fiction. Still, there's something to be said for nurturing imagination in a little kid. Is there an age cut-off where kids are supposed to stop believing in Santa and ciguapas? And if so, is it my job to enforce it? If there's a compromise between the two options, I hope to find it in time for tomorrow's conversation.

Thanks for Stopping By

I wasn't sure whether or not to publish this comment, but I finally decided it was so ridiculous it deserved it's own post. My favorite part is how after calling me "undereducated" and implying my students are "DOOMED!" she signs off by saying, "no harm is meant." Thanks for reading Lisa:

I am surely the kind of person that believes in working hard to help educate our children. I have raised 4 sons to adults. I see how long this page has been here and it saddens me! The fact that this teacher says that the "child" had some kind of "inhuman" response is dangerous. This teacher needs to look up the word. The word inhuman means cruel. The child was showing “elation”, a normal response for a child. Look it up! This teacher seems to be undereducated. The fact that the teacher admits that he or she is "not often" connecting to the students also shows that. If the teacher is not connecting with the students it will make it harder for the child to learn. Now finally, the reason I stopped to read this blog in the first place is I thought it was a joke or a comedy! I believed that most adults would know that the title of this blog was written in BAD English, so it couldn’t be real. It should read "Are" Our Children Learning?" not "Is Our...” When I saw that a supposed degree holding teacher wrote this, it really hurt! If this is the type of teachers that are out there, this generation coming up now are doomed! Teacher no harm is meant, but please get a mentor! GOD BLESS YOU!
-Lisa

The wheels on the bus go...awkward

I was surprised to find one of my students on the bus the other day as I was leaving work. It's not often you get a chance to connect to students personally in the classroom. Interacting outside of school is even more rare and provides an interesting experience for both student and teacher. Do you remember eve seeing one of your teachers at the market or the bank? It was like seeing a unicorn! My student had the same sort of incredulous, giddy expression. Our conversation was cut short as I had to move toward the back but she waved to me every time chance she got. Just a reminder of the funny inhuman perception kids have of their teachers.

- Posted using BlogPress from my iPhone

Three Common PTC Questions

I wanted to quickly follow up on last week's post about Parent Teacher Conferences. As I said, it's difficult to be completely honest sometimes when your students are so low performing. I know that several of the parents seemed shocked to see so many 1's and 2's (1 is way below grade level, 2 is below/approaching grade level) on their child's progress report. I think I have been hesitant in the past to be fully honest, or at the very least I've tempered my tone, because it invites an uncomfortable conversation.

The conversation explicitly or implicitly raises three questions. One is why didn't anyone tell me this before? This can be a little disturbing to hear as a teacher. You mean nobody mentioned your child is two grades below in reading and can't add or subtract? I like to give teachers the benefit of the doubt - third grade is a big jump up in ways from second and as a relative newcomer to the school system I employ tougher standards in some ways - but I know some teachers would rather paint a glowing picture for whatever reason. At the same time I know some parents refuse to listen to a teacher when the news isn't good. Either way it's not a comfortable position and you have to be careful to avoid inditing past teachers or the parents.

The next question I hear, is probably the most reassuring, but it's still not easy to answer. What can we do to help? I wish I heard this question more. And yet, I don't always have the answer parents want. Some are looking for a quick, easy solution. Nightly read alouds, checking over homework on a daily basis, and other sort of independent academic work in the house aren't always possible. Still, when a parent asks me this, I feel lucky just to have the opportunity to include parents in the process.

The third question is probably the toughest, especially if it's asked later in the year at meetings in March or after. Why are these grades so low? There are non-answer answers. "It's the beginning of the year," or "I'm a tough grader." But answers like these obfuscate the reality: the school system (myself included) has failed your child. With the exception of my students who are new to the country, that is the only truthful answer I could provide to the question of why a third or fourth grader is reading at a kindergarten or first grade level.

All in all, I was able to avoid the third question in last Tuesday's discussions. And when presenting the children's academic performance, I tried to show it honestly, yet optimistically. Now it's my job to deliver on those promises I made.

The Tightrope Walk

Tomorrow marks Parent Teacher Conferences. It won't be the first time I'm talking to most parents, but it may be the first serious discussion I have about my students' academic performance. It's a conversation I still haven't mastered. Last year I tried a much more honest and serious approach, but in hindsight I still sugarcoated the challenges ahead. I'm determined to be more straightforward this year, but it's easier said than done. Especially factoring in the language barrier. Still, I'm hoping to lay out the brutal truth this year and see where that gets me. I'll let you know how that goes.

A Joyful Classroom

Find the nearest piece of wood and knock on it. Things are going well. Very well.

While this year has been challenging and imperfect and test prep season is inevitable, I seem to have stumbled upon something awesome and special this year. Last year I wondered if I was running a joyless classroom. This year I have no such doubts. Everyday we find something to laugh about, and I can hardly believe it.

In the pit of my stomach there's worry. Last year started out unbelievably well, before Lil Miss Meltdown, Maverick and The Biter went into full throttle. I wonder if somehow I'm setting myself up for more frustration and failure. In the end, in spite of the struggles with some students last year, I know it was a positive experience overall. And I know there's major differences between this class year's class and last year's, mostly for the better.

I'm not sure if it's the age difference, a change in my teaching style, dumb luck or some combination of the three, but I greet my kids each day with a smile and tell them how happy I am to see them and it's the complete truth. And in the strange, surreal, totally innocent way that only kids can do, the kids have shown me they like being with me.

I had this interaction today picking the students up from lunch:
"Mr. B-," Pepita Long Stocking told me today in the auditorium. "I feel like I want to hug you."
"Uh, sure, go ahead."

Meanwhile, every time I drop the kids off for a prep or lunch they wave, "Bye, see you soon!" I can't help, but shake my head and laugh. Somehow they feel the need to give me a proper goodbye, even for a 45 minute hiatus.

Yesterday, another boy asked me, "Do I have after school with you today?"
"Of course, it's Thursday."
"Yes!"

I'm not sure how things fell into place this year in a way they haven't before. I think in some way I've let my guard down more. I think I've also accepted my role as an elementary school teacher more fully, and understood the need to act goofy and embarrass myself freely. The kids told me today I could be a comedian, but I'm not taking that too seriously. Eight year olds are a pretty easy crowd.

I remember one of my professors asking me about my teaching plans the summer of my Teaching Fellows pre-service training. I explained that I hoped to teach for two years then move on. "You need to give it at least 3-5 years to really figure it out," she said. I guess she knew something I didn't.

Support My DonorsChoose Proposal!

I finally got around to posting my first DonorsChoose proposal. DonorsChoose.org, in case you don't know is an incredible web site that allows teachers in communities across the country to most small grant proposals for essential and enrichment needs. Many of my past proposals (I've had 5 funded so far) have been for enrichment. I can safely say that this proposal will fund some essential needs for my students struggling in math.

Making Math Fun is Easy as 1-2-3!

Sometimes it's the smallest things that help a child make a breakthrough. I teach a 3rd grade general ed class in a high-need community. I have 4 special ed students and more than half of my students are English Language Learners (ELLs).

Most of my 3rd graders are at least one grade below level in math. My students struggling the most lack a mastery of basic math facts (6+4, 9-3). Unless they can understand these fundamentals, they will not be able to catch up. For all of my students, telling time and counting money is very challenging.

Through the use of stamps, magnets, dice and other hands on materials math can be accessible. More than that, math can be fun! By showing students another way to demonstrate addition, or allowing them to manipulate the hands of a clock, or count out money on a board, they will have the best chance at learning these difficult concepts.

By allowing students to encounter these concepts - from simple addition to telling time - through the use of hands on materials you will open a door for my students who are stuck feeling frustrated and lost for 90 minutes of everyday. You will make it possible for my students to attack math in a way that fits their learning styles best. With your help math will be fun for all of my students!

To give to my proposal or find other worthy proposals click here!