Dear Readers, After writing a post on Facebook yesterday and then seeing this memory today, I realized that I was wrestling with finding my voice. The beauty (and synchronicity) of all this is that I actually wrote this post three years on my Facebook page in response to rediscovering my voice. While looking back, I realized that I deal with the same things around the same time. Right now, I’m trying to figure out how knowing this information can be used to my advantage.
Below, is what I wrote in response to this pic:
I am enjoying being me and loving EVERY single minute of it. I’ve rediscovered that I have a voice. I’m not talking about my singing voice. I’m talking about ME! MY VOICE! My voice that I’ve recently discovered after years of having lost it. The voice that says I CAN & believes it; knows it with my whole being. The voice that knows you can’t and shouldn’t try to please everyone. The voice that knows I AM THE BEST ME I CAN BE; the voice that has decided to be ME, no matter who likes it! Continue reading “One Day She…”
Here’s a great post I read and vibed with it. The author, Janet Thomas, discusses shame and how you handle it. I was blessed by it. Read it and decide for yourself:
I am burnt out! I’m fighting, but it’s sooooooooooooooo hard!!! My burn out is taking the form of:
- going to bed late
- waking up late (as a result of going to bed late)
- not being as productive as I can be
- wasting time at work
- leaving things at home
I’m going to be Captain Obvious here and say that I don’t like being burnt out. I only have 7 more school days after today. I know I’m going to make it. It’s just hard getting there.
For the first session, we learned a couple of strategies, called Opportunities to Respond (OTR). They include:
- Response Cards
- Hand Gestures
- Take A Stand
- Choral Response
- White Boards
I’ve used all of these. We also learned a strategy I hadn’t heard of, the Round Table strategy. The teacher, Drew Otto, introduced it to us by giving a handout & explaining what we were going to do. So, we watched two videos with instructions to critique the video. First, we had to look for evidence of engagement. Then, we had to look for evidence of students not being engage. Once we were finished critiquing both videos, we passed our handouts around & others responded to what we’d previously written. Then, after that we passed that person’s paper around & someone responded to that person, until we did this for 3 rounds. For the last round, we basically summed up everything. Look at the templates below to get a better understanding just in case you didn’t understand my explanation.
Here are the templates I created using Drew’s template: equityequalityroundtable-1 equityvs-equalityroundtable-2
Please email me if you have any questions!
I’m training my students to be more independent. I have to be honest and say that some of it is my fault. When I first started working with them, I wanted them to know that they were loved, so I may have gone overboard on taking care of too much stuff for them. When they needed extra time on an assignment, I talked to the teachers for them. It’s a whole bunch of other stuff that I can’t remember doing for them, but suffice it to say that they became very dependent on me and I was very worn out the past two years. Fast forward to this year and I am recovering from being very worn out.
Last year I was so burnt out, I very nearly quit; I was super stressed. Part of the problem is that if there’s a problem, I usually only have struggles with admin & the students are wonderful. Well, last year I had struggles with admin & students. I had at least five very strong personalities that gave me the blues. So this year I said no more coddling and no more putting up with bullshit from admin or unruly students. Firstly, I’m putting the onus on them. It is now their responsibility to know their assignments, not mine. When they come to me and ask if I can get their assignments from their teachers, I give them two choices- I tell them they can go and ask the teacher themselves or send an email to them or we can go to the teacher together. Usually they choose the second option. However, when we go together I let them do the talking. If they chose the option of going to speak (or email) to the teacher themselves, of course I follow up with the teacher.
So, that’s my plan for this year. I am weaning them off of me, helping them get to know themselves, letting them self-advocate, become more independent, and helping them transition to the young adults they are.
I’ll keep you apprised of their progress. Bye for now!!!
Are you looking for an easier way to explain the Woodcock-Johnson scores to your student’s parents?
Well, I was! That’s when I had a brilliant idea and decided to graph the scores. I’m not sure why I never graphed them before. It would have made my life so much easier when it’s time to explain the Woodcock-Johnson scores.
This was sorely needed because so many times, at the IEP meeting, parents are “talked at” and overloaded with so much information. I can’t speak for the parents and say that they don’t understand, but the blank look sometimes says it all. I like this graph because the parents can see and hear the information.
I got the idea while planning lessons for my students who need simultaneous auditory & visual input. By graphing the scores, parents are able to see and hear the information for themselves, at a glance. Not only that, the graph saves about 10 minutes of explanation.
Here’s a mock up of READING scores from the WJIV. I also graphed WRITING & MATH scores. The first & last score (90-110) are just an illustration to show the AVERAGE range.
You can use any color you’d like. These are the colors I used:
|Standard Score Range
|131 and above
|121 to 130
|111 to 120
||High Average (Black)
|90 to 110
|80 to 89
||Low Average (Green)
|70 to 79
||Low (Borderline) (Blue)
|69 and below
||Very Low (Red) (Significantly Below Average)
***I didn’t choose any colors for Superior & Very Superior because I have not yet had students score at this level.***
There are many sites where you can create graphs. Here’s the site I used: https://nces.ed.gov/nceskids/graphing/classic/
Let me know if this will work for you! Bye for now!
I have a student that I call Piggy because she loves to eat. Don’t worry, she’s not offended; she actually thinks it’s cute. She is the cutest thing. I’m writing this post about her because how cute she is. All of her life she’s relied on how pretty she is. I sat down and talked to her one day and asked her if she ever thought that she could do “it!” I asked her if she was going to rely on her looks forever.
“Trust me when I say that looks fade, we gain weight, etc., etc.,” I told her.
She looked absolutely horrified when I told her that I wasn’t always a size 12. I took the time to tell her that she doesn’t have to rely only on her looks; that she could do “it.”
“You think I can?,” she asked.
“Yes, Piggy! I know you can!”
During my weekly grade check I told her that I wanted her to actually try in Biology & Math class. She agreed that she would. I told her that I was going to stay on her to make sure she did. She smiled and thanked me.
Well, I had to tell you the story of Piggy to finally get around to the Emergency Packets I made for my students.
Obviously that’s not my hand in the picture, but I digress. This is what was in the packets I made them. It took me a couple of days to assemble the packets, so I didn’t want the students to waste them. I told them to take out the chocolate Kiss if they didn’t want it and return the bag of items to me because others wanted them.
When I got to Piggy, I asked her if she wanted the packet. To my surprise she said that she did. After she ate the Kiss, she read the note and thanked me. This shocked me because at the beginning of the year she would have simply thrown the bag away without a second thought. It said a lot that she actually cared and is starting to believe in herself.
This warmed my heart so much. I really enjoy making a difference in their lives!