Walking In My Power! Part 2

Dear Readers,

My apologies! Yesterday I wrote a post entitled, Walking in Your Power! I thought I explained what walking in your power is, but apparently I did not. Well, for those of you who don’t have me on Facebook, it must have seemed that it came out of the blue. So, although this post should have been part 1 of Walking in Your Power, it is Part 2.

Here is my Facebook post explaining what walking in your power is:

I have one question for you, Are you walking in your power?!?!
I ask this because there was a time when I thought I was broken and would never be fixed. I thought that no one could possibly really love this broken, disheveled mess that I called ME! I was so wrong. I love ME; this formerly broken mess of a woman who learned who I am, who doesn’t accept SH*T from anyone, who realizes her worth, who walks in her own power!
I am finally beginning to walk in my power. I was up, around 4 a.m., watching various motivational videos and reading anything I could find about walking in my power. One of the simplest ones I read was on Huffington Post entitled, “Why Aren’t You Walking in Your Power?”
It wasn’t a long article. It was very simple and to the point. I recommend it.

Check it out @ https://www.huffingtonpost.com/…/mindfulness-practice_b_420…

You’ll see from reading the Huffington Post article that walking in your power is you being your best self, it’s owning your truth, it’s realizing your true purpose and who you really are! 

In the words of Vicki Kirk-May, “It’s time to dominate!” It’s time to SHINE!!!

It’s time to become the real ME. I feel like I’ve only been a facsimile of who I can and am supposed to be. This quote, down below, by Anaïs Nin, perfectly symbolizes my situation. I can no longer remain tight in a bud. It’s too painful. I’m ready to be and embrace the new me; the ME that is my best self; the one who owns my truth- ALL OF IT. I accept all of me, the good and the bad. I accept and own everything I’ve done, up until now.

IT’S TIME TO REALLY LIVE!

 

As always, I’ll keep you updated on the happenings in my life!

Today’s Observation

Dear Readers,

Today, one month into the new school year, I had my first of 4 observations. My organization decided to split it up into four bite-sized observations instead of two major ones. I actually like this way better than the old way because I feel like the observer can get a better picture of how I teach.

Here’s a technique I learned in the summer regarding how to gather evidence from a video.

Students pick a side. For this video, they were looking for evidence to support Beyonce being weak or Beyonce being strong in the IRREPLACEABLE video.

For the sake of brevity and chaos, I put the students in a group.

Students watch the video one time just to get a feel for it and collect 1-2 pieces of evidence.

Students then watch it a second time to gather more evidence. At this point the student should have at least 3-5 pieces of evidence. If you, as a teacher, feel that your students need to watch it again, play the video a third time.

Write your evidence down

We’ll watch it a third time to gather even more evidence

Write even more evidence down

Here’s a link to my lesson:

https://docs.google.com/presentation/d/1YA-7oGbkK03Fi82ILbX_fkAgttiasfOWM8-AWAgzy_A/edit?usp=sharing

 

 

 

Resource Lab Grade Check/Productivity Forms

Dear Readers,

I just realized that I have not been sharing resources that I’ve created. One resource that I use because it hits so many indicators at once is The Resource Lab Grade Check/Productivity Log. I use these forms  twice weekly for my grade check process that places the onus on the students to know their grades at all times and set goals.

It:

1. makes students take respon-sibility for their grades.
2. puts the onus on the students to take responsibility for showing how productive or unproductive they were during their stations/centers time.
3. It helps the students set S.M.A.R.T. goals.
4. It’s a running record of the students response/explanation of their grades that can be used during parent conferences. {Not sure if this is a problem at your sites, but the students, at one point in time, were saying that teachers were not helping them. This will help show that students are aware of their grades at all times.

Here are the links:

• http://tinyurl.com/ze2ohma (COUNSELING GRADE CHECK)

* NOTE: Although this says, Counseling Grade Check, it can be used as a grade check for Resource Lab or for any class where the students need to check all their grades. I use this one with the Counselor for students who don’t yet know how to write S.M.A.R.T. goals. So, feel free to take Counseling out of the title.

• http://tinyurl.com/zxqkopq (RESOURCE LAB GRADE CHECK/PRODUCTIVITY LOG)

*NOTE: This form can be changed around, added to, deleted to suit your purposes.

You can make a copy for yourself or email me for a copy @ specialedandme@gmail.com. If you use it, let me know how it works for you.

Bye for now!

Faster or Slower???

Dear Readers,

I’m torn on what to do with my students. For some of my students, this is my third year having them. The problem is that I’ve coddled them for most of the time that I’ve had them. As I mentioned in an earlier post, I’ve started the process of weaning them off of me to steer them towards independence. The only problem is that I feel that I’m pushing them too hard. I’m torn on whether or not I’m pushing them too fast. Should I go at the rate I’ve been going (faster) or should I go at the same pace as I went last year???

Part of my indecision stems from the fact that I’ve always wanted the Resource Lab to be different. I wanted it to be a safe haven- a place where they could feel safe, loved, and fully valued. What I did not intend for it to be was a place for them to give over responsibility for their education to me!

Well, sad to say that that’s where they were last year. So, I decided to change the way I ran the Lab. One of those changes was not giving them as much time to complete their work or telling them that it was okay for them not to do my work in the Resource Lab so they can do their work in their other classes. At the end of the school year I let them know that the Home Office decided that the Resource Lab was to be restructured and that it would no longer be a ‘Homework Lab’. Well, some of them didn’t take kindly to that. There was moaning & groaning, weeping & gnashing of teeth. Ok, that’s a line from the Bible. That didn’t really happen, but they didn’t groan a little. In the end, they accepted the way the new Lab is. They’ve even been getting work completed even without the extra time.

So, I guess I have my answer! I’ll keep you updated!

Putting the Onus on Them!

Dear Readers,

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!!!

 

Limitation Setting ME!

Dear Readers,

I’m on such a self-improvement tear. Usually after school is out for the summer, I have a chance to absorb & process all of the information I didn’t have time to during the year. I relate it to The Quickening (Click here, here, here, here, & here).

I’ve recently started studying Anthony Robbins’ philosophy. I really vibe with the ones where he talks about limiting beliefs we place on ourselves. After listening to him, I can see that I’ve set limits on myself because I didn’t think I deserved more.

Since school ended I’ve been in such an introspective mood. I’ve been in such a positive sense of expectancy. I’m happy that this sense of expectancy has returned because I stopped having a positive sense of expectancy after experiencing hard times in life. I can remember having great expectations when I was younger. I would be in such a state because I knew that something good was going to happen. I just didn’t know what. Well, somewhere along the way I stopped being in a state of expectancy and I started being or having a sense of dread because that’s all that seemed to be happening in my life. Instead of continuing with being ME & being in a state of positive expectancy, I sidetracked myself & changed my life and my positive sense of self expectancy for the worse.

However, after listening to Anthony Robbins lately, I’m discovering how to get back to where I came from when I stayed in a state of positive expectancy.

Here are 10 empowering beliefs that will change your life:

1. The past does not equal the future.
2. There is always a way if I’m committed.
3. There are no failures, only outcomes- as long as I learn something, I’m succeeding.
4. If I can’t, I must. If I must, I can. *
5. Everything happens for a reason and a purpose that serves me.
6. I find great joy in little things…a smile… a flower… a sunset
7. I give more of myself to others than anyone expects.
8. I create my own reality and I am responsible for what I create.
9. If I’m confused, I’m about to learn something.
10. Everyday above ground is a great day.

I’m going to spend the next year meditating on this! Bye for now!

Graphing WJIV Scores

Dear Readers,

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 10-15 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.

Of course you can use any color you’d like. These are the colors I used:

Note: I changed the colors I use to represent Average and Low Average. I now use Green to represent AVERAGE & Purple to represent Low Average. ~Leila~ 10.18.22

Standard Score Range	WJ-IV Classification
131 and above	Very Superior (Plum)
121 to 130	Superior (Dark Blue)
111 to 120	High Average (Orange)
90 to 110	Average (Green)
80 to 89	Low Average (Purple)
70 to 79	Low (Borderline) (Blue)
69 and below	Very Low (Significantly Below Average) (Red)

***I didn’t choose any colors for Superior & Very Superior because I have not yet had students score at this level.***

UPDATE: Just last week, I had a student test in the Superior & Very Superior Range. So, I choose the colors Dark Blue for SUPERIOR & Plum for VERY SUPERIOR.

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!

Resource Lab Curriculum

Dear Readers,

I’m stuck and need help! I have about 100 followers but only about 2 people comment. If I’ve helped you at all, I’d like for you to return the favor. I’m working on my Resource Lab curriculum because I didn’t like the one provided by my organization. I just didn’t feel that it was relevant to what my students needed to know.

So, here is a link to my barebones, work in progress curriculum. I have a long way to go. I could use your input on this. Thanks in advance!

Feel free to comment! I’m open to feedback. Remember to be brutally honest; not mean, just honest. 

http://tinyurl.com/jhauguj

 

 

 

They Can Barely “Function”?

Dear Readers,

This year, I am really going hard with the metacognitive strategies for my students. I started them out with Learning Styles (Auditory, Visual, Kinesthetic/Tactile), Multiple Intelligence Survey (HOW are you smart?), Executive Functioning Skills (8 Key Skills- Impulse Control, Emotional Control, Working Memory, Planning & Prioritization, Organization, Task Initiation, Flexible Thinking, & Self-Monitoring), & Fixed/Growth Mindset.

I’m working on all of them, but what I’m really working diligently on is impulse control. At least five of my students have weaknesses in the area of impulse control. Let me be real here and say that they are wearing me out. I know that this will be a year-long journey, but it’s a journey I must start if I’m to have any chance of normalcy in my Lab.

Wish me luck on this journey!

Sensory Processing Disorder or ADD/ADHD?

Dear Reader,

I’m doing research to fill gaps in my knowledge. One particular curiosity I discovered is that ADHD & Sensory Processing can often be confused with each other.

I’m going to research and write a post when I’m finished. Here are some of the articles I’m using for my research. Enjoy!

http://www.additudemag.com/adhd/article/793.html (Sensory Processing or ADHD?)

http://www.brainbalancecenters.com/blog/2014/01/sensory-processing-disorder-or-adhd/ (Sensory Processing or ADHD?)

http://www.webmd.com/children/features/the-truth-about-sensory-processing-disorder (Sensory Processing Disorder)

http://www2.nami.org/Template.cfm?ContentID=106831&Section=ADHD&Template=/ContentManagement/ContentDisplay.cfm

http://www.childmind.org/en/posts/articles/2014-4-28-how-sensory-processing-issues-affect-kids-school (Sensory Processing)

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3149116/ (Sensory Processing Problems in Children with ADHA, A Systematic Review)

Almost Totally Paperless!

Dear Readers,

I have a problem. Not a big problem but a problem nonetheless. It’s a small problem, actually a good one. You see, I’m almost totally paperless in my classroom. So, when the 9th grade chapter chair requested work to put on the board, I didn’t have any.

When I first decided to become paperless I didn’t think about this ‘problem’. I was just thinking about how inconvenient making copies was. I didn’t think about not having anything on hand to put on the board.

I printed out one of their power point presentation in color and put them on the board. Problem solved!

The Little Engine That Could!

Dear Readers,

I am pleasantly surprised with my students! I’m seeing leaders emerge with strengths they, or I, in some cases, didn’t even know they had. What am I talking about? I’m talking about my students coming alive and developing their life skills.

One of the activities I introduced to them when we came back from break was jigsawing. In one of my last post I stated how I put the onus on my students for asking for extra time and getting their missed work from when they were absent. I know they are only in the 9th & 10th grade but within the next 3-4 years they will be young adults in charge of their own lives. So, they need to have certain skills. Two skills they really need and that are very important to have are self-advocacy & self-reliance. They are beginning to do well with self-advocacy skills, so now I’m training them in self-reliance. Many times during the last semester, the work would be right in front of them but they would not take to time to try to uncover it. I thought and thought about how to help the overcome their learned helplessness but it was tough. Let me tell you that learned helplessness runs deep. They were so used to believing they couldn’t do it that they stopped trying.

Well, by lecturing them, supporting them, and helping them realize that they can do it, they have begun to advocate for themselves and to rely on themselves. It’s one of the best feeling in the world to see that light bulb go on and have someone realize they can do it. I always think of The Little Engine That Could when this happens. I should read it to them. They’re so young they probably haven’t heard of it. I’ll see. Back to the lecture at hand. I’m happy to see them blossoming. I’ll keep you updated.

What is Your Disability?

What is your disability? That is a question I asked of my students. In my first period class, I have 10 students. Of those 10, only one student knew that he was diagnosed with ADHD. The other ones had no idea what their disability was. So I gave them the assignment that I sussed out over the break. Since I introduced them to jigsawing, I printed articles for the three disabilities in my class- Specific Learning Disability (SLD), Attention Deficit Hyperactivity Disorder (ADHD), and Autism.

Here’s the breakdown. Of my 26 students, 1 has Language & Speech Services (LAS), 2 don’t have the lab with me, 4 have autism, and 2 have ADHD, with 16 having SLD. I split them into groups, gave them the articles and the link for the Google sheet to answer the questions they would later transfer to their ppt. or Google slides presentation. I then explained their roles and let them tear apart the article and answer the questions. They were free to research any questions that were not answered by the article. I’ll discuss the outcome in another post. Just color me impressed!

Bye for now!

Techy Me! or Challenge Accepted!

Dear Readers,

I work at a Blended Learning School. It’s a format that combines technology with traditional learning. When I took the job I was so out of my league. However I issued myself a challenge to get into that league. CHALLENGE: Learn and incorporate as much technology into the classroom as possible within the next couple of months. At the time I was hired, I hadn’t used much technology in the classroom except my classroom blog and iFilm.

However, I knew at this school I had to step up my game. So, I did! I accepted the challenge. Not only that, I saw the challenge and upped the ante a bit.

Usually, I can’t see my progress as it’s happening. However, in an earlier post, I briefly wrote about my Quickening process (click here). I also wrote about some of the programs I was using (click here). If I can think of anything else, I’ll post it. For now, here are the programs I’ve learned.

• Kahoot! online quiz program that automatically compiles correct & incorrect answers for me,
• Edmodo to post my power points, make quizzes, and display instructions,
• Haiku, used by our SpEd. department,
• Pinnacle to take roll & track grades,
• Class Dojo for behavior management,
• my school website to upload digital agendas,
• my other school website to download important documents & answer PD surveys,
• Google docs,
• Google sheets,
• Google forms,
• Google slides
• Online stopwatch for tracking time,
• Weebly website to post links and work from core classes.

Not sure, but I think that’s all. One last thing I’m very proud of is how I’m using Google sheets to make my exit slips for the month. I was using Google forms to send them daily, but discovered it was quickly filling up my Google drive and causing too much work for me. I knew I needed to find an easier and more efficient way to get the job done. I played around with Google sheets and figured out how to do it. Happy to say that I’m no longer creating daily exit slips; I’m now creating them monthly. If you’d like to know how, shoot me an email @ specialedandme@gmail.com.

 

 

Myself, as Facilitator!

Dear Readers,

I’ve decided to put the onus on my students, as far as throwing the ball back in their court, in regard to their education. Last semester I was wearing myself out doing the bulk of the work for my students. Well, I went to a charter-wide PD and got some great ideas. One of the ideas was to have extended time on assignments on an as needed basis instead of automatically giving the students extra time.

photo credit: http://www.masterfulfacilitation.com/admin/userfiles/images/Facilitator%20toolkit.jpg

You see, the proposed change is threefold!

First, as I stated earlier, the onus is on the students. The students have matured so much in the past semester. I’m not sure if I would have tried to implement these changes at the beginning of the school year.

Secondly, the students will take more accountability knowing that they have to meet deadlines. This is actually a life lesson. Although students can take their IEPs with them to college and most colleges do honor them, the fact of the matter, is that they don’t have to. So, the sooner the students learn to stick to deadlines, the better.

Thirdly (I was thinking of this before I went to the PD), having the students take more responsibility frees me up to act as facilitator, further helping them to mature and take responsibility since they are basically in charge of their own learning.

About That Kid!

Dear Readers,

Here is a great read about “that kid” in your child’s class who disrupts, hurts your child, and hits other children, among other things.

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/11/14/teacher-to-parents-about-that-kid-the-one-who-hits-disrupts-and-influences-your-kid/

My Threshold!

Dear Readers,

I discovered something about myself last night. It was always my belief that I could take a nap later in the day in order to last long into the night. Well, I discovered that I was wrong. Even though I took a long nap and woke up at 7:30 p.m., I still tapped out about 10:30. I thought I could write and complete other work, but realized that I’d reached my threshold. I was beginning to do Midnight thinking. That’s when I realized that I needed to throw in the towel.

-Signed, No Longer in Denial!

 

***WATCH THE VIDEO from 19:17-19:37- This is what my writing is like when I’ve reached my threshold.***

 

 

So Much To Write About!

Dear Readers,

Usually at the end of the year I have what I call The Quickening. For those of you who are not Syfy fans, that’s a reference to the movie Highlander. In the movie there are beings- Immortals- who are fighting for the right to be “The Only One.” In order to be the only one, the Immortals hunt each other down, fight to the death with swords and chop off the other Immortal’s head in order to claim their knowledge (usually hundreds of years), which comes out in the form of violent lightning that engulfs the victor & literally deposits the knowledge in the victor’s head. Well, I said all that to say that’s how I feel. The only thing is that I usually feel this at the end of the year when I’ve had time to process and sort through everything I’ve learned up until that point. My new job is so intense and so all encompassing that I feel The Quickening now. What’s even stranger is that I felt it as it was happening. I even helped encouraged the process.

At the beginning of the school year I could tell that I was in for quite an experience; I could feel it. There seemed to be magic and a sense of the possibilities in the air. I could feel that this job could be what I needed and more. I have my church’s breakfast banquet to attend, so I will write more later about my Quickening.

 

Resource Lab, Final Part 2!

Dear Readers,

The finals went very smoothly. I was able to see in real time who did or did not complete it. One con: it would have been easier to have a paper final. I was so in love with the idea of a paperless final that I didn’t stop to think it all the way through. Unless I can think of a better plan, next semester I think I’ll give a “paper” exam. I’ll keep you updated!

Knocked it Out the Park!!!

Dear Readers,

I’m not sure why I’m surprised that I knocked the ball out the park with my latest PD that I presented with my co-teacher. Presentations are my strong suit. So, it should have come as no surprise.

The purpose of the PD was to explain what Passports are and how they’re related to the IEP. Let me explain what Passports are. They’re documents created by my charter school organization that include the student’s lexile level, present level of performance, and goals for the GenEd teachers to use in their planning.

Well, the Passports were updated and given out during the first month of school. However, when they were given out, only 3/4 of the SpEd staff was present. The 11th/12th grade teacher was absent because his son was having medical complications, my assistant was on her honeymoon, and I had a PD to attend at the home office. I said all of that to say that we were unavailable to explain to the GenEd teachers how to use them. Needless to say, some of the teachers weren’t using them because they didn’t know how.

To help the GenEd teachers, we (the SpEd staff) created an AT-A-GLANCE spreadsheet for 9th-12th grade that listed important accommodations across the top, students names down the left hand side of the spread sheet, and then checked off which students received which accommodation. I, along with my co-teacher, explained all of this to the teachers. They were very grateful. They asked many questions and received clarification on questions they had.

My A.P. even sent me the results of the PD survey. The results were overwhelmingly positive. I have to say that the best thing to come out of presenting the PD was the teachers’ understanding that the IEP is a legal document because I kept hammering it home. Whenever someone asked a question about accommodations, I related it back to the IEP being a legal document. They got it!

I’ll keep you updated on further PDs. Bye for now!

Nerdy Me!

Dear Readers,

I feel like such a nerd!

“Why?,” you ask.

Well, I’ve just recently learned Google docs, Edmodo, Kahoot!, and a host of other online & tech programs I was previously UNable to use. Well, I spent the better part of Saturday morning organizing my Google docs, making folders for them and being happy doing so.

One of my favorite things to do is have my students share their work with me via Google docs. On Friday I was actually editing my student’s work as he was working on it across the room. One thing I like about Google docs, forms, & sheets is how it’s real time. One other thing I’m really enthused about is Google forms. Over the Veteran’s Day four day weekend, I took that time to create my monthly self-assessments for the rest of the year with Google forms. I couldn’t believe how easy it was. Since my decision to go paperless, I’ve been so gung-ho about all things tech, and I am loving it!

Dear Readers, what are you doing to incorporate technology into your classroom? Drop me a line and let me know!

Happy Me!!! Part…I Don’t Know

Dear Readers,

I’ve written so many posts entitled “Happy Me” that I’ve lost count. That’s not as important as why I’m happy, so I won’t even harp on them. I’ll get to why I’m so happy. I’m so happy because I’ve had a very stressful couple of weeks and I didn’t fall apart. Usually I would have gotten sick or at least taken a day off. I probably would have complained without ceasing to my husband. I mean the list could go on. The beautiful part is how I handled it. Can is just say that I handled it like a champ? Yes, I’ll say that I handled it like a champ. I did not crack. I did not complain. In fact, I stepped up my game and became even more organized. I created templates and lists for my most important tasks. Today, I began organizing my binder that first year teachers can use. It really would have come in handy this year if I would have had it. I can probably still use it next year. I’ll keep you updated. Bye for now!

Detox Time!

Dear Readers,

I’ve been so overly busy the past couple of weeks that I have not had time to detox. One of the main reasons is that my classroom is never empty. I have the class for 1st & 2nd period; the 11th/12th grade Resource Teacher has it 3rd & 4th, and the Spanish teacher has it 5th & 6th. Not to mention that the Spanish teacher tutors on Mondays & Tuesdays. On Wednesdays, we have PDs; on Thursdays, I have tutoring; Fridays are free, but who wants to stay on Friday, right? Couple all of this with the many demands of my church and you have a very burnt out me.

Because of all this, I’ve bee feeling like I could star in one of the  Snickers commercial because I wasn’t myself. I could not center myself, so I stole some time today. There’s a storage closet on the 2nd floor that no one’s using W-F. This will be my go-to spot when it’s not in use because I am so refreshed. I took lunch + my prep period = 2.5 hours. When I tell you that I emerged sooooo refreshed from the storage closet, I mean it. I was able to think clearly. Now I can think of solutions to problems I’ve been having. So, let me get to it. Bye for now!

(Almost) No NPs!!!

Dear Readers,

I’m very happy about my students receiving almost no NP’s! I checked grades last week before report cards were due and last night at parent conferences. Almost all of the parents were happy. Most of all, my students were happy.

After performing grade checks today with my 9th graders, we got down to the nitty gritty- I asked them three questions. I first asked them if they were pleased with their grades. After their response, which were positive by the way, we looked at the grades and the reason for the NP’s. I then asked them if they could have done more to get better grades. They agreed that they could have been more diligent. Lastly, I asked them what their next steps were; moving forward, how were they going to do better and get C’s or better!

I don’t remember all of the grades, but, overall, there were great improvements. One student was happy with receiving 2 NP’s because she was down from 4. We celebrated her success. Another student saw how messing up on one test caused her to get an NP. I told her how I’ve seen her looking at herself in the iPad, combing her hair, talking, and just generally not paying attention or doing her work in class. She nervously smiled and said she would do better. I really hope she meant it. Seeing the grades every week seems to be having a positive effect on them. I’m quite happy with the results, but there is still room for improvement.

We’ll see how things go for the next 5 weeks. I’ll keep you updated. Bye for now!

Welcome September!

Dear Readers,

September is upon us. Usually tomorrow would have been my first day of school. However, since I work for a school with an extra month of school, I am already completing report cards. I would have preferred for tomorrow or Wednesday to be my first day of work, but that’s not my reality.

As it stands, I am stretching myself further than I ever have. I am more organized than I’ve ever been, I’m free to use the restroom since I’m walking around a lot, I’m free for 2/3 periods a day for me to push in. Right now, I am loving my job.

I am going to use an old cliche from church- I’m not where I should be, but I’m not where I used to be. I thank God that I have a job that I adore,  I’m getting closer to being the person I want to be, I’m making more money than I’ve ever made, I’ve got a new car (2014 Nissan Altima), and most importantly, I’ve got a new attitude.

I say this because just a couple of minutes ago, before I started writing this post, I began to get overwhelmed because I realized I wasn’t managing my time as wisely as I could have been. Normally it would have made me depressed and/or anxious. However, since I’ve been working on my approach to problem solving, I’m learning to assess the situation and look for a solution. I’m so proud of myself. For this reason, I am happy to welcome September because I am welcoming more than a new month. I am welcoming a new ME!!!

No Sunday Night Blues Today!

Dear Readers,

This time last week, I had the Sunday night blues! BAD!!!! I was so super stressed out that I thought I was going to burst a blood vessel. I’m really not kidding. It was because I didn’t know what to expect, didn’t know if I had enough material. I. JUST. DIDN’T. KNOW!

Now that I have a whole week under my belt, I am much better. I had a very relaxing weekend, went to Lakeshore, finished school shopping with my daughter, visited my sisters and my nieces and their children, relaxed, watched a couple of movies, etc. All things that I couldn’t do last weekend on account of the stress.

I figure I’ll be very comfortable with this whole process in about 2 months. by the time I will not have to bring work home. I will utilize my assistant who’s very efficient. I’m under the gun right now, but I am looking forward to very productive and exciting year. Here’s to expectations!

No More Interviews!!!

Hello Dear Readers,
In the past month, I have been on six (count ’em, 6) interviews! At this point I am tired of interviewing. Yesterday was my last interview. I already had five job offers on the table and didn’t want to interview anymore. I simply didn’t. Just like 8 was enough, six was enough!
I went to the last interview anyway. Just to see! Well, guess what happened with that one? I accepted the job.
The funny thing about the job that I accepted was that I was passing by the site the other day with my daughter and said, “Wouldn’t it be funny if I worked there since it’s right by your school?”
“Yes,” she said.
Of all the job I was offered, this was my second choice. I wanted the job with Green Dot because of the room for advancement, the pay, I really liked the administration, and most importantly-the free health insurance.
The two reasons I didn’t want to accept my current job was because of the insurance cost (not free) and no pay in the summer. What it all equates to though is bigger paychecks that I need to manage well.
The reason I accepted is because my daughter, Phillise (12)-being the big almost 7th grader that she is-wanted more freedom. She feels that I shelter her too much. (I do, but that’s besides the point!)
Her school is about 6 blocks from where I will be working. So, my plan is to either drop her off at school, or go early and let her walk the six blocks to her school, with her texting me once she gets to school.
I always felt I was not spending as much quality time with her because I was always working to provide. Now I get to spend more time with her and my youngest son, David (16) + my older sons, Sam (24) & Dakota (23).

Reasons for and against accepting the job:
Cons: No summer pay, I have to pay for insurance, I have an extra hour of work more than I did before, I couldn’t take my 1st choice job because the travel time was about an hour each way.

Bonus: I get to spend more time with my children, I make a lot more than I did working at the Catholic School.

That is my post for now, Dear Readers. I am tired since I was out with my friend, Danika, who took me out for an early birfday brunch. So, I will update you more on the interviewing process. It was taxing. Bye for now!

Common Core State Standards explained

Dear Readers,

Here’s a link to explain the Common Core standards in a nutshell, in about 3 minutes. Enjoy!

http://vimeo.com/51933492

Jokes that teach!

Hello Dear Readers,
When I received an email for Trevor regarding a site with jokes that teach, I didn’t know what to expect. I checked it out and was pleasantly surprised.
Here’s a sampling of some of the jokes on the site:

Why are chemists better at solving problems than physicists?

They have all of the solutions.

Why can’t you trust atoms?

They make up everything.

I thought the jokes were pretty cute. Here’s the website to check it out if you so desire: http://jokesthatteach.com
Bye for now!

The Real Reason why children fidget! by Angela Hanscom

Dear Readers,

I found this excellent article that purports to explain why children fidget. Read this and see if you agree. Enjoy!

WHY CHILDREN FIDGET: And what we can do about it
Angela Hanscom – Thursday, June 05, 2014

A perfect stranger pours her heart out to me over the phone. She complains that her six-year-old son is unable to sit still in the classroom. The school wants to test him for ADHD (attention deficit and hyperactivity disorder). This sounds familiar, I think to myself. As a pediatric occupational therapist, I’ve noticed that this is a fairly common problem today.

The mother goes on to explain how her son comes home every day with a yellow smiley face. The rest of his class goes home with green smiley faces for good behavior. Every day this child is reminded that his behavior is unacceptable, simply because he can’t sit still for long periods of time.

The mother starts crying. “He is starting to say things like, ‘I hate myself’ and ‘I’m no good at anything.’” This young boy’s self-esteem is plummeting all because he needs to move more often.

Free Summer Reading Rewards for Kids

Dear Readers,

I found this information on summer reading programs.

https://chachingonashoestring.com/2014/05/07/best-free-summer-reading-rewards-programs-for-kids/#_a5y_p=1644930

The Good, the Bad, & the Ugly!

Dear Readers,

I’ve been reading my last couple of posts and it feels as if I haven’t been completely honest with you. I’ve only written about the good part of working with children in an NPS (Seeing results). Well, if any of you know anything about working in an NPS, it is that it is not pretty. I hadn’t written about it because I didn’t want to throw a pity party of one for myself. So, what I’m going to do is get out what I think and try not to revisit it. I can’t make any promises though.

Here’s what’s good:

• The food in the cafeteria is fantastic.
• I see my hard work paying off with a couple of students.
• Students leaving and returning to public school.
• Keeping hope alive.
• NPS almost always get out earlier than public school.
• They have many enrichment activities.
• Some kids do appreciate me.
• Some kids do have my back.
• I have and will do my best for those who want the help.
• I make way more money here than I did at my other job.
• It’s closer to my house.
• I can sometimes pick up my son & daughter.
• I don’t bring work home because of my prep periods.
• I love the staff.

Here is the bad & the ugly:

The Best Complaint Ever, Part 2

Dear Readers,

Do you remember last week when I wrote about one of my students who was upset and complained to the Director of the school because I was trying to teach them & reading to them? Well, today, as I was writing the agenda on the board, he asked about Story time.

“Miss, how come you don’t read to us any more?,” he asked.

I told him that the class is too rowdy and noisy and no one  can hear me read.

“Okay, so if we’re quiet, you’ll read to us?,” he asked.

I told him that I would, so he proceeded to shush the students. Now, let me make it clear. This “kid” is the tough guy of Middle School. For him to shush the kids so that I could read Lulu’s Hat by Susan Meddaugh was really saying something. So, although I wasn’t planning on reading it, he shushed the class and got them quiet, so I read two chapters to them. Guess what? They were actually quiet.

How’s that for progress?

Middle School Writing Prompts

Dear Readers,

Here’s a site where I’ve found 180 Middle School writing prompts.

http://www.dailyteachingtools.com/journal-writing-prompts.html#1  (1-45)

http://www.dailyteachingtools.com/journal-writing-prompts.html#2 (46-90)

http://www.dailyteachingtools.com/journal-writing-prompts.html#3 (91-135)

http://www.dailyteachingtools.com/journal-writing-prompts.html#4 (136-180)

I’m going to look for more and post later. Bye for now!

Handwriting: What Is Normal?

Dear Readers,

I found this great article on Reading Rockets about handwriting, and how to know whether or not your child’s is normal. I thought  it was wonderful as it gave handwriting milestones from Pre-K–3rd grade. Also, it’s a little known fact that poor handwriting and learning disabilities sometimes go hand in hand.

I highly recommend this article. If you’d like to read, here it is: http://www.readingrockets.org

Learn to Recognize Sensory Processing Disorder

Dear Readers,

I’ve always had a hard time with Sensory Processing Disorders. I’m not sure why, but I did. Since I didn’t understand it, I researched, researched it, then researched it some more. This site has a pretty simple explanation. Check it out @:

http://www.sheknows.com/parenting/articles/948439/learn-to-recognize-sensory-processing-disorder-symptoms

Learning Formula

Dear Readers, I was talking to my husband today about learning and if there’s a formula for it. That’s what jogged my memory regarding a formula I came up with. It’s pretty simple & straightforward.

Here it is: Learning the information + Making a connection with the information (internalizing the information)+ Application of the information= Synthesis of information.

If you’re a teacher, have you found this to be true? Let me know what you think!

25 Things Successful Educators Do by Julie DeNeen (21-25)

Dear Readers,

Here are the last 5 parts:

21. Successful educators bring fun into the classroom

Don’t be too serious. Some days, “fun” should be the goal. When students feel and see your humanness, it builds a foundation of trust and respect. Fun and educational aren’t mutually exclusive either. Using humor can make even the most mundane topic more interesting.

22. Successful educators teach holistically

Learning does not happen in a vacuum. Depression, anxiety, and mental stress have a severe impact on the educational process. It’s crucial that educators (and the educational model) take the whole person into account. You can have the funniest and most innovative lesson on algebra, but if your student has just been told his parents are getting a divorce, you will not reach him.

23. Successful educators never stop learning

Good teachers find time in their schedule to learn themselves. Not only does it help bolster your knowledge in a certain subject matter, it also puts you in the position of student. This gives you a perspective about the learning process that you can easily forget when you’re always in teaching mode.

24. Successful educators break out of the box

It may be a self-made box. “Oh I could never do that,” you say to yourself. Perhaps you promised you’d never become the teacher who would let the students grade each other (maybe you had a bad experience as a kid). Sometimes the biggest obstacle to growth is us. Have you built a box around your teaching methods? Good teachers know when it’s time to break out of it.

25. Successful educators are masters of their subject

Good teachers need to know their craft. In addition to the methodology of “teaching”, you need to master your subject area. Learn, learn, and never stop learning. Successful educators stay curious.

About Julie DeNeen

Julie DeNeen has her bachelor’s degree in Clinical Psychology from the University of New Haven. She spent several years working for a local Connecticut school at the district level, implementing new technologies to help students and teachers in the classroom. She also taught workshops to teachers about the importance of digital student management software, designed to keep students, parents, and teachers connected to the learning process.

Cited From: http://www.opencolleges.edu.au/informed/features/25-things-successful-educators-do-differently/#ixzz2c2X1MMnB

25 Things Successful Educators Do by Julie DeNeen (16-20)

Dear Readers,

Here are the next 5:

16. Successful educators welcome change in the classroom

This relates to the above tip, but in a slightly different way. Have you ever been so bored with your house or your bedroom, only to rearrange it and have it feel like a new room? Change ignites the brain with excitement and adventure. Change your classroom to keep your students on their toes. Simple changes like rearranging desks and routines can breathe new life in the middle of a long year.

17. Successful educators take time to explore new tools

With the advance of technology, there are fresh new resources and tools that can add great functionality to your classroom and curriculum. There is no doubt that the students you are teaching (far younger than you) probably already have a pulse on technologies you haven’t tapped into yet. Don’t be afraid to push for technology in the classroom. It is often an underfunded area but in this current world and climate, your students will be growing up in a world where technology is everywhere. Give them a headstart and use technology in your classroom.

18. Successful educators give their students emotional support

There are days when your students will need your emotional support more than a piece of information. Connecting to your students on an emotional level makes it more likely that they will listen to your counsel and take your advice to heart. Students need mentors as much as they need teachers.

19. Successful educators are comfortable with the unknown

It’s difficult to teach in an environment where you don’t know the future of your classroom budget, the involvement of your student’s parents, or the outcome of all your hard work. On a more philosophical level, educators who teach the higher grades are tasked with teaching students principles that have a lot of unknowns (i.e. physics). How comfortable are you with not having all the answers? Good teachers are able to function without everything tied up neatly in a bow.

20. Successful educators are not threatened by parent advocacy

Unfortunately, parents and teachers are sometimes threatened by one another. A teacher who is insecure will see parent advocacy as a threat. While there are plenty of over-involved helicopter parents waiting to point out a teacher’s mistakes, most parents just want what’s best for their child. Successful educators are confident in their abilities and not threatened when parents want to get into the classroom and make their opinions known. Good teachers also know they don’t have to follow what the parent recommends!

25 Things Successful Educators Do by Julie DeNeen (11-15)

Dear Readers,

Here are the next 5:

11. Successful educators are reflective

In order to avoid becoming the stuck and stubborn teacher, successful educators take time to reflect on their methods, their delivery, and the way they connect with their students. Reflection is necessary to uncover those weaknesses that can be strengthened with a bit of resolve and understanding.

12. Successful educators seek out a mentor for themselves

Reflective teachers can easily get disheartened if they don’t have someone a bit older and wiser offering support. You are never too old or wise for a mentor. Mentors can be that voice that says, “Yes your reflections are correct,” or “No, you are off because….” and provide you with a different perspective.

13. Successful educators communicate with parents

Collaboration between parents and teachers is absolutely crucial to a student’s success. Create an open path of communication so parents can come to you with concerns and you can do the same. When a teacher and parents present a united front, there is a lower chance that your student will fall through the cracks.

14. Successful educators enjoy their work

It is easy to spot a teacher who loves their work. They seem to emanate contagious energy. Even if it on a subject like advanced calculus, the subject comes alive. If you don’t love your work or your subject, it will come through in your teaching. Try to figure out why you feel so unmotivated and uninspired. It might have nothing to do with the subject, but your expectations. Adjust them a bit and you might find your love of teaching come flooding back.

15. Successful educators adapt to student needs

Classrooms are like an ever-evolving dynamic organism. Depending on the day, the attendance roster, and the phase of the moon, you might have to change up your plans or your schedule to accommodate your students. As they grow and change, your methods might have to as well. If your goal is to promote a curriculum or method, it will feel like a personal insult when you have to modify it. Make connecting with your student your goal and you’ll have no trouble changing it up as time moves on.

Cited From: http://www.opencolleges.edu.au/informed/features/25-things-successful-educators-do-differently/#ixzz2c2aYUPFe

25 Things Successful Educators Do by Julie DeNeen (6-10)

Dear Readers,

Here are the next 5:

6. Successful educators expect their students to succeed

This concept is similar for parents as well. Students need someone to believe in them. They need a wiser and older person to put stock in their abilities. Set the bar high and then create an environment where it’s okay to fail. This will motivate your students to keep trying until they reach the expectation you’ve set for them.

7. Successful educators have a sense of humor

Humor and wit make a lasting impression. It reduces stress and frustration, and gives people a chance to look at their circumstances from another point of view. If you interviewed 1000 students about their favorite teacher, I’ll bet 95% of them were hysterical.

8. Successful educators use praise smartly

Students need encouragement yes, but real encouragement. It does no good to praise their work when you know it is only 50% of what they are capable of. You don’t want to create an environment where there is no praise or recognition; you want to create one where the praise that you offer is valuable BECAUSE you use it judiciously.

9. Successful educators know how to take risks

There is a wise saying that reads, “Those who go just a little bit too far are the ones who know just how far one can go.” Risk-taking is a part of the successful formula. Your students need to see you try new things in the classroom and they will watch closely how you handle failure in your risk-taking. This is as important as what you are teaching.

10. Successful educators are consistent

Consistency is not to be confused with “stuck”. Consistency means that you do what you say you will do, you don’t change your rules based on your mood, and your students can rely on you when they are in need. Teachers who are stuck in their outdated methods may boast consistency, when in fact it is cleverly masked stubbornness.

Cited From: http://www.opencolleges.edu.au/informed/features/25-things-successful-educators-do-differently/#ixzz2c2b5wOIa

25 Things Successful Educators Do by Julie DeNeen (1-5)

Dear Readers,

Since I have the time in summer, I read, read, and read some more. That’s how I found this little gem by Julie DeNeen of inform(ED). To make it easier to digest, piece by piece, I will break it into five parts. Here are the first five:

1. Successful educators have clear objectives

How do you know if you are driving the right way when you are traveling somewhere new? You use the road signs and a map (although nowadays it might be SIRI or a GPS). In the world of education, your objectives for your students act as road signs to your destination. Your plan is the map. Making a plan does not suggest a lack of creativity in your curriculum but rather, gives creativity a framework in which to flourish.

How to get students to follow directions the first time

Dear Readers,

I came across this very nice post, written by Angela Watson. It’s nine tips to get your students to follow directions the first time. I’m going to use them. Here’s her entire article. However, if you’d like a look-see, here’s the link:

Since this is the beginning of the school year, I know you haven’t reached the point in the school year where you’re having some moments when you feel like you’ll lose your mind if you have to repeat yourself one. more. time. And that’s perfectly normal. A big part of a teacher’s job is teaching students to listen, follow directions, and be self-directed and independent in their work, and that means LOTS of repetition and reinforcement. It can be exhausting, for sure, so here are some tips to help kids listen to your directions and follow them the first time:

Making a Better Classroom Store!

This post is in regard to striving to be better. I recently read an article about classroom jobs. More specifically, making the children apply for the jobs. I went on over to Beth Newingham’s blog + a couple of others in the blogosphere and am definitely making the process of buying from my classroom store better.

Some of the best advice on setting up a classroom store came from Beth Newingham’s Scholastic blog. I have to say that I never thought of my classroom store and monetary system as a classroom economy. I guess I never put a name to it. Additionally, I never thought to write a lesson plan for this. I simply implemented it through trial and error. However, I will now write a Unit Plan for it.

Next year I am going to “steal” Beth’s idea of having a grand opening. She made a good point when she said to make the “bank” look the way students are used to seeing them.

When I initially set up this system, I didn’t see how this system could work for older, more knowledgeable students. But, as I sat down and thought about it, this system could be made to fit a middle school or even high school classroom. If you have a middle school or high school classroom and would like to brainstorm on how this system could work for you, email me @ specialedandme@gmail.com

The most helpful piece of advice was when it came to stocking the classroom store. Here’s a breakdown:

http://www2.scholastic.com/browse/lessonplan.jsp?id=322

How Cocoa Cola is Made?

Dear Parents,

Today in  class, we were discussing states of matter and the students wondered about soda. So, I found this link to show how Cocoa Cola is made.

Here’s the link to see how Cocoa Cola is made: http://www.youtube.com/watch?v=9OGLpvbdE9k

I Passed, Part II

As the title states, I passed the R.I.C.A. I am over the moon happy. I cut it very close. I just got the results last night. I just exhaled again. Now, all I need are my final grades. Once I see those, the rest of my vacation will be spent relaxing. Final grades come out tomorrow. I have much to write about, but will not write about it now because I am going to pick my little boy up from school in a little bit. I will keep you updated though. Bye for now!

Leila

MISSION IMPOSSIBLE: FAILURE is NOT an option!

Dear Readers,

The last three weeks have been a whirlwind of test taking and super business! Within the past three weeks I took and passed the C.S.E.T., took and passed the R.I.C.A., completed & submitted my final project, wrapped up my pilot program at work, & finally submitted my portfolio for the whole program at the very, very, very last minute. WHEW!!!!! I honestly didn’t think I could do it. I came so close to giving up on my literature review, but since failure was NOT an option, I persevered. So, the word of the day is PERSEVERANCE. That word means so much to me.

It didn’t matter what grade I got in classes; the most important thing was that I finished. I FINISHED!!! In the past, I started so many projects that I never finished. They were just left sitting on a backburner that never got lit! That, however, will be my post for tomorrow. Bye for now!

Six Asperberger Traits

Here’s a video detailing the six Asperberger traits:

How to Help Your Student with Auditory Processing Deficit/Disorder

Dear Readers,

I have a confession to make. Ever since I started in Special Education, I’ve had nagging questions about Auditory Processing that no one could seem to answer. Quite frankly for the longest time, I really did not understand it at all or how to help those who has the deficit/disorder. It was all so confusing. Well, here’s an article I read that explains how to help your student who has an auditory processing deficit.

Kit Richert, Ph.D.

What in the world is an auditory processing disorder anyway?

Specific Learning Disabilities come in several varieties, but probably the most common is a disorder of auditory processing. Nearly all students with reading disabilities will have their delays rooted in an auditory processing disorder.

Auditory processing is not hearing, its what you do with what you hear.

Your student with an auditory processing disorder may exhibit some of the following processing problems: