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!
For next week’s lesson, I will be teaching my students about Maslow’s Hierarchy of Needs & how it relates to them and their special education needs. I’m reading this great article entitled, “Maslow’s Hierarchy of Needs in an Inclusion Classroom” by Kaitlin Lutz. Here’s the link (Click here). It’s a great read and it’s written at a level that’s accessible to all of my students.
Since I have a document cam, I’m going to model annotating with them. In my school, some of the English teachers use the left side of the paper for analysis & the right sides for summary. Using my document camera, I will model how I want them to annotate the text. Of the two page article, I will annotate one page with them, while they complete page two independently & collaboratively.
Originally I had a problem with this lesson because I thought it resembled an English lesson too much. However, I spoke to my English coach and she said that it was ok since I was introducing literature into my classroom and using the English framework. Whew! That took a lot off my mind.
I hope they like it. As usual, I’ll keep you updated on their progress. Bye for now!!!
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!
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!!!