Parent/ Teacher Conferences

Today was parent/teacher conferences and it seemed weird being on the "teacher" side of things. The other Intern at my school and I set up a Professional Development table in the hallway and she stayed at the table for most of the night, because I had conferences. My mentor teacher told me that I needed to be at all the conferences because I have been with the students for the same amount of time she has. During the conferences my mentor teacher would look at me and ask if I had anything to add to what she was saying or if I should explain what she was trying to say in a different way. In one case, the student responds better to me, and I have somewhat taken this child "under my wing". During this conference my mentor teacher said "I think Ms. Kulchock can explain the situation because she is dealing with him the most". This really made me feel like apart of the classroom and like what I had to say mattered. In another conference, the mother said "oh you are the famous Ms.Kulchock, that's all my daughter talks about". This made me feel extremely important and truly apart of the classroom. Throughout this whole night all I could think of was how in my tutor year I didn't feel like I was a part of the community at all, and now I feel like this is the only place I belong!

Standing my ground.

While teaching my math RTI class, my students were being extremely loud and talking over me. I began by giving them warnings, starting out my voice soft but affirmative. Next I tried giving them another warning just a little more loud and harsh. After, my students continued to talk and ignore me. I then made students clean up the game we were playing, right in the middle of it. Students seemed confused and began to give each other odd looks. As I walked around collecting student materials many of them tried to talk with me. As hard as it was I just ignored them (my mentor teacher had done this in the beginning of the school year). Students then got somewhat more quiet but some were still talking. I then went over and picked up the worksheets I had run off for "emergency" situations. I then passed these out and began doing something else. Students became very confused. Students began calling out "can we work with partners" and I just continued to ignore. At the end of time I explained to students that they needed to hand the worksheets to me on their way out. Many students handed me their worksheets and said "I'm sorry" and one student even said "it makes me sad to see you sad". At this moment I knew I had "accomplished" my goal. As much as it made me sad to ignore my students and to stop playing a game in which we were all having a good time, it was something I had to do. My students were not responding to me being nice and giving them gentle warnings so I had to take action. My mentor teacher even told me my actions were completely necessary. I'm truly glad that I was able to stand my ground... I have a feeling these students are going to be much more complient with what I am asking.

Teaching all day!

On Thursday morning I got an unexpected call from my mentor teacher. She had explained that she injured herself and would not be at school that day. She couldn't get ahold of the subisute that is usually in the classroom when my teacher is out, so there was a new substitute when I arrived in my classroom. She asked what parts of the day I was teaching and I explained to her what I was teaching, but that I felt comfortable enough to teach most of the day if she would like me to. She was much appreciative and allowed me to teacher the whole day. I realized how appreciative I am of my mentor teacher because she is so organized. Every night before she leaves work she gets out the materials that she is going to need for the next day. She also opens her lesson plan book so it is right to the next day. Also, my mentor teachers lesson plans are so detailed that it paints a clear picture of what she was thinking about doing that day. I think it also helps that I have been in the classroom since day 1 so I have a full understanding of how the day runs. I think this is an extremely important quality to have when teaching. You have to be organizesd and prepared for anything that could possibly happen from day to day. When you leave your classroom for the night, anything could really happen. You just never know what will happen before the next morning arrives. If you are prepared for anything to happen, then having to call off unexpectantly isn't so horrible for the person coming into your classroom.

PDS Visitors

On Thursday my PDS had some visitors in the hallways. RESA and the State Department were in the school observing because my PDS was named a focus school due to the gap in achievement in special education students and general education students. These visitors were observing the whole day and then they will take what they find and make suggestions for how the school can improve. I see how this can be helpful for my PDS but I also see how people could get the wrong impression of how our school is run. For example, we knew that these people were going to be in the building on Thursday; so everyone had the opportunity to plan "exciting" lessons, put art on the walls, and dress professionally. I think if they wanted a clear picture of how the school is really run, they should have come on a day in which the teachers didn't know what was going on. During the day we had people coming in and out to observe teacher and to interview students. Each grade level was required to meet in one specific room during their planning period. A representative came in to interview everyone. This person asked many questions about how my PDS is run and what teachers would like to see change. Many of the teacher expressed that they really do like the way things are run and that there is a good administration/teacher relationship. Everything was running smoothly until the topic of Special Education was brought up. Not everyone was "happy" about how inclusion is run in the 5th grade. However, everyone just pointed fingers at the special education teacher. I agree that the way this person does things isn't the greatest, but I also believe that if you do not like the way things are going then you should have a conversation about it. Instead, this particular teacher was thrown under the bus. I'm really nervous how this all "plays out". The RESA people are going to give a report to our administration and then they will give staff the information in November. I think that this is a good thing for my PDS but I just think they way people went about their concerns was not the most professional. If you aren't happy with something then I believe you should take proper steps in order to make the situation better. Throwing co-workers under the bus isn't the most appropriate way.

Lunch "Friend"

Today was an early release day at my PDS. This means that in fifth grade, the students rotate through all of their classes in the morning. Usually the students have three classes, then lunch and recess, and then a final class. On a normal day my homeroom is the last class. When my homeroom students arrived into the classroom for class today, I noticed that one student was not acting like herself. This student was quiet and seemed extremely upset. Before class began I asked her what was wrong. She explained to me that she did not do very well on her math exam, and earned a D. At this point I asked her what would help and she said that she needed a hug. I gave the student a hug, and she broke down crying. I then asked her if she would like to go to the restroom to clean herself up. She agreed and left the classroom. The special education teacher that was in our classroom told me that if I wanted to go talk with her I could use his classroom. I went out into the hallway with the student and asked her if she would like to go talk in the classroom with me; and she said yes. When we arrived in the classroom I found her some tissues and began asking her questions about the test she had failed. She explained to me that she had studied for the test, but since it was a timed test she just ran out of time. After a brief conversation, I found out that her next test was tomorrow. Then I asked if she would like me to practice some multiplication facts with her; she answered yes. She explained that she was upset and did not feel like being around people, so I asked if she would like to bring her lunch into the classroom and she wanted to! So at lunch time, I had a friend. At first, I thought this might be a little bit awkward for the both of us, but it was truly a great time! We just talked, and I learned so much about this particular student. She really opened up to me and I feel like I understand her so much more now that I had this opportunity. This made me think if I had the time to do this with each student, I may understand them so much more than I do now. I think that this student and I both have a new respect for each other; and I'm hoping this carries over into the classroom. If students see you as a real person, who cares, then I feel like they will be so much more likely to open up to you. I think that I learned something today from this student, something that I will truly never forget. All this student needed was someone to show that they cared; and today, that person got to be me!

Getting to know the students

Today we had a presentation in the afternoon, at 1:30. This is usually when we have our 4th period so my mentor teacher and I had just assumed that we would miss 4th period and have double time on Monday during skills (skills hasn't started yet). This morning the other teachers said that we would just have shortened periods making all four periods squeeze in before lunch. The teachers made a huge deal that students would not get recess in so they would have to have a shortened one and stay inside. Fourth period came and went and my class was ahead of schedule. My mentor teacher looked at me and said "wanna go outside for a long recess". Being that it was Friday and an extremely beautiful day we went out. Just by looking out onto the football field you could tell this was exat,y what they needed. Some girls asked if I would walk along the track with them so I agreed. I'm so happy I did this... The kids really opened up to me. You could tell they didn't see me as an intimidating teacher but just a friend who truly wanted to get to know them. Lasted today there was a misunderstanding with one of my students and the school counselor. After, I could tell the student was upset so I asked him what was wrong... After many try's the student would not yet me know. I finally told him that be could come to me no matter what, and whatever he said to me would always just stay with me. The student then opened up and let me know what was wrong. In both these cases I am so happy that my students feel comfortable around me, and I'm so glad I'm getting to know them. I think doing this outside the classroom will help the students respect me inside the classroom.

Riding Bus #99

For one of the "get to know your community" activities on the final rubric, I decided to take a ride on a school bus after school. I brought this idea up at our PDS collaboration meeting last week. The principals thought it was a great idea and said they would make all arrangements. They only question they had was what bus I wanted to ride. Before this meeting I had done some research and decided that I wanted to ride bus #99. This bus travels to the lower income area in Bridgeport and has many students with behavior issues who ride it. I told the administration that I would like to ride this particular us and everyone in the room literally laughed at me. They said that this bus was rough and they high discouraged it. I brought up the fact that this bus heads to the lower income area of our school. Everyone agreed that it would be good for me to see. So the assistant principal set it  and yesterday I rode bus 99! When I got on the bus the bus driver greeted each student and sat them down in seats. Then she told the kids the rules; sit in your seat, if you put down a window you need to put it up before you leave, no loud voices, and no food. After we went to the middle and high school and the bus driver did the same things; greeting them, seating them, and rules. The bus driver began her route and only had to talk to children about 5 times. As I was looking around the bus I did not see much misbehavior. As I looked out the window I was expecting to see horrible leaving conditions, because of what everyone warned me about. What I saw was apartment buildings, houses, and mobile homes. I was kind of confused as to why everyone was making it a huge deal. When I arrived back to the school my principal stopped and asked how it went and I told her exactly what I saw. She responded with "isn't that horrible?" I think I had to pick my jaw off the floor. To me, those weren't awful living conditions. This puzzled me all night. Finally it hit me. My PDS has an extremely high SES... So to the people that have never seen horrible living conditions apartments and mobile homes probably look terrible. It made me see how people really think in that school. I grew up in a low SES school and some of my classmates had no running water. I just think that to really see where students are living you have to go back through off the road to see the true conditions.