A curve ball from the public school system:
Because of high numbers in Algebra (the superintendent is getting on our principal's arse), I am being moved around. I will keep my 2nd and 3rd block Intro to Math classes and will lose my 4th block. Instead of ending the day feeling shat upon, I will take an Algebra 1-A class which, in theory, should have better behaved students. I actually got to hand pick (we have yet to see whether it will actually go through or not though) which students from my current 4th block will transfer to my 3rd block and I may even have the opportunity to bring some with me to Algebra 1-A. There are about 6 kids that would be just fine in this class I believe.
Saturday brought a high point to my experience thus far. Bridgette, a 3rd blocker who painfully fails to grasp nearly all of the material, randomly texted me while I was grading tests. "Hi, Ms. Fisher, this is Bridgette." Hmm, strange, I thought, let's see how she did on her test...a 54, o dear. The previous week I had asked this student if she could ever come in after school for tutoring - she said that she would inquire about the possibility. I texted her back, "Hey Bridgette! Great to hear from you. Have you checked with your mom about tutoring?" A short series of texts later and we have a tutoring date Wednesday from 2:30-3:15pm! I hope that 1, she will actually come, and 2, that I can help her.
Teacher workday tomorrow! YES. I have to move classrooms because of this big move in the Algebra department. I get to sleep in a bit and work leisurely tomorrow. Sweet day.
Monday, September 29, 2008
Thursday, September 25, 2008
O the weekend is near!
Shout out to mom for the delicious reminder of home in the form of cinnamon bread and to Ann for an amazingly uplifting card! You guys rock.
Riot this morning. Result: "Restricted Movement" - all students must have an escort when moving about the campus = no bathrooms, amazing.
Today I gave my students an A by letting them cheat...well almost. In front of them on their slanted, somewhat broken desks lay the key to their success on our exam tomorrow. It was the exact same test - just with different numbers. Some chose not to complete the task despite my repeated reminder that there was no excuse for not getting a 100% tomorrow because they were exposed to the precise test prior to their official attempt.
A glimpse into the chaotic and dangerous lives of some of my students - one young man failed to complete his homework the other day - when I asked why, he informed me that his brother had gotten shot the night before and he had spent the night in the hospital with his family. "I told him not to mess with selling drugs, but he didn't listen!" Concerned, I asked Ricky today how his brother was doing - still in the hospital but recovering well.
To the end of day: two of my students decided they had had enough and departed class through the window. In short, I had asked them to step outside the window for a quick second in order to collect the trash that someone in a previous class had thrown out. A student inside promptly closed the window, however, and Eberson and Oziel peaced out 5 minutes before the bell despite my requests that they regale us with their presence for a few more minutes.
Tomorrow I will administer a re-take with a little more material than last time. I hope they rock it and master these objectives!
Riot this morning. Result: "Restricted Movement" - all students must have an escort when moving about the campus = no bathrooms, amazing.
Today I gave my students an A by letting them cheat...well almost. In front of them on their slanted, somewhat broken desks lay the key to their success on our exam tomorrow. It was the exact same test - just with different numbers. Some chose not to complete the task despite my repeated reminder that there was no excuse for not getting a 100% tomorrow because they were exposed to the precise test prior to their official attempt.
A glimpse into the chaotic and dangerous lives of some of my students - one young man failed to complete his homework the other day - when I asked why, he informed me that his brother had gotten shot the night before and he had spent the night in the hospital with his family. "I told him not to mess with selling drugs, but he didn't listen!" Concerned, I asked Ricky today how his brother was doing - still in the hospital but recovering well.
To the end of day: two of my students decided they had had enough and departed class through the window. In short, I had asked them to step outside the window for a quick second in order to collect the trash that someone in a previous class had thrown out. A student inside promptly closed the window, however, and Eberson and Oziel peaced out 5 minutes before the bell despite my requests that they regale us with their presence for a few more minutes.
Tomorrow I will administer a re-take with a little more material than last time. I hope they rock it and master these objectives!
Tuesday, September 23, 2008
Aaand, another near fight!
I wrote a written statement about this super duper occurrence today, check it out:
Statement regarding the altercation between Sekina and Shawn that took place on 9/23/08 at 2:20pm.
During class a group of girls including Shawn began talking. Sekina, sitting a few feet away from the group, somehow got involved in a verbal dispute. In the beginning it did not seem more than playful banter; however, as the conversation became more heated it became clear that it might be going somewhere serious.
Both Shawn and Sekina raised their voices and exchanged curse words. Neither one moved from her desk at first. As the cursing became more aggressive and the voices louder, Shawn stood up in retaliation, threw off her jacket and approached Sekina in a confrontational manner.
At this point I was close by and got in front of Shawn – between the two students. Shawn attempted to get close to Sekina but I was able to keep them apart. Sekina stood up at one point during this; but because my back was turned, I do not know whether she stood to move away from the situation or to stand for a fight.
I pulled Shawn into the hallway, and stood in the doorway in order to keep the students separate. Shawn lightly attempted to get by me to get back in the room, but did not push me at all once in the hallway. Sekina did not attempt to rush the door to confront Shawn.
Outside the classroom in the hall, Shawna calmed down and walked down the hall away from the classroom. I believe that the dispute was over whether someone had been talking about the other behind her back. Additionally, from what I heard, this fight will likely be taken off school grounds to continue in the future.
Kathryne Fisher 9/23 2:45pm
Statement regarding the altercation between Sekina and Shawn that took place on 9/23/08 at 2:20pm.
During class a group of girls including Shawn began talking. Sekina, sitting a few feet away from the group, somehow got involved in a verbal dispute. In the beginning it did not seem more than playful banter; however, as the conversation became more heated it became clear that it might be going somewhere serious.
Both Shawn and Sekina raised their voices and exchanged curse words. Neither one moved from her desk at first. As the cursing became more aggressive and the voices louder, Shawn stood up in retaliation, threw off her jacket and approached Sekina in a confrontational manner.
At this point I was close by and got in front of Shawn – between the two students. Shawn attempted to get close to Sekina but I was able to keep them apart. Sekina stood up at one point during this; but because my back was turned, I do not know whether she stood to move away from the situation or to stand for a fight.
I pulled Shawn into the hallway, and stood in the doorway in order to keep the students separate. Shawn lightly attempted to get by me to get back in the room, but did not push me at all once in the hallway. Sekina did not attempt to rush the door to confront Shawn.
Outside the classroom in the hall, Shawna calmed down and walked down the hall away from the classroom. I believe that the dispute was over whether someone had been talking about the other behind her back. Additionally, from what I heard, this fight will likely be taken off school grounds to continue in the future.
Kathryne Fisher 9/23 2:45pm
Sunday, September 21, 2008
Quotes from week 4:
Ricky, I have asked you multiple times not to talk when I am talking, I am going to ask you to leave. "Man f*** this class" Excuse me? "Man, whatever ho." I hope I didn't just hear that. "If you heard it, I probably said it." Says Ricky as he exits the classroom.
Next day before class in the hallway, "Ricky, I didn't appreciate some of the things you said yesterday." "I apologize for that, I really do."
Later in the week, me after the class refuses to get on track. Dramatically slamming the board with my palm, "I am sick of this s***! Sit your a** down and shut up!!" Most looked genuinely frightened, finally shut up, and sat down.
On Friday the principal came and spoke with my 2nd and 4th blocks in a harsh way. It was great to get support from the administration even though it meant that my class was not on lock-down.
After a pretty rough week, my Friday ended well as a few kids came by the classroom after school to say hey. Later in the evening I attended our second home football game where I saw a few more students and purchased my first school gear. Another first: a real life high school marching band - the half-time show was greatly impressive, with dancers in glittering, colored costumes and enthusiastic trumpet players swinging their brass from side to side.
We ended up losing 27-0, but still a good time.
Many TFA people are having an incredibly difficult time. Myself included, but some much more so. On Saturday we met as a large group and talked about how things are going in terms of planning and stress levels. The fact that we had to take time to talk about stress, stressed people out. Take a whole bunch of people who are used to succeeding when they work their butt off at something and put them in a situation where they continually fail despite every effort and you get a whole lot of terribly frustrated, high-strung people.
Week 5 here we come.
Next day before class in the hallway, "Ricky, I didn't appreciate some of the things you said yesterday." "I apologize for that, I really do."
Later in the week, me after the class refuses to get on track. Dramatically slamming the board with my palm, "I am sick of this s***! Sit your a** down and shut up!!" Most looked genuinely frightened, finally shut up, and sat down.
On Friday the principal came and spoke with my 2nd and 4th blocks in a harsh way. It was great to get support from the administration even though it meant that my class was not on lock-down.
After a pretty rough week, my Friday ended well as a few kids came by the classroom after school to say hey. Later in the evening I attended our second home football game where I saw a few more students and purchased my first school gear. Another first: a real life high school marching band - the half-time show was greatly impressive, with dancers in glittering, colored costumes and enthusiastic trumpet players swinging their brass from side to side.
We ended up losing 27-0, but still a good time.
Many TFA people are having an incredibly difficult time. Myself included, but some much more so. On Saturday we met as a large group and talked about how things are going in terms of planning and stress levels. The fact that we had to take time to talk about stress, stressed people out. Take a whole bunch of people who are used to succeeding when they work their butt off at something and put them in a situation where they continually fail despite every effort and you get a whole lot of terribly frustrated, high-strung people.
Week 5 here we come.
Saturday, September 13, 2008
Ooo this is fun.
Thursday: Game plan, get 4th block in check. I resolved to make my students come into the room quietly. Standing at the door, I instructed each student who walked in to enter quietly and stand quietly at the back of the room.
After all had filed into the four walls there was much chatter in the atmosphere. I responded, "Ok, that was your first chance. Let's see if you can do it this time, everyone in the hall." Again, they stood in the hall and I asked them to enter quietly and proceed to stand quietly in the back. Once more, there was talking and laughing. "You have failed again, let's see if you can get it right this time."
By now a few students were getting fairly angry. Many were talking loudly and complaining in the hall. This attracted the attention of the assistant principal of instruction of the freshman academy. The stern, African-American gentleman joined me in compelling all students to stand silently in line next to the lockers. They were offered another opportunity to start class by entering quietly, and again they failed. It took 7 times for them to finally get it right.
One girl ended up crying of frustration and stayed in the hallway. Some students said to me, "Tiffany is still in the hallway." I was so desensitized to the drama that students bring everyday that I hardly responded, leaving Tiffany in the hallway. The next day the API (assistant principal) (who is amazingly supportive and wise) came in to chat about the previous day's happenings. At first mention of Tiffany (no names were said; yet it was clear about whom we were talking) I stiffened, worrying that Tiffany's words had turned her parents and the API against me; however, it turned out that rather than a frustration with my tactics, she had been extremely frustrated by her classmates. This brought great relief to me.
A bright glimmer from yesterday! As I went through an example of the distributive property one student, for whom normally the material we are going through is less than challenging, asked a question about the example. For about 30 seconds I explained how I distributed the -4 over the t as well as the 3. The class was silent and everyone was attentive. WOW! This must be what teaching must feel like! If only every moment could be like that one, we could get through a thousand times as much material. I am seriously concerned that we are not going to make it through all of the material this semester considering how disruptive class is.
In order to combat my worries and get students on board with learning, I am going to get a tracking chart to put on the wall. I also plan to get each student his or her personal tracking sheet so that each student can see how he or she is doing. Using these techniques I hope to instill a stronger sense of urgency in my students, so that they will be motivated to journey with me through the material.
O how I love thee, weekend.
After all had filed into the four walls there was much chatter in the atmosphere. I responded, "Ok, that was your first chance. Let's see if you can do it this time, everyone in the hall." Again, they stood in the hall and I asked them to enter quietly and proceed to stand quietly in the back. Once more, there was talking and laughing. "You have failed again, let's see if you can get it right this time."
By now a few students were getting fairly angry. Many were talking loudly and complaining in the hall. This attracted the attention of the assistant principal of instruction of the freshman academy. The stern, African-American gentleman joined me in compelling all students to stand silently in line next to the lockers. They were offered another opportunity to start class by entering quietly, and again they failed. It took 7 times for them to finally get it right.
One girl ended up crying of frustration and stayed in the hallway. Some students said to me, "Tiffany is still in the hallway." I was so desensitized to the drama that students bring everyday that I hardly responded, leaving Tiffany in the hallway. The next day the API (assistant principal) (who is amazingly supportive and wise) came in to chat about the previous day's happenings. At first mention of Tiffany (no names were said; yet it was clear about whom we were talking) I stiffened, worrying that Tiffany's words had turned her parents and the API against me; however, it turned out that rather than a frustration with my tactics, she had been extremely frustrated by her classmates. This brought great relief to me.
A bright glimmer from yesterday! As I went through an example of the distributive property one student, for whom normally the material we are going through is less than challenging, asked a question about the example. For about 30 seconds I explained how I distributed the -4 over the t as well as the 3. The class was silent and everyone was attentive. WOW! This must be what teaching must feel like! If only every moment could be like that one, we could get through a thousand times as much material. I am seriously concerned that we are not going to make it through all of the material this semester considering how disruptive class is.
In order to combat my worries and get students on board with learning, I am going to get a tracking chart to put on the wall. I also plan to get each student his or her personal tracking sheet so that each student can see how he or she is doing. Using these techniques I hope to instill a stronger sense of urgency in my students, so that they will be motivated to journey with me through the material.
O how I love thee, weekend.
Wednesday, September 10, 2008
Quotes of the Last Few Days...
Rough day today. Although extremely tired, I have created some super overheads for tomorrow. Goodness my management must improve.
Favorites from last week: In trying to get the class' attention, I began speaking to myself using a fake finger-puppet. This seemed to get their attention.
When the class simply would not listen, I yelled out "SEX!" Strangely enough, it worked...for about 10 seconds.
After this tough day, it was extremely relieving to talk to my program director who offered some upbeat and cheery advice. I need to get visual with them - show them just how far we have to go!
But today, my day was made by enthusiastic roommates calling to see if I would be home for dinner and a text from a student, "Eh yo ms. fisher, itz me benjamin. Do we got homework 2day?"
Off to bedddd zzzzz.....
Favorites from last week: In trying to get the class' attention, I began speaking to myself using a fake finger-puppet. This seemed to get their attention.
When the class simply would not listen, I yelled out "SEX!" Strangely enough, it worked...for about 10 seconds.
After this tough day, it was extremely relieving to talk to my program director who offered some upbeat and cheery advice. I need to get visual with them - show them just how far we have to go!
But today, my day was made by enthusiastic roommates calling to see if I would be home for dinner and a text from a student, "Eh yo ms. fisher, itz me benjamin. Do we got homework 2day?"
Off to bedddd zzzzz.....
Thursday, September 4, 2008
Near Fight.
Yes! An interactive activity, they are totally going to get into this. We are defining between what two integers the positive square root of 30 is, and then it begins...
Cherry and Newwneww exchange choice words, coming back with more and more harsh retorts. Cherry will not stop. I ask the class to "calm down" - which, of course, does nothing. Cherry continues her verbal assault against Newwneww. I ask Cherry specifically to cease her attack. Instead of complying, Cherry cries out, "OH Helllll no!!" ripping off her hoop earrings, bracelets, shoes, and jacket - preparing herself for a physical altercation and moving aggressively towards Newwneww.
Oh no; this is not about to happen in my classroom. I step in between the two girls, arms spread open, front facing Cherry. "Cherry, that's it! Absolutely not! Walk with me to the hall, walk with me to the hall." I start walking her out, but she has to circle back towards Newwneww to grab her belongings. I failed to get in between the two girls and feared for a moment that my attempts to disperse the hostility had failed.
Cherry approached her desk, Newwneww about 2 feet away. I catch up to Cherry and step part-way in between the two. "Cherry is just going to walk with me to the hall" I assure the class (i.e. myself). I get Cherry outside and tell her to sit in the back of a nearby classroom and complete her quiz.
Coming back into the classroom, I hear a kid say, "Ms. Fisher ain't scared of Black kids!" Then someone else say, "Were you scared?"
"Was I scared?" I ask. "No, I wasn't scared, I feared that someone was going to get hurt, but I didn't think it would come to that. I had faith that you guys wouldn't let a fight break out; that you would step in between them." A few murmurs informed me that quite the opposite was true.
In the future, I can't let it get this close. Could have been really serious.
Cherry and Newwneww exchange choice words, coming back with more and more harsh retorts. Cherry will not stop. I ask the class to "calm down" - which, of course, does nothing. Cherry continues her verbal assault against Newwneww. I ask Cherry specifically to cease her attack. Instead of complying, Cherry cries out, "OH Helllll no!!" ripping off her hoop earrings, bracelets, shoes, and jacket - preparing herself for a physical altercation and moving aggressively towards Newwneww.
Oh no; this is not about to happen in my classroom. I step in between the two girls, arms spread open, front facing Cherry. "Cherry, that's it! Absolutely not! Walk with me to the hall, walk with me to the hall." I start walking her out, but she has to circle back towards Newwneww to grab her belongings. I failed to get in between the two girls and feared for a moment that my attempts to disperse the hostility had failed.
Cherry approached her desk, Newwneww about 2 feet away. I catch up to Cherry and step part-way in between the two. "Cherry is just going to walk with me to the hall" I assure the class (i.e. myself). I get Cherry outside and tell her to sit in the back of a nearby classroom and complete her quiz.
Coming back into the classroom, I hear a kid say, "Ms. Fisher ain't scared of Black kids!" Then someone else say, "Were you scared?"
"Was I scared?" I ask. "No, I wasn't scared, I feared that someone was going to get hurt, but I didn't think it would come to that. I had faith that you guys wouldn't let a fight break out; that you would step in between them." A few murmurs informed me that quite the opposite was true.
In the future, I can't let it get this close. Could have been really serious.
Wednesday, September 3, 2008
Quotes of the Day
2nd block:
A pen cap falls on the floor and the student asks another to pick it up for him. The second student looks down at the pen cap and back to the individual making the request. No response.
I say, "Terry, Benjamin asked you politely to pick up his pen cap, please do so."
Terry, to Benjamin, "Say please."
Benjamin, "Please."
Terry: "Say your gay."
Benjamin, "I'm gay."
With this renunciation of his manhood, Benjamin finally received his pen cap back. With an "absolutely not in this classroom!" I attempted to respond to the remark.
4th block:
Me after Jasmine repeatedly spoke out of turn, "Jasmine, there is seat at the back waiting for you, move!"
Jasmine, "Man, why you pickin on me, I ain't even talkin'"
"I clearly heard you talking; I asked you to stop; you did not, now you are going to move to the back."
Jasmine as she sits down in the back, "Man, I don't give a f***! Don't be listenin' to me talkin'!"
At this point, I needed to remove this student. "Ok! Good bye! Grab your stuff and head over to Ms. G.'s room."
A new technique I implemented today: if students are really bad send them to the back of a nearby classroom with some work to do. Veteran W.M. teachers have our new teachers' backs and offered their rooms to which we could send students...it got them out of the class, but ohhh 4th block you are wild.
Tomorrow my program director from TFA is coming to observe. Should be interesting.
A pen cap falls on the floor and the student asks another to pick it up for him. The second student looks down at the pen cap and back to the individual making the request. No response.
I say, "Terry, Benjamin asked you politely to pick up his pen cap, please do so."
Terry, to Benjamin, "Say please."
Benjamin, "Please."
Terry: "Say your gay."
Benjamin, "I'm gay."
With this renunciation of his manhood, Benjamin finally received his pen cap back. With an "absolutely not in this classroom!" I attempted to respond to the remark.
4th block:
Me after Jasmine repeatedly spoke out of turn, "Jasmine, there is seat at the back waiting for you, move!"
Jasmine, "Man, why you pickin on me, I ain't even talkin'"
"I clearly heard you talking; I asked you to stop; you did not, now you are going to move to the back."
Jasmine as she sits down in the back, "Man, I don't give a f***! Don't be listenin' to me talkin'!"
At this point, I needed to remove this student. "Ok! Good bye! Grab your stuff and head over to Ms. G.'s room."
A new technique I implemented today: if students are really bad send them to the back of a nearby classroom with some work to do. Veteran W.M. teachers have our new teachers' backs and offered their rooms to which we could send students...it got them out of the class, but ohhh 4th block you are wild.
Tomorrow my program director from TFA is coming to observe. Should be interesting.
Monday, September 1, 2008
Favorites from week 1
Day 1
"Ms. Fisher, is this your first year teaching?"
"Ms. Fisher...are you nervous...you seem nervous."
In my frantic state of Monday, I continually decreased effectiveness (TFA joke) by placing paper after paper in random places around the room. I spent all of Monday thinking to myself, "Good God! Where in hell did I put that down?!" while pretending to know exactly what I was doing and the precise location of what I needed next...I heavily doubt I succeeded in fooling anyone.
Day 5
Tre, a 6'3 African American student heatedly approaching a 4'9 Latino male after little Alexis accidentally sat in Tre's seat.
Brianna standing up in the middle of class and yelling, "Ima take him out into the hall and kick his m***** f***ing little a**!" "Brianna, sit down." "Ima kick his m***** f***ing a**!"
I hadn't realized that a fight might actually break out in my classroom until these situations went down - oooh 4th block, how I appreciate thee.
I ended my first and final day of this first week in a state of shock, needing an hour to stare into space to let everything settle. Luckily, a friendly '07 sat down with me to debrief on both of these days, bringing me from relatively near teary frustration to motivated calm. I don't know what I would do without her at this point.
Week 2 begins tomorrow. Pray for my leadership guiding students to appropriate behavior and academic confidence.
"Ms. Fisher, is this your first year teaching?"
"Ms. Fisher...are you nervous...you seem nervous."
In my frantic state of Monday, I continually decreased effectiveness (TFA joke) by placing paper after paper in random places around the room. I spent all of Monday thinking to myself, "Good God! Where in hell did I put that down?!" while pretending to know exactly what I was doing and the precise location of what I needed next...I heavily doubt I succeeded in fooling anyone.
Day 5
Tre, a 6'3 African American student heatedly approaching a 4'9 Latino male after little Alexis accidentally sat in Tre's seat.
Brianna standing up in the middle of class and yelling, "Ima take him out into the hall and kick his m***** f***ing little a**!" "Brianna, sit down." "Ima kick his m***** f***ing a**!"
I hadn't realized that a fight might actually break out in my classroom until these situations went down - oooh 4th block, how I appreciate thee.
I ended my first and final day of this first week in a state of shock, needing an hour to stare into space to let everything settle. Luckily, a friendly '07 sat down with me to debrief on both of these days, bringing me from relatively near teary frustration to motivated calm. I don't know what I would do without her at this point.
Week 2 begins tomorrow. Pray for my leadership guiding students to appropriate behavior and academic confidence.
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