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One of the problems with our wacky unbalanced classes this year is that some kids that really shouldn't be together are. Poor Mrs. Social Studies was ready to pack it in, retire, and move to Arizona when she realized that not only was her 5th period (the class we take to lunch and historically, the Worst Class of the Day) her largest class at 36, but that it had every single one of our wannabe thugs in it.

One of the little darlings, Bad Attitude Boy, had already had hallway conferences with two of us, had been barked at (severely) by me, and was rapidly proving to be a real pain in the neck. In addition, we looked at his records and realized that he really should be in our inclusion math and wasn't. So, Mr. Math, Mrs. Social Studies and I sat down and reworked his schedule to put him in the proper math class and to remove him from his buddies in Mrs. Social Studies' crowded class and put him in my nearly all girl class of 21. (I figure putting him in with a bunch of rather serious-minded girls, rather than another set of class clowns, would be a new and sobering reality for him.)

Before we can do a schedule change, we have to do a parent contact to let them know we're doing a schedule change (just in case they actually care), so Mr. Math went off to do that during planning.

I was setting at my desk putting the final touches on a lab when Mr. Math comes in.

"Can I borrow your phone?" he asks. "Something weird keeps happening every time I try to call Bad Attitude Boy's parents and I want to make sure it's not my phone."

Let me step back a minute and mention our issue with the phones. Last spring Someone Somewhere Who Has Authority decreed that all phones would be removed from our desks and mounted on the wall by the door of each classroom. Apparently many phones were getting knocked off desks and we were spending a fortune replacing them. No one asked the teachers if this was convenient (it isn't) or if it made sense, they just up and came and took our phones and put them by the door. Since many of our classrooms have doors right next to each other, it's a real treat trying to figure out who's phone is ringing when you are doing hall duty. The other annoying part is that if you want to talk to a parent with your computer in front of you (so you can read the information in PowerSchool) you have to unhook your computer from the teacher station goodies (document reader, LCD projector, etc.) and carry it over there and find a place to put it so you can read from it. I've seen teachers sitting on the floor by their door with their computers in their lap, talking on the phone because not everyone has a table to put by the door! I have my teacher station somewhat close by so I went and bought a 25' phone handset cord so I can see my computer and talk on the phone.

But anyway...back to Mr. Math's phone problem. I wasn't surprised, at all, by Mr. Math's question because yet another issue with the phones being moved is that, for some weird reason, they don't work all that well now. I was having an awful time with static, and voices cutting in and out (until, amazingly, I spent my own money on my 25' phone cord), so I figured Mr. Math was having a similar problem.

"Go ahead and use it all you want," I said.

"If you don't mind, I want to put it on speaker phone so you can hear it in case it does it again," he said. No problem. He pressed the button, dialed away, and the phone rang twice then picked up.

"Hi there, this is Mr. Math from The School and I'd like to..." he said and then we heard a very loud and audible CLICK.

"See, it did it again!" he said.

"That's not the phone," I told him. "That's someone hanging up on you!"

"That's what I thought," he said. "It happens as soon as I mention that I'm from The School! I can actually hear breathing on the line, and then they hang up!"

Amazing. So much for all that parent involvement that we keep hearing the politicians bark about. Good thing we weren't calling to tell The NonParent that the little darling had been, oh, hit by a car or something.

Mr. Math did go to Mrs. Sparrow, one of our admins, and she said to document the three hang-ups and change the schedule.

So there.

Playing With New Toys

As a science teacher, I have a pretty strange combination of things in my room. Marbles, salt, corn starch, spring scales, model cars, bowling balls, and vinegar are just a few things that come to mind. All of these things, in way way or another, can be used to teach and demonstrate a concept. Suffice it to say, that if someone in the building needs something out of the ordinary, they tend to ask the science teachers. Chances are if you need, say, a hot plate, we'll have one (I have two.)

This year, with our new standards, we have had a bit of a void when it came to cool fun things to use with some of our new units. We didn't have much for genetics (although we had a good lab on how to make a model of DNA with pasta) and we had nothing at all for forces and motion. (This was before the donation of the bowling balls last week). We had dreams, of course, especially after going to the NSTA conference a few years ago.

We wanted the Crazy Traits. And that was just the beginning of the wish list.

Unfortunately, The School didn't have the money, so we'd been scrapping together a few dollars here and there through fundraisers at the Fall Festival and the like.

And then we got our new Assistant Principal, and former science teacher, Mrs. Sparrow who has the uncanny ability to find funding for things. A few months ago she sent out an email stating she had some funds to use for teaching materials and if you wanted anything, to let her know. So, Mrs. Eagle, Mrs. Hummingbird and I decided to shoot for the moon and ask for a class set of the Crazy Traits.

And we figured, as usual, we wouldn't get it.

Not only did we get a class set, we got three! So now each of us has a complete classroom set of these things and we can play with them and teach genetics and just have a great time.

Amazing. Absolutely amazing.

And then she found us the super slinky.

We had actually pulled her in to ask for her input on our waves unit. It was a 6th grade unit last year (which she taught) and since we'd never taught that subject, we wanted a little bit of help. She gave us some great ideas (and lots of goodies such as plastic slinkys and pipe cleaners to make waves with), and then she mentioned this really cool super slinky her old school had that they used to show properties of waves.

Well, of course, we wanted one of those.

And again, we ended up with three.

They arrived on Tuesday morning, the day we were finishing up the unit and reviewing for the test. I had just enough time in each class period to lay this monster out on the floor and with some student assistance, create some wonderful longitudinal waves.

The kids were entranced. They loved it. They want to get it out every day and play with it and make compressions and rarefactions and just watch the waves jiggle back and forth.

Amazing how something so simple can be so fun.

Fuzzy Expectations

We met on Wednesday afternoon with Snow Day Mom, who, thankfully, didn't have Snow Day Dad along with her. It became pretty obvious that mom is a bit relaxed on things and dad is the one with the combative personality.

It actually was a pretty interesting meeting. We had Mr. Enforcer there (we always ask for an admin to be at parent meetings if we think there may be an issue with a parent). I love having Mr. Enforcer at a meeting because he lays it all on the line and he always, always, has our back. So yesterday he looks at Snow Day Mom and asks, "So, what are your expectations for Snow Day Girl?"

Mom blinks and says, "Well, Dad would like for her to have all A's, but I'd be happy with a high D."

What on Earth? No wonder the kid is just kind of sitting there. The parents can't even agree on what they think she should do!

I always bring a copy of the study guide with me to parent meetings because my parents should be reading it. I send a copy home with every kid and on the back it has a study log that needs to be signed by the parent every night when the little cherub has studied his or her vocabulary cards. Most of my kids can't seem to pry a parent signature out of their parents or, better yet, the parents have never seen this form.

Even though I email a copy to all the parents on my email list and talk about it constantly in my weekly emails.

BTW, I borrowed this study guide format from Elementary History Teacher when she posted it on her blog a few years ago. It is awesome. UPDATE: I've had people ask for a link to Elementary History Teacher's study guide. It is found in her archives from September 2008. Go there, and you should find it. She does a much better job of explaining her study guide than I ever could.

In any case, Snow Day Mom had seen the study guide. But she admitted that she "never really remembers to get it signed", and then she asks a bombshell of a question. "Do you do other tests, or just vocabulary?"

At this point our jaws about his the floor. Why? Because there's a section on the study guide that says, "The UNIT and VOCABULARY tests (note, plural) will be given on...". It also has all the questions that students should be able to answer so they will do well on the UNIT test, the standards, the page numbers in the book the information is found on, and about a zillion other references to a UNIT test on it. It was obvious that mom sort of just skimmed the whole thing and keyed in for some reason on the vocabulary.

And then, of course, was the fact that she missed all the "UNIT test" grades on the progress reports.

"I guess I should check PowerSchool a bit more," she admitted.

Amazing.

A Tale of Two Plannings

I've had some comments from some regular readers (the number of which never ceases to amaze me), about the fact that we have two - count 'em - two planning periods at the school.

Yes, I know. It's wonderful.

How and why we got two planning periods is worth sharing, in the hopes that perhaps there are other enlightened administrators out there who see the benefit.

By the end of my first year at The School, Mrs. Eagle and I were getting together to make our lesson plans. It made sense, after all. We teach the same grade and subject. We have the same standards to cover. So, why should we reinvent the wheel when we could collaborate and come up with the same plans?

The only problem with this was that we didn't have the same planning period.

So, once a week we would get together and meet in the morning before school to come up with our lesson plans.

At six in the morning to be precise.

This wasn't fun. However, we did it, and pretty soon Mrs. Robin (who had little ones at that time and couldn't meet before school) started giving us some input as well, although she never could attend the planning get together. So three of us were collaborating on our lessons and activities we were doing with our kids.

Our test scores rocked. In fact, in terms of growth in student achievement, they were the best in the school. The Principal wanted to know what it was that we were doing that the others weren't. The only thing we could come up with was collaboration.

A few years later The Principal took about a dozen of us to the National Middle School Association conference which had lots and lots and lots of sessions all about collaboration. I remember sitting in with The Principal and Mrs. Eagle for one of the big keynote speakers - who talked all about collaboration - and having Mrs. Eagle lean over and whisper to both us of, "We're already doing this."

Well, we were. However, it wasn't really easy and it wasn't really convenient.

So The Principal decided that all the grade levels would have the same planning. And that we'd have not one, but two plannings. This gave us slightly shorter class periods (we went from six periods a day to seven), but it also gave the kids an extra related arts class (art, music, computers, etc.), and it gave us a chance to work with the other teachers on our team and the other teachers in our subject area. In fact, The Principal put in a requirement that teachers would plan together, just like we'd already been doing.

And our entire school's scores went up. A lot.

So we have the first planning for individual planning - this is also the period where we meet with parents. The second planning is for team meetings, data chats about benchmarks, and collaboration. We also give up one planning per week to work with our remediation students.

I don't know why or how, but this collaboration thing just works.

And I'm glad it isn't at 6:00 am anymore!

Gimme More (fake) Money!

The Principal, and the team leaders, came up with an idea to hopefully motivate our kids to try to do their on The Very Big Deal Government Mandated Tests. Sad to say, but most of our students could give a rip about grades, testing, their future, or anything remotely important, so we have to come up with ideas to motivate them because apparently hard work, doing well, and all that cool intrinsic stuff doesn't cut it with these knuckleheads.

We were moaning about it at a team leader meeting and I made the comment that these kids don't get the idea of getting paid to do a job. They're so used to the entitlements - the free and reduced lunch, the free school supplies, getting a jacket from the guidance closet if they don't have one, and so forth and so on that they don't get the idea of work. My corporate background reared its ugly head and I said that our team was thinking of actually paying kids for their work next year - we were sick and tired of getting after the kids who do nothing (which is a huge waste of energy as they don't care and it makes us cranky), and were more inclined to reward them with Bluebird Bucks or something equally stupid that could be redeemed for things like pencils, erasers, paper, and once a month, a bunch of goodies like pizza, hot dogs, cookies, and that silly trinket sort of stuff that these kids love.

And so we thought, hey, let's have them earn money for doing good test taking strategies and have an afternoon party where they could spend it and run off some steam.

The kids can earn up to four bucks each day of testing - for being on time, for being prepared, for using good testing skills (highlighting, underlining, crossing out bad answers, etc.) and for taking their time and rechecking their work. If they are at school all four days and take all four tests on time (no being tardy to school this week!), they get a bracelet that gets them into the party and they'll have $16 worth of bucks to spend. The party does have free things - a movie, a dance, and inflatables, plus they can spend the money on food, video games, and drop them in the box for drawings for things like gift cards and homework passes. Each day at the end of that day's test we hand out their bucks, they write their names on them, put them in their zip lock "party pack", and then we lock them up (they love watching you unlock and lock these as if they were real money.)

It has actually worked.

I have never, in six years of giving The Very Big Deal Government Mandated Tests, had kids take their time like this group is doing. And keep in mind, this is a group that during the year will blast through a 30 question test in ten minutes and then wonder why they failed. They are highlighting, they are crossing out things, and amazingly, they are checking their work. I've asked each day how many of them have found a mistake and at least half the class raises their hands. They couldn't wait to tell us about how they double checked everything and found - gasp! - mistakes. It's absolutely amazing to watch this.

Good gracious, we may be on to something.

A Perfect Gift for a Student Teacher

This is Mrs. Jayhawker's last week. She's phasing out of teaching and is spending more time observing me and some other teachers at work. It's been a really good experience for both of us - she's awesome and if she wasn't moving Up North after graduation, I'd love to have her on board here at The School. Too bad Mr. Jayhawker is getting transferred.

Mrs. Eagle, Mrs. Duck and I are taking her out to dinner on Thursday to celebrate, and I've knit her a lovely lace wool scarf that she will need when she relocates Up North. However, that may not be the gift she appreciates the most. That gift she got today.

Sassy Girl is back - yes! - in ISS for the rest of the week.

Sassy Girl is probably one of the most annoying kids we have this year. I wouldn't mind her being annoying if she was quiet, but unfortunately, she's one of the loudest girls I've ever seen. She shouts out constantly. Walking in a room is a production for her. She has a little group of friends who think she's funnier than all get out when she sashays into the room, but for the most part the kids roll their eyes and just wish she would Shut The Hell Up. She is, of course, in My Fourth Period Class From the Very Depths of Hell Itself, along with her little group of friends, and if you can get through the period without wanting to kill her, it's a good day. For her, it's all about the seventh grade social scene.

Mom, of course, has stood us up for two parent meetings that we called and scheduled. Now, she won't answer the phone or return messages. She doesn't want to hear it.

Anyway, Sassy Girl apparently really got mouthy during Mrs. Language's class and so Mrs. Language wrote her up. Mrs. Squirrel, worked the referral and of course Sassy Girl pulled her stunt that Mrs. Language was - gasp! - lying about the whole thing.

Now, granted, Sassy Girl isn't that bright to start with, but this goes beyond stupid. For one thing, she tried this stunt just a few weeks ago when she said Mrs. Jayhawker was lying, so Mrs. Squirrel had Mrs. Jayhawker come in and basically tell her side of the story, and the long and short of it was that Mrs. Squirrel gave Sassy Girl absolute grief about lying and put her up in ISS for three days (of peace and quiet). Every time a kid says that a teacher is lying, Mrs. Squirrel will find someone to cover our class, and we'll go in her office and tell our side of the story. As Mrs. Squirrel says, "it never works out good for the kid, and they end up with lying to compound their sins."

Please note that we are blessed - blessed - with administrators who have our back and who believe us.

So, Mrs. Language goes in, tells the story and in a matter of minutes, Sassy Girl is a wailing, sniveling mass of tears, snot and what not in front of Mrs. Squirrel's desk. Mrs. Squirrel is looking disgusted at the scene, tells Sassy Girl to "Dry it up!" and get her books and bounces her out to ISS.

And these three days of peace away from Sassy Girl are probably the best present Mrs. Jayhawker could wish for.