venting session

We started 3rd quarter on Monday. I was kinda mean. I re-hashed my classroom expectations, reviewed the new ASD policy (see tomorrow's post), and gave them all new seating charts. I knew I'd accomplished my goal of being a little tougher when one girl raised her hand and said, "So does this mean we won't have fun any more, Mrs. Hubert?"

A few things about the start of a new quarter/semester. WL jr high has quite a high rate of student check in and check outs, meaning, a lot of students leave for an extended period of time (they go to Mexico for a month, they are required to attend "Safe School," they plain just don't come). This situation leads to chaos in the classroom. For example, I have one student who handed me the check-out papers the day before Christmas break began, stating that she'd be gone until January 16. I was to give her a grade, sign the papers, and say good riddance for a few weeks. (It helped a bit that she was one of my problem darlings in 5th period.) Said student returned, as promised, on the 16th with the check-in papers. If you've been keeping track, 2nd quarter ended on the 18th. I am required, per check out/in paper guidelines, to give every student who checks in/out a grade for mid-term and quarter. This particular student had a B+ (she's an excellent copier), and despite the fact she was not in my class for nearly three weeks, her grade had to remain a B+ for the final. Argh.

Another problem that this situation poses is that of crazy, mixed up schedules. I was really used to the way my classes were. I loved (mostly) the mix of students in each class and could have gone the whole year without a transfer in or a switcharoo. But, come yesterday, my 4th period roll went from a mere 22 students all the way up to 29. Generally, I have some of the lowest class #'s in my department, which I'm grateful for, but that number in 4th period was not a positive increase. And to make it all the worse, one of my brightest, nicest, and positive student in 1st period has now been transferred into my 4th period, which (I'm ashamed to say) is full of a bunch of pro-drummer wannabes and a group of Spanish soap opera fanatics....not the brightest crayons in the box. I can tell Mr. Used to be in 1st period is feeling out of place in the class and desperately wants to return to the class he came from. I'm doing my best to help in his adjustments, sending him on errands during times when I can see him struggle most.

Phew. Now that I got that off my chest....moving on...

Today I had a little bit of a break in that I did not have to teach at all. I was looking forward to the break this morning before the bell rang, but the day ended up being dreadfully boring and sleep-provoking. There is a new program in Utah called Utah Scholars, aimed at helping students understand the importance of after high school education AND offering them pointers on how to do better in college. Overall, a very good idea and I truly hope it turns out successful. The people in charge of the program had employees of some local companies present a PowerPoint to the kids about the program. I had 4 different presenters in all. Here's my short list of what was wrong with the presentations:
1. The first gentleman who presented to my 1st and 2nd period classes was, I could tell highly intelligent and well versed. He had a super soft voice with not much influctuation and used a college level vocabulary with my 8th graders who are barely above 6th grade level of reading. Simple words, such as 'economy' and 'retail sales,' words most adults know, are words he used with my 8th graders who gave him glazed over, bored outta there minds faces.
2. The PowerPoint, while very neatly organized and chock full of useful information, was also geared to a person with a high vocabulary, AND it was made to last about 55 minutes when we only have 45 minute classes.
3. The information presented was all nice and dandy, but even after hearing the presentation 6 times, I'm still not quite sure what the program is. They passed out sign up sheets after the presentation was over and told the students to sign up, if interested. I walked about the room to pick up the papers and had grundles of students ask, "What am I signing up for? I don't get it." Yeah, kid, me either.
4. The last speaker, a braggart of a man, nearly jumped out of his sterile scrubs when he learned that I was the teacher of the class, not a student (incidentally, I confiscation a few iPods during the presentation and the speaker thought I was a nosy student doing the teacher's job.). And then, after all was said and done, had the audacity to make smart remarks about my Yearbook bulletin board...."I was on yearbook in high school, our bulletin board was cooler than that....do'ya mind if I point out some ways to improve?" Yes. Actually. I. Do. GET OUT!!!

I came home today more tired than on days that I'm the one doing the teaching. I was able, though, to finalize the rest of my week's lesson plans and made arrangements to show this super neat documentary in class tomorrow. It is called "Paper Clips," and is about a little podunk school in Tennessee who, as part of their Holocaust project, collected one paper clip for each person killed during the Holocaust. They actually ended up getting a real, period rail car (one that transported Jews to Belsen Camp) and put it on the school grounds and housed 11 million paper clips inside (6 million for the Jews, 5 million for all others known to have died), along with other artifacts they received. I, obviously, am using this documentary to introduce the Holocaust unit and decided to try something different. Instead of teaching Anne Frank, like I had planned, I've chosen 3 books, all about the Holocaust, and will let the students decide which one we'll read. I'm quite excited, though prepared for a month or two of Holocaust induced depression. (I taught Holocaust/Anne Frank during my student teaching and cried nearly every day).

Well, Mr. President is done with his address and American Idol is on--how well I prioritize my prime time viewing.