Need…More…Coffee

I’m ever-so-resistantly moving back to my school schedule.  In bed by nine(ish), up at five(ish), out the door by seven(ish), needing another cup of coffee by three(ish).  Problem is, if I drink coffee at three, I’ll be exhausted but unable to get to sleep at nine.

My toddler has been *so* helpful keeping me on my school schedule over the past two weekends as well.  He’s awake and rarin’ to go at five.   Not five(ish), FIVE.  Bouncing.  Running.  Yelling.  Happy, smiling, exuberant.  No coffee needed.  Not a chance of sleeping in for me.  I feel no guilt sending in the attack toddler to wake up Daddy and Sister at seven.  NONE.

*****

My husband took me to Lydia’s last night for our anniversary dinner.  Num, num, and MORE NUM!  He enjoyed the bottomless pasta (the servers had a much prettier sounding name for it) and I indulged with a perfectly cooked salmon steak on a bed of Yukon Gold potatoes and (get ready to catch my mother as she faints) green beans!  We had a piece of “Happy Anniversary” Tiramisu for dessert, and then attempted to burn off some calories walking through Barnes and Noble.

Finding the newest editions of Somerset’s Artful Blogging, Somerset Home, and Somerset Life in stock at B-and-N also helped burn off some of our delicious dinner: jumping up and down with glee is exercise, right?

*****

Yes, I’m heading back to my classroom today.  I managed to avoid it yesterday, though I did take the kids on a bit of a drive to find another teacher store out of town, and visited Goodwill to find a reading chair.  Two vests and three purses for the pretend center later, I found a sturdy yet comfortable chair.  I’ll be so happy when my class finally has that “all pulled together” look, ready for students with bright, shining eyes.

*****

Speaking of bright, shining eyes, get comfy, and watch this video of Benjamin Zander, speaking about classical music and life, and think about checking the connection you have with your students when you meet them for the first week of school:

Channeling Captain Random

No, no clear path to follow in this train of thought today…random, random, random!

* My morning routine is seriously going to have to change once we get back to Oz this summer: up with toddler (today at three!), having coffee, reading blogs/news/emails, making breakfast, starting a load of laundry (and folding the load left in the dryer overnight), unloading the dishwasher, making beds, straightening up bathrooms, opening the blinds to let the sunshine in, vacuuming, getting dressed… then going down the to-do list of errands to run or complete. I’m thinking those things aren’t going to happen once I’m back to teaching! My solution? My family’s least favorite words: “delegate” and “distribute responsibilites.” That’s going to be a rude awakening…

* I haven’t finished reading A New Earth yet. I’m having to complete it in stages due to my mommy routine with the toddler, our preparations for moving, and the time required to really think about Tolle’s assertions. I’ve skimmed through it once, and am now going chapter by chapter, downloading the Oprah podcasts after each one to help me rethink the material. Some of it can be a bit difficult, but it’s challenging in a positive way, and feels, at least to me, relevant. I’ve recognized bits, pieces, even huge chunks of myself in the book in regard to Ego: my material possessions, my job, my role in the friendships I choose, and the goals I’ve had for my physical health. Tolle describes the imbalance of the world’s resources as a result of the “egoic entities” (corporations, governments) whose only goal is to acquire more, have more, take more… And he offers an exercise on familiarizing yourself with your “inner body,” (page 52) by focusing on the “feeling of aliveness” in your hands, or just your feet, “going there with your attention to noticing it.”

It’s a good read. A good think.

* I love encountering new-to-me-terms or phrases. In the latest blog from Cakespy “Donut Speak,” the author(s) try to determine which term or spelling is correct: doughnut or donut. There are arguments for and against either, but what caught my eye was the following quote: “Kenneth G. Wilson, in The Columbia Guide to Standard American English, says: ‘Doughnut is the conventional spelling, ‘donut’ a variant used in advertising or signs and as eye dialect.’” Yes, the emphasis is mine. Eye dialect. As a teacher, I flood my classroom with environmental print year after year. Students add to it, and often greet me in the morning with “Teacher, teacher, guess what I saw? That big yellow thing at McDonald’s is really the letter M!” and the like. “Quik-Mart” instead of Quick Mart. “Sammies” instead of sandwiches. “Drive Thru” instead of Drive Through.

Eye dialect. I like it.

*Mama Luxe at An Army Wife’s Life shared a link to Military Wives’ Best Tips for Dealing with a Spouse’s Deployment which I thought I’d pass along as well. I’ve lived in military communities for the past five years, but am aware that there are large civilian communities that might only vaguely understand the enormity of what “those Army wives” (or members of other military branches) go through each time a spouse is deployed. Yes, there are “Army husbands” too!

It’s not easy, and yes, it may be that our own family will experience at least one more deployment in the next two years. If I start getting weepy a year-and-a-half from now, you can’t say I didn’t warn you.

* I’m anxiously awaiting my teaching contract in the mail. Not knowing which school I’ll be at or which grade I’ll be teaching has pushed me to either extreme of the pendulum swing that mostly encompasses my job: contemplating which scrapbook papers I want to use for my lesson plan book cover, and reading blog articles such as “The Surge Against First Graders,” reposted at Schools Matter. Parents might find the lesson plan book cute, but they should also follow the links in “The Surge” article. Really.

* Are there any colleges or universities that require Ethics in Education as a class? Seriously, I’d like to know.

I’m off to crochet!

Blogging and Technology Reflection

I’ve caught myself in a state of self-reflection again, this time in regard to my presence out here on the web.

I’ve read the newest issue of Artful Blogging. For months now I’ve been enjoying my morning ritual of parking myself and my coffee in front of the computer to scroll through NetNewsWire. I’ve noticed the monthly blogging/commenting challenges that have popped up all over Blogsville this past week, and have wondered if I should join in or just keep my blogging activities to myself and my readers. I’m still confused as to why some of my subscriptions load reliably almost every day, while others get stockpiled in blog limbo and then flood my feed in one fell swoop after a month or so. It reminds me of my cell phone service here in the Bordertown. I miss calls, and messages get held for days, weeks sometimes, before hitting voicemail. Message after message, the callers’ tones seem to get testy, because they* JUST KNOW* I’m ignoring them and not returning their calls.

There goes that blind trust and over-reliance on technology again. Don’t trust the phone company or advances in voicemail technology, trust ME.

*****

From what I could gather during my job interview over the phone with my new employer (I’ll be back in Oz, this time at District #2), I’ll be working with a staff that is a bit different from the last three with whom I’ve taught. This is completely understandable to me because I’ve witnessed first-hand the diversity that exists in the United States each time Uncle Sam has relocated us, however it might still come as a surprise to those who assume school districts across our nation are actually nearing some state of standardization with one another.

During my interview I was asked about PLC’s and technology in particular, a question I’ve never been asked before. It’s a question I myself have asked prospective employers at each of my interviews here in the Bordertown, a question I received very awkward answers to, responses indicating that I was more familiar with current technology usage in education than the interviewing principals were. I was told by District #2 that my classroom would have at least three wireless laptops for my students to use, so no, I wouldn’t have to bring my outdated iMacs with me when I moved. For the first time, I was able to say “I have a blog” without worrying that the interviewer’s mental alarm bells were going off, imagining a site full of inappropriate photos and text of a wanna-be-web-celeb instead of a teacher/crafter/mother/military wife who was sharing recipes, craft ideas, family updates, and links to kindergarten-related themes. I’m guessing someone at District #2 has already Googled me…probably did it before ever dialing my number for the interview. I would if I were in his or her position.

*****

I know that time has continued to march on as my family and I relocate from state to state. When I left Alaska, my teaching experience was built over a decade’s worth of observations and paradigm shifts, most notably in regard to technological advances and their impact on school and society. I had to learn how to be responsible for an entire new iMac lab (not so new now!), and had to exercise caution because of what my students might encounter or see “out there,” *NOT* what they themselves might PUT out there. Teachers with their own web pages were testing the water for all of us, and must have felt the pressure of it. My usage of White Out decreased significantly when a computerized report card replaced the traditional hand-written one.

In New Mexico, the kindergarten curriculum included goals for computer technology, but my classroom was given rarely operational PC’s for the job because really, why would five year olds need computers? They’d just “play on them.” Many of my colleagues had never heard of or seen Living

Books before (another no-longer-”new” resource). Teachers emailed, or instant messaged one another, but other than professional communication and entering data for attendance records, computers were to be used for student assessment only via Accelerated Reader. During chats in the staff lounge, no one complained about their own childrens’ MySpace pages, and no one understood why I would want a dry erase, mobile magnetic white board in my room instead of the singular chalkboard I had. My son’s and daughter’s teachers didn’t assign web projects. My own students were taught how to use the overhead projector, c.d. player, computers, and scanner instead of just being parked in front of them during lessons. Report cards still had to be filled out by hand. DIBELS too, though the number crunching of scores took place at Central Office somewhere.

In Oz, District #1 seemed to focus on using technology primarily again for student assessment. Improved reading and math scores were the be-all-end-all goal, with lists of acceptable web resources and sites xeroxed off and distributed ad nauseum during most professional development seminars, while statewide assessment test “practice” took precedence over any other web activities or lessons that students might have normally been assigned. My old iMacs came in handy, as my students were never a priority for computer lab time when the assessment crunch was in full swing unless my colleague and I were prepping them for future first grade AR assessments. I’m guessing the proposal I helped to author for an additional portable/cart computer lab wouldn’t have created increased computer access for my kindergartners…it would have provided more test prep for additional (older) students. District email was handy, as were the attendance and report card programs though the kindergarten report card wasn’t aligned with state standards and didn’t provide enough narrative space for additional and essential info/documentation.

A younger group of teachers have MySpace pages, but several still don’t quite know that their just-out-of-college-weekend-partying photos that they regularly post on their public sites are still viewable by students, parents, and colleagues. Some post photos on their personal pages of not only themselves but their students as well, something as a parent and teacher I find highly inappropriate. Some colleagues have their own personal blogs, where they reflect on their teaching practices and philosophies, their frustrations and their goals. Many of their identities are kept private for good reasons, as professional retribution and/or public misunderstandings by parents and colleagues who might search the web for them would be unbearable and possibly even job-threatening.

District #2 sounds incredibly promising, pro-teacher and therefore pro-student.

*****

I’ll reflect more on why I blog at some later time, but I have to tell you, it’s because of blogging, reading, commenting, participating in discussions, and contributing to the sea of teaching perspectives out there that I’ve been able to continue my own professional development during my Stay-at-Home-Mom year. My professional learning community stretches around the world, crossing borders, philosophies, cultures and ages, and in many cases it includes my own personal tastes and interests apart from public education. A wiki on cross stitching, a MySpace group devoted to scrapbooking techniques, a subscription to a photographer’s blog overseas, my weekly download of the latest Oprah podcast for A New Earth, and my own contributions to blogs like In Practice aren’t threatening to me or my employer- they’ve been essential to expanding my connections with others, and with myself.

My next goal? Podcasting- reading my students’ favorite stories for them to access at school or at home. My voice, and the memory of face-to-face storytime can increase the personal connection with my students that promotes literacy better than any digital/cartoon character ever could.

*****

Thanks for reading. Don’t forget to comment here for a chance to win the blue wreath tomorrow~

Personal Pet Peeve: Popsicle Sticks

Don’t get me wrong, I’m a complete popsicle stick advocate when it comes to classroom and home crafts, or, go figure, for making popsicles. But when these creativity-inspiring, cool-snack-enabling pieces of wood are used for classroom “discipline,” I can’t stand the little buggers.

Discipline: training that corrects, molds, or perfects the mental faculties or moral character; control gained by enforcing obedience or order; orderly or prescribed conduct or pattern of behavior; a rule or system of rules governing conduct or activity; a form of punishment.

Have you witnessed a student being told to go “pull a stick” in a classroom after demonstrating behavior that a teacher doesn’t like? Have you heard a student be told by classmates “oooh, you’re gonna have to go pull a stick!” Or “uh oh, if you lose another stick you won’t get to go outside for recess!” Are you a teacher who routinely warns students about their “stick status?” Substitute the words “card” or “face card” for “stick” in any of the above examples- it’s the same concept: using public humiliation as a form of behavioral control. Sadly, popsicle stick discipline pocket charts are popular “classroom management” tools.

Excerpts from “Public Humiliation” at Wikipedia: “Just like painful forms of corporal punishment, it (public humiliation) has parallels in educational and other rather private punishments (but with some audience), in school or domestic disciplinary contexts, and as a rite of passage. Physical forms include being forced to wear some sign such as… a “Dunce Cap”, having to stand, kneel or bend over in a corner, or repeatedly write something on a blackboard (”I will not spread rumors” for example).” “In some cases, pain or at least discomfort is insignificant or rather secondary to the humiliation…” “Even when not strictly public, humiliation can still be a psychologically “painful” aspect of punishment because of the presence of witnessing peers, relatives, staff or other onlookers, or simply because the tormentor witnesses how self-control is broken down. This is also true for punishments in class.”

In my mind, classrooms are not prisons. I am no warden. As a teacher, I am employed to educate, guide, and serve the academic, physical, and emotional needs of my students. To fulfill my job requirements successfully, I take the time at the beginning of each year to build a positive repoire with my students and work with them to establish a safe environment in my classroom. This means I observe my students at length, I interview their parents (personally and in surveys/questionnaires that are sent home), and I constantly model appropriate behaviors and reactions to most, if not all, of our classroom experiences. No yelling, no threats, just explanations, questions, and role playing appropriate reactions for “next time.” Praise, praise, appreciation, and more praise.

 

“You must feel so good inside. You accidentally spilled the glue, but you told me and helped me clean it up. That’s terrific!”

“Thank you for showing J. what a good friend you can be. You hurt his feelings, but then you apologized. I think he feels better now, I hope you do too.”

 

” I’m so glad you remembered how to move safely during free center time! You didn’t run, so you didn’t get hurt/hurt others today! Good job!”

 

“Thank you for letting B. have a turn to talk with me. When I’m done talking with her, your turn will be next. Thank you for waiting nicely, you’re being very polite.”

Perhaps such phrases sound Pollyanna-ish, and I admit, I go home with a sore throat and sore face every day for the first month of school because of how much I verbally communicate and smile with each of my students. It’s become apparent over time that the fact that I actually enjoy talking to and WITH my students has set me apart from some of my colleagues in the past, as have my beliefs about children in general.

*****

~ Just-turned-five-year-olds are not experts on issues of self-control. Neither are many adults. Ever see an adult burst into tears, “vent” in a less-than-appropriate venue, or behave in publicly embarrassing ways? Of course you have. No one is perfect, though adults have years and years and YEARS of experience built from successes, mistakes, and regrets that young children can’t and won’t possess, no matter how many time outs, cards pulled, or whistles blown that you inflict upon them.

~ First graders tend to be a little more acclimatized to school than kindergarten students are, while second graders demonstrate a bit more familiarity with the choreography of the classroom environment than they did the previous year. No, fifth graders don’t have “it” all mastered, just because they’re older than kindergarten students. No, tenth graders don’t have “it” all mastered just because they’re in high school.

~The need to guide and respond in meaningful ways to our students is so great, but it’s one of those essentials that many teachers and schools ignore because they believe “there isn’t time.” Popsicle sticks are faster. Embarrassing a student is faster. But it’s not better.

~ Too often teachers forget that their students are children, no matter what they wear, how they behave, or what they say. While children aren’t social savants, they are certainly masters of observation, and they have emotional reactions to and an elephant’s memory for interactions, good and bad, with the adults in their lives. You are making an impression on your students, and your treatment of them will determine their reaction and responses to you.

~ Students are not sent to school in order to make a teacher’s day brighter, more cheerful, or to feed their ego. It’s amazing to me that a classroom full of children “complying” by sitting in their chairs, completely silent, demonstrating no interactive or inquiry-based behaviors is considered a successful model of classroom management, a successful model of teaching. No questions are being asked, no ideas are being explored, no communication is occurring, but teachers receive atta-boy or atta-girl praise that they enjoy from their administrators and colleages, which reminds me…

~ Children aren’t adults, nor are they robots, no matter how much some teachers and administrators wish they were. Information is exchanged with students, not just dumped into their open skull caps, lips zipped.

For my initial month’s worth of teaching, guidance, and constant communication, my students work in an atmosphere that frankly, throws people for a loop for the remainder of the year. Month after month, observers, parents and colleagues come in and sit at my reading table, just to watch and listen, and take it all in. They hear children, those “uncontrollable and impulsive” kindergartners talking, apologizing, encouraging, laughing, singing, and debating. They witness students approach me with questions, not interrupting, waiting until I’m done speaking to someone else. They hear explanations of feelings, expectations of how someone can help, negotiations between peers, instead of tattles and screams and cries. They hear productive noise, which many had previously felt indicated mayhem, a “lack of control,” a “zoo,” proof that this teacher has no “classroom management skills.” Funny the things visitors hear when they stop to truly listen, what they see, when they truly observe.

Because I’ve listened respectfully, because I’ve shared without force, I’ve modeled and therefore taught kindness instead of humiliation. I’ve appreciated my students for who they are and what they do, and in turn they reciprocate when I indicate it’s time to transition from one activity to another. They respond appropriately, they enable each other, they cooperate. They help me create and maintain a positive learning environment, their ownership and sense of belonging being the essential foundation upon which the rest of our learning is built.

I invest in my students, their feelings, and their potential to learn. I do not believe their first and foremost responsibility is to learn how to comply, Pavlovian in nature. If you can only “control” your students through threats and public humiliation, it’s time to rethink your purpose, teaching philosophy, and moral compass. How would you feel if your principal, administrator, or spouse put you on a popsicle stick chart? Go ahead, imagine it… you talk out of turn, to your grade level partner during inservice (pull a stick!)… you arrive late to a staff meeting because your potty break could only happen as soon as the bell rang and you had bus duty (pull a stick!)…you accidentally forgot to stop at the store and pick up milk (pull a stick!). I’m betting it wouldn’t take long before you’d categorize such behavior as emotionally abusive. How long would you tolerate it? How willing would you be to perform your best? How long could you perform your best while suffering from repeated overdoses of humiliation inducing fight-or-flight adrenalin?

Working with a staff made up of mostly popsicle-stickers can be excruciating. You see your former students squashed into compliance, their new teachers finding fault in their questions, their exuberance, their anxiety, their need to adapt- everything that demonstrates that students are children who require guidance, instruction, experience, and time to reflect on situations that might occur outside of the math or reading curriculum. Relationship-building is seen as a chore, a “touchy-feel-y” approach, instead of as the foundation to which I referred earlier, an essential “safe” zone where students can re-evaluate and recover from natural mistakes. Teachers don’t invest in it because it’s not a quick fix, and it isn’t “done” after a particular grade, though many of them have no problem doing everything possible to ensure that public humiliation goes hand in hand with public education, year after year. Why invest in embarrassment? Invest in reasoning, invest in valuing, invest in fairness, and invest in an attainable and attractive ideal that enables the best kind of learning to take place.

In my classroom you’ll find popsicle sticks in our Creative Construction Zone, math calendar counting chart, or classroom refrigerator, three places they absolutely belong.

Personally, I Vote for HOPE

It’s February, but there is something I’m *not* loving at the moment… the all-encompassing FEAR that many/most (if not all) of us have felt for quite some time now. Fear of terrorists, fear of our children “being left behind,” fear of immigrants, fear of gender, fear of race… interesting how we’ve allowed ourselves to be steered in this direction.

Living in the Bordertown gives me visual reminders of fear everyday:






Now these homes aren’t in bad shape, nor are any of these located in what’s considered to be a “bad” neighborhood, but their prison “look” is representative of the rest of the community at large. In my opinion, it doesn’t matter if your gates and bars are painted a complementary color to your home, or if you add swirly curly-q’s to them, or try to make them architecturally interesting by making their line follow the architecture of scalloped walls: you’re still locked in behind those bars, and you’re trying to lock everyone else out. Sure, we outsiders see your fence of fear (oh I know, the manufacturers call it a “security fence”), but you know what? When you’re looking out of your window, so do you. Must be a great view.

Fear.

Somehow, we can deny entry into our country to any music star who might have a drug conviction, but we can’t keep terror cells outside of our own borders. And just when you try to return to Mom, baseball, and apple pie, someone somewhere decides that 9/11 footage should be shown AGAIN. How’s your adrenaline?

Blanket statements about immigration ignore those newbies to our country who came here the “right way,” legally obtaining citizenship. Instead, we’re fed information from a different slant. Many statements (usually racist) made about how all of “our” jobs are being lost, our school/health/welfare systems are overburdened by non-citizens, etc. Riled up yet? Oh wait, is that….adrenaline again?

As a teacher, I resent the fact that many people in this country have bought into fearing me, fearing that I might “leave your child behind.” In twelve years of teaching, somehow I’ve morphed from trusted guide and awesome kindergarten teacher to “She-Who-Must-be-Doubted-and-Feared.” No, my intense interest in finger paint, glue sticks, and songs by Raffi is actually not an indicator of substandard or inappropriate teaching practices. Really. Surprised?

I value my ability to put food on my childrens’ plates, clothes on their backs and someday, Uncle Sam willing, a long-term roof over their heads. I’ve spent a lot of time, a lot of money, and a lot of effort obtaining knowledge from a college I didn’t have to attend in order to learn how to teach well. I complement my educational expertise with ongoing training in child/parental psychology, health and nutrition guidance, nurse/EMT training, multi-cultural awareness, sociology and communications, technological advances, and a slew of other areas of specialty, again, so that I can do my job well. I utilize developmentally appropriate practices and I believe children are very different from adults (and should be allowed to be so).

In my classroom you’ll see children BEING CHILDREN, learning through experience and exploration, expressing themselves, sharing, laughing, singing, and yes full-day-kindergarten-advocates, taking naps. Sorry folks, but no matter what politicians or testing company CEO’s try to tell you, duct taping students’ fannies to their chairs multiple times per week to assess their knowledge gained actually results in kiddos spending less time participating in activities and experiences that enhance and facilitate their learning.

Stop. Think. Breathe. You can understand this one, really. If you have to take your kids to soccer, then to the store to get new pants, then over to the dentist’s for an appointment, then over to the bank to deposit a check, how are you putting your family’s photo album together at home? And when? If you keep taking kids away from their teacher, and keep making them spend extra time on math and reading in isolation in order to pass a single test, when are they going to learn how to play an instrument (which by the way, would offer yet another way for a child to have an “a-ha moment” in regard to both math and reading!), have time to explore literary genres, or learn a foreign language and exercise their bodies? After school? Uh, honey, check the newest after-school activity list: here in the Bordertown you won’t find band, babysitting, or computers. You’ll find TAKS TUTORING. When did you decide that it was okay to no longer value your child’s creativity? His or her inner song? Interests? Gifts? Mental, physical, and emotional health? Did you learn best by sitting in a chair, day in and out, in a room filled with silence, or are your most vivid memories of learning filled with sights, sounds, textures, smells, exertion, emotion, and interest?

Someone told us to be scared. And we bought it.

What other messages of fear have you been fed lately? Which ones have you gulped down, hook, line and sinker? And to whom has it been of benefit?

Questions to ponder… I know, they’ll tick some of you off:

What’s the big threat, really, of having a president whose anatomy includes breasts and a vagina? Same goes for a male president whose family tree doesn’t solely include ancestors who were Elmer’s Glue “white.” A president represents his or her entire nation, all colors, sexes, creeds, and beliefs. In order to do so, s/he must have a diverse background, advisers who are paradigm shifters, and the ability to understand that the most honest answers (and best solutions to problems) will come from going straight to each horse’s mouth. Please stop talking to CEO’s and other salespeople about how I should be doing my job. Talk to child advocates, other teachers, parents, and children. Fame does not equal credibility. Donald Trump and Bill Gates may be Googled more than I am, but that doesn’t mean they could do my job better than I do it. Their business models are MODELS FOR BUSINESS, not for teaching and guiding young children in ways that will enable them to lead enriched, expressive, generous and tolerant lives.

Presidents aren’t perfect, they’re human, and will make some mistakes. But isn’t it time to have hope again- hope that our president will stop serving a single agenda, and stop steering us with fear? We’re not just a nation at war. Americans are starving, we are homeless, we are displaced. We have no health care. Our environment is suffering, a lot of people are depressed. And we are allowing ourselves to be herded like sheep with scare tactics.

Eek! A woman! Eek! Someone with brown skin! Eek! Someone who isn’t a teacher has told us to be afraid of education! Eek! A Republican! Eek! A Democrat! Eek, someone whose marital decisions entitle little ol’ me to judge them! Eek, a veteran! Eek, a non-veteran! Eek, someone whose religious practices don’t match my own! Eek, a person who doesn’t photograph well! Eek, change!

Any idea why our nation’s enemies find us so deserving of their attention? Why we are viewed as predictable and easily-targeted drones? Oh, go ahead spin doctors… our nation is the strongest in the world, our American way of life is awe-inspiring, so other countries and cultures fear us and our strength and our divine right to demand compliance from them, er, our desire that they accept our generous gift of democracy, yadda yadda yadda…

Sweethearts, I’m an American woman with a multi-cultural background who teaches students in our public educational system. I’m a mother, and I’m the proud wife of a United States soldier. Members of my father’s family are considered “indigenous” people, meaning they were here on this continent, living on the land that is part of our present nation, long before my mother’s family arrived on the boat. I would be proud if my children chose to serve in the military, and I would proud if they chose to become doctors, mechanics, computer techs, non-fiction writers, woodworkers, or rocket scientists. I appreciate the fact that it is your tax dollars that move and house me and my family with each new military assignment my husband receives, but I also know that it’s my family’s tax dollars moving and supporting us too.

Hope isn’t frivolous. Hope isn’t a fad. And regardless of what you’ve been told, Hope isn’t going to bring our enemies “into our backyards.” We can be a nation of hope, and have a strong, capable, and appropriately equipped military to defend it. We can be a nation of hope, and provide our children with the best education possible (once we stop taking money away from our students to give it to corporations- yes, I said “students,”not “schools”). We can be a nation of hope and require that all immigrants join us legally. We can be a nation of hope and of health and provide for ourselves as much as our political-correctness inspires us to demonstrate care for others.

It’s time hope returned to our nation. I VOTE FOR HOPE.

Candidates, please deliver, regardless of your political party’s affiliation. All of America is your party.

Writing Marks My Personal Pace

No, not “personal space.” Dinner is done, the toddler is wrestling with Daddy on the couch, and daughter is in taking her shower before it’s the toddler’s turn for the tub. I’m munching on pink, white and red peanut m-n-m’s (I know, not the healthiest choice), and have just finished reading the latest postings from the blogs to which I subscribe. The day is winding down. Surprisingly my thoughts are winding up.

I read some posts from teachers who were reflecting on their teaching practice, their latest successes, their most recent frustrations and disappointments. Several crafters have posted new ideas for spring, have rearranged their work space, and are entertaining thoughts of repainting rooms in their homes. A military wife is reviewing the latest book she’s read that has been published as a resource for those of us who married military-folk, and several painters have listed their latest canvases on Ebay or Etsy. I myself posted earlier today about the baby afghan given to expectant friends, the Girl going to the district science fair, the wet and windy weather, and the cookies I was going to make (but didn’t yet) for our daughter’s friend.

I read the local newspaper several times a week, enjoy perusing the craft and home decor magazines at the store, and read the postings on NetNewsWire each morning. I’m authoring my own blog almost daily, responding to comments, answering emails, and following interesting links to wherever they might lead. It’s a very different personal pace for me, considering what my schedule was at this time last year. Teaching full time, my husband deployed, primary parent 24/7, feeling extreme twinges of guilt whenever the load felt too heavy, too much a burden.

I was still writing last year, a few rants and silly surveys, but mostly weekly parent letters sent home via email or backpack. In these “notes home” I reviewed our week’s activities, concepts introduced and explored, skills practiced, and made suggestions for activities that could be done at home for families to enjoy. My favorite part of the weekly note was the very last element I included, the “kindergarten quotes.” Those funny or amazing things overheard coming out of the mouths of my Super Stars that I knew parents would enjoy…are what I miss most this year of not teaching.

I could plow through my lesson plans each week, student assessments, documentation for IEP’s or whatever other school-required documentation reared its ugly head, but the weekly letter took time. Thought. Reflection. Editing. Evaluation of my tone. It often felt like it was the only written element required in my profession where my true voice would be “heard,” so it mattered to me that the parents *knew* they were really making a connection with an authentic part of their childrens’ school lives as they braved the backpack each Friday to excavate the note out of the pile of smooshed chips, broken pencils, and show and share items.

I’m a believer in behaving professionally when it comes to my job. My personal life is not to be confused with my public role, but I do believe in being sincere no matter what stage I might be occupying throughout the day. Though this year my pace at home does not match the speed usually kept when teaching, it has enabled me to spend more time in authentic reflection and on authentic writing. I’ve felt free to express how I’ve been feeling as a parent, spouse, stay-at-home mom, friend, out-of-work teacher, and blogger. I’ve reflected on my professional work as a teacher, my personal adventures away from the classroom, and I’ve found that I have new interests, new wishes, new directions I’d like to follow. Liberating myself from the trusted yet very routine role of public school teacher has put me in the position of having to stick one toe in the water, testing. I’ve been in the same pool for so long, and never entertained the thought that maybe the pond over yonder would cool my heels just as well… possibly even better. Is that a rushing brook I hear?

I love teaching. But I’ve found I love other things too. It will be interesting to set my pace again once we’ve moved, and I’m back to work.