There's A Map On My Lap!

...or in this case, There's a Map on the Wall!

Every day before we officially begin my reading class, the students pull out their DOL book. This is a spiral bound book that has daily activities/questions to help students with various reading and language arts skills (spelling, punctuation, proofreading, sentence types, main idea, sequencing, etc.) I know the students eagerly anticipate completing these activities every day...or maybe not. (Not that it matters, because I like them and I think they are beneficial!)

Anyway, something that is neat about this particular DOL activity book, is that every week there is an overall theme. Past themes have included tree houses, pollution, major league baseball parks, and the Pony Express. About a week ago, the theme was canals - specifically the Panama Canal and the Suez Canal.

Important Side Note: I have a problem. I admit it. When there is ANY possible connection to social studies in my reading classes, I go into a lot more detail than I probably should with the kids. I can't help it. I love social studies.

So, as we were talking about the Panama Canal, I was trying to explain the "why" and the "where" facts of the canal. It was really difficult explaining to kids about the beneficial location of the canal without a map...However, since DOL is only supposed to take the first couple minutes of class, I couldn't really justify searching for a world map on the Internet, finding one that was detailed enough for the canal location, and then turning on the projector to show it on the ActivBoard (which is a really cool interactive white board!).

I was about to give up and just tell the kids to look it up sometime on their own (which, let's be honest, would never happen), when I noticed the "old school" maps hanging from the ceiling over on one of my classroom walls. I had never used them before, and in fact, had been told by other teachers I needed to get those pulled off the wall, because people never use them anymore. However, in my procrastinator ways, I had never requested them to be removed.

For once being a procrastinator paid off.

I know I shrieked with joy when I saw those maps - which probably freaked out the kids a little. I rushed over to the maps (there are three!), found the World Map, and excitedly pulled the little chain to unroll the map. I was finally able to show the students exactly where the Panama Canal was, why it was needed (to expedite travel and trade - and to be safer than going all the way around Cape Horn, the southern tip of South America...), and describe some of the political strife that occurred as a result of the canal being dug. Sigh, it was great!

If you knew me when I was a child, I dreamed of being a teacher since the first day of kindergarten. It's true. Now, I haven't always wanted to be a teacher so I could make a difference...I used to want to be a teacher so I could use red pens, correct homework, use overhead projectors and pens (they would discontinue those now that I am finally a teacher!), and have a reason to buy new school supplies every year!

Another thing I have always wanted to do is use a wall map. Yep. I always wanted to use the chain (or string, or piece of yarn) to pull down a colorful plastic map - either world or United States, I wasn't picky. I LOVED it when teachers would use the maps. They would point to them with their finger or some pointer device, in usually a dramatic way, and I loved it. I wanted to be them. I wanted to pull the string and have the map roll back up - well, at least that is what was supposed to happen when the string was pulled again!

However, I digress. The point is, I was able to fulfill a lifelong "teacher" dream of mine. It was amazing and I loved every second of it. I dramatically pointed to the map and made dramatic flourishes with my hand as I pointed to various routes ships would have taken. I got into the stories and facts, which got the kids excited, too. Sigh, it was a very fulfilling experience!

(I also was very excited to think that I could use the map in my other 3 classes later that day!) Woohoo!

Yes, technology is great. Yes, Google Maps could have pulled up a satellite picture of the canal that would have been amazing and breath-taking I am sure. Yes, I could have probably taken the students on a "virtual field trip" of the canal with just a few clicks of the mouse.

But sometimes the "old school" stuff is fine and that is fine with me.

Never Say Newspaper...

Extra, Extra! Read All About It...

A few weeks ago my reading class was focusing on "Real World" Reading - which was basically learning how to read menus, recipes, mall directories, TV guides, movies, and finally, the classified ads. Doesn't sound too bad, does it? We read these things all the time...and for the most part, the kids did great...For the most part.

Every week my classroom has newspapers that are donated from various businesses around the community. It is a great program that is not always utilized. So, for the classified ads lesson, I decided to save newspapers for all of the students to use. The day of the lesson came around and I passed a complete newspaper to every student, told them to open it up, pull out the classified section, and put the rest of it to the side. The mass chaos that ensued after turning the students over to their newspapers cannot even be described. You would have thought that I had just asked every student to cut off a body part!

Overheard Comments: "The what section?" "What are we supposed to pull out?" "I can't find it." "Where do I find where the sections are?"

After we FINALLY got the classified ads away from the rest of paper, I had the students open their papers to B6.

Overheard Comments: "What is B6?" "Where do I find the page number?" "What is she talking about?" "Is that the name of an article?" OH MY.

Once all the students were on the PAGE NUMBER B6, I asked them to fold back the paper on itself, so we didn't have huge spread out newspapers on our desks. Not too hard to handle, right? I demonstrated how a simple twist of the wrist will do the trick...

Overheard Comments: "Ms. Maaaaay, I can't do it!" "My paper isn't wanting to go that direction" "Ms. May, can you come fold my paper back for me?" "How did you do that so easily?" "Do we have to do this? I can't figure it out" "My paper is wrinkling"

I don't even remember how many newspapers I had to fold back for students. They were literally freaking out that they had to fold back a paper! Now, granted, it is a skill that does take some practice, but it isn't rocket science.

I am all for technology and the e-book sensations (such as Kindle and the Nook), but it is a bit disconcerting when kids don't even know how to open a newspaper, find a newspaper page number, and fold a newspaper back on itself!

Sigh...I guess I'm honored that I can introduce students to these archaic artifacts that some of us still open, read, and fold back daily!

"All I know is what I read in the papers" - Will Rogers

The Paperback Princess

I love to read books. But not just any kind of book...paperback books.

Oh yes, I know. How can I be the daughter and sister of women who work in libraries? Don't worry, I have heard all the arguments of how much "nicer" hardback books are and how much longer they can last.

But really, let's be honest, the only reason I will buy a hardback book is because it ends up looking nice on my bookshelf...

There is just something to be said about holding a malleable paperback book in my hands. I don't have to hold it so stiffly and I am more relaxed. (Timeout: FYI, I do not fold back my paperback book covers - that is just horrible book etiquette, and wears out the spines. It is cruel and unusual book punishment!)

Anyway, I have always thought I was a bit strange for feeling this way about hardback books...but not anymore!

Last week we had our scholastic book fair at my school. I was walking around the book fair with my student Grace and her mother, Deb (names changed), one day during lunch, trying to help Grace find a book. Deb picked out a few different titles and held them up for Grace. Grace quickly shot them down as possibilities. When Deb asked, "Why?", Grace said, "Because I don't like reading hardback books!"

I exclaimed (as loud as possible for a library), "Me either!!"

Deb, being a typical librarian, turned to me with a shocked look. I know that look. I get that look frequently from my own librarian mother...

Deb gave us both an exasperated sigh. I smiled at Grace and told her I know exactly what she means.

Grace left the book fair with a smile on her face, her arms full of paperback books.

I left the book fair with a smile as well, knowing I am not alone in my ways. There is yet another Paperback Princess in this world!

A Tale of Two..Dogs?

"It was the best of times, it was the worst of times..."

Well, today we read THE chapter in Where the Red Fern Grows, a classic novel by Wilson Rawls. You know the chapter. The one where even the strongest and toughest readers crumble...and today was no exception in my classroom.

(If you haven't read the book, be warned, there may be a spoiler in this post!)

I have been worrying about this chapter coming up for awhile. With all of our snow days, reading the book has been really choppy and hasn't been flowing as nicely as I would have liked. Would the students relate to Billy? Would they feel the pain he feels? Have they gotten to the point where they loved Old Dan and Little Ann as much as possible? The answers? YES.

I remember the day that I read THE chapter in 5th grade...it was difficult, to say the least. I remember looking over at the boy I had a crush on throughout elementary school and was surprised to see him crying. He had his arm on his desk, his face in his arm, his book in his lap, and he was crying. It is a moment that I will never forget.

I wanted my students to experience that, too. I wanted them to remember where they were when they read THE chapter. I wanted them to see that it was okay to cry.

I think they did. In fact, I know they did.

My first class today probably had the best experience with THE chapter. I decided this morning, that rather than puttering around my desk, grading papers, or planning for my next week of classes, I would sit there in my chair up front, and follow along with them as we listened to it.

Bad idea. Because I made that decision, I was deeply engrossed in THE chapter with my own emotions...yes, I cried. I, just like my students, tried to hide it. I looked down at my book mostly, not daring to look up and glance around to see how many others were tearful. You may be able to hide tears, but you can't hide the sniffling! Sigh, so alas, I was made. I looked up, looked around, and had several students looking back at me with tears in their own eyes - with looks that were almost grateful that they weren't alone in their sadness.

The rest of my classes were the same. I didn't cry as much in the others, but I still got red-eyed and sniffle-y. The girls were usually a little more open with their tears, but not always. The boys, just like my 5th grade crush, mostly hid their tears in their arms as they laid their heads on their desks...however, the sniffles were undeniable. There were a couple of boys in each class, however, that were unashamed with their tears, and sat up straight in their seats with tears rolling down their faces.

I think I fell in love my job even more after today. I know I love my kiddos even more. There is just something special about being the teacher in a room full of students that are experiencing everything you want them to! Sigh, priceless! It almost makes me tear up again thinking about how blessed I am to have the opportunities I have, and to work with the students I see daily.

This is what I love about reading. A good book moves you. A good book takes you places. A good book is unforgettable.

Ever since 5th grade I have wanted to read this book with my own class and allow students to experience what I experienced back then. Today was the day.

I am not Cinderella, Ariel, Sleeping Beauty, or Snow White...I am a teacher. But today, my wish came true.

"It is a far, far better thing that I do, then I have ever done; it is a far, far better rest that I go to than I have ever known."

One Fish, Two Fish, Red Fish, "Gray" Fish

I think one valuable lesson that I have learned so far in my teaching career is that things, decisions, and/or consequences aren't always black and white. While there are incidents where there is a definite 'right' and a definite 'wrong', there are also several gray areas that I think teachers oftentimes ignore. Now don't get me wrong, I am definitely one for consistency in my classroom, along with enforcing the rules that have been setup. But, I think there are times when one can bend the rules for special circumstances:

I have a student (who I will call Lucy) who has really been a struggle to work with this year. Lucy and I don't always see eye-to-eye on regular classroom rules, manners, and attitudes. However, Lucy is going through some tough things at home right now, as one of her parents is struggling in the battle against cancer. Her parent has spent a substantial amount of time in the hospital due to the problematic combination of chemotherapy/pneumonia. Lucy, obviously, is struggling herself with all that is going on at home, which is being reflected in her schoolwork, her homework, and her attitude at school. Lucy is in my homeroom class and my reading class, but travels to other teachers for math, science, and social studies.

Recently, Lucy has not been bringing back her homework since she has been going back and forth to the hospital so much. (Note: I am not complaining about my team teachers at all - they are amazing to work with) I am very disappointed in how some of Lucy's other teachers refuse to acknowledge her special situation, as they tally up her missing assignments and give her zeroes on her unfinished work. That is their policy. That is what they will follow. And "come hell or high water", that is what they are going to stick with.

It is times like this that really make me question myself, my teaching capabilities, and my teaching philosophies: "Am I too nice or too understanding?", "Does Lucy need to learn that although 'life happens', she needs to still follow up on her responsibilities?", "Am I hindering her 'learning experiences' by being a little more lenient on her work?", "Do I need to toughen up and demand her work to be turned in?", "Will failing grades help her understand that she better shape up?"

Having a parent who has survived cancer, I feel like Lucy and I have an unspoken bond...maybe that is why I am quick to be understanding. Having a parent battle cancer was tough enough for me away in college - I can't imagine being in elementary school and going home to that struggle every day. It is completely understandable why Lucy is struggling in school; who cares about school, when so much is happening at home? But still, that lingering question, "Am I being too nice?" bounced around...until last week:

Lucy, once again, forgot her spelling packet, her grammar workbook, and her reading homework. With her head down, Lucy came up to me before class began to tell me what I already knew. We stepped out into the hallway for more privacy, and Lucy mumbled, "...I forgot my homework again...sorry". It was getting to be a habit, hearing this line from Lucy, while tears streamed quietly down her face. However, on this day, I responded a little differently:

"Lucy, I know you are going through a really rough time at home right now, and I completely understand. So, I want to let you know that I am not going to be marking down any more of your assignments that are late. You get them done when you can, and if you ever need help, you just let me know. And I hope more than anything that your [parent] gets better soon."

I said all of this to the top of Lucy's head, as she was staring down at the floor. However, after a few seconds, Lucy looked up at me. Once again, tears were streaming quietly down her face. But this time, the tears were streaming over a small, but growing, smile. The look of appreciation in Lucy's moist eyes was something I will never forget. Ever.

Sure, I was probably going to have to grade some late papers, and yes, I may have to stay in at recess a time or two to ensure that Lucy understood her schoolwork...but isn't that what a teacher is for? Isn't that what the job is all about? The last time I checked, "convenience" wasn't the top priority of a good teacher...

Yes, I strive to be someone who consistently enforces rules - but I am not a drill sergeant or a robot without emotion. And yes, there is a goal and finish line that I am trying to get all my students to cross by the end of the year - but sometimes the path they are on isn't the easiest or most "convenient" one because life got in the way. And don't those kids deserve a second chance? Don't they deserve to be successful, too?

I am their GPS. I am their guide. I am their cheerleader on the sidelines rooting them on. I am the runner next to them in case they stumble and need help standing back up.

I am their teacher.

Climb On The Magic School...Room?

As I sit at home, enjoying my 6th snow day of the school year, I decide that maybe I should start documenting the various and sundry (and oftentimes comical) situations I find myself dealing with inside the four small walls of my tightly packed classroom.

There are no fancy bells and whistles that adorn my classroom, but I believe that a certain type of magic happens within its walls every day the doors are open. I feel privileged to see the excited looks on students' faces as they understand something for the first time, the fascination in their eyes as they discover new worlds within pages of a book, and the accomplishment they feel when they overcome an obstacle that they never believed possible.

I am, by no means, a magician. But I am a teacher, and I love what I do.