I was very excited to introduce this new bulletin board in my room. Each of my 126 students got their own spot on the train, and I provided post-its and a set of guidelines.
It took only 4 DAYS to fill the train. Kids were flocking to my room to fill it out, including students I don’t even have in class! They were thrilled. I especially loved watching the more shy or quiet students meander by and slyly try to check out their spot, and then watch their face light up when they realize someone left them a compliment. It was the highlight of my year!
Below are some of my favorite entries on the train:
Obviously we need to work on your/you’re, but what a fun tradition! I plan to leave it up for 2 weeks, then let them take home their post-its. Then we will clear the board and start all over again!
And I was only deaf in one of my ears! 2 weeks ago, a nasty sinus and ear infection turned into a ruptured ear drum, which – if you aren’t aware firsthand – is incredibly painful. Teachers, take care of yourself if you are ill, and have so much sympathy for our littles when they complain of ear pain. It is horrendous!
My ruptured eardrum left me deaf in my right ear for 2 weeks. In fact, my hearing isn’t back to 100% yet, but it started slowly improving yesterday. Your first thought might be, as mine would have been a month ago, “Well, at least she could hear out of her one good ear!” This is an uninformed way of thinking and does not completely capture the impossible challenge of carrying on with life with partial deafness. I can’t emphasize this enough – being deaf in 50% of my ears reduced my ability to communicate by 80%.
My students needed constant reminders that I was not functioning at 100%. They quickly forgot and got frustrated when I couldn’t understand or respond to them.
Prior to this experience, I had heard of disabilities such as audio processing disorder, and I never fully understood it. I still may not fully understand it, but I have gained much more respect and understanding for the struggles associated with processing information aurally. Below is a list of everyday experiences that were altered for me during my short-term disability.
I could not judge the direction of sound.
This is huge. People / students would be calling my name, but I couldn’t tell where to look. Students would be talking out of turn, but I didn’t know who to discipline. Sounds were coming from various rooms of my house, but I didn’t know which. This will drive you insane. I felt like a chicken, constantly jerking my head in every direction erratically trying to identify the source of a sound. I can see how this would lead to attention deficit issues.
I could not judge volume
Without two working ears, it is difficult to judge volume. This included my own volume (no more private conversations, and having to repeat yourself if you were too quiet), and the volume of my students (I couldn’t tell when we were getting out of control, so I often lost control of my students.). I had to rely on others to give me constant feedback on volume.
I needed to make eye contact.
To have a simple conversation, it was necessary to look the speaker in the eye. This allowed me to focus on them (while attempting to ignore the surrounding environment) and to try to read their lips. Unfortunately, young students quickly forget your needs, and they often talk to you from feet away without looking at you. And I believe several got frustrated when they thought I was ignoring them when, in reality, I had no idea they were speaking to me.
I could not separate specific sounds from the ambient sounds.
When I would go to pick up my daughter at daycare, and the workers were trying to talk to me about her day, all I could hear was a sea of babies crying. I couldn’t pick out what the daycare worker was saying to me. You can imagine how this went in my classroom. During work time, a student would ask me a question, but all I could hear was a sea of everyone’s conversations. As I told my class, it sounded like the Peanut’s mom, “Waaahmp Waaaaahmp.” Impossible.
I felt completely lonely and isolated.
One-on-one in a quiet room, I could easily have a conversation with one person. However, this is not life. I went to lunch with my coworkers, and I missed key words and therefore could not follow the conversation. It was like playing Madlibs where every 5th word was deleted. I mostly just nodded and smiled, but had no idea. I went to a birthday party and tried to hold a conversation with several people – nope. I don’t want to be that person who is constantly asking, “What? Can you say that again?” I know that is annoying. So I suffered in silence.
FOMO – Fear of Missing Out
Along with feeling isolated and alone, you also quickly realize that you missing out on so many whispers and inside jokes and subtle conversations. Everyone is smiling or laughing, and you’re not sure why. You are on the outside looking in.
I no longer watched TV or listened to the radio.
I know Close Captioning exists, but after a long hard day of teaching, that can be pretty taxing on a brain that isn’t used to it. It wasn’t worth it to me, so I just sat in silence. Pretty sad!
I couldn’t hear my alarm clock or my baby cry at night.
If I accidentally rolled over and buried my good ear in my pillow, I was COMPLETELY deaf. I couldn’t hear the baby monitor or my phone alerts. As you can imagine, this was very problematic!
I felt like I had short-term ADD.
When you spend all of your energy deciphering the words people are saying instead of trying to comprehend them, this is very similar to how our young readers spend all of their energy decoding words on the page instead of trying to comprehend the message. What you get is a fragmented sense of the meaning of things. My brain couldn’t handle the overload, and it felt very fragmented. I found myself focusing on minutia instead of the big picture. It was very frustrating!
I was completely exhausted every night.
It’s worth repeating. Partial deafness, for me, meant a full-on assault to my brain and my ability to function and comprehend. Life was incredibly taxing. I have a new appreciation and understanding for our students who are hard of hearing, deaf, or who struggle with audio processing disorder.
In the future, if I had a student with any of these concerns, I would alter my behaviors in the following ways: always make eye contact, provide written instructions, keep the classroom environment quiet and focused, re-voice student questions and comments, allow them to work in small groups / pairs in a separate quiet environment, provide extra time and frequently check for understanding, provide a quiet place for socializing during lunch or recess if they would like, and generally offer as much patience and compassion as I can muster.
Here I am at the ENT after being told my ear has healed and I should get my hearing back within 2 weeks!
I would love to hear your feedback if you or anyone you know have ever experienced partial or temporary hearing loss.
I am writing this post in hopes of helping any other teachers who happen upon my blog and are looking for advice about returning to work after a maternity leave. It is an anxious, emotional time, and I hope I can help ease your transition by sharing about my experience.
At the beginning of this year, I missed the first 12 weeks because I was out on maternity leave. This means I didn’t get to set up my room or meet my students until we were well into the school year. On top of all that, it was a new position for me, so I really had NO idea what I was coming back to. A new grade, a new age level, new material, new room, new everything. It was a lot to take in.
Luckily for me, I had an amazing substitute teacher who made everything so helpful and efficient for me. Additionally, my district gave us 3 overlap days where we were both in the room – that helped with the transition immensely. On the first day, I simply introduced myself to each class and sat in the back to observe the atmosphere. By the second day, he was still teaching, but I became a support in the room, traveling amongst the students and asking questions, listening, and assisting. By the third day, I was leading the lesson while he supported. On the fourth day, I was all alone but feeling confident.
My first day, waiting for my students to arrive.
Throughout this post, I have shared my personal choices and experiences, including what worked well for us and what is (and continues to be) a struggle. Feel free to ask questions or share your own experience in the comments – I’d love to learn and do better!
My husband and I chose to leave our daughter in a daycare center while we work. I know there are many different options for childcare, and people tend to turn up their nose when we say we chose a daycare. However, I chose to focus on the positives of daycare: my daughter will be cared for by certified staff, there will always be multiple adults on hand, she will be exposed to learning activities and many different kinds of people (and germs!), and she will be socialized for school.
Leading up to the first day of daycare, I took my daughter to the center a few times and just sat in the infant room with her. I did this so we could both get use to the atmosphere and the people. It gave me a chance to observe the routines and to ask a lot of questions. The staff said they didn’t mind (I hope they meant it!) and even encouraged me to come as many times as it took to feel comfortable. And each time I came in, I brought in more supplies for her drawer (diapers, wipes, outfits, creams, pacifiers, etc.) so that I wouldn’t be burdened with that ask on the first, hectic day. By the way that’s a big theme in my life – prepare, plan, do things in small chunks, and get it done before a deadline.
At first, sitting in the room was terrifying. There were babies crying and so much activity. I felt I had made a huge mistake. I wanted to quit my job and stay home forever. But then I got a hold of myself (and my crazy postpartum emotions) and became more settled with the idea the more I visited and self-talked. Everything would be okay. This is a good thing for everyone – mom and baby.
It is a very strange feeling to leave your child in the hands of someone else, all so you can go to your classroom and take care of other people’s babies. But this is my calling.
I have to tell you that I am so grateful that my husband does the drop-off each morning. If I had to do it, I would always arrive at work a total basket case (that’s if I would actually able to detach myself from my daughter and leave the daycare building). I do the pick-up, and it is definitely the best part of my day.
A big tip I have for you: Do NOT call in the middle of the day to see how your child is doing. I fell into this trap on my first day back, because I wanted to make sure my daughter was doing well on her first day, too. I couldn’t even make it through the phone call without crying. For me, it is best to just keep busy and let the professionals do their job. I had to have faith that if they needed me for anything, they would contact me.
The First Day
The first day – okay week – is THE hardest. People mean well, but everyone will ask you trigger questions like, “What’s it like to be back?” and “Who has your daughter?” and my favorite, “How was it leaving your daughter today?” I cried each time someone asked me any of these questions. Hormones, man. I sat in the bathroom and cried during passing time. It was hard. When the bell rang at 3:05, all you could see was a big blur behind me as I bee-lined it to the parking lot and attempted to follow all traffic laws on my way to pick her up from daycare. It will get easier. REPEAT: It will get easier. Everyone told me that, but I had to experience it for myself. Now I take my time leaving. I go to the bathroom and wash my hands before I leave work (because I won’t get a chance when we get home!).
Focus on your job and why you are there. Try not to think about your baby. You need to stay in the moment. Your baby is in good hands, and you are needed here, now, to take care of these babies. It will be okay, and it will get easier!
I have lots of routines to help me get through life, and this should be no different. I quickly figured out a routine that worked for all of us to help make the nights and mornings go as smoothly as possible. This is survival, people!
Each night, I put my daughter to bed around 6:30pm. Then, I immediately wash and reset the bottles for the next day and pack them in her lunch bag in the fridge. I add any notes or supplies she may need right in the bag so it is ready to go. I pair up all of her clothes when I wash them on the weekend so her outfits are ready to grab-and-go in the mornings:
For myself, I also make my lunch, set out my clothes, and take a shower. I used to take 1 to 1.5 hours to get ready in the morning (let’s be honest, I used to putz. I checked my email, did some house work, etc. Not anymore!). Now, I can get ready in 20 minutes flat. This is important, because you don’t know how your morning will go. Will she be sick, sad, or needy? Will you just NEED a cuddle? Be ready for anything. Preparing the night before is essential to having a smooth morning.
After I’ve gotten all of her things and my things ready, I spend about 20 minutes TOPS straightening up before bed, because it makes me feel good. Then I tackle my nightly chore from the next section (Housework and Errands), and I’m done.
For my own sanity, I attempt to go to bed as close to my daughter as possible. My goal is to be asleep by 10pm, and my alarm is set for 6am. This way, I am lucky to get 8 hours of sleep between all of the night feedings and wake ups. You have to preserve your sleep! Make it a priority. Skip all non-essential things and just S.L.E.E.P. It is how you survive being a teacher and a parent – two incredibly draining and demanding jobs.
Housework and Errands
I have also had to adjust the way I run our house. I used to do almost everything on the weekends – cooking, cleaning, and chores. Now, however, I want to covet that as family time (and down time). To that end, I have made a schedule where I do a little bit every day, like the old adage of eating an elephant. I also try to run short errands right before I pick up my daughter from daycare. Eventually, we’ll get to the point where I will take her on the errands, but right now it’s easier to do this way and just leave her in daycare an extra half hour.
Also RE: Amazon Prime / Amazon Mom: JUST DO IT. Seriously. It makes your life so much easier.
Here is an example of our weekly schedule, designed to free up our weekend time (Do I actually get to all of these things? No, but I do try):
Vacuum / mop
Clean out fridge and microwave
Saturday & Sunday
We have tried to make grocery shopping a family activity, as well. My daughter really likes all the sensory experiences of a grocery store.
During weekend nap times, I cook. This is how I SURVIVE, people. I make all of our lunches on the weekend so they are ready to grab-and-go. I also try to make a casserole or dinner for the evenings. But honestly, I usually don’t have time for dinner and just skip it (oops). This preparation saves a huge amount of time and money throughout the week.
Grading and Working At Home
What I have to say about this is short and sweet: FORGET ABOUT IT. You will no longer do any schoolwork at home. Oh, you’ll have good intentions. You’ll bring home a bag full of things to do, emails to check, etc. But you won’t do it. Nope. You’re exhausted, and you miss your baby. My best advice is what I have learned to do – do not leave work until you have done everything that MUST be done by tomorrow. Emphasis on must – you do have to stop and leave at some point. Maybe you can finish grading those papers tomorrow? Prioritize. Just don’t bring it home. It will sit in your bag / car and it will haunt you.
As a new parent, I find that I have a new perspective on my role as teacher. I have done a lot better job of communicating with parents, now. I also try my best to include them on as many decisions as possible. I always thought I was doing a good job with this, but now I see that I could do even better. Even though my students are ‘grown up’ 11-year-olds, their parents still like to hear nice things and be kept involved. At this age, many parents begin to start distancing themselves from the school in hopes of encouraging and allowing more independence from their children. I do my best to respect that, but also see that information is always welcomed.
As a new parent, I also see that I have so much more empathy and patience for my students. I love them all, each one, but now I also see them as someone’s baby. Everyone is someone’s baby!
You will be awesome
This is what you were born to do. You will rock it!
I was so fortunate to be allowed to spend a day at the 2016 WSRA convention this year. It was incredibly energizing and inspiring! I feel that every teacher should attempt to make it to a convention at least once a year to be reenergized and infused with exciting new ideas to try in the classroom. I got to meet several famous authors and researchers, and I felt like a total fangirl. I also came back with a plethora of ideas to share with my colleagues.
I’ll get straight to the point and share with you my top 5 take-aways from the day.
I need to buy these books ASAP
Limit Teacher Talk to 1/3 of your instructional time
In an excellent session by Cris Tovani, she explained her Student Engagement Model and how she limits her Teacher Talk to only 1/3 of the time. The remaining time is students ‘doing’ – practicing, exploring, and producing. That’s difficult for the die-hard lecturers amongst us, but it is a necessary shift for so many critical reasons!
Breaking the Vocabulary Code
One of my favorite sessions by far was “Scaffolding Complex Text to Maximize Student Learning” by Mecca Sadler and Natalie Bourn. I got so many excellent ideas for incorporating more deep-thinking vocabulary activities into my lessons.
A few ideas I want to try immediately are the Vocabulary Triangle and the Image Explanation
For the Vocabulary Triangle, you invite students to place a different vocabulary word they are working on at each of the triangle points (tell them to choose the hardest word, the easiest word, and a medium word). Then, on the connecting lines, they need to write a sentence that explains how the two words are related.
For the Image Explanation, you present students with an interesting image and ask them which of their vocabulary words it is related to. THIS IMAGE REPRESENTS ____ BECAUSE _____ There is no one right answer, and you can discover evidence of their processing by listening to the connections they make. For example, let’s say my students are working on the following words:
And then I present them with this image:
You can see how they could use nearly any of our vocabulary words to complete the idea “This image represents ____ because ____.” I can’t wait to try this idea out! The presenters said this activity would also make a great assessment tool as well. Real life application!
So long, Venn Diagrams
From the same presentation by Sadler and Bourn, I learned about using a Y shape instead of a Venn Diagram for comparing and contrasting. The legs at the top can be for contrasting two items, and the stem at the bottom is for comparing what they have in common. The added bonus of this shape is it reminds us to ask, “why?” at the end. As in, why did the author(s) make the choices they made? I plan to use this idea next week to compare several dystopian fiction stories that my students read.
There you have my highlights of the convention! Not to mention seeing a lot of wonderful friends and colleagues. I look forward to the 2017 Convention!
Hooray – I’m working on a fun new bulletin board in my classroom! This one is a take on Instagram, which is widely popular among my students. The board will feature pictures of my students engaging in fun reading and related activities all throughout the school. I’ll snap a few pictures during SSR (Sustained Silent Reading), Library checkout (that shining smile when they check out a new book!) and other candid moments in the classroom. I think my students will really enjoy seeing themselves on the board. Overall, my intent is to highlight the positive reading culture in our school.
The hashtag at the top reads #wmsreads. This is for school use only – nothing will actually be posted on social media.
I’ve slowly been working on this a bit every day for the past month, and they are just SO curious to know what it is about! I told them to wait and see, but the day I put up the Instagram logo? They couldn’t stop talking about it! I can’t wait to see them checking the board each morning to see new pictures. Maybe they’ll be inspired to check out a new book, or ask a fellow student for a recommendation!
UPDATE 5-15-16: See the final product by clicking here!
I’ve literally just had the most amazing year of my life. I have no idea how I could ever top it. Most importantly, this is the year two became three. Our daughter is such an incredible gift. I know all parents say that, I do. Elaine is just such an incredibly happy, positive, delightful person. Everyone who meets her instantly loves her. She almost never cries. She is just very content! She loves to carefully observe everything going on around her. She has these amazing, beautiful eyes and a smile from ear to ear. She wakes up every morning bursting with happiness. The world is truly a better place with her in it.
New Year’s Resolutions
Yes, it’s that time of year to make promises and think about how you want to improve yourself and your life. I feel like I already have everything I could ever ask for in life, so these are my resolutions this year:
Christmas 2015 was especially exciting for me, because it was our first Christmas as a family of 3. I was so looking forward to it because I knew it would be a much needed break from work and a time to reconnect with my daughter, husband, and dogs. So, I did my part to build up excitement and anticipation at school!
I got my hands on these adorable elves, which I placed on my front board alongside a small Christmas tree and a Holiday Break countdown. Every day, I changed up the jokes on the board. Let me tell you a little something about 7th graders. They really made fun of my jokes, saying they were cheesy and dorky and lame. However, they were equal parts excited when they came in the room every day to read them. That’s the thing – to be cool, you gotta pretend things are lame, even if you really like it. Right? After a while, kids even came up to me suggesting new jokes to add. They secretly loooooved it. Enjoy!
We wrapped up our 2015 school year with an all school assembly including a student-staff volleyball game and a blue-slip raffle (blue slips are given to students who exhibit exceptional responsibility, respect, and safety). I received so many wonderful, delicious, and handmade gifts from my students! I was completely overwhelmed at their generosity. So many treats!
I go back to work tomorrow, but I can say I feel thoroughly rested and recharged. I didn’t get any of the work done I planned to, but maybe that’s ok. I got in a lot of snuggles and naps, and a lot of cooking and eating 🙂 That’s what life is all about, right? Hope you had a wonderful holiday season!
What’s that? You’re already thinking about Christmas? So am I! I usually start planning in September. ESPECIALLY for crafts. You may remember a few of my favorite Christmas projects of the past, such as these paw print ornaments and this advent calendar. I love giving handmade Christmas gifts from the heart 🙂
This year, we are making Baby Footprint Ornaments! They are super simple, cheap, and quick – so what’s not to love?
The entire project cost me only $17.43, and I purchased all of the materials at Michael’s. Here is what I used:
The ornaments themselves were only $1.49 each, on sale for 40% off! I also purchased some acrylic paint for $0.79, a Sharpie paint pen (get oil based so it’s permanent), some metallic cord, and an embellishment (by the sticker aisle).
Other materials you’ll want handy:
* a paper plate for spreading the paint and dipping baby’s foot
* baby wipes for cleaning baby’s foot
* paper towel
* scissors for trimming the cord
First, I laid out all of the materials on the table so they were within arms reach. Once you start, you aren’t going to want to get up to retrieve anything you forgot.
Next, I laid paper towel under my baby’s foot. She’s pretty squirmy, but we managed to keep the paint contained. I kept a hand on her painted foot at all times. You may want to use a drop cloth or old towel/sheet.
Then, I spread the paint on the paper plate. A dime sized amount is perfect. You don’t want it too thick, just enough to dampen baby’s foot. Too much paint makes everything squishy and messy and you don’t get the neat details of baby’s foot.
Dip baby’s foot in the paint (blot off any excess with a paper towel), then roll the wooden ornament up her foot from heel to toe. If you make a mistake (or if baby squishes her toes, because paint feels so cool!), just quickly grab a baby wipe and erase the mistake. The final products above represent at least 3 tries on each ornament. I would wipe, let it dry, and try again. No problem!
Once you have the final look that you like, let it dry for about an hour (depending on paint thickness) before adding your text and/or embellishments.
Good luck, and I hope you enjoy this easy, quick, and cheap project!
I was very excited to learn that I hit a major milestone on Teachers Pay Teachers. It has been such a wonderful community and opportunity for me for the past 3 years, and I am so incredibly grateful. I made this post a year ago about why I LOVE Teachers Pay Teachers! “It has been a true blessing for me and for my teaching practice. I have learned so much over the past year by meeting and collaborating with other teachers, discussing important educational topics on the forums, and learning how to create engaging and targeted lessons. I always felt that my lesson plans were solid – targeted, authentic, scaffolded, and meaningful – but I never thought to take it the extra step to make it even more engaging.”
It is a checklist of the short but essential tasks that students must complete to revise, edit, and publish their work. The backside of the checklist includes mini-lessons or reminders of each of the editing requirements for quick reference. Perfect for encouraging accountability and independence!
At the end of the checklist, students must sign their name, attesting that they have actually attended to all the items on the checklist.
To all of my followers, collaborators, and fellow educators, thank you for your support, encouragement, and for celebrating this major milestone with me! Have a wonderful week!
Did you know there is no “I” in teaching? Okay well there is ONE “i” in teaching, smarty pants, but you know what I mean! None of us works alone. None of us can take sole credit for our students’ successes, nor their failures. We are a group, a system, a well-oiled machine, a… professional learning community. In fact, and here’s the real truth of education, none of us can really take credit for even creating a completely new idea. No: we are inspired, influenced, and motivated by others – we stand on the shoulders of giants and build on what has come before us. Like scientists, we hypothesize, develop ideas, collect research, and adjust accordingly. Truly great teachers can take a spark of an idea and mold it into something that is just what his/her students need. We tinker. We tweak. We ‘Frankenstein’ bits and pieces of an idea together. We adopt and adapt until it’s ‘right.’ We are really very innovative scavengers, honestly!
I’ll tell you another honest truth. I may use the word “I” a lot on this blog, I mean I selfishly named it after myself, but none of the ideas on this blog are solely mine. My intent is to share with you my experiences, what works for me, in an honest and helpful way. I scavenge and alter ideas I find on Pinterest, other blogs, Teachers Pay Teachers, any resource, really, that will give me a spark of an idea. And then, I take that idea to my coworker, my partner in crime.
All of our lessons originate with a conversation. “I found something really cool last night!” or “I had a great idea in the shower this morning!” or “I read about a cool idea in this professional magazine,” etc. And then, we brainstorm. We discuss and mold and shape an idea. Are we done? No, we tweak it some more. Then, we try it out with our first hour. In the hall after first hour, “How did that go?” “Well, here’s what I am going to do differently next hour…” and so forth. We never stop. We never even teach the same exact curriculum from year to year. We reflect and record what didn’t work, and then we change it again. The truth is, no class of students is the same, and every class needs something a little different. Nothing is a one-size-fits-all for all students. And that’s something that is a sign of a really great teacher, one who knows that his/her work is never done.
So this post is an homage and a dedication to my amazing colleague. We are yin and yang, socks and shoes, Bonnie and Clyde, Beavis and Butthead (I’ll be Butthead). She’s a big picture person, and I’m a detail person. And sometimes, we switch. Nothing is more true than 1 + 1 = 3.
Do you have an awesome coworker? Who is the peanut butter to your jelly?