Monday, December 31, 2007
Sunday, December 23, 2007
I suspect they are afraid of something and in hiding. While they were building they did lots of illegal things that caused us to threaten to call the police if they did not stop. They were terrified of the police. This surprised me since the police have no jurisdiction over building violations.
I'm not getting involved. I'll just have to wait and see.
Saturday, December 22, 2007
Friday, December 21, 2007
My son's x-rays. How many mothers have their son's x-rayed mouth displayed on a light board at home?
One of the ugliest gifts I have ever received.
One of the prettiest gifts I ever received and a flower vase frommy husband (he knows I love anything with a face.)
Some of my favorite beer bottles.
The door to the shrine--equipped with more of my junk including some of my truck pictures and mementos from trips abroad.
My mom's old typewriter. I used to love this as a kid and still love looking at it.
Deputy dog--a splurge for myself!
My African Man--it was love at first sight.
1. I love Jamaica and Jamaicans. Although I have been to quite a few of the islands in the Carribean Jamaica keeps calling me back. I love the beaches, the weather but most of all I love the people. They are smart and warm and loving. A Jamaican will look you in the face, insult you and you will thank them. If there really is life after death, I want to come back as a Jamaican. NO PROBLEM MON!
2. I love big trucks. If I were to chose a second career it would be to drive eighteen wheelers. I love truck stops and I take pictures of my big rigs where ever we go.
3. I will never be able to drive a big rig. I don't like reverse and I don't like driving in tight spaces. In one of those, every spot is a tight spot.
4. I am cheating on my husband with my two daily minyon boyfriends. True, one is 75and the other is 95, but I do love their company and I love it when the 95 year old gets jealous every time I talk to another man. I even like the fact that he is jealous of my husband. When I was young and available I never had men fighting over me.
5. I'm a terrible grudge holder. If you do something to me, or someone I like, I never forget and I never forgive. This is probably my worst personality trait. I wish I could change it, but I can't. I still am angry at Suit for telling me, a few years ago, to transfer to a different school.
6. When my daughter moved out, we turned her room into a den. Actually, we have made it a shrine to her. The room is full of her pictures. Of course, I've added lots of other things. All the pictures above are from this room. I keep collecting and adding to the walls 9and ceilings.) The two concessions to my son in this room are his dental x-rays (before he had the surgery that let him open his mouth all the way) and his college diploma. When he was young, we never thought he would get out of third grade so we need to keep it where we can see it daily.
7. I am afraid to retire. I've been teaching for so long that I am afraid I will lose my identity if I give it up. I love the captive audience that is afraid not to laugh at my really bad jokes. I will miss the satisfaction I get when I get kids to finally succeed.
I know I am supposed to tag seven others. Most of the bloggers I would like to tag have already been tagged. Hopefully these have not been tagged. You can find their blogs on the side bar.
Justice Not Just Us
Enlarging the Mirage
Its A Hard Knock Teacher's Life
Here is another chair. It was nice of the school to put it next to the phone so we can comfortable make the phone calls we need to make.
Here is the cafeteria where the chairs are located. They are located in a nice quiet and private spot so if someone feels ill and needs to lie down and rest, privacy is assured.
Suit donated his old furniture to the teachers cafeteria. Believe it or not, this is the only comfortable furniture in the entire building available to teachers. Our school has no faculty lounge, unless you count the little room connected to the bathrooms(separate for men and women.) These rooms have the same chairs one would find in a classroom and one round table. Everything that goes on in the stalls is both smelt and heard in this room. But, teachers really don't need any comfort since we have no free time during the day to enjoy it.
My trailer still has no loudspeaker or fire bells. The paint on the walls is still mosaic style. Kids are still sitting on the floor when they have internship periods. Teachers are still tutoring in the halls, but he has a new office suite. I'm sure Suit and the DOE would have a great way to defend this.
Thursday, December 20, 2007
No matter what the Mayor says, small classes are the answer.
Last year 12 special education students were put in an inclusion class with 20 regular education students and a push in teacher. The kids were lost. The push in teacher worked non stop, giving up all her lunches and preps and got most of them to pass Math A and move on to Math B.
This year the push in teacher said she would be a push in no longer. She had the school create a Math B class exclusively for her special education students plus a few resource room kids. She goes as slow as she needs and gives her students exactly what they need now that she is in charge and not dealing with the Ms. Wannabe Suit that was the main teacher in the room last year. The kids, while all not passing, are doing much better.
A resource room kid was in my Math B class, a class with a register of 34. Although Boy was motivated, and working hard, he just could not get the hang of a proof. Push in and I worked together and got Boy transferred to her class. Boy just came to visit me to show me his latest test where he scored a 93. Boy is succeeding and feels good about himself.
So, the real question now is why is Boy doing so much better? Is Push in a better teacher than I am? She might be but she does not have my experience in either teaching or in math. Does she care more? I think we both care about the same (which is lots). Or, is it because her class has 15 kids in it as opposed to mine of 34? My guess is that class size is the answer.
Pissed off Mom goes on and on about class size and about how she had to pull her son out of a public school so he could get an education in small classes and how he could succeed now that class size was limited. Bloomberg and Klein say that a good teacher is more important than class size. Too bad he never met Boy or Pissed Off Mom's son.
Wednesday, December 19, 2007
I am pleased to announce that I have been doing GREAT at Baruch College's Pre Cal Course. Evidently, a lot of the stuff you taught us ended up appearing in the PreCal curriculum. I took my final this morning and my teacher notified me and told me that I received a perfect score and that I will be receiving an A for the class.. =D..
hope this made your day. or.. your night=)
PS.. I'll see you soon!
I'm glad I got to know this woman. Without her, I would have no first hand knowledge of the plight of an ATR. This woman is in her position because her school was closed. HER SCHOOL WAS CLOSED! She did nothing wrong. SHE DID NOTHING WRONG This woman is a warm caring person. She is bright. She wants to teach. She wants to help kids. She is a good teacher.
When this ATR first showed up in our building the AP wanted to put her in a classroom. Principal Suit said NO. When a vacancy in her license appeared, this woman wanted it. Principal Suit brought in an inexperienced person to fill the position. He would not even allow her to teach a model lesson to audition for the job. This person would love to work with a regular class or with small groups of students to give them extra help in a subject that she knows well. Suit still says NO. And, so she goes from room to room, from class to class filling in for absent teachers. I am sure they are trying to get her to leave. She won't. She's smart. If they want to pay her to do nothing, she will have to come to terms with that to keep the checks coming. She doesn't think they can do anything about her or to her. I hope she is right.
I worry about this ATR and others in her position. I am willing to bet that Bloomberg and Klein are busy trying to figure out how they can get these people off the payroll. I know they can't get them on teaching, especially if the subject they are expected to teach is not in their license area. They will get them on classroom management. This ATR has been covering classes where there is no work for the kids to do. It is hard to keep kids behaved when there is nothing for them to do. Administrators are watching and criticizing. I don't think the union will protect these teachers.
The school system is spending a fortune on F status people yet, there are people in the building that are not being allowed to work. Some things just make no sense.
Tuesday, December 18, 2007
Monday, December 17, 2007
My favorite thing about the college is the respect given to teachers (even adjuncts) by other teacher, secretaries, administrators and students. Our work is appreciated. We are helped. We are never looked down upon. We are treated like professionals and it is universally accepted that we know what we are doing. Every observation is filled with praise. No one feels the need to put us down to make themselves sound better. The evening supervisor just walked by and saw me on the computer while my class is taking the final. He didn't reprimand me or even comment. He knows that the class is being watched while I blog away. This would never be acceptable on the high school level.
One of the things I really dislike about the community college is the lack of continuity with the students. I teach a course for people that don't like math. It is a class for liberal arts majors and it is usually full of people ready to graduate, as most leave math for their last term. Once in a while a student returns for a recommendation or we run into one another in the supermarket. This is rare. I do have the son of a former student at the high school I teach in so I know how well she is doing.
One of the things that bothers me about the class I have this semester is the number of problems my students have. My class of twenty has three students with sick mothers (one car accident, one nursing home and one with some serious illness that I don't know much about.) I also have two students who have had surgery-one had to drop out and one returned after 2 weeks. A third student told me that she is going in for surgery in January. She forced herself to wait until the semester was over so she could finish up and graduate. A nineteen year old boy told me that he came home from work and found his apartment cleaned out. He suspects his girl friend. Why is a nineteen year old not living at home with mom and dad? (I did not ask.) It seems to me that 35% of a class should not be having such problems. The funny thing is that I believe all these problems are real. No one asked for any time extensions or made excuses. They just opened up and told me situations at home. I will never know how any of these things turn out for people that I have come to care about.
Next semester I am teaching a pre-calculus course. Hopefully the students will have stronger background and actually appreciate some of the beauty math has to offer. I look forward to this new class and to teaching a subject I have not taught for years.
Sunday, December 16, 2007
Saturday, December 15, 2007
Friday, December 14, 2007
If you are not passing more than 65% of your students in a class, then you are not designing your expectations to meet their abilities. You are setting your students up for failure, which in turn limits your success as a professional.
I've done quite a bit of thinking since I read this quote in Thursday's Daily News, made by the Principal of Central Park East High School. Although I have never been, nor ever will be a fan of administrators, this comment really hit home and I made me see the situation from the principal's point of view.
Quite a few of my Math B students are not performing on level. I have tried tailoring the curriculum to their abilities, but for some, it is just not possible. The work is just too hard for them. If their math and reading levels equals that of a fifth grader (or even lower), the work they should be learning should be that of a fifth or sixth grader. They should not be expected to learn algebra and geometry. They should not be expected to read Shakespeare. And they certainly should have no expectations of being able to pass chemistry. In spite of all this, we are expected to teach these subjects to all our students. It doesn't really matter what they learn or if they learn as long as they are passing. Schools show "improvement". Report card grades go up. Principals and APs get to keep their jobs and get performance bonuses. My own AP is being forced to lower his standards this term (more about this another time). He is a new father and needs his job. Principal Suit, who I really dislike, also wants to hold onto his job. If these guys don't show results, they are worried that they will be out the door. What they are doing is not ethical. Perhaps they should rebel and do the right thing. I suppose they just want to hold on to their jobs.
Before anyone jumps on me for writing this, I want to say that these kids are not capable of learning this stuff now. They might be able to master these subjects some time in the future. They are just not ready to do so now. If a fifth grader had the ability to learn these subjects, these subjects would have been part of the fifth grade curriculum, not the high school curriculum. The principals today are given the impossible job of getting all children to succeed even though these children don't have the tools and skills needed to succeed. Maybe if the principals were just allowed to do their jobs without this pressure, they could run effective schools and get the kids to succeed. Raising a fifth grade level up to an eighth grade one is a monumental achievement. This is what should be encouraged in the schools.
Wednesday, December 12, 2007
His Ms. Sweet. Welcome back. I hope you are feeling better. We all missed you. Don't worry about substitute work. Mr. Z will run stuff off for you.
By the way, Thirty has quite a few sick days in her bank even though she had hip replacement surgery and was out eight weeks last year. She almost never takes a day off. She even arranged to give birth while on sabbatical.
I can't believe Thirty is still out. She takes off too much. She did not leave any work for her classes. I am going to put a letter in her file. I will not put up with this behavior from teachers in my department.
Tuesday, December 11, 2007
I'm willing to admit I might be wrong about some of them. But, if these kids continue in a NYC school, they will never succeed. There is no way to help them, no matter what anyone says. It is impossible to differentiate learning when there are 34 kids in a class, many with attention deficits and learning disabilities. It is impossible to help them when they are required to pass algebra when they can barely add. I'll never forget the high school senior I taught years ago who could not count past 100 or the girl who asked her mother how much a nickel was worth when we were doing coin problems.
I know I am supposed to care. And, I do care, more than most. In a system like the one I work in, caring is not enough. In fact, caring does almost nothing. I've sat in on IEP conferences only to have my thoughts over ridden by a pompous psychologist who thought he knew everything. I've watched kids get programmed for special education and have seen how little those programs do to help the kids also. The special education classes are too big. Supposedly the curriculum is being taught differently, but it is the same curriculum nevertheless. Many of the special education teachers do not even know the material they are expected to teach as they have not been trained in the subject matter.
I have tried to institute tutoring programs where I team up an honor student with a struggling student. It has worked but the administration has done nothing to help. I requested a C-6 assignment that would allow me to run a program like this. I was turned down. The administration would rather have my name down as a library tutor. According to them, it is much better for me to give one kid one answer a period than to arrange for 10 or more kids to have a private tutor.
Just like we can't all be beauty queens or great athletes or rock stars, we can't all be brilliant students. Even if the system changes, there will always be people out there that can't succeed. It is time to realize that and help them achieve in their own ways.
Many years ago people realized that children were graduating from NYS schools with a very limited education. The RCTs were introduced in the 70's. Kids had to pass these tests if they could not pass a regents to graduate. These tests measured minimum competency.
The first year they were given I remember being recruited to help mark the writing section. I, along with a bunch of other math teachers complained that English was not our field. We were told to mark , so we did. We did not feel comfortable passing papers where the spelling and grammatical mistakes occurred so often that the ideas in the composition or the letters could not be understood. All our failing grades were overridden by the English chairman. The only good that came out of this is that we were never asked to mark these papers again.
The math exam was a little harder to get passing grades on. The math was either right or wrong. Since the entire test was short answer or multiple choice, there were no gray areas. Even though we had lots failures, people complained this test was too easy also.
To keep improving standards, RCTs were introduced in social studies and science. Again, the state decided that these exams were not good enough. Minimum competency was not competent enough.
Today everyone must pass a certain number of regents exams to graduate. First, the passing grade was 55, but scheduled to change to 65. Since too many kids were still failing, the 65 grade for passing was postponed. Kids can still get their diplomas with 55. Even 55 was too high a grade for some. The Board of Regents could not be wrong about this requirement so the standard needed to pass has been lowered and lowered and lowered. Now, almost everyone passes. Too bad passing doesn't mean anything.
To summarize--state exams were instituted to raise standards. The state exams did not measure a high enough level so they were done away with and everyone was required to pass Regents exams. The regents exams were too hard so the bar to pass the exam was lowered. Kids are now getting regents diplomas and know less than their counterparts with RCT diplomas. It is great to know that NO CHILD IS BEING LEFT BEHIND.
Monday, December 10, 2007
It seems that Principal Suit has decided that he is going to start putting letters in the files of teachers that have too many failing students. Never mind that these kids know little or nothing, do nothing in class, or cut, the teacher is responsible. There are classes that are made up primarily of these kids. One social studies teacher told me her class was made of up kids who scored 0 and 1 on eighth grade assessments. Now is she going to get a letter in her file because so many are failing?
My AP is scared. Last week he had standards. We were not supposed to pass anyone who could not do the work. This week the standards are gone. Next semester, all the repeaters will take M&C instead of the new algebra class they are currently failing. The theory is that they can be taught to pass the regents. Once they pass the regents, Suit will give them credit for four terms of math and move them ahead. More will graduate and Suit will get his bonus.
I feel terrible for the younger teachers that have to survive in this system. One minute they have to fail the kids, the next minute they have to pass the kids and no one in power cares whether they learn anything. The young teachers, the ones who entered the profession to make a difference will never be able to make this difference. They are just pawns of the administration and have no control over any of their moves.
Sunday, December 09, 2007
I am a high school teacher in NYC. The school I teach in got a B on the report card and is considered well developed by the Quality Review team. We still have many students that scored 1’s on their eighth grade tests. A grade of 1 in reading means that the student cannot read and a grade of 1 in math means that the kids have no basic skills. These 1's are being required to take subjects that require reading skills on a high school level. The history courses they take require them to be able to read. Kids are learning about composition functions in math and ask things like "what do I do with the g?" They have no math skills. Some of these kids are good students and manage to reproduce what they are taught. Unfortunately, they have no understanding of what they are reproducing. Most cannot even do that.
So now, these failing schools, chocked full of these 1's (and lower) students are being closed. My school does not have as many of these kids or I am guessing we would be on the closing list too. The kids will be dispersed to other schools in the area. Classes will still be too large. Kids will still be unable to get any real help. The kids will still be failing only now they will be failing in a new location.
Way to go Klein and Bloomberg. Rearrange the furniture in the living room but it will still be the same old furniture. Put new slip covers on the couch and it might look better, but the cushions will still sag. The kids will still be ones, no matter where you put them.
How can I teach kids to solve algebra and geometry problems when they cannot understand simple arithmetic?
How can I be expected to do what eight years of education before me could not do? I am no better at teaching than the teachers that came before me. No one will ever convince me that these kids never had a good teacher. Not every teacher that came before me was bad.
I know it is politically incorrect to write what I am about to write.
THERE ARE STUDENTS INCAPABLE OF LEARNING SOME ACADEMICS.I don't know how it can be determined who is capable and who is not. I just know that this disparity exists. While we are all born equal, we are not all born with equal abilities.
EVERYONE HAS LIMITATIONS IN ONE FIELD OR ANOTHER.While I would agree that an elementary school student has not had sufficient time to reach their ceilings, many (of course not all) high school students have. It is time to face educational realistically. Giving a realistic education should be part of the NCLB law.
Saturday, December 08, 2007
Thursday, December 06, 2007
Yesterday I made the error of telling some of my kids their grades in advance. Of course the complaints started. One kid, with a 67 average got a 55 because he was missing 15 homeworks. "Miss, you didn't collect mine." I asked him, how did I missed his and got every other homework. He couldn't answer and walked away angry. He's not really a bad kid. Today he came in, "forgave" me for failing him but failed to hand in homework again. He told me that it was okay that he didn't pass. I said, "Joey, you are good! You know that I won't change the grade, you know that you deserved to fail, so you are justifying your grade in your own mind. Just do what is right and your grades will go up." He smiled and walked out. Hopefully he will improve. I had this kid last year and went through the same scenario then. He's bright, he just has to learn that he cannot get over on me.
My real problem with grading is the administration. They are not so easy to deal with. My AP complains if we pass too many and the principal complains if we pass too few. The principal thinks that if a kid gets a 55 the second marking period, he is going to pass the third one and programs the kid to move ahead. The only way we can guarantee that this won't happen is to give out grades of 40 and 45, something I hate to do. I don't want to pass someone that does not deserve to pass, but I don't want to destroy a kid's average either. It is much harder to recover from a 40 or a 45 than a 55. I would like to be able to just put down an F for kids that fail. Too bad the administration won't let us do that. I know there are teachers out there that love to give the "true average". This accomplishes nothing. I would rather put down a comment or make a phone call to let the parents know the true story.
Too bad I didn't pay attention as to when report cards will be issued. That would have been a good day to be out sick.
Wednesday, December 05, 2007
I'm not rich, but money has never been an issue in my life. I'm lucky, material things never mattered that much and thankfully, I've always been able to get what I needed and wanted.
I grew up in a working class family. We had an apartment in a city project in the Bronx. My dad worked two jobs so my mom could stay home and supervise their children. When the kids got old enough to be on their own a little, my mom started working part time.
We didn't have lots, but we had enough. My mom was an expert at finding bargains. She haunted the sales tables at Alexander's (on Fordham Rd and on Third Ave) and we always had new clothes that looked nice. We had toys. We went out on weekends. My parents knew all the tricks to entertain their kids without breaking the bank. We went to all the museums (free in those days). We went to the zoo and botanical gardens (also free). For real treats, we rode the Staten Island ferry ( only a nickel each way). We took vacations (not big ones). We went out to dinner. We were never deprived of anything.
I grew up with great values, which I thank my parents for. When I got married, I moved to an inexpensive apartment to save money to buy a house. I put no money into fixing up the apartment, since it was going to be temporary. I drove my car until it didn't drive anymore. I finished my master's degree and my plus thirty within three years of graduation and the start of my teaching career to maximize my salary. No one was giving me any money. I knew I had to work for what I wanted.
My husband and I bought a small house in Queens. It's a nice, old house in a great neighborhood but it is not fancy. We bought a house we could afford to pay for on his salary alone, so when the time came to have children, I could stay home with them if I so chose to (I stayed home for four years.)
We always talked about upgrading to a bigger house in a fancier neighborhood, but never did. I'm glad. My husband had a rough job and believe it or not, he was treated worse than many teachers are treated. At 53 years old, I told him to retire. Enough was enough. I could support us until his pension would kick in at age 55. Our income was more than cut in half with this move but, it was okay. We lived well within our means and have managed to save enough to keep living the same way we had always lived. We even bought him a new car as a retirement gift. We took a bunch of vacations (Italy, Eastern Europe, Jamaica, Alaska) and plan to keep on doing this as long as we are both healthy.
I never needed to buy the best. I never needed to buy the most. My vacations don't have to be at five star resorts. My cars don't have to be brand new. I've worked hard, but I've always lived well within my means. My parents taught me well. I think I have done the same with my children. My daughter bought her own house before she was 26 years old. We offered to help but she didn't need it. My son has more than enough money to buy one too, but he just has to decide where he wants to live.
I know things are different now than they were 30 years ago. Money doesn't go as far. But I don't think that people were as materialistic as they are now. I don't remember such emphasis on designer clothing. And, no cell phones sure meant no money on expensive I-phones. I think my parents were grounded enough to help me avoid these money pit items. I'm happy. I'm not rich in money but all my needs are being more than taken care of.
Tuesday, December 04, 2007
My MB31 class spent the day proving that a quadrilateral is a trapezoid by showing, with coordinate geometry, that two sides were parallel and two sides were not parallel. The concept of the trapezoid did not give them any trouble, nor did the slope formula. We hit a wall when we got 4/8 for one slope and 8/16 for the other and these kids (not all of them, thankfully)did not recognize that the fractions were the same.
My MB31 kids all passed the Math A regents, most passed it the first time around. The majority of them are juniors. They are nice kids. They are kids that, for the most part do what they are told. Their basic skills are so lacking that I fear for their future success in the next two terms of Math B. How are these kids going to work with imaginary numbers when they can't even comprehend real ones? How will they simplify expressions involving trigonometric identities and fractions when they have no clue as to how to simplify numeric ones or even have no clue as to what a fraction means? More important, what am I teaching them when I get them to reproduce what I show them and they have no real understanding of what they have been taught? How will they go on to college and succeed when their foundations are so weak? I know there are people out there that do not agree with me on calculators. These people are not dealing with the kids of today and would find it incomprehensible that their rudimentary knowledge is so weak. A building will not stand unless the foundation is strong. Calculators are useless without this foundation.
Sunday, December 02, 2007
Saturday, December 01, 2007
I once tried to explain this friendship to a woman I now work with. She was offended when I told her that no friendships will ever be like these. They can't be. The history I have with these people cannot be replicated. Although I love my new friends, I wasn't there when their kids were born (and they weren't there for mine). We didn't know each other when we were getting married and mostly we did not learn to teach together. I have made many new friends over the years but my old friends are my gold.
Friday, November 30, 2007
In my brief stops recently, I have seen some good lessons. However, the following scenarios really concerned me:
1. Some review sheets were titled "Chapter Test Review." Please stop giving chapter or unit exams. It is the major reason why your students do not perform on the final exam.
Mr. AP came into my room today as I was giving one of these tests. He looked at it, said it was good and walked out. The teacher he is referring to gave out a review sheet on the unit but her test was spiraled. I know, I saw it.
Two and four are quite contradictory:
2. Please show them [students] at least one example befre you ask your students to try [it]. (Sounds like Chalk and Talk to
4. Showing or telling students how to solve a math problem does not help them in their effort to learn.
If I was new, or one of the older teachers under attack, I would not know what to do. How he can contradict himself in one memo is unbelievable.
Number 3 deals with his micro management issues.
3. Please take attendance in the beginning of the period instead of a few minutes into the period. If you do that, you will probably have many students walking in late.
A teacher should be able to decide the best time to take attendance. I admit that I am a bad attendance taker. But, my students know how I feel about their lateness. Marking it down at any one minute does nothing to change their actions. Teachers need to be the decision makers in their classrooms.
He also mentioned that grade leaders should begin working on the final and that we should communicate with the teachers teaching the same course. Unfortunately, in a school the size of mine, I never see others teaching the same course. It would be nice if we could have some common planning time in our C-6 periods. But, this will never happen.
I don't know why all these things bother me. He leaves me alone. He never comes to the trailer and when he does, he stays a few minutes and leaves. I hate his double standards. I hate his making the lives of some of my colleagues a living hell. I hate the fact that he is really a miserable teacher who has no business telling others how to teach. I hate his trying to control every detail of our lives and I hate the fact that there are some people that will never be able to do anything that pleases him.
As far as grades are concerned he wants to:
See our test grades before we make up grades. Some say we should just let him make up the grades himself.
If he didn't like the grades, he would want to see our tests. Some say he should make up the tests himself.
If he made up the tests himself, he would claim we did not teach the material. Some say he should supply all our lessons.
If he supplied all our lessons, he would claim that we did not teach the material correctly. We cannot win.
Wednesday, November 28, 2007
I walked into the math office a little before period 2 today. The office was filled with kids who needed help. There was one teacher in the room and it was obvious she was doing her best to help them and it was also obvious that she was overwhelmed and that it was impossible for her to help them all. I went over to one girl to try to help her before my class started. The girl was a Math B student and her questions involved domain, range and composition functions. The poor kid was totally lost. She was having problems factoring and solving basic equations (skills she needed to do the other questions.) I helped her a short time, but had to go to class. She wanted to stay another period but no teacher was assigned to tutoring until third period. No one was going to be around to help.
The same situation hits me when I have my tutoring in the library. There are just too many kids for one person to effectively help. Sure, I can answer questions, but when the kids really need a topic taught or thoroughly explained, it just cannot be done. On Monday, the English AP commandeered the library for her departmental meeting. No tutoring could take place. The librarian told me to go to the math office but, I am assigned to the library, not the math office, and it is not her job to tell me to go anywhere. Also, the math office was being used for math meetings. My AP used his own space instead of the space belonging to someone else. Other days the library is closed because it is overcrowded and the kids cannot get in for tutoring. Yesterday, I sent a bunch of them to Suit so they could complain. (I don't know if they got in to see him or if they even made it down there.)
One of Principal Suit's favorite tutoring programs is "lunch and learn." Teachers are assigned to the cafeteria where kids can get help while they eat. Sounds great, right????? Wrong!!!!!! The cafeteria is so loud no one can hear themselves think, let alone an explanation to a problem. There is also no seating area for tutoring and the smells are nauseating.
All these programs sound great on paper. Maybe this is why my school got rated as "well developed." Too bad no one really looks closely into what is going on. Too bad no one sees through the smoke to see where the real fire is.
Tuesday, November 27, 2007
Newsflash: Principal Suit and our Chapter leader are having a lovers quarrel. Yes, the two who have not kept their little tryst a secret are openly quarreling. The CL put a notice in every one's mailbox today telling us that Principal Suit does not respect or even like teachers. Now, to teachers this is not newsworthy. We all know how Suit feels about us. He claims we are family, but does not treat us very nicely nor does he give us any respect. What is newsworthy is CL putting it in writing and sharing his views with everyone. Troubles in the bedroom are usually kept private. What comes next? We'll have to wait for the next edition to come out.
"New York" by Edward Field, from After the Fall: Poems Old and New. © University of Pittsburgh Press, 2007. Reprinted with permission.( buy now)
New York I live in a beautiful place, a city people claim to be astonished when you say you live there.
They talk of junkies, muggings, dirt, and noise,missing the point completely.
I tell them where they live it is hell, a land of frozen people.They never think of people.
Home, I am astonished by this environment that is also a form of naturelike those paradises of trees and grass, but this is a people paradise,where we are the creatures mostly, though thank God for dogs, cats, sparrows, and roaches.
This vertical place is no more an accident than the Himalayas are.
The city needs all those tall buildings to contain the tremendous energy here.
The landscape is in a state of balance.We do God's will whether we know it or not: where I live the streets end in a river of sunlight.
Nowhere else in the country do people show just what they feel—we don't put on any act.
Look at the way New Yorkers walk down the street.
It says, I don't care.
What nerve,to dare to live their dreams, or nightmares,and no one bothers to look.
True, you have to be an expert to live here.
Part of the trick is not to go anywhere, lounge about, go slowly in the midst of the rush for novelty.
Anyway, besides the eats the big event here is the streets, which are full of love— we hug and kiss a lot.
You can't say that for anywhere else around.
For some it's a carnival of sex—there's all the opportunity in the world.
For me it is no different:out walking, my soul seeks its food.
It knows what it wants.
Instantly it recognizes its mate, our eyes meet,and our beings exchange a vital energy,the universe goes on.
Charge,and we pass by without holding.
Monday, November 26, 2007
Sunday, November 25, 2007
This little angel was being posed by her dad while her mom took the picture (I had to take one too) overlooking the ice skating.
Bank of America set up this big gift box on 5th Ave. Inside, they took free pictures of everyone, gift wrapped packages, gave massages, coffee and hot chocolate and provided warm comfortable chairs and bathrooms. They also gave out really strong shopping bags.
Saks windowRockefeller Center, but ice rink.
Also in Bloomingdale's.
More of Bloomingdale's.
New York Palace--I love the old mixed with the new.
Crowd by Cartier. The street was magnificent.
My sister is visiting from Texas so we spent the day walking around, checking out the windows and enjoying the city. The weather was perfect. What a great way to spend the last day before returning to work.