I give my students many opportunities to go up to the board or overhead projector in front of the class and demonstrate how they solve particular problems. Most of them get a kick out of it and enjoy showing me that they know how to solve a particular problem. Well, today I had a student demonstrating how they solved a "lattice-style" multiplication problem. When the student got to the point where she had to multiply 9 x 4, she put the wrong answer in the box. I politely interrupted her and asked if she was sure that 9 x 4 was 27... and if she wanted to go back and check. She started counting by 9's on her fingers and kept getting stuck. She would start all over again, and get stuck all over again. I decided to give her some help.
I asked her if she knew any shortcuts for figuring out her 9's, and she responded in the negative. So I told her to write the numbers 0 through 9 in a column. She did, and it looked like this:
0
1
2
3
4
5
6
7
8
9
Next, I asked her to make a 2nd column right next to her first column and count down from 9 through 0. It looked like this:
09
18
27
36
45
54
63
72
81
90
Then, we went back to the 9 x 4 and I asked her to count to the 4th number down (36). And I said, "You're right! 9 x 4 = 36."
There was a collective gasp from the entire class. It was like I was practicing witchcraft or making the Statue of Liberty disappear. Every year, I show my kids this little "trick" and I never get the reception that I received today. At that moment, I knew my students saw me as more than just a mere mortal. I was a god today!
Now, if I could only magically make them learn the entire curriculum that way. :-)
Monday, October 22, 2007
Wednesday, October 17, 2007
We Interrupt This Scheduled Lesson For.....
Is there some kind of "hotline" for anonymously reporting P.A. system abuse? If there isn't, there should be. If such a "hotline" existed, my school would definitely be "red-flagged" by now. It seems like there is a freakin interrupt... err... um.. important announcement every damn minute. It is really unnerving (especially when I'm in a teaching groove, and my kids are in a learning groove). There has got to be a better way.
Whether they are:
Whether they are:
- Looking for some AWOL teacher
"Ms. Black, please report to the office. Ms. Black, please
report to the office. You are needed immediately, Ms. Black. Ms.
Black, please report to the office. We are a go for Operation Black Hawk"
- Telling us stuff they should've told us in the weekly update newsletter
"Please have your students sign off on their free fair tickets for
elementary fair day."
or:
"The Fast Forword Lab will be closed today
and next week until further notice."
or:
"Duh, don't you read? The Fast
Forword Lab is open again."
Telling us at 2:30 to send students down to the office or teacher workroom to get copies of "important" notes that must go home by the end of the day (when they should've had the copies ready first thing in the morning).
....They inevitably make the announcement longer than it should be and basically..... ruin the atmosphere of my classroom. If my students were engaged, you can sure bet they won't be engaged anymore. If they weren't engaged, you can sure bet they are even worse afterwords.
It is absolutely ridiculous. Maybe a script would help. Write it out before you ramble it out. One announcement in late September warned us faculty members about the approaching end of summer dress code, and that the men would now have to go back to neckties and the women would have to go back to hose. By the end of that convoluted exposition by my school leader, some of my 4th grade boys were convinced that they needed to show up with neckties the next week. The other 60% who have learned the important skill of "tuning out" were fine until they overheard me trying to "clear up the confusion" to the other 40%ers. After they overheard me trying to explain "no neckties" to the "confused" ones, their response was, "We have to wear neckties???"
It is truly a vicious cycle. Dominoes on the tumble. If one falls, they all fall.
And after all the confusion was finally cleared up, the dialogue kinda went like this....
40%ers: "By the way, Mr. Cater, what was that you were telling us about Left Angles?"
Mr. Cater: "I was talking about right angles. There is no such thing as a left angle."
60%ers: "There's a left angle? What does it look like?"
Mr. Cater: "It looks like a boot about to kick some ill-prepared elocutionist in the buttocks."
Monday, October 8, 2007
De de de de, De de de de, De de de de
As I've mentioned in other posts of mine, my district is really pushing the "Principles of Learning" approach to teaching. And, as I've also mentioned in other posts, I'm all for this new approach. If it truly benefits students (like I think it will) then I am for it 100%.
Of course, with all new approaches, there is a learning curve. You can't just implement all aspects at once. There are many pieces to the "Principles of Learning". One such piece is accountable talk. Accountable talk involves having the students become more responsible for their learning. In the process, they take ownership of the learning. When they answer questions in class, they are expected to give a valid reason (or proof) for how they came up with their answer. During the implementation of this facet, a habit of intellectual discourse develops. Hmmm.... I have to say that I was kind of skeptical about it too. But, the experience I've had the last couple of weeks is starting to sway my opinion.
During our staff development sessions over the summer, we were provided with a list of accountable talk stems. The stem that I have been experimenting with the last couple of weeks is the "I agree/disagree with ___________ because __________" stem. When I started to implement it in my class, I suddenly felt like I was transported to some sort of alternate dimension. A dimension of sound, a dimension of sight, a dimension of mind. Moving into a land of both shadow and substance, of things and ideas. Yep, I crossed over into... the Twilight Zone. De de de de, de de de de, de de de de, de de de de, Dummmmmmm dum dum dum dum.
Who were these kids that were talking so intellectually? Certainly not the ones that I was used to. I teach in a school where most of the population in in the low s.e.s. bracket, where most of the population is some kind of minority, where the population doesn't normally use the words "agree" and "disagree". It is totally amazing how they speak once you get them in that mode. Its not always easy to get them there, but thats mostly because of my old habits. I'm sure I'll get better. Anyway, not only does it make them sound more intellectual... the other students seem to be more focused or in tune to what their fellow student is saying so that they themselves can chime in with an agree or a disagree. Truly amazing.
For another interesting anecdote on accountable talk hop on over to Mister Teacher's blog at Learn Me Good and read his post titled "Accountable Counting". Pretty funny stuff!
Of course, with all new approaches, there is a learning curve. You can't just implement all aspects at once. There are many pieces to the "Principles of Learning". One such piece is accountable talk. Accountable talk involves having the students become more responsible for their learning. In the process, they take ownership of the learning. When they answer questions in class, they are expected to give a valid reason (or proof) for how they came up with their answer. During the implementation of this facet, a habit of intellectual discourse develops. Hmmm.... I have to say that I was kind of skeptical about it too. But, the experience I've had the last couple of weeks is starting to sway my opinion.
During our staff development sessions over the summer, we were provided with a list of accountable talk stems. The stem that I have been experimenting with the last couple of weeks is the "I agree/disagree with ___________ because __________" stem. When I started to implement it in my class, I suddenly felt like I was transported to some sort of alternate dimension. A dimension of sound, a dimension of sight, a dimension of mind. Moving into a land of both shadow and substance, of things and ideas. Yep, I crossed over into... the Twilight Zone. De de de de, de de de de, de de de de, de de de de, Dummmmmmm dum dum dum dum.
Who were these kids that were talking so intellectually? Certainly not the ones that I was used to. I teach in a school where most of the population in in the low s.e.s. bracket, where most of the population is some kind of minority, where the population doesn't normally use the words "agree" and "disagree". It is totally amazing how they speak once you get them in that mode. Its not always easy to get them there, but thats mostly because of my old habits. I'm sure I'll get better. Anyway, not only does it make them sound more intellectual... the other students seem to be more focused or in tune to what their fellow student is saying so that they themselves can chime in with an agree or a disagree. Truly amazing.
For another interesting anecdote on accountable talk hop on over to Mister Teacher's blog at Learn Me Good and read his post titled "Accountable Counting". Pretty funny stuff!
Tuesday, October 2, 2007
Assembly Line Education
Ugh…Assembly-line education. I can’t stand it. It’s like the scene from "I Love Lucy" in which the chocolates are moving too fast on the conveyer belt for her and Ethel to wrap. I have a "middle-school" rotation in 4th grade. I have 5 classes and they rotate in and out every 60 minutes. My district is really on the "Principles of Learning" bandwagon (which I have no qualms about). However, the whole "Principles of Learning" philosophy is about educating at a more rigorous level, a more deeper level. How can I get deep in 60 minutes? Truthfully, its not even 60 minutes. These are 9 and 10-year-olds we’re talking about here. We have other issues from bathrooms to fevers to she won’t be my friend to he’s making fun of me to pencil sharpening. Heck, sometimes it takes a kid an eon to take out a sheet of paper and put their name on it! The issues are endless.
It has been suggested to me that the Science teacher could take 15 minutes out of her 1 hour science time to allow students to do "practice" work over stuff that I taught. However, I don’t really see a very good cost/benefit result here. Science instruction will suffer and I really won’t be able to effectively monitor and address misconceptions with immediate feedback. It would have to wait a day. Truth be told, there just isn’t enough time in the day. With every subject now facing the prospect of state testing, nothing can really be shortchanged. The problem is, that everything is shortchanged as a result.
A 2-teacher split is much better than a 5-teacher split. A 2-teacher split also gives rookies the opportunity to team-up and learn from a veteran. What if I decide to change schools next year? I take my 12 years experience and wisdom with me. I taught a state-tested subject my 2nd year as a teacher. I worked very closely with the "other" math teacher on my grade level. I learned a lot. It sped up the learning curve. I wouldn’t mind having the opportunity to "groom" a newbie. I’ve done it before.
When I used to teach 2 subjects (Math and Science), I had a 2 1/2-hour block and I always had the flexibility to spend more time on one subject if students were facing difficulties. Of course, the other subject would suffer. There were times when I would take away from Science time, because Math is a state tested subject at my grade level. Unfortunately, science is state tested at the next grade up. I want to prepare my students for that as well, but math scores are what ultimately ride on my shoulders. I enjoy teaching science as well. However, I would not enjoy teaching it if I was faced with 45 minute class time (because in 4th grade, that translates to about 30 minutes after all the B.S. mentioned above).
But…I don’t run things. I don’t rock the boat. I just do what I’m told to do. If someone asks my opinion, I’ll give it to them, but nobody ever asks. Such is the frustrating life of a teacher.
Next thing you know, they’ll want to start basing my salary on how well I cram stuff into 9 and 10-year-old heads in 60 minutes. Oh, wait… they’re already on that, aren’t they? I guess the truth will finally come out: I suck at teaching! Don’t send your kids to Mr. Ed. U. Cater! He sucks! Oh, wait… He’s the only freakin’ math teacher.
Anyway, that’s all I got. Just a little rant for cyberspace.
It has been suggested to me that the Science teacher could take 15 minutes out of her 1 hour science time to allow students to do "practice" work over stuff that I taught. However, I don’t really see a very good cost/benefit result here. Science instruction will suffer and I really won’t be able to effectively monitor and address misconceptions with immediate feedback. It would have to wait a day. Truth be told, there just isn’t enough time in the day. With every subject now facing the prospect of state testing, nothing can really be shortchanged. The problem is, that everything is shortchanged as a result.
A 2-teacher split is much better than a 5-teacher split. A 2-teacher split also gives rookies the opportunity to team-up and learn from a veteran. What if I decide to change schools next year? I take my 12 years experience and wisdom with me. I taught a state-tested subject my 2nd year as a teacher. I worked very closely with the "other" math teacher on my grade level. I learned a lot. It sped up the learning curve. I wouldn’t mind having the opportunity to "groom" a newbie. I’ve done it before.
When I used to teach 2 subjects (Math and Science), I had a 2 1/2-hour block and I always had the flexibility to spend more time on one subject if students were facing difficulties. Of course, the other subject would suffer. There were times when I would take away from Science time, because Math is a state tested subject at my grade level. Unfortunately, science is state tested at the next grade up. I want to prepare my students for that as well, but math scores are what ultimately ride on my shoulders. I enjoy teaching science as well. However, I would not enjoy teaching it if I was faced with 45 minute class time (because in 4th grade, that translates to about 30 minutes after all the B.S. mentioned above).
But…I don’t run things. I don’t rock the boat. I just do what I’m told to do. If someone asks my opinion, I’ll give it to them, but nobody ever asks. Such is the frustrating life of a teacher.
Next thing you know, they’ll want to start basing my salary on how well I cram stuff into 9 and 10-year-old heads in 60 minutes. Oh, wait… they’re already on that, aren’t they? I guess the truth will finally come out: I suck at teaching! Don’t send your kids to Mr. Ed. U. Cater! He sucks! Oh, wait… He’s the only freakin’ math teacher.
Anyway, that’s all I got. Just a little rant for cyberspace.
Tuesday, September 4, 2007
A New Kind of Teaching Position!
I've forgotten how much i HATE the beginning of the school year.
At the end of last school year , my kids left me for the summer as geniuses. ;-)
Now I receive a whole new batch of nose-picking, butt-scratching, thumb-sucking, pencil-tapping, chair-rocking, leg-swinging, rubber-necking, bladder-busting, mouth-moving, attention-fleeting, cheeto-eating, pencil-breaking, pencil-sharpening, paper-wasting, germ-carrying, name-on-paper-forgetting, water-drinking, "I don't get it"-saying, paper-popping, cologne-overdosing, selective-listening, Ritalin-needing, subtraction-forgetting, multiplication-fact-unknowing 3rd graders disguised as 4th graders.
-----whew!!
Last year's group of 4th graders (now 5th graders) was the bane of my existence. Yet as I pass them in the hallway, I long for their presence in my classroom. Am I going crazy? Please Elvie, come back... and bring your mischief with you! Hey, Jonah, bring your passive-aggressive defiance back on over to my room! Hi Elsie! I miss your very own special brand of cluelessness! Come be clueless in my classroom again! Please, I'm begging you! (She probably would, too).
At least I knew how to deal with those students. Now, I have a whole new group I need to figure out. What makes them tick? What makes them work? What makes them happy? What makes them mad? What makes them sad? What cafeteria meals make them gassy?
I told a colleague today that my new teaching dream job is: second semester 4th grade math and 1st semester 5th grade math. If I could teach my old students for the first semester in 5th grade and then hand them off to another teacher after the Christmas break, that would be wonderful! Then, I could move down to 4th grade and continue where their first-semester teacher left off. Then, the following year, I'd teach them the first semester in 5th grade! Sounds confusing.
During the first semester, the fourth graders are still babies, but by the second semester they grow into quite likable human beings. In the first semester of 5th grade, the students are still likable 4th graders, but they're gradually moving towards that nightmarish-pubescent-filled-hellish void known as middle school (middle-school teachers please pardon me---you guys are truly my heroes). By the time the second semester of 5th grade arrives, they are well on their way to the void. I myself would prefer to get off at the next stop.
Anyway, just a little aimless, wandering, rant of a blog today.
At the end of last school year , my kids left me for the summer as geniuses. ;-)
Now I receive a whole new batch of nose-picking, butt-scratching, thumb-sucking, pencil-tapping, chair-rocking, leg-swinging, rubber-necking, bladder-busting, mouth-moving, attention-fleeting, cheeto-eating, pencil-breaking, pencil-sharpening, paper-wasting, germ-carrying, name-on-paper-forgetting, water-drinking, "I don't get it"-saying, paper-popping, cologne-overdosing, selective-listening, Ritalin-needing, subtraction-forgetting, multiplication-fact-unknowing 3rd graders disguised as 4th graders.
-----whew!!
Last year's group of 4th graders (now 5th graders) was the bane of my existence. Yet as I pass them in the hallway, I long for their presence in my classroom. Am I going crazy? Please Elvie, come back... and bring your mischief with you! Hey, Jonah, bring your passive-aggressive defiance back on over to my room! Hi Elsie! I miss your very own special brand of cluelessness! Come be clueless in my classroom again! Please, I'm begging you! (She probably would, too).
At least I knew how to deal with those students. Now, I have a whole new group I need to figure out. What makes them tick? What makes them work? What makes them happy? What makes them mad? What makes them sad? What cafeteria meals make them gassy?
I told a colleague today that my new teaching dream job is: second semester 4th grade math and 1st semester 5th grade math. If I could teach my old students for the first semester in 5th grade and then hand them off to another teacher after the Christmas break, that would be wonderful! Then, I could move down to 4th grade and continue where their first-semester teacher left off. Then, the following year, I'd teach them the first semester in 5th grade! Sounds confusing.
During the first semester, the fourth graders are still babies, but by the second semester they grow into quite likable human beings. In the first semester of 5th grade, the students are still likable 4th graders, but they're gradually moving towards that nightmarish-pubescent-filled-hellish void known as middle school (middle-school teachers please pardon me---you guys are truly my heroes). By the time the second semester of 5th grade arrives, they are well on their way to the void. I myself would prefer to get off at the next stop.
Anyway, just a little aimless, wandering, rant of a blog today.
Monday, August 27, 2007
Early Retirement?
Ugh... It's days like this that make me wonder:
"Do I have the ability to do this for another 17 to 20 years???"
The first days of school are always hectic, true. First weeks are always hectic. But, it really is days like today, that make me want to go back to college and earn a second degree. Heck, I'd consider an associate's degree in auto mechanics (they probably make more money and they get to have tattoos). Seriously though, we can have tattoos. But, what would I get? A giant apple on my back? A multiplication chart on my ass? A place value chart wrapped around my bicep like a tribal band? (Maybe I could make it into the millions period if the print was small enough).
Seriously though, auto mechanics have it easy! Plus, if they don't have the parts, they can order them from Detroit and get them within the week. I can't rightfully tell Johnny's mother that he's missing the portion of his brain that controls logical reasoning and that I need her to sign a consent form so that I can order the replacement part from Dr. Frankenstein's lab (if it could only be that easy). Furthermore, they can always refer to the owner's manual for tire pressures, oil grades, and how to use the jack. If kids could just come with a manual that had their friggin' address on it I'd be happy. Seriously.... If you're 10 years old, you should know your home address. And if you don't, your parent should take the responsibility to staple that information onto your forehead.
Auto mechanics also only have to worry about engine cycles. No monthly cycles. What is it with being notified of those on the first day of school? This is the first time in my 12 years that this has been an "issue" on the first day of school. Sure, it happens during the middle of the year all the time. But, on the first day of school? I guess it was bound to happen. Its the hormones in the chicken, I know.
I do enjoy my job, don't get me wrong. I'm sure I'll grow to like a majority of these kids, and I'm sure they'll grow to like me as well. But when I'm 49, will I feel the same way? Will I have the energy? Will I have the stamina? Will I show up to work with my shirt tail sticking out of my trouser zipper? (inside joke). Will I show up with suspenders attached to my underwear? (another inside joke). Will I show up to work one day with mismatched shoes? (oops, already did that). Will my ties look ridiculously out of style? (NEVER!!)
Well, I really don't know what will happen then. All I can worry about is what happens tomorrow (and the rest of the school year). So, put your tray tables up and put your seats in their full upright position. Fasten your seatbelts because its gonna be another bumpy ride!
"Do I have the ability to do this for another 17 to 20 years???"
The first days of school are always hectic, true. First weeks are always hectic. But, it really is days like today, that make me want to go back to college and earn a second degree. Heck, I'd consider an associate's degree in auto mechanics (they probably make more money and they get to have tattoos). Seriously though, we can have tattoos. But, what would I get? A giant apple on my back? A multiplication chart on my ass? A place value chart wrapped around my bicep like a tribal band? (Maybe I could make it into the millions period if the print was small enough).
Seriously though, auto mechanics have it easy! Plus, if they don't have the parts, they can order them from Detroit and get them within the week. I can't rightfully tell Johnny's mother that he's missing the portion of his brain that controls logical reasoning and that I need her to sign a consent form so that I can order the replacement part from Dr. Frankenstein's lab (if it could only be that easy). Furthermore, they can always refer to the owner's manual for tire pressures, oil grades, and how to use the jack. If kids could just come with a manual that had their friggin' address on it I'd be happy. Seriously.... If you're 10 years old, you should know your home address. And if you don't, your parent should take the responsibility to staple that information onto your forehead.
Auto mechanics also only have to worry about engine cycles. No monthly cycles. What is it with being notified of those on the first day of school? This is the first time in my 12 years that this has been an "issue" on the first day of school. Sure, it happens during the middle of the year all the time. But, on the first day of school? I guess it was bound to happen. Its the hormones in the chicken, I know.
I do enjoy my job, don't get me wrong. I'm sure I'll grow to like a majority of these kids, and I'm sure they'll grow to like me as well. But when I'm 49, will I feel the same way? Will I have the energy? Will I have the stamina? Will I show up to work with my shirt tail sticking out of my trouser zipper? (inside joke). Will I show up with suspenders attached to my underwear? (another inside joke). Will I show up to work one day with mismatched shoes? (oops, already did that). Will my ties look ridiculously out of style? (NEVER!!)
Well, I really don't know what will happen then. All I can worry about is what happens tomorrow (and the rest of the school year). So, put your tray tables up and put your seats in their full upright position. Fasten your seatbelts because its gonna be another bumpy ride!
Saturday, August 25, 2007
NO MORE WIRE HANGERS!!!
A wise principal once said, "It takes five positives to undo the damage caused by one negative." (Or, at least someone told me that’s what the wise principal said). Regardless, the logic seems true enough. It is kind of like the whole idea of how frowning causes facial wrinkles while smiling prevents them from occurring.
Anyway, I digress. Yesterday, our principal called a staff meeting for the purpose of going over final nuts and bolts type issues before the opening of school on Monday. We also traditionally have an apple-cider toast in plastic champagne glasses to kick off the "New Year" on a positive note.
Well, the meeting was to start at 1:00 in the cafeteria. I, along with 8 to 10 other co-workers, showed up at 1:00 (according to the clock in the cafeteria). According to my watch, we still had another minute or two. According to my cell phone, it was 1:00. According to a second clock in the cafeteria, it was about 10 after. Anyway, she had already started the meeting (before 1:00). This must be true since she was already in the middle of discussing something. If we were there at 1:00 on the dot, and she was already speaking, she must've started anywhere between 12:57 and 12:59.
At the door, there were sign-in sheets for attendance and about 8 handouts to pick-up. While we were signing in, and picking up our handouts, she decided to "call us out" in front of the rest of the staff.
Nice negative reaction, very nice. Reminds me of how some staff members last year would make bets before staff meetings on how many negative remarks the principal would make for the meeting on that day. If anyone was betting yesterday, they would've had a field day trying to tally up the multiple tirades that were about to occur.
I can't quote it, but it was along the lines of we're just gonna have to stop and wait for your fellow co-workers, who can't seem to show up to a meeting on time. All the while, mind you, she's screaming. Well, not screaming, but definitely talking in a very abrasive, condescending, belittling, gruff tone. One of the staff members actually spoke up for herself and said, "It's one o'clock now," pointing to the cafeteria clock. Of course, this led our principal into her be-in-your-seats-early-so-the-meeting-can-start-promptly tirade.
Anyway, I felt like an 8-year old.
It just so happens that earlier in the week, we had an interesting presentation on brain-based research. It was basically about creating "optimal" conditions for "optimal learning". Things discussed were: having brighter, homier classrooms; having music play strategically during various times of day; involving hands-on or kinesthetic movements throughout a lesson; and creating a hospitable non-threatening environment (to name a few). She should've taken a page from that lesson and handled our scolding differently because from the moment I felt like I was being chastised as if I were an 8-year old, to the moment we toasted to a "Happy New Year", I had tuned-out. I wrote non-productive notes to my fellow "guilty" co-workers instead. I got a few laughs out of it as well. I guess I had caught the "negative-virus" as well. I'm probably being negative now as well, but it’s therapeutic, so I'm excused.
The toast was anything but jovial for me. I drank the apple-cider like I was abusing a bottle of Jack Daniels, and I threw the plastic champagne glass into the trash can like I would've been smashing an empty bottle of Jack in a parking lot or burning fireplace. I walked out of that meeting fuming inside. Outside, I was fine. I can laugh about things. I can smile. I can joke. But, on the inside rest assured, I was fuming. There were about 2 more times after that meeting that I just let out frustrated "Argggghs" in my isolated hallway. The people that heard me knew why I was "Arrrrgh-ing". Almost 24 hours have passed now and I'm still pissed. But, I'm not so much pissed now at the belittling as I am at about how low I've sunk since Tuesday.
I was pretty optimistic at the beginning of the week. But, each day, I've managed to sink a little bit more each time. Of course this all comes on the heels of news from a friend who has moved to a new school this year and is absolutely loving the positive energy there. I'm happy for my friend, but it just makes me realize what I'm missing out on.
Anyway, I digress. Yesterday, our principal called a staff meeting for the purpose of going over final nuts and bolts type issues before the opening of school on Monday. We also traditionally have an apple-cider toast in plastic champagne glasses to kick off the "New Year" on a positive note.
Well, the meeting was to start at 1:00 in the cafeteria. I, along with 8 to 10 other co-workers, showed up at 1:00 (according to the clock in the cafeteria). According to my watch, we still had another minute or two. According to my cell phone, it was 1:00. According to a second clock in the cafeteria, it was about 10 after. Anyway, she had already started the meeting (before 1:00). This must be true since she was already in the middle of discussing something. If we were there at 1:00 on the dot, and she was already speaking, she must've started anywhere between 12:57 and 12:59.
At the door, there were sign-in sheets for attendance and about 8 handouts to pick-up. While we were signing in, and picking up our handouts, she decided to "call us out" in front of the rest of the staff.
Nice negative reaction, very nice. Reminds me of how some staff members last year would make bets before staff meetings on how many negative remarks the principal would make for the meeting on that day. If anyone was betting yesterday, they would've had a field day trying to tally up the multiple tirades that were about to occur.
I can't quote it, but it was along the lines of we're just gonna have to stop and wait for your fellow co-workers, who can't seem to show up to a meeting on time. All the while, mind you, she's screaming. Well, not screaming, but definitely talking in a very abrasive, condescending, belittling, gruff tone. One of the staff members actually spoke up for herself and said, "It's one o'clock now," pointing to the cafeteria clock. Of course, this led our principal into her be-in-your-seats-early-so-the-meeting-can-start-promptly tirade.
Anyway, I felt like an 8-year old.
It just so happens that earlier in the week, we had an interesting presentation on brain-based research. It was basically about creating "optimal" conditions for "optimal learning". Things discussed were: having brighter, homier classrooms; having music play strategically during various times of day; involving hands-on or kinesthetic movements throughout a lesson; and creating a hospitable non-threatening environment (to name a few). She should've taken a page from that lesson and handled our scolding differently because from the moment I felt like I was being chastised as if I were an 8-year old, to the moment we toasted to a "Happy New Year", I had tuned-out. I wrote non-productive notes to my fellow "guilty" co-workers instead. I got a few laughs out of it as well. I guess I had caught the "negative-virus" as well. I'm probably being negative now as well, but it’s therapeutic, so I'm excused.
The toast was anything but jovial for me. I drank the apple-cider like I was abusing a bottle of Jack Daniels, and I threw the plastic champagne glass into the trash can like I would've been smashing an empty bottle of Jack in a parking lot or burning fireplace. I walked out of that meeting fuming inside. Outside, I was fine. I can laugh about things. I can smile. I can joke. But, on the inside rest assured, I was fuming. There were about 2 more times after that meeting that I just let out frustrated "Argggghs" in my isolated hallway. The people that heard me knew why I was "Arrrrgh-ing". Almost 24 hours have passed now and I'm still pissed. But, I'm not so much pissed now at the belittling as I am at about how low I've sunk since Tuesday.
I was pretty optimistic at the beginning of the week. But, each day, I've managed to sink a little bit more each time. Of course this all comes on the heels of news from a friend who has moved to a new school this year and is absolutely loving the positive energy there. I'm happy for my friend, but it just makes me realize what I'm missing out on.
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