Labor Day relaxation

Well, the three-day weekend was definitely needed, even though I didn't do everything that I should have. Instead, I went to College Station to see the A&M football game thanks to a friend who went to A&M, we had an apartment barbecue on Sunday, and then today I lounged around and got around to planning parts of next week. Just in time, too, because real observations will be starting.

I haven't said anything yet about the saga at my elementary school. Turns out our outgoing principal overbudgeted at the end of the year. Significantly. By about 60 students. That means that of the four new hires (all TFA), two got let go, because they couldn't figure out a way to save money otherwise. It's a horrible situation. I was safe because I'm bilingual--they can't get rid of me since nobody else is certified (not that I'm "certified").

So... as for learning... they did a bit better at some things last week... I slowed down some instruction as well. Wednesday was early dismissal and parent Open House--all my conversations in Spanish, and they went all right, although I was mentally tired by the end.

And how is the rest of the corps? I meet up with them occasionally... saw a few at happy hour this last Friday. Some of the Pre-K teachers aren't doing so well. Understandable. I would have quit had I been assigned to Pre-K or K; I'm just not cut out for it. I'd be better used as a lumberjack. I feel luckier the more I talk to others and figure out the school situation that I'm in compared to theirs. I hope my principal survives... he's up all hours trying to get things figured out and put in place at our school. Sure, my textbooks are still coming late, and I have no idea how to teach bilingual, or teach in general, but I feel like the tools are there. So if I fail... well, we know who's responsible.

I was talking to someone the other day and she commented that all teachers should probably have that attitude--it's the only one that will really lead to success. I guess that's true. But it's very high pressure.

After my limited time so far, I've definitely concluded that the administration and the teacher are two major indicators of student success. Schools have enough money around here--the question is if there are competent people managing it and the teachers, and if the teachers believe in their students. Another thing I feel, as unpopular as it might be to say, is that there is a difference between communities as far as educational values and expectations go. That's not to stereotype, or lump everyone in--but I see a very respectful attitude in my community to teachers, as the parents are very deferential, and even my worst students aren't that bad. This is in sharp contrast to what some other teachers are experiencing.

The one place where more money would be useful would be in attracting teachers who don't need to be bribed to get good test scores and who are innovative and have fresh ideas. The problem is that by tying test scores to bonuses, everyone teaches to the test. We need teachers who understand and care about their students and don't need that incentive--then students will really learn. This is illustrated by the "professional development" events that we go to. They are, in general, a ridiculous waste of time that caters to the LCD which needs ideas pounded in their heads before they will accept them. The major piece of knowledge I learned at my certification class last week was: if 30% of your students are going to fail, then drag up a student who put in a lot of effort and give him/her a D so you don't get investigated.

If 30% of my students are going to fail, I'll shoot myself.

(So, higher standards for teachers, anyone? And higher pay to go along with it?)

Anyway, starting this week: Stuart Little. I'm trying to put together my own reading unit around it. We'll see how it goes...