academic optimism

I hate that I missed posting a "My Favorite Friday" post!   Instead, it's time to write a bit more about the transition from administration back to the classroom.

I don't miss being a principal.  While I enjoyed that position, I am glad not to be in charge.  I do miss some aspects though.  I miss the freedom to plan my day; I miss professional conversations with colleagues; I miss working directly with teachers in professional development activities.  And I miss being with elementary children.

As a teacher I am finding working with math curriculum invigorating.   The emphasis in Algebra instruction has changed slightly in the past 12 years or at least my current district requires a different focus.  There is more of an emphasis on concept development; on interpreting solutions in contextual situations.  There is little or no time spent on reviewing pre-algebra skills and little emphasis on manipulation of numbers.  The shift takes a little more planning.  I find that planning activities for teaching and practicing skills is easier than planning instruction in applied problems.  I spend quite a bit of time scouring older math texts as well as the Web for relevant situations to explore.

"My Favorite Friday" thought is that I'm particularly grateful to the online community of math teachers who readily share their work!  And the "Snipping Tool" in Win7 that @druinok mentions enables me to snip here and there to create activities with ease!

My greatest challenge has been in relating to my ninth graders.  I've been surprised and dismayed by their lack of motivation.  I know, I know ... one of the most significant things that teachers do is motivation!   An instructional leader is a multi-faceted job ... it is not just about knowing curriculum, or deconstructing standards, or even planning cohesive lessons but also about understanding and reaching each learner in the classroom.

I have many able students.  Those students are getting the math; and we are working together well.  But I have too many students who are struggling, who enter the classroom with little interest in even trying.   Instead of engaging with any of the math, they wait to see what answers I will give them.   Their disengagement shows up in lack of materials, idle chatter, accusatory statements, obvious boredom.  And it creates a spiraling effect that is challenging to overcome.

Failure does not motivate.  In fact, for many students if does just the opposite!  It reaffirms students' opinions of themselves as poor math students and they give up.

Our first marking period just ended.  Several students were working fast and furious using our school's very liberal tutorial and retake policies.  Those students, though, that needed it the most ... the ones that do not see themselves as successful math students ... did not take advantage.

There was a time when I might have said, "Well, they get what they earned!"  And that thought does cross my mind and yet I am personally dismayed.  Their failure is my failure as well.

In this second marking period I have the opportunity to find that key - the key that establishes rapport, that opens doors of misunderstanding!  I have the opportunity to pursue success ... pull out all of my tools, try a few more tricks of the trade, and even work on my persuasion skills!  I love a challenge!   I am an "academic optimist!**"

**McGuigan, L., & Hoy, W. K. (2006). Principal Leadership: Creating a Culture of Academic Optimism to Improve Achievement for All Students. Leadership And Policy In Schools, 5(3), 203-229.

In stillness

Blogging about my school experience is new to me and I'm enjoying the process.  I began blogging a few years ago.  At that time I blogged to help find my "center," to quieten myself,  to recharge.  As I thought about blogging at that time I was reading poetry.  I ran across this stanza in T.S. Eliot's work, The Four Quartets:

I said to my soul, be still ... So the darkness shall be the light, and the stillness the dancing; Whisper of running streams, and winter lightning -  The wild thyme unseen and the wild strawberry, The laughter in the garden, echoed ecstasy ...

The stanza resonated with me at the time, and the name of my blog was identified.  It is in stillness that my soul finds delight.  I am an introvert ... not just shy ... but I am energized by being alone, finding time for personal quiet, dabbling in creative expressions.

And yet, I love teaching!  In fact, after being in administration for 12 years, I am choosing to go back into the classroom.  I enjoyed the work of a principal but I missed the interaction with students.  I am a bit apprehensive - feel like a "new" teacher even though I have been an educator for 30 years.

I know I'll have to work at creating stillness and quiet in my life.  Blogging again provides an avenue for reflective exercise.

Interestingly enough, I'm finding blogging to be a different experience this time around.  Not only is it a reflective exercise, but it is both creative and social.  Reading and interacting on other math teachers' blogs has been quite fun ... and certainly helpful!

I'm ready!

This is a big day ... or the preparation for a big day.  Tomorrow I join hundreds of new teachers in our local school district.  It is my first time to attend a new teacher orientation in 15 years.  In the last few years, I participated in new teacher orientations as a school administrator - a leader.  Tomorrow - I am on the other side of the table.

I printed out driving directions.  I decided on a simple business casual outfit.  I cooked egg muffins for quick and easy breakfasts this week.  I packed my purse with protein bars.  I located a notebook to take just in case I need to take notes.  I'm prepared to listen and learn as a "newbie!"

I'm actually looking forward to the next few days in new teacher orientation.  I love being  a learner.  I can relax, take notes, draw analogies to my previous experiences, and contemplate ideas for my new classroom!  I love seeing how school can be done differently!

I'm ready!

A demotion? No! Not at all!

"This is confusing!"  The HR specialist was looking at pages of service records trying to determine how many years of teaching could be credited to my account.  I'm off on a new adventure ... having been in education for 31 years ... 19 as a teacher and most recently, a school administrator for 12 years.  Now I am returning to the classroom as a ninth grade Algebra 1 teacher.

A demotion you ask?  No, not at all!  My husband and I moved this summer to live close to our children and grandchildren.  In the move I decided I wanted to return to my first love of teaching!  I thoroughly enjoyed the work of a principal - loved the variety, the challenges but I missed the close connections with students.  I missed finding multiple ways to fan the flame of interest in mathematics.  And so ... I sought a teaching position!

Today I signed paperwork, learned about my benefits, and met many other new teachers in the district.  In the room of about 30+ teachers I felt like the "grandma" for sure!   I also felt the camaraderie and energy of eager educators!  Loved it!

And then ... the best part of the day ... I went to my new classroom ... and imagined how I might make it an inviting environment for learning difficult material!


Ready for some creative dressing up!

I decided on a black and white geometric theme.  Over the next few days I'll share my decorating and planning efforts!