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Leah There are several articles that could be helpful:

"25 Ways to Obtain Children's Attention in a School Setting," and "Reading Aloud to Students." Click below for them as well as 78 others

Dec 20, 2010

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Grading without using grades

by Melissa

Dec 5, 2010

Hello,

I am a college student who will be student teaching in January. I will be teaching high school Spanish. I have been thinking a lot about different methods of teaching that I would like to use and how I plan to assess my students. I remember that when I was in school, I didn't like the grading system of 100% or below, because I alwa...See More

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Student with HORRIBLE attitude!

by AK

Dec 6, 2010

I am currently observing in a 9th grade Earth Science class. I have been working with a student that is constantly not handing in her work, or handing in incomplete work. When confronted about her work not being done she gets an attitude and claims it's because she does not understand the material, and since she doesn't understand it she will not d...See More

Alan Hello,

You may need to understand the background of your student a little better.

Lack of focus is a possibility. A child`s mind could be wondering and will need training to come down to earth. Or the child`s priority is not directed at the task at hand. A child might be worried about problems at home .. or school bullying..etc ...See More

Dec 12, 2010

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Dealing with Difficult Parents

by SN

Dec 20, 2010

Hello Master Teachers,

I wanted to know what kind of stories you have with difficult parents and how you dealt with them . I seem to have reoccuring issues with parents having to deal with helicopter parents. I've had coworkers tell me they never have difficult parents and I find that hard to believe. What makes me different? Thanks for an...See More

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Sara br> > Some of the responses here sound so easy...too easy. What if you > have a parent who believes anything her son says?

There are always nutty people and nutty parents. Those parents should be handled with kid gloves because manhandling them makes them worse, not better. When working with nuts, be careful not to set them off a...See Morebr> > Some of the responses here sound so easy...too easy. What if you > have a parent who believes anything her son says?

There are always nutty people and nutty parents. Those parents should be handled with kid gloves because manhandling them makes them worse, not better. When working with nuts, be careful not to set them off and NEVER think you can win a battle with a nut. You can't and you're as nutty as they are if you like fighting with them.

I build a reputation so positive - and that's not easy because it takes incredible patience - that no one will support the nutty parent in their nutty contention.

But a scorching e-mail is a sign of a nut or a borderline nut. Never worry about scorching e-mails - everyone takes them as the sign of a nut. Answer them with warm words like "I received your e-mail and am sorry that you are so upset. Kindly call me at your convenience so we can speak in person. I very much look forward to speaking with you."

She will not call - you can cc your email to your principal (never cc to the superintendant).

And no, you're not calling a child a liar because you dispute the child's recounting of an event. Say things like "If John heard something like that, it would certainly NEVER be my intention to say something like that. Certainly this district would not want to hire teachers who dislike make students so to represent the district fairly and to represent myself honestly, please know I hold all my students in warm regard - both boys and girls."

Working with people and parents takes some finesse - it's not easy, you're right, but if we leave our egos at home and tread carefully, even nutty parents can be worked with. But also fairly said, if someone doesn't want to work with parents, they shouldn't be teaching. It's a part of the job.

I had a student > tell his mother that I got up in front of the class and announced > that I "hate my male students." So when he misbehaved in class and > was disciplined, it was merely my discriminating against his gender. > She absolutely believed him and sent me a "scorching" email (copied > to the principal and the superintendent)telling me that I should > apologize to every male student that I have and so on and so > forth...I, of course, had said nothing like that and this student was > one who got into trouble often in all of his classes. So how would > any of these suggestions help with a parent as unreasonable as this? > In denying that I said such a thing I would be calling her son a > "liar." I don't see how you can deal with this sort of person.

Jul 5, 2011

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Jo But the very sad part about all of this, there are those that might hate male students and treat them accordingly. They are extremely agitated by typical boy behaviors. Thus, while a teacher may not say that they hate boys, the tone, the reprimands, etc all point to that. I've seen it. Sometimes one must look closely to see if there is any grain of...See MoreBut the very sad part about all of this, there are those that might hate male students and treat them accordingly. They are extremely agitated by typical boy behaviors. Thus, while a teacher may not say that they hate boys, the tone, the reprimands, etc all point to that. I've seen it. Sometimes one must look closely to see if there is any grain of truth or interpretation to what the child says even if it wasn't those exact words.

I can guarantee just about every teacher gets their dander up when someone says my child said. Well, there are many perspectives to things that impact the thought process of both student and teacher. Fighting about who is right is just a power trip. Find the kernel of truth which ususally means there is an issue on both sides (aside from the few and far between real nuts) and deal with the problem. That may be looking at procedures that lead up to the problem. That may mean that the student is sitting in a location that doesn't work for him.

As soon as you accuse the parent/student of lying, your battle is lost. You may squish it, but in the long run, you lost.

Recently there was a teacher at our school accused of telling a class they were stupid. In reality, this comes up just about every year. Teacher balked at that idea. Well, while the teacher defended that it was never said, the teacher explained what was said. Well, it is very easy to see why it was interpreted the way the students said it was. There was nothing positive in the comment or helpful. It was denegrating to the students and what they took away from it was they were stupid. Teacher to this day defends I didn't say they were stupid. Well, no, those exact words weren't used. The teacher didn't call the student stupid and would die on that sword to defend. However, the teacher does tend to denigrate the class in hopes it will motivate them. The teacher does compare classes and has no problem telling one how inferior they are to the other and telling the other how much better they are than the inferior class. Never said stupid.

But remember, I did say there were those problem people, but trying to be right won't get you anywere. Trying to come up with a new plan might, but you have to make sure it isn't based off of proving you are right.

On 7/05/11, Sara wrote: >> >> Some of the responses here sound so easy...too easy. What if you >> have a parent who believes anything her son says? > > There are always nutty people and nutty parents. Those parents should > be handled with kid gloves because manhandling them makes them worse, > not better. When working with nuts, be careful not to set them off and > NEVER think you can win a battle with a nut. You can't and you're as > nutty as they are if you like fighting with them. > > I build a reputation so positive - and that's not easy because it takes > incredible patience - that no one will support the nutty parent in > their nutty contention. > > But a scorching e-mail is a sign of a nut or a borderline nut. Never > worry about scorching e-mails - everyone takes them as the sign of a > nut. Answer them with warm words like "I received your e-mail and am > sorry that you are so upset. Kindly call me at your convenience so we > can speak in person. I very much look forward to speaking with you." > > She will not call - you can cc your email to your principal (never cc > to the superintendant). > > And no, you're not calling a child a liar because you dispute the > child's recounting of an event. Say things like "If John heard > something like that, it would certainly NEVER be my intention to say > something like that. Certainly this district would not want to hire > teachers who dislike make students so to represent the district fairly > and to represent myself honestly, please know I hold all my students in > warm regard - both boys and girls." > > Working with people and parents takes some finesse - it's not easy, > you're right, but if we leave our egos at home and tread carefully, > even nutty parents can be worked with. But also fairly said, if someone > doesn't want to work with parents, they shouldn't be teaching. It's a > part of the job. > > I had a student >> tell his mother that I got up in front of the class and announced >> that I "hate my male students." So when he misbehaved in class and >> was disciplined, it was merely my discriminating against his gender. >> She absolutely believed him and sent me a "scorching" email (copied >> to the principal and the superintendent)telling me that I should >> apologize to every male student that I have and so on and so >> forth...I, of course, had said nothing like that and this student was >> one who got into trouble often in all of his classes. So how would >> any of these suggestions help with a parent as unreasonable as this? >> In denying that I said such a thing I would be calling her son a >> "liar." I don't see how you can deal with this sort of person.

Jul 5, 2011

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Higher Education

by Danielle

Dec 22, 2010

I am a certified teacher working hard to get a teaching job. I am currently working as an Ed Tech, hoping a teaching position will open this summer. I am also working on my Masters degree. Now my question, should I continue to work on my Masters degree or pause. In these economic times, I wonder what is truly best for a new teacher searching for a ...See More

Sara On 12/22/10, Danielle wrote: > I am a certified teacher working hard to get a teaching > job. I am currently working as an Ed Tech, hoping a > teaching position will open this summer. I am also working > on my Masters degree. Now my question, should I continue to > work on my Masters degree or pause. In these economic > times, I w...See More

Dec 23, 2010

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Judy2/CA Have you seen the pay scale to know what the difference in pay is? It may not be that much. Here you have to have another year after your bachelor's degree to get your credential so most people get their master's at the same time. So probably many of the applicants have their master's and the playing field is level in that regard. Can you ask some ...See MoreHave you seen the pay scale to know what the difference in pay is? It may not be that much. Here you have to have another year after your bachelor's degree to get your credential so most people get their master's at the same time. So probably many of the applicants have their master's and the playing field is level in that regard. Can you ask some of the teachers at your school for their opinion about the school/district?

On 12/23/10, Sara wrote: > On 12/22/10, Danielle wrote: >> I am a certified teacher working hard to get a teaching >> job. I am currently working as an Ed Tech, hoping a >> teaching position will open this summer. I am also working >> on my Masters degree. Now my question, should I continue to >> work on my Masters degree or pause. In these economic >> times, I wonder what is truly best for a new teacher >> searching for a position. Currently in the school I am >> working at, there are at least 6 ed techs that are all >> certified and all desiring that teaching job. With such a >> poor economy, I wonder if I would have a better chance at >> being hired with just my BA or with a MS. Unfortunately >> money does talk. Thanks. > > > Can you afford to continue to work on your M.A? I'd say that's > the deciding factor. If you can continue to afford the tuition, > I don't having an M.A. will hurt you. Here we pay our new > teachers the same - regardless of whether they have an M.A. or > not. They're still new teachers. > And what's your M.A. in? Those who hire like M.As - especially > if they're in Spec.Ed or Reading or Literacy or anything that > suggests you've learned extra skills. An M.A. in Education is > not as desirable as one in Spec. Ed or Reading Ed. but if you > can afford to continue, I'd continue. > > For one thing, it shows initiative and determination. You work > full-time and go to school to boot? You're not lazy and you're > proving it by doing what you're doing. Will a grad professor > write you a recommendation? That can't hurt either. > > Good luck.

Dec 23, 2010

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Is it just me?

by Older and thankfully wiser

Jan 9, 2011

Ok experienced teachers like me. I need to do think, pair, share....

This year I was moved to a new team. There are several teachers on my team who are incompetent, have an attitude, and generally should be replaced. Unfortunately, they are young, but the administration did not deal with the issues the first three years of their contract. ...See More

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Judy2/CA I'm not sure where all the terrible teachers are that the education wizards mention but they aren't at the 3 schools where I've worked. I teach 2nd so class time is strictly working with the kids - I don't even answer the phone. All paperwork has to be done when they leave for the day. I noticed that you mentioned elaborate lessons. One thing I rem...See MoreI'm not sure where all the terrible teachers are that the education wizards mention but they aren't at the 3 schools where I've worked. I teach 2nd so class time is strictly working with the kids - I don't even answer the phone. All paperwork has to be done when they leave for the day. I noticed that you mentioned elaborate lessons. One thing I remember from one of my classes is "Every lesson can't sparkle but there should be one "sparkler" a day. For me that means one thing, no matter how small, that the kids enjoyed and could share with their family that evening. During ELD on Friday my kids ate rice with chopsticks. Not a big deal for most kids but only a few had ever used them. At least now they know what chopsticks are and what they are used for - so if it comes up in a story or text they will have a clue what is going on. I cooked the rice the night before and reheated it in 2 electric skillets. Took only 15 min out of our class day but something that was special for them. Our school is trying to conserve paper so we do as much as we can with whiteboards/markers and other materials. I know this isn't appropriate for your grade level but maybe see if you can have basic lessons and sprinkle them here and there with the elaborate ones. Sometimes we spend a lot of time on things the kids don't appreciate anyway. In kinder we always avoided anything that "took longer to prep than it did for the kids to do." Have a great week-end! Judy

On 4/01/11, Lynde wrote: > Thanks for your response. I appreciate the concern. > I'll check into the > Powell book you mentioned, but to be honest, I've had a > number of dfiferent careers (including 15 years as an > executive assistant) before my life circumstances > allowed me to teach where I wanted to. I've always > considered myself to be the most efficient person I > know :). I'm one of those people who can do the whole > Helen Reddy thing. No. The problem really are the > expectations. Just today, I taught for the first 20 > minutes of each class (and this was ad-lib stuff--so no > prep), and then put on our "chapter movie." I > thought I'd have 20 minutes to get some paperwork > done--lesson plans, up- date the curriculum map, > prepare my notebook for the up-coming accreditation > review, and finalize prep for this next week. But no. I > got 4 requests for work for students in ISS, one parent > phone call, and a BASC report on one of students to do. > So, at teh end of the day, I got the two lesson plans > done and the ISS work pulled together. That was it. So, > who do you think stayed for an hour and half after the > kids left on a Friday pm, and still took home a rolling > cart of I'm thinking probably at least 10 hours worth > of work. There's just no end to this. No light on the > horizon. I'm coming to the conclusion that there was a > reason why my teacherws of yore did the worksheet > thing--it kept their sanity. I'm also coming to the > decision that I'm not going to make assignments--we'll > do things together in class rather than me typing up > these elaborate ideas. Anyway, just venting before I > crash. FYI--I LOVE teaching, and love my kids, and > would not do anything else for any amount of money. > Just wish I could figure out how to do it better. I > hear tales of lazy teachers, uncaring teachers, etc. on > this board. Who are these kinds of teachers? I must > have been very lucky. I've known hundreds of teachers > (given what my other careers have been), and I've never > seen any of this laziness and unprofessionalism. If > this stuff is true--sleeping on the job, being mean to > kids, etc.--then no wonders there's all this > teacher-bashing going on. So, yeah for the teachers who > come to this board--we may complain sometimes, but at > the end of the day, we're what it's all about. Thanks > for listening. > > > > On 4/01/11, Judy2/CA wrote: >> I hope you did not read my post as a criticism of you >> or your efforts for your students. Our last super >> used to come around and look at our "focus >> walls" - one of the buzz words from our last >> reading series. I doubt he had a clue what he was >> looking at. And while he was doing that we lost >> millions of dollars in fraudulent construction >> projects - so supers don't seem to be particularly >> smart, at least in my opinion. I doubt yours is any >> different. You seem to have a couple of choices - >> kill yourself trying to do what you think they want >> which may not be what the kids need or do what you >> think is appropriate and let the chips fall where >> they may. I know that what you have written is not >> happening in my district. We have curriculum to >> follow of course but the prince has only been in my >> room twice this year and both times he was looking >> for one of my students. Have you checked the board on >> this site for your grade level? Maybe they will have >> ideas. Maybe you can streamline some of your >> procedures. We have a standard form that goes home if >> a parent needs to be contacted for behavior, etc. We >> just fill in the blank. Also, you may want to check >> out the website of Angela Powell - I think it is >> called The Cornerstone. I bought her book a few years >> ago and she is the queen of organizational tips. >> Although she is a 3rd grade teacher the >> organizational tips could be used at any grade level. >> I wish you the best as you finish the school year. We >> all need a vacation! Judy >> >> >> On 3/31/11, Lynde wrote: >>> Well, with the exception of the >>> "exciting" (or whatever would be a better >>> descriptive word here), everything else I mentioned >>> (and that was basically the short-liswt) is >>> required. There is no choice. At least not >>> officially. As far as the more x-based lessons (the >>> list is exhausting), so much of what I hear is that >>> teachers throughout the country are being observed >>> frequently for just such a thing. We have been told >>> by our superintendent that he will be coming >>> through our classrooms, and he'd better see kids >>> working collaboratively, sans worksheets of any >>> kind, doing skits, doing supported research, visual >>> instruction, projects based on critical-thinking >>> issues, etc. I haven't figured out how one can >>> arrange all of those things in just a few effective >>> minutes a day. Just tracking down a map-outline is >>> a 10 minute project by the time it's all done. >>> Developing even a two-bit DBQ is a minimum of 10+ >>> hours. Are teachers just ignoring (and I'm asking a >>> respectful, sincere question here, so please don't >>> anyone get offended-- ) what the ed profs are >>> insisting on (and have been for at least 40 years >>> that I know of)? We've got Ed.D. consulting firms >>> approaoching the local college wanting to partner >>> with our school district to put an Ed.D. into every >>> classroom to bring each of us up to speed. My >>> understanding from teacher-friends elsewhere is >>> that this is becoming increasingly common and more >>> and more demanded by school boards. So, for us, the >>> pressure is on to develop lessons which meet the >>> criteria as determined by teacher-educators. I'd >>> love to ignore them. I think lessons need to be >>> interesting, needless to say, but they need to be >>> anchored in something the kids can hang on to, so >>> to speak. Project- based lessons on developing a >>> community park does not speak to either American >>> history or the standards for my state. I have the >>> kids do projects like create maps of historical >>> sites, illustrated time-lines, etc. But that isn't >>> what the ed profs are looking for. I'm waiting for >>> the ax to fall, but I'm too exhausted to come up >>> with anything else. I'm furious that I'm spending >>> hours and hours every week just trying to dream up >>> a practical way of getting students to turn their >>> brains inside out to look at standard historical >>> events from a new perspective. I can do that myself >>> with them in a classroom dialogue sort of way--but >>> again, that's not the expectations these days. So. >>> I don't know where or how to go from here. All I >>> know is that we teachers are being bashed almost >>> daily throughout the country, nd yet we're working >>> ourselves into the ground. We're told that we're >>> not doing Enough! If this really isn't happening >>> elsewhere, I'd love to know that. Might give me the >>> guts to start saying "NO" about some of >>> this. I would love to start focusing on being >>> EFFECTIVE, regardless of whether it's >>> "research-based," or not. As it is, we're >>> (meaning my school and teacher-network) more >>> worried about passing muster with evaluations on >>> the above than we are about finding ways that >>> actually teach OUR students, not somebody else's. >>> Are we REALLY the only ones? If this really is the >>> case, then I'm REALLY ticked at my situation (and >>> at myself for having bought into it). >>> >>> >>> On 3/31/11, Judy2/CA wrote: >>>> I teach in an elementary school which is very >>>> different from jr high but I can tell you that >>>> there is nobody in my school putting in 100 >>>> hrs/week. The upper grade teachers leave as soon >>>> as contract time allows - 3:10. The teachers who >>>> are there the longest after school are the kinder >>>> teachers. School is out at 2:35 and I leave at >>>> 4:00. I do bring work home but I don't spend much >>>> time on it like I used to. We have no prep time >>>> during the school day. I don't know what IEP logs >>>> are - I just have to go to an occasional SST >>>> meeting. Good job slips - don't use them. 15-20 >>>> parent contacts/month - no. Tracking down missing >>>> assignments - no. Arranging for after school >>>> tutoring? No. We have 2 homework clubs but that's >>>> all. Power points? No, can't stand to look at >>>> them myself and not appropriate for my grade >>>> level anyway. Grading - no. We use trimester >>>> benchmark assessments for our standards based >>>> report cards - no grades to keep. Endless student >>>> reports - no. Just ongoing assessments for my >>>> reading class - no biggie. All the various >>>> lessons you mentioned - no. Our reading classes >>>> are already leveled - I aim for effective >>>> instruction not necessarily exciting. I aim for >>>> age appropriate instruction to cover the >>>> standards - not always easy with the curriculum >>>> the kids are expected to master. If you insist on >>>> doing all that you mentioned in your post then I >>>> guess you are destined to spend 100+hours/week. >>>> >>>> >>>> >>>> n 3/30/11, Lynde wrote: >>>>> I KNOW!!!!!!!!!!!!!!! But to be truthful, I >>>>> can't figure out how anybody in today's >>>>> teaching world can get by WITHOUT putting in >>>>> close to 100 more/less hours? Would somebody >>>>> please enlighten me???? We have next to nothing >>>>> in prep time, there's so much paperwork to take >>>>> care of--IEP logs, good job slips, 15-20 parent >>>>> contacts a month, tracking down missing >>>>> assignments, arranging for after-school >>>>> tutoring, creating visual instruction, >>>>> switching power-points over to the >>>>> Active-Board, blah, blah, blah. Not to mention >>>>> grading, recording, straightening up, endless >>>>> student- reports, etc. And then there's >>>>> creating exciting, interesting lessons, which >>>>> are performance based, special rubrics, visual, >>>>> differentiated, modified, match the standards >>>>> AND the objectives, tracking down the >>>>> resources, modifying as needed, etc. I've spent >>>>> 30 + hours just creating a DBQ for my 7th grade >>>>> class that will take 3 days to complete. But >>>>> observations are coming, and no way can I run a >>>>> simple so-called traditional classroom--not if >>>>> I want to keep my job. So, how do all of you >>>>> create project-based, problem-based, >>>>> performance-based, research-based, >>>>> inquiry-based, skills-based, hands-on, >>>>> critical-thinking, authentic, differentiated, >>>>> relevant, portfolioed, interesting, >>>>> modified--have I missed any of the requirements >>>>> in this list? I keep thinking that if I just >>>>> talk to enough teachers (network enough) that >>>>> I'll eventually find SOMEBODY out there who has >>>>> figured out how to do all of this without >>>>> having their first heart-attack by age 60. But, >>>>> as I've said earlier, just about every teacher >>>>> I know in 5 states are in the same situation >>>>> I'm in. The ones I know who DON'T put in this >>>>> kind of time are lecture/worksheet teachers. >>>>> And just doesn't fly anymore. So....the secret >>>>> is what? >>>>> >>>>> >>>>> On 3/30/11, Older and thankfully wiser wrote: >>>>>> On 1/29/11, Judy2/CA wrote: >>>>>>> I don't know any teacher who puts in >>>>>>> 100hr/week. If you have only had 10 school >>>>>>> work-free days out of the past 5years and >>>>>>> you are doing school work while your family >>>>>>> is opening Xmas presents, you might >>>>>>> consider taking some time to evaluate your >>>>>>> life. You're letting your job take over >>>>>>> your life and that isn't healthy for >>>>>>> anyone. >>>>>>> >>>>>>> >>>>>>> On 1/25/11, Lynde wrote: >>>>>>>> Believe, I couldn't agree more. I'm so >>>>>>>> exhausted I can hardly see straight. In >>>>>>>> the past 5 years of teaching, I've taken >>>>>>>> at most maybe (I'm thinking) on the order >>>>>>>> of 10 full/complete days off from >>>>>>>> school-work. While my family is opening >>>>>>>> Xmas presents, I'm sitting there with my >>>>>>>> laptop. No kidding. I teach on a >>>>>>>> reservation, which is an hour+ commute. >>>>>>>> We can't get subs--no one, and I mean NO >>>>>>>> ONE wants to come down here to sub--not >>>>>>>> so much because of the drive and low pay >>>>>>>> (gas money, etc.), but because of the >>>>>>>> unruly students-- fear abounds. It is not >>>>>>>> actually as bad as people think, by the >>>>>>>> way. Most of the kids are awesome--I >>>>>>>> love'm to death. But, yes we have the >>>>>>>> naughties. SOme are just extremely >>>>>>>> immature boys (rarely ever girls), or >>>>>>>> they're girls who have been man-handled >>>>>>>> in more ways than one for as long as they >>>>>>>> can remember and have an attitude that is >>>>>>>> sad to say the least (tough girl--you f- >>>>>>>> with me, and you'll pay sort of thing). >>>>>>>> Occasionally we have the hard-core >>>>>>>> demons--put them in the nearest state pen >>>>>>>> sooner rather than later so they can't >>>>>>>> harm anyone. But most of the kids are >>>>>>>> terrific--despite their personal >>>>>>>> situations outside of school. As we say >>>>>>>> down here, it's a miracle that most of >>>>>>>> them get to school at all. >>>>>>>> >>>>>>>> But besides the committees, paperwork, >>>>>>>> etc., it's the planning of the lessons. >>>>>>>> If anyone has ideas about how to focus on >>>>>>>> inquiry-based lessons, project-based >>>>>>>> lessons, etc. and yet still provide a >>>>>>>> solid core of content information that >>>>>>>> will hopefully seep into their brains in >>>>>>>> a meaningful ("authentic" -- >>>>>>>> whatever that's supposed to mean--way), I >>>>>>>> would absolutely kill to hear it. I have >>>>>>>> literally spent tens of thousands of >>>>>>>> hours trying to a) dream up ideas; b) >>>>>>>> design them; c) type them; d) assess >>>>>>>> them. Most of it has been crap. The kids >>>>>>>> hate them. The best luck I've had so far >>>>>>>> in actually teaching so they learn is to >>>>>>>> go backk to basic reading, discuss, >>>>>>>> clarify & explain, run a processing >>>>>>>> and/or reinforcing activity, review and >>>>>>>> assess. The kids are far more comfortable >>>>>>>> with it, I don't kill myself over the >>>>>>>> prep, and I go to school in the morning >>>>>>>> feeling like I know what I'm doing rather >>>>>>>> than worrying whether my latest >>>>>>>> freshly-written unrehearsed script is >>>>>>>> going to play in Peoria, or whether I'm >>>>>>>> going to trip and fall flat on my >>>>>>>> exhausted face. But, we're Ground Zero >>>>>>>> for the Ed.D.'s who are gunning for the >>>>>>>> achievement gap, for the presumedly >>>>>>>> incompetent teachers who are the sole >>>>>>>> reason why Johnny can't think and Suzie >>>>>>>> can't read. They're beginning to crawl >>>>>>>> through our hallways, observing whether >>>>>>>> our students are "engaged" >>>>>>>> enough or not. Geez, half the time the >>>>>>>> kids haven't slept for 2 days. No, Dr. >>>>>>>> So-and-So, my students AREn't >>>>>>>> engaged--they're asleep. They're worried >>>>>>>> about where they're going to stay >>>>>>>> tonight. They're worried which >>>>>>>> gang-member is going to jump them after >>>>>>>> school. No, Dr. So-and-So. My kids have >>>>>>>> far more important things to worry about >>>>>>>> than their A-B-C's today. or what were >>>>>>>> the 4 reasons why Washington had trouble >>>>>>>> raising and maintaining the Continental >>>>>>>> Army. So, how do any of you do it? Is >>>>>>>> there a formula for good- quality inquiry >>>>>>>> lessons? I've prepared dozens of >>>>>>>> Web-Quests (spent literally hundreds of >>>>>>>> hours preparing them, in fact). I >>>>>>>> couldn't see that the kids were any more >>>>>>>> motivated to do them than if I'd stood at >>>>>>>> the front of the class and teacher-yacked >>>>>>>> at them for a 20-minute lecture. The same >>>>>>>> students who won't do a work-sheet don't >>>>>>>> do the Web-Quests either. The same >>>>>>>> students who won't complete a simple >>>>>>>> Reading Guide or Anticipation Guide or >>>>>>>> whatever won't prepare a power-point >>>>>>>> mock-museum display. So, what am I doing >>>>>>>> wrong? "This school district's >>>>>>>> teachers would like to know." >>>>>>>> >>>>>>>> >>>>>>>> >>>>>>>> On 1/24/11, That's ridiculous. You're >>>>>>>> being taken advantage of wrote: >>>>>>>>> 100 hours a week leaves you less than >>>>>>>>> ten hours a day, including weekends, >>>>>>>>> for sleeping, meals, and time with your >>>>>>>>> family. >>>>>>>>> >>>>>>>>> NOBODY should have six preps. That's >>>>>>>>> the most outrageous thing I've heard >>>>>>>>> today. Nor should you be forced to have >>>>>>>>> meetings during your meal breaks or sub >>>>>>>>> for other teachers during your prep >>>>>>>>> time. If your school needs subs, they >>>>>>>>> should call real subs, not dump on you. >>>>>>>>> >>>>>>>>> You should also not be expected to >>>>>>>>> participate in multiple committees or >>>>>>>>> student activities. >>>>>>>>> >>>>>>>>> Your stupid administrators are not >>>>>>>>> hiring enough teachers, and they're >>>>>>>>> taking it out of your hide. No, most >>>>>>>>> teachers do not work bell to bell, but >>>>>>>>> NO, we do not work 100 hours a week >>>>>>>>> either. Totally unacceptable. >>>>>>>>> >>>>>>>>> On 1/24/11, Lynde wrote: >>>>>>>>>> There are quite a few of us in my >>>>>>>>>> school district that would truly love >>>>>>>>>> to know how other teachers are able >>>>>>>>>> to effectively teach without putting >>>>>>>>>> in the time we do. But I also know we >>>>>>>>>> are not the only school district. >>>>>>>>>> Every teacher (well, most anyway) >>>>>>>>>> I've ever known does the 100+. One of >>>>>>>>>> my closest friends is an English >>>>>>>>>> teacher in South Dakota at a small >>>>>>>>>> country school. 6 preps. Drama Club, >>>>>>>>>> Student Council, tons of IEPS. >>>>>>>>>> >>>>>>>>>> In my situation, we sub at least 2 >>>>>>>>>> days a week during our prep period, >>>>>>>>>> have IEP meetings before school, >>>>>>>>>> after school and during prep, to say >>>>>>>>>> nothing of PBS Faculty Review meeting >>>>>>>>>> with wayward children during our >>>>>>>>>> Lunch Period. I personally am on 3 >>>>>>>>>> committees, plus my Grade Team. We >>>>>>>>>> have curriculum mapping, professional >>>>>>>>>> portfolio up-date, constant stream of >>>>>>>>>> various psychological profiling >>>>>>>>>> thingies on our IEP >>>>>>>>>> students/potential TATS which take >>>>>>>>>> minimum of 45 minutes to do a >>>>>>>>>> legitimate job, faculty meeting 1-2 >>>>>>>>>> times a week, impromptu in- services, >>>>>>>>>> we make a minimum of 10-15 positive >>>>>>>>>> parent contacts a month (required), >>>>>>>>>> plus parent-contact for any office >>>>>>>>>> referrals and potential D & F's twice >>>>>>>>>> a quarter, we're expected to produce >>>>>>>>>> progress reports for every student at >>>>>>>>>> least once every two weeks, we have >>>>>>>>>> students come and go which means >>>>>>>>>> constantly having to re-do our >>>>>>>>>> seating chart and any other >>>>>>>>>> charts/records we keep (I no longer >>>>>>>>>> keep any, as you might imagine), 4-5 >>>>>>>>>> times a week typically we need to >>>>>>>>>> pull together lessons for students >>>>>>>>>> who are have been or will be gone for >>>>>>>>>> an extended period of time (family >>>>>>>>>> trip/wake-week/illness/etc.), and the >>>>>>>>>> list goes on. This does not even >>>>>>>>>> include of course planning our >>>>>>>>>> lessons, preparing and assembling >>>>>>>>>> them, and writing up the lesson >>>>>>>>>> plans. So-most of the paper-work >>>>>>>>>> needs to be done after our contract >>>>>>>>>> time because our basic 8 is filled >>>>>>>>>> with these other responsibilities. >>>>>>>>>> And the above is my short-list. We >>>>>>>>>> have one teacher in the building who >>>>>>>>>> not only has all of the above as do >>>>>>>>>> we all, but is also the chair of 2 >>>>>>>>>> committees (I refuse), AND maintains >>>>>>>>>> her classroom's web-site AND a >>>>>>>>>> monthly newsletter. >>>>>>>>>> >>>>>>>>>> So, how do the rest of you maintain a >>>>>>>>>> private life-- --so >>>>>>>>>>>> presumbably they have at least >>>>>>>>>>>> some idea of what they're talking >>>>>>>>>>>> about) that companies are having >>>>>>>>>>>> to create new divisions just to >>>>>>>>>>>> handle "work skills" >>>>>>>>>>>> for their new-hires! Apparently >>>>>>>>>>>> the in- service classes deal with >>>>>>>>>>>> such "high-level" >>>>>>>>>>>> issues as arriving on time, >>>>>>>>>>>> taking the prescribed lunch hour >>>>>>>>>>>> as opposed to twice as long, not >>>>>>>>>>>> refusing assignments/tasks >>>>>>>>>>>> ordered by the supervisor, >>>>>>>>>>>> dressing appropriately, foul >>>>>>>>>>>> language in the work-place, no- >>>>>>>>>>>> smoking rules really do apply, >>>>>>>>>>>> etc. >>>>>>>>>>>> >>>>>>>>>>>> What a world we've created. >>>>>>>>>>>> >>>>>>>>>>>> On 1/09/11, No, not just you wrote: >>>>>>>>>>>>> This is my 34th year. I too, >>>>>>>>>>>>> work with folks who are what I >>>>>>>>>>>>> call the "latte" >>>>>>>>>>>>> crowd and unfortunately that >>>>>>>>>>>>> includes my new principal. >>>>>>>>>>>>> There are a handful of >>>>>>>>>>>>> classroom teachers, >>>>>>>>>>>>> specialists, and guidance folks >>>>>>>>>>>>> in my school who do very >>>>>>>>>>>>> little, give lip service to the >>>>>>>>>>>>> rest of us in team and faculty >>>>>>>>>>>>> meetings and then go on to do >>>>>>>>>>>>> as they please, which is >>>>>>>>>>>>> usually to not do very much. >>>>>>>>>>>>> Most can be seen traveling the >>>>>>>>>>>>> building during all times of >>>>>>>>>>>>> day with a cup of coffee in >>>>>>>>>>>>> their hand while they >>>>>>>>>>>>> "confer and network" >>>>>>>>>>>>> with one another leaving their >>>>>>>>>>>>> assistants to handle their >>>>>>>>>>>>> classes or their pull out >>>>>>>>>>>>> students remaining in the >>>>>>>>>>>>> regular classroom up to half an >>>>>>>>>>>>> hour waiting for their pull out >>>>>>>>>>>>> teacher to come get them. But, >>>>>>>>>>>>> unlike your situation, these >>>>>>>>>>>>> are not the new, young >>>>>>>>>>>>> teachers, they are a middle >>>>>>>>>>>>> aged bunch and they are >>>>>>>>>>>>> "hanging out" with >>>>>>>>>>>>> the new prince. The other >>>>>>>>>>>>> interesting part is that none >>>>>>>>>>>>> of these people are responsible >>>>>>>>>>>>> for end of grade or end of >>>>>>>>>>>>> course testing results in May. >>>>>>>>>>>>> And yes, admin should be >>>>>>>>>>>>> dealing with it, but he is >>>>>>>>>>>>> enjoying the attention way too >>>>>>>>>>>>> much. >>>>>>>>>>>>> >>>>>>>>>>>>> We are a small school and it is >>>>>>>>>>>>> easy to observe what is going >>>>>>>>>>>>> on. >>>>>>>>>>>>> >>>>>>>>>>>>> On 1/09/11, Older and thankfully wiser wrote: >>>>>>>>>>>>>> Ok experienced teachers like >>>>>>>>>>>>>> me. I need to do think, pair, >>>>>>>>>>>>>> share.... >>>>>>>>>>>>>> >>>>>>>>>>>>>> This year I was moved to a >>>>>>>>>>>>>> new team. There are several >>>>>>>>>>>>>> teachers on my team who are >>>>>>>>>>>>>> incompetent, have an >>>>>>>>>>>>>> attitude, and generally >>>>>>>>>>>>>> should be replaced. >>>>>>>>>>>>>> Unfortunately, they are >>>>>>>>>>>>>> young, but the administration >>>>>>>>>>>>>> did not deal with the issues >>>>>>>>>>>>>> the first three years of >>>>>>>>>>>>>> their contract. They do not >>>>>>>>>>>>>> participate in planning, they >>>>>>>>>>>>>> say things like "I'll do >>>>>>>>>>>>>> whatever I want", and >>>>>>>>>>>>>> call in sick a lot. >>>>>>>>>>>>>> >>>>>>>>>>>>>> We no longer have leadership >>>>>>>>>>>>>> positions; we are working as >>>>>>>>>>>>>> a PLC. I just participate in >>>>>>>>>>>>>> planning, suggest ideas, and >>>>>>>>>>>>>> volunteer to make tests, >>>>>>>>>>>>>> materials, etc. like some of >>>>>>>>>>>>>> the others on the team. These >>>>>>>>>>>>>> people just sit there >>>>>>>>>>>>>> spreading their negativity. I >>>>>>>>>>>>>> just go to my room and teach. >>>>>>>>>>>>>> I am fine with that. I have >>>>>>>>>>>>>> lots of friends in the >>>>>>>>>>>>>> building and have my own life >>>>>>>>>>>>>> outside of the classroom. >>>>>>>>>>>>>> >>>>>>>>>>>>>> My question is....is this >>>>>>>>>>>>>> what happens after awhile of >>>>>>>>>>>>>> teaching? Is it my >>>>>>>>>>>>>> administration? Am I just >>>>>>>>>>>>>> getting old? I sat my 20 year >>>>>>>>>>>>>> old son down this weekend and >>>>>>>>>>>>>> discussed work ethic. >>>>>>>>>>>>>> Thankfully, he was appalled. >>>>>>>>>>>>>> I just don't understand how >>>>>>>>>>>>>> teachers act like this when >>>>>>>>>>>>>> there are so many people >>>>>>>>>>>>>> without jobs-and everyone of >>>>>>>>>>>>>> these teachers needs her job. >>>>>>>>>>>>>> >>>>>>>>>>>>>> Please share your thoughts.... >>>>>> >>>>>> >>>>>> Wow we sure got off topic here.... >>>>>> >>>>>> So, I was looking over my concern back in >>>>>> January and rereading the responses.... >>>>>> >>>>>> I can honestly say that nothing has changed. >>>>>> I finally had enough right before spring >>>>>> break, and our adminstrator had a meeting. We >>>>>> decided what our planning should look like, >>>>>> etc. Still nothing has changed, and I have >>>>>> realized that it is the administration that >>>>>> is allowing this to happen. I suppose that it >>>>>> is time to move on...obviously, things are >>>>>> not going to get better. How do adminstrators >>>>>> create a climate where people are expected to >>>>>> be professionals and demand no less? What are >>>>>> some things that you see in your building? >>>>>>

Apr 2, 2011

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obsession with school NOW. It will hurt them. nfm On 1/25/11, Lynde wrote: > Believe, I couldn't agree more. I'm so exhausted I can > hardly see straight. > In the past 5 years of teaching, I've taken at most > maybe (I'm thinking) on the order of 10 full/complete > days off from school-work. While my family is opening > Xmas presents, I'm sitting there with my laptop. No > ki...See MoreOn 1/25/11, Lynde wrote: > Believe, I couldn't agree more. I'm so exhausted I can > hardly see straight. > In the past 5 years of teaching, I've taken at most > maybe (I'm thinking) on the order of 10 full/complete > days off from school-work. While my family is opening > Xmas presents, I'm sitting there with my laptop. No > kidding. I teach on a reservation, which is an hour+ > commute. We can't get subs--no one, and I mean NO ONE > wants to come down here to sub--not so much because of > the drive and low pay (gas money, etc.), but because of > the unruly students-- fear abounds. It is not actually > as bad as people think, by the way. Most of the kids > are awesome--I love'm to death. But, yes we have the > naughties. SOme are just extremely immature boys > (rarely ever girls), or they're girls who have been > man-handled in more ways than one for as long as they > can remember and have an attitude that is sad to say > the least (tough girl--you f- with me, and you'll pay > sort of thing). Occasionally we have the hard-core > demons--put them in the nearest state pen sooner rather > than later so they can't harm anyone. But most of the > kids are terrific--despite their personal situations > outside of school. As we say down here, it's a miracle > that most of them get to school at all. > > But besides the committees, paperwork, etc., it's the > planning of the lessons. If anyone has ideas about how > to focus on inquiry-based lessons, project-based > lessons, etc. and yet still provide a solid core of > content information that will hopefully seep into their > brains in a meaningful ("authentic" -- > whatever that's supposed to mean--way), I would > absolutely kill to hear it. I have literally spent tens > of thousands of hours trying to a) dream up ideas; b) > design them; c) type them; d) assess them. Most of it > has been crap. The kids hate them. The best luck I've > had so far in actually teaching so they learn is to go > backk to basic reading, discuss, clarify & explain, run > a processing and/or reinforcing activity, review and > assess. The kids are far more comfortable with it, I > don't kill myself over the prep, and I go to school in > the morning feeling like I know what I'm doing rather > than worrying whether my latest freshly-written > unrehearsed script is going to play in Peoria, or > whether I'm going to trip and fall flat on my exhausted > face. But, we're Ground Zero for the Ed.D.'s who are > gunning for the achievement gap, for the presumedly > incompetent teachers who are the sole reason why Johnny > can't think and Suzie can't read. They're beginning to > crawl through our hallways, observing whether our > students are "engaged" enough or not. Geez, > half the time the kids haven't slept for 2 days. No, > Dr. So-and-So, my students AREn't engaged--they're > asleep. They're worried about where they're going to > stay tonight. They're worried which gang-member is > going to jump them after school. No, Dr. So-and-So. My > kids have far more important things to worry about than > their A-B-C's today. or what were the 4 reasons why > Washington had trouble raising and maintaining the > Continental Army. So, how do any of you do it? Is there > a formula for good- quality inquiry lessons? I've > prepared dozens of Web-Quests (spent literally hundreds > of hours preparing them, in fact). I couldn't see that > the kids were any more motivated to do them than if I'd > stood at the front of the class and teacher-yacked at > them for a 20-minute lecture. The same students who > won't do a work-sheet don't do the Web-Quests either. > The same students who won't complete a simple Reading > Guide or Anticipation Guide or whatever won't prepare a > power-point mock-museum display. So, what am I doing > wrong? "This school district's teachers would like > to know." > > > > On 1/24/11, That's ridiculous. You're being taken > advantage of wrote: >> 100 hours a week leaves you less than ten hours a >> day, including weekends, for sleeping, meals, and >> time with your family. >> >> NOBODY should have six preps. That's the most >> outrageous thing I've heard today. Nor should you be >> forced to have meetings during your meal breaks or >> sub for other teachers during your prep time. If your >> school needs subs, they should call real subs, not >> dump on you. >> >> You should also not be expected to participate in >> multiple committees or student activities. >> >> Your stupid administrators are not hiring enough >> teachers, and they're taking it out of your hide. No, >> most teachers do not work bell to bell, but NO, we do >> not work 100 hours a week either. Totally >> unacceptable. >> >> On 1/24/11, Lynde wrote: >>> There are quite a few of us in my school district >>> that would truly love to know how other teachers >>> are able to effectively teach without putting in >>> the time we do. But I also know we are not the only >>> school district. Every teacher (well, most anyway) >>> I've ever known does the 100+. One of my closest >>> friends is an English teacher in South Dakota at a >>> small country school. 6 preps. Drama Club, Student >>> Council, tons of IEPS. >>> >>> In my situation, we sub at least 2 days a week >>> during our prep period, have IEP meetings before >>> school, after school and during prep, to say >>> nothing of PBS Faculty Review meeting with wayward >>> children during our Lunch Period. I personally am >>> on 3 committees, plus my Grade Team. We have >>> curriculum mapping, professional portfolio up-date, >>> constant stream of various psychological profiling >>> thingies on our IEP students/potential TATS which >>> take minimum of 45 minutes to do a legitimate job, >>> faculty meeting 1-2 times a week, impromptu in- >>> services, we make a minimum of 10-15 positive >>> parent contacts a month (required), plus >>> parent-contact for any office referrals and >>> potential D & F's twice a quarter, we're expected >>> to produce progress reports for every student at >>> least once every two weeks, we have students come >>> and go which means constantly having to re-do our >>> seating chart and any other charts/records we keep >>> (I no longer keep any, as you might imagine), 4-5 >>> times a week typically we need to pull together >>> lessons for students who are have been or will be >>> gone for an extended period of time (family >>> trip/wake-week/illness/etc.), and the list goes on. >>> This does not even include of course planning our >>> lessons, preparing and assembling them, and writing >>> up the lesson plans. So-most of the paper-work >>> needs to be done after our contract time because >>> our basic 8 is filled with these other >>> responsibilities. And the above is my short-list. >>> We have one teacher in the building who not only >>> has all of the above as do we all, but is also the >>> chair of 2 committees (I refuse), AND maintains her >>> classroom's web-site AND a monthly newsletter. >>> >>> So, how do the rest of you maintain a private >>> life-- --so >>>>> presumbably they have at least some idea of >>>>> what they're talking about) that companies are >>>>> having to create new divisions just to handle >>>>> "work skills" for their new-hires! >>>>> Apparently the in- service classes deal with >>>>> such "high-level" issues as arriving >>>>> on time, taking the prescribed lunch hour as >>>>> opposed to twice as long, not refusing >>>>> assignments/tasks ordered by the supervisor, >>>>> dressing appropriately, foul language in the >>>>> work-place, no- smoking rules really do apply, >>>>> etc. >>>>> >>>>> What a world we've created. >>>>> >>>>> On 1/09/11, No, not just you wrote: >>>>>> This is my 34th year. I too, work with folks >>>>>> who are what I call the "latte" >>>>>> crowd and unfortunately that includes my new >>>>>> principal. There are a handful of classroom >>>>>> teachers, specialists, and guidance folks in >>>>>> my school who do very little, give lip >>>>>> service to the rest of us in team and faculty >>>>>> meetings and then go on to do as they please, >>>>>> which is usually to not do very much. Most >>>>>> can be seen traveling the building during all >>>>>> times of day with a cup of coffee in their >>>>>> hand while they "confer and >>>>>> network" with one another leaving their >>>>>> assistants to handle their classes or their >>>>>> pull out students remaining in the regular >>>>>> classroom up to half an hour waiting for >>>>>> their pull out teacher to come get them. But, >>>>>> unlike your situation, these are not the new, >>>>>> young teachers, they are a middle aged bunch >>>>>> and they are "hanging out" with the >>>>>> new prince. The other interesting part is >>>>>> that none of these people are responsible for >>>>>> end of grade or end of course testing results >>>>>> in May. And yes, admin should be dealing with >>>>>> it, but he is enjoying the attention way too >>>>>> much. >>>>>> >>>>>> We are a small school and it is easy to >>>>>> observe what is going on. >>>>>> >>>>>> On 1/09/11, Older and thankfully wiser wrote: >>>>>>> Ok experienced teachers like me. I need to >>>>>>> do think, pair, share.... >>>>>>> >>>>>>> This year I was moved to a new team. There >>>>>>> are several teachers on my team who are >>>>>>> incompetent, have an attitude, and >>>>>>> generally should be replaced. >>>>>>> Unfortunately, they are young, but the >>>>>>> administration did not deal with the issues >>>>>>> the first three years of their contract. >>>>>>> They do not participate in planning, they >>>>>>> say things like "I'll do whatever I >>>>>>> want", and call in sick a lot. >>>>>>> >>>>>>> We no longer have leadership positions; we >>>>>>> are working as a PLC. I just participate in >>>>>>> planning, suggest ideas, and volunteer to >>>>>>> make tests, materials, etc. like some of >>>>>>> the others on the team. These people just >>>>>>> sit there spreading their negativity. I >>>>>>> just go to my room and teach. I am fine >>>>>>> with that. I have lots of friends in the >>>>>>> building and have my own life outside of >>>>>>> the classroom. >>>>>>> >>>>>>> My question is....is this what happens >>>>>>> after awhile of teaching? Is it my >>>>>>> administration? Am I just getting old? I >>>>>>> sat my 20 year old son down this weekend >>>>>>> and discussed work ethic. Thankfully, he >>>>>>> was appalled. I just don't understand how >>>>>>> teachers act like this when there are so >>>>>>> many people without jobs-and everyone of >>>>>>> these teachers needs her job. >>>>>>> >>>>>>> Please share your thoughts....

Mar 19, 2012

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hi all! What would you like in professional development?

by muse

Jan 18, 2011

xposted) If you had a chance to prepare questions to poll a large faculty on professional development, what would you want on that poll?

I appreciate any and all feedback you can give me so THANKS! muse my email is attached, if you wish to use it, but please use PROFESSIONAL DEVELOPMENT in the subject line or it will go directly to SPAM. ...See More

Jamie in MO The more important factor for me would be knowing that after I took the poll, the information would be used to plan differentiated professional development, so that I could attend the most meaningful sessions possible, at an appropriate level for my background and experience, on topics that would improve my work with students. I like when pd is pla...See MoreThe more important factor for me would be knowing that after I took the poll, the information would be used to plan differentiated professional development, so that I could attend the most meaningful sessions possible, at an appropriate level for my background and experience, on topics that would improve my work with students. I like when pd is planned with the motivated person in mind, rather than the most reluctant participants.

I have taught in a regular classroom and as a subject specialist. Lots of surveys are constructed with the grade-level classroom teacher in mind, and that excludes a lot of participants, so it's worth it to be mindful of the music teacher's perspective and the speech pathologist's point of view. Otherwise, it seems as if your opinions and expertise don't matter as much as those of your colleagues.

To answer your question, though, I would like to be asked what area(s) I most need and want to develop, and then have an opportunity to collaborate, develop, and try new things with students.

It would be worth it to ask them to briefly describe their best and worst past PD experiences.

If you ask teachers what they are most proud of when it comes to their teaching, you will have a lot of information about what they value.

More specifically (this assumes you are planning for the future, and not just evaluating the past?), I would want to know how teachers are meeting individual student needs across a range of readiness levels, what kinds of classroom community practices exist, and specific information about literacy, writing, and mathematics instruction (depending on the grade level and previous P.D.)

On 1/18/11, muse wrote: > (xposted) > If you had a chance to prepare questions to poll a large > faculty on professional development, what would you want on > that poll? > > I appreciate any and all feedback you can give me so THANKS! > muse > my email is attached, if you wish to use it, but please use > PROFESSIONAL DEVELOPMENT in the subject line or it will go > directly to SPAM. > > Thanks so much!!

Jan 19, 2011

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SICK of this!

by angie

Jan 19, 2011

I hate teaching! I love teaching! I hate this c-saw of loving and hating my job! There are plenty of moments during the day when I think about doing something else, and then ten minutes later I love my job! I feel so burned out and I've only been teacing for five years. I'm so sick and tired of students out right telling me NO when I tell them to d...See More

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Leah I think the mini break is a great idea. You sound very stressed and unhappy.

To answer your question, perhaps you could teach in a community college since you have had five years experience and you have a master's degree.

Jan 20, 2011

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HS Teacher I've found that talking to other teachers has helped me in the past.... knowing that they are going through the same feelings and being able to just talk it out. Maybe you just need to take off a year from teaching and see if you can work for the central office? or administration? Maybe switching schools would help? My S-i-L went from urban element...See MoreI've found that talking to other teachers has helped me in the past.... knowing that they are going through the same feelings and being able to just talk it out. Maybe you just need to take off a year from teaching and see if you can work for the central office? or administration? Maybe switching schools would help? My S-i-L went from urban elementary to a private religious school. Sure, she earns less money, but she's far happier.

With degrees in education and with teaching experience, you can get a job with a private tutoring company --- if you can afford the decrease in pay and benefits.

I have a friend who made great money working for herself as a private tutor. She found people through Craigslist ads and made a lot of money [though to be fair she was tutoring for things like the SAT, GMAT, GRE, and LSAT - all of which pay well). She easily charged $100+ per hour. We're in a big city though.

On 1/19/11, angie wrote: > I hate teaching! I love teaching! I hate this c-saw of > loving and hating my job! There are plenty of moments > during the day when I think about doing something else, and > then ten minutes later I love my job! I feel so burned out > and I've only been teacing for five years. I'm so sick and > tired of students out right telling me NO when I tell them > to do something, or they run away from me, or better > yet...when their parents complain about a grade that their > child EARNED and they don't see a problem with their kid! > COME ON!!! THERE ARE DAY I FEEL LIKE SCREAMING!!!! I just > don't know what to do about it anymore. I really do leave > work at work, and spend time with my husband and my 9 month > old baby son, but really it takes a toll on me. I just > don't know what to do about it. And now in my district > they're going to let go of some teachers which means we'll > have 25+ students in our classroom! I'm a second grade > teacher for crying out loud! I hate my job! I need to find > something else to do. But what can I do with a bachelors > and masters in teaching?

Jan 21, 2011

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