Being absent from school is a dangerous thing.
I warn you of the terrors it brings.
Papers awry,
Desks on their side,
Your favorite plant is dead,
The hamster's not been fed,
The whiteboard is black,
And, is that a crack?!
All the markers are capless
The whole classroom's a mess,
And you wonder with doom:
How in the world could my
wonderful,
lovable,
sweet and hugable,
7th graders do this to
ONE ROOM?!
Wednesday, December 2, 2009
Tuesday, October 6, 2009
Homework. 0%
I thought homework turnout was measly when I gave it in Theatre Arts. Little did I know turnout is almost as bad in a major subject!
Stealing from a great teacher (and equally great friend) in our building, Ms. Pick, I have come up with a more effective way of holding the students accountable for their work. Here's the layout:
If a student misses 2 homeworks in the same week and DOES NOT stay after to make up those homeworks the same day they miss the second, they will get a phone call home alerting their parents.
You'd think that would increase the amount of HW turned in AND the amount of students staying after.
Not so!
Today I had 2 students stay after. That was 2 out of 10 students. 20%. I have to call 80% of the students. I have 73 students total. In 2 days, 20 of them (or about 25%) didn't have their homework either day. That doesn't include the students who have turned in only 1 of 2 homeworks this week. Let's see...30 kids. 41% have done only 1 homework this week. which means 50 students (well over half!) have done one or less homework this week. And it's only Tuesday.
Kudos to those kids that do their homework regularly. I will certainly reward them with a homework pass at the end of this week.
But what do I do about what I can only call a homework failure rate???
I'm at a loss.
Stealing from a great teacher (and equally great friend) in our building, Ms. Pick, I have come up with a more effective way of holding the students accountable for their work. Here's the layout:
If a student misses 2 homeworks in the same week and DOES NOT stay after to make up those homeworks the same day they miss the second, they will get a phone call home alerting their parents.
You'd think that would increase the amount of HW turned in AND the amount of students staying after.
Not so!
Today I had 2 students stay after. That was 2 out of 10 students. 20%. I have to call 80% of the students. I have 73 students total. In 2 days, 20 of them (or about 25%) didn't have their homework either day. That doesn't include the students who have turned in only 1 of 2 homeworks this week. Let's see...30 kids. 41% have done only 1 homework this week. which means 50 students (well over half!) have done one or less homework this week. And it's only Tuesday.
Kudos to those kids that do their homework regularly. I will certainly reward them with a homework pass at the end of this week.
But what do I do about what I can only call a homework failure rate???
I'm at a loss.
Friday, September 25, 2009
Strike One: Charlie Brown
So the new Theatre Arts teacher, Greg Allen (formerly of BCLA fame), and I have been collaborating on a successful Irving Drama season. Our first project in the works is a touring show "a PR" gig as the Principal, Mr. Unobskey called it. The idea is to take it to the elementary schools from which we get our 6th grade students.
I'm all in; it'd be a December show, just before the holidays and a great way to ease into an early production schedule.
I had my heart set on doing "You're A Good Man, Charlie Brown," and I rented the book and script. Then we got a letter in the mail from the library company Tams-Witmark Music Library, Inc.: "Your quotation is as follows: Royalty and Rental for first performance $275, Charge for each additional consecutive performance $105...the above quotation is based on a seating capacity of 250...and tickets priced at $5 and no charge." Did you get that last bit? Some tickets, in fact MANY of them, will be FREE. We aren't going to charge a group of elementary students to see our play! So where does this $ come from?
Needless to say we are exploring other avenues.
Ultimately it was better this way. Greg said the music was more difficult than he remembered and we both agreed a lot of the language was complex or antiquated.
When I was 12 I was in a musical called "How to Eat Like a Child." It is similar to "Charlie Brown" in that it broken up into vignettes of small groups of characters, the songs are about childhood, it will appeal to elementary school students, and it will appeal to our students. Unlike "Charlie Brown," if I read the Samuel French website correctly, we could afford to do this play! It has a really simple set: 6 cubes plus some props would do the trick, and if there is something more elaborate we can cut it and the continuity of the play is not lost.
I am anxiously awaiting the arrival of the text. Cross your fingers that we strike gold with this one!!! Time is starting to become an issue!
I'm all in; it'd be a December show, just before the holidays and a great way to ease into an early production schedule.
I had my heart set on doing "You're A Good Man, Charlie Brown," and I rented the book and script. Then we got a letter in the mail from the library company Tams-Witmark Music Library, Inc.: "Your quotation is as follows: Royalty and Rental for first performance $275, Charge for each additional consecutive performance $105...the above quotation is based on a seating capacity of 250...and tickets priced at $5 and no charge." Did you get that last bit? Some tickets, in fact MANY of them, will be FREE. We aren't going to charge a group of elementary students to see our play! So where does this $ come from?
Needless to say we are exploring other avenues.
Ultimately it was better this way. Greg said the music was more difficult than he remembered and we both agreed a lot of the language was complex or antiquated.
When I was 12 I was in a musical called "How to Eat Like a Child." It is similar to "Charlie Brown" in that it broken up into vignettes of small groups of characters, the songs are about childhood, it will appeal to elementary school students, and it will appeal to our students. Unlike "Charlie Brown," if I read the Samuel French website correctly, we could afford to do this play! It has a really simple set: 6 cubes plus some props would do the trick, and if there is something more elaborate we can cut it and the continuity of the play is not lost.
I am anxiously awaiting the arrival of the text. Cross your fingers that we strike gold with this one!!! Time is starting to become an issue!
Wednesday, September 16, 2009
Is it too early to tell?
Well, shoot!
Everything is going really well in Room 312: the room with a first-year teacher in the confident body of a fifth-year teacher.
I have an AMAZING cluster, who eats lunch together everyday. While the specialty cluster (as much as I love them), didn't spend much time together outside of our meeting schedule, and being spread throughout the building certainly didn't help that feeling of isolation.
My partners in crime/fellow ELA teachers, Sharon and Nicole, make me feel like I know what I'm doing! And while I go into each class with new material I've only previewed on my own, when I use it in instruction I feel like, hey---maybe I'm supposed to be a teacher!!!
Teaching ELA is fresh, exciting, and fulfilling. I feel like I'm seeing my students from an entirely new perspective. In specialty I got a version of the students sitting in front of me today. My ELA students clearly come from a background trained in ELA techniques, strategies, and concepts. Theatre Arts students were somehow wilder, freer, uninhibited by what is and isn't ok in acting class.
Once again I am faced with the challenge of 2 performances this year: a december touring musical, and another talent show. I've already had students begging for info on the talent show, which makes me think we did the right thing last year.
I'm also attempting to add a bit of cultural education to our 7th graders. At our first cluster meeting I suggested we organize monthly meetings for the students with guest speakers. Anyone out there in the interweb with ideas for adults who could be: role models, share experience, inform (entertainingly), or teach our students something they don't get during the school day? I'd love your feedback. I've already gotten some ideas, but you can never have enough!
Everything is going really well in Room 312: the room with a first-year teacher in the confident body of a fifth-year teacher.
I have an AMAZING cluster, who eats lunch together everyday. While the specialty cluster (as much as I love them), didn't spend much time together outside of our meeting schedule, and being spread throughout the building certainly didn't help that feeling of isolation.
My partners in crime/fellow ELA teachers, Sharon and Nicole, make me feel like I know what I'm doing! And while I go into each class with new material I've only previewed on my own, when I use it in instruction I feel like, hey---maybe I'm supposed to be a teacher!!!
Teaching ELA is fresh, exciting, and fulfilling. I feel like I'm seeing my students from an entirely new perspective. In specialty I got a version of the students sitting in front of me today. My ELA students clearly come from a background trained in ELA techniques, strategies, and concepts. Theatre Arts students were somehow wilder, freer, uninhibited by what is and isn't ok in acting class.
Once again I am faced with the challenge of 2 performances this year: a december touring musical, and another talent show. I've already had students begging for info on the talent show, which makes me think we did the right thing last year.
I'm also attempting to add a bit of cultural education to our 7th graders. At our first cluster meeting I suggested we organize monthly meetings for the students with guest speakers. Anyone out there in the interweb with ideas for adults who could be: role models, share experience, inform (entertainingly), or teach our students something they don't get during the school day? I'd love your feedback. I've already gotten some ideas, but you can never have enough!
Wednesday, August 26, 2009
Work will be nothing if not interesting this year---new principal and big changes afoot. Some changes include: uniforms for kids, a new "in school suspension" room, and random search and seizures of students who bring food into the school. You wouldn't believe what an epidemic the junk food is in our school!
I feel like all of these changes are steps in the right direction to providing our students with a positive and challenging learning environment. And...it was revealed in a meeting of teachers today that Mr. Unobskey does not want us "teaching to the MCAS." WHAT?!?! Is that even possible for us to do? We have been so conditioned to teach to the test. Good news for both teachers and students.
Meanwhile, there are many changes in my own little classroom. I'll be teaching ELA for the first time as a teacher (this is my FIFTH year!!!), and the new theatre arts teacher may want to be involved in the drama club. The Principal, Mr. Unobskey, has requested we do a December touring show to the area elementary schools too. That will definitely be a new challenge.
Is the Irving being ushered into a new era? That is still to be determined. But I'll keep you updated!
I feel like all of these changes are steps in the right direction to providing our students with a positive and challenging learning environment. And...it was revealed in a meeting of teachers today that Mr. Unobskey does not want us "teaching to the MCAS." WHAT?!?! Is that even possible for us to do? We have been so conditioned to teach to the test. Good news for both teachers and students.
Meanwhile, there are many changes in my own little classroom. I'll be teaching ELA for the first time as a teacher (this is my FIFTH year!!!), and the new theatre arts teacher may want to be involved in the drama club. The Principal, Mr. Unobskey, has requested we do a December touring show to the area elementary schools too. That will definitely be a new challenge.
Is the Irving being ushered into a new era? That is still to be determined. But I'll keep you updated!
Friday, June 26, 2009
Emily Mathews, Irving Theatre Arts Teacher: R.I.P
I come to you today with a heavy heart.
After performing their last scenes and playing their last theatre game the students are gone.
And I, my room stripped bare, am gone too.
In a small act of hopeful defiance, I left one thing in Room 116, the first classroom I could call my own.
Hanging on the hallway wall, just outside of my classroom, is a room sign, welcoming one and all to Ms. Mathews' Theatre Arts class. With any luck (and lots of shameless plugging on my part) that sign will have a purpose next year.
It's funny, because when I first started at the Irving my room sign did not hold up too well to the students' abuse. Neither did I. I was an inexperienced teacher and had much to learn. By the end of the year that sign had a few choices words on it letting me know exactly what they thought of me. This year, my room sign looks almost like it did in September when I hung it. I'm a 4th year teacher now, and everything has changed. Unlike my room sign, the words of my students linger inside of me, reminding me exactly what I mean to them. It makes me so proud to know the teacher I've become and I feel so lucky for the students I've had that make me a better PERSON.
This is a sad day, and while there's hope on the horizon, I am going to wait a few days before I share the details of that hope. I'm like a movie sequel: just when you think they've killed off the main character, she manages to resurrect herself bigger and better than ever before!
After performing their last scenes and playing their last theatre game the students are gone.
And I, my room stripped bare, am gone too.
In a small act of hopeful defiance, I left one thing in Room 116, the first classroom I could call my own.
Hanging on the hallway wall, just outside of my classroom, is a room sign, welcoming one and all to Ms. Mathews' Theatre Arts class. With any luck (and lots of shameless plugging on my part) that sign will have a purpose next year.
It's funny, because when I first started at the Irving my room sign did not hold up too well to the students' abuse. Neither did I. I was an inexperienced teacher and had much to learn. By the end of the year that sign had a few choices words on it letting me know exactly what they thought of me. This year, my room sign looks almost like it did in September when I hung it. I'm a 4th year teacher now, and everything has changed. Unlike my room sign, the words of my students linger inside of me, reminding me exactly what I mean to them. It makes me so proud to know the teacher I've become and I feel so lucky for the students I've had that make me a better PERSON.
This is a sad day, and while there's hope on the horizon, I am going to wait a few days before I share the details of that hope. I'm like a movie sequel: just when you think they've killed off the main character, she manages to resurrect herself bigger and better than ever before!
Thursday, June 18, 2009
The perfect job...
would have:
(in no particular order)
1. about 20 kids in a classroom.
2. be in a high school (1st pref) or middle school.
3. give me the flexibility to design my curriculum.
4. let me bring my dogs to school.
5. allow me to have a drama club that does multiple productions a year.
6. a principal/administration I can go to and feel comfortable no matter what's on my mind.
7. a staff of caring teachers who are interested in supporting the arts and helping out after school on some awesome productions.
8. I can take public transportation to get there.
9. doesn't start before 8am.
10. JOB SECURITY!!!
11. people in the building who respect one another, their property and all the walls, sticks and stones around us.
12. vegetarian options in the cafeteria.
13. theatre arts is either a. an elective or b. kids can "choose" the top 3 or 4 specialty classes they want to take.
14. there are other arts teachers in the building I can collaborate with on classes, projects, and performances.
15. a teacher's lounge where people actually...lounge.
And a district where...
1. Arts teachers get together and have regular discussions about art and education
2. several workshops a year both for teachers and students to hone their craft
3.maybe more later...
(in no particular order)
1. about 20 kids in a classroom.
2. be in a high school (1st pref) or middle school.
3. give me the flexibility to design my curriculum.
4. let me bring my dogs to school.
5. allow me to have a drama club that does multiple productions a year.
6. a principal/administration I can go to and feel comfortable no matter what's on my mind.
7. a staff of caring teachers who are interested in supporting the arts and helping out after school on some awesome productions.
8. I can take public transportation to get there.
9. doesn't start before 8am.
10. JOB SECURITY!!!
11. people in the building who respect one another, their property and all the walls, sticks and stones around us.
12. vegetarian options in the cafeteria.
13. theatre arts is either a. an elective or b. kids can "choose" the top 3 or 4 specialty classes they want to take.
14. there are other arts teachers in the building I can collaborate with on classes, projects, and performances.
15. a teacher's lounge where people actually...lounge.
And a district where...
1. Arts teachers get together and have regular discussions about art and education
2. several workshops a year both for teachers and students to hone their craft
3.maybe more later...
Wednesday, June 17, 2009
Job interview from Monday
Monday I interviewed for a half-time Arts position at an elementary school in Dorchester.
I was really excited to do so, because at this point that school doesn't have theatre arts. It is reminiscent of my tenure at the Irving because when I applied and interviewed at the Irving they had not had a theatre arts program either.
Regardless, I think it went quite well. But interviewing, much like auditioning for a part, requires practice. I know I talk too much in general, so when someone asks me about something I'm passionate about like teaching Theatre, woo! Watch out!
And while an interview isn't the best place to share a philosophy I've been working on, I have such little opportunity to talk with other drama teachers about ideas and methods I've been working on, so when someone DOES ask me about my philosophies for teaching theatre, I let loose....and sometimes those ideas aren't fully formulated.
Maybe I've said it here before, maybe I haven't, but I think I was born to be a classroom teacher. Many teachers end up in an administrative position or going down to "Court Street" as the admin offices are called here in the BPS, but I don't really like that idea at this point. Of course, I'm a young teacher, finishing my fourth year (YAY!!!!). So with that in mind, I do have a vision of where I'd like to see myself in 5, 10, 15 years. But it all relates to being in the classroom.
So, I'm going to say this, while one day I hope to have a job where, not only am I using the arts to teach, but I am surrounded by teachers who have similar methods. AND we have the time, be it in professional development, content meetings or another setting to discuss and develop ideas.
I get lonely in my basement cave---connecting with other teachers is sometimes the only solace in an otherwise difficult day. But I need something more sometimes. I remember in grad school Bob & Bethany (theatre ed instructors extrodinare) asked us to list everything we could in the "perfect job."
I don't know where that list is...I'm going to take some time to look for it. But before I do, I am going to list NOW what I want in the perfect job.
To be continued...
I was really excited to do so, because at this point that school doesn't have theatre arts. It is reminiscent of my tenure at the Irving because when I applied and interviewed at the Irving they had not had a theatre arts program either.
Regardless, I think it went quite well. But interviewing, much like auditioning for a part, requires practice. I know I talk too much in general, so when someone asks me about something I'm passionate about like teaching Theatre, woo! Watch out!
And while an interview isn't the best place to share a philosophy I've been working on, I have such little opportunity to talk with other drama teachers about ideas and methods I've been working on, so when someone DOES ask me about my philosophies for teaching theatre, I let loose....and sometimes those ideas aren't fully formulated.
Maybe I've said it here before, maybe I haven't, but I think I was born to be a classroom teacher. Many teachers end up in an administrative position or going down to "Court Street" as the admin offices are called here in the BPS, but I don't really like that idea at this point. Of course, I'm a young teacher, finishing my fourth year (YAY!!!!). So with that in mind, I do have a vision of where I'd like to see myself in 5, 10, 15 years. But it all relates to being in the classroom.
So, I'm going to say this, while one day I hope to have a job where, not only am I using the arts to teach, but I am surrounded by teachers who have similar methods. AND we have the time, be it in professional development, content meetings or another setting to discuss and develop ideas.
I get lonely in my basement cave---connecting with other teachers is sometimes the only solace in an otherwise difficult day. But I need something more sometimes. I remember in grad school Bob & Bethany (theatre ed instructors extrodinare) asked us to list everything we could in the "perfect job."
I don't know where that list is...I'm going to take some time to look for it. But before I do, I am going to list NOW what I want in the perfect job.
To be continued...
Tuesday, June 9, 2009
Talent Show pics just posted!
Please see the fantastic Talent Show pics taken by the awesome Ms. Heather Buckland, a 6th grade math teacher here at the Irving. Thank you, Ms. Buckland!!!
Without her, I'd have no way of showing off our fantastic students.
Especially since I took Ms. Pick's batteries from her so we had a working microphone.
Thanks again, Ms. Pick :)
Without her, I'd have no way of showing off our fantastic students.
Especially since I took Ms. Pick's batteries from her so we had a working microphone.
Thanks again, Ms. Pick :)
Monday, June 8, 2009
Talent Show 101, and sad to go
After our wildly successful Talent Show I am relieved and saddened.
I'm relieved because it's over, and I don't have to stress over it anymore! It was fun and I can't wait to do another one (especially after all I've learned from this year). We had a few technical glitches, and as my husband said, I was definitely spread too thin. Apparently, I can't do everything myself.
First, a few shout outs!
I had such awesome student help: Kareen ran lights, Aliyah ran the curtain, and Geneva just RAN! Before the show, I had Brendan and Mikey setting up lights and Jeru and Hayden moving large objects off the stage.
My teacher help made me look sooooo good! Sharon Rusconi, Terri Dsida and Maureen Magee-Quinn made this all possible. In my thank you card to Maureen I said, thanks for doing all the work and making it look like I was responsible---which is all so true. I feel like I was able to do so much else because I had these 3 awesome ladies' help.
Interesting fact about the 4 of us: only 1 of the 4 of us had a contract guaranteeing employment next year in BPS. Differently said, 3 of us were unemployed as of the opening of the Show! That night, Sharon got home and found a letter in her email inbox congratulating her on her position being reinstated.
That being said, neither Terri nor I have a job for next year. I hope that I will be blogging about that change...and not regretting the title of this blog!
As I said before, the Talent Show went really well. A few things that went well:
1. Performers were AMAZING!
2. Potluck before the show was a hit.
3. Our teacher support really showed me how the Irving can come together.
4. The show's attendance was shocking. There were probably about 200 people in attendance.
5. Our partnership with Making Music Matters allowed us to rent lights and have a sound system. Thanks, Sarah!
6. Did I mention the performers????
A few things that need worked on:
1. Potluck needs to be condensed to a smaller area. Too much space in the cafeteria.
2. Do a sound check/cd check closer to the time of the performance.
3. 2 words: Extra batteries.
4. Leave house lights at half so as to identify students who do not know how to behave as an audience member.
5. DO NOT let a performance go on until the audience is silent.
6. Hold people accountable for their trash as they leave (and don't let them bring in food to begin with!).
As to why I'm saddened, if you keep up with my blog I'm sure you can guess. As I have no job at the Irving next year, these last few weeks are my last. I told one group of 8th graders that I started at the Irving when they started 6th grade, so it seems fitting that I leave when they do. While they may be ready to leave, I know I'm not.
I'm relieved because it's over, and I don't have to stress over it anymore! It was fun and I can't wait to do another one (especially after all I've learned from this year). We had a few technical glitches, and as my husband said, I was definitely spread too thin. Apparently, I can't do everything myself.
First, a few shout outs!
I had such awesome student help: Kareen ran lights, Aliyah ran the curtain, and Geneva just RAN! Before the show, I had Brendan and Mikey setting up lights and Jeru and Hayden moving large objects off the stage.
My teacher help made me look sooooo good! Sharon Rusconi, Terri Dsida and Maureen Magee-Quinn made this all possible. In my thank you card to Maureen I said, thanks for doing all the work and making it look like I was responsible---which is all so true. I feel like I was able to do so much else because I had these 3 awesome ladies' help.
Interesting fact about the 4 of us: only 1 of the 4 of us had a contract guaranteeing employment next year in BPS. Differently said, 3 of us were unemployed as of the opening of the Show! That night, Sharon got home and found a letter in her email inbox congratulating her on her position being reinstated.
That being said, neither Terri nor I have a job for next year. I hope that I will be blogging about that change...and not regretting the title of this blog!
As I said before, the Talent Show went really well. A few things that went well:
1. Performers were AMAZING!
2. Potluck before the show was a hit.
3. Our teacher support really showed me how the Irving can come together.
4. The show's attendance was shocking. There were probably about 200 people in attendance.
5. Our partnership with Making Music Matters allowed us to rent lights and have a sound system. Thanks, Sarah!
6. Did I mention the performers????
A few things that need worked on:
1. Potluck needs to be condensed to a smaller area. Too much space in the cafeteria.
2. Do a sound check/cd check closer to the time of the performance.
3. 2 words: Extra batteries.
4. Leave house lights at half so as to identify students who do not know how to behave as an audience member.
5. DO NOT let a performance go on until the audience is silent.
6. Hold people accountable for their trash as they leave (and don't let them bring in food to begin with!).
As to why I'm saddened, if you keep up with my blog I'm sure you can guess. As I have no job at the Irving next year, these last few weeks are my last. I told one group of 8th graders that I started at the Irving when they started 6th grade, so it seems fitting that I leave when they do. While they may be ready to leave, I know I'm not.
Tuesday, June 2, 2009
Tired...but not so tired I can't blog a bit!
When the awesome group of ladies and I made up the Talent Show schedule, we carefully planned.
Then, a person named Murphy and his stupid Law showed up.
Up until yesterday everything was great! We were making gigantic strides toward tackling this huge project.
In the case of our Talent Show, Murphy showed his face in the form of a non-working sound system. Oh good, the thing I know least about!!!
Our lights are hung, the acts are set...and there's no microphone or cd player. Greaaaat.
A teacher from the Mozart, Mr. Trotman, came in and saved the day, but not before some harm was done.
Regardless, the show MUST go on. And as they say, the worse the dress rehearsal, the better the show!
I thought we had a bad dress for "A Simple Task." Boy---if I'd only known! This show is going to be awesome after today's dress rehearsal!
Break a leg, performers!!!
Then, a person named Murphy and his stupid Law showed up.
Up until yesterday everything was great! We were making gigantic strides toward tackling this huge project.
In the case of our Talent Show, Murphy showed his face in the form of a non-working sound system. Oh good, the thing I know least about!!!
Our lights are hung, the acts are set...and there's no microphone or cd player. Greaaaat.
A teacher from the Mozart, Mr. Trotman, came in and saved the day, but not before some harm was done.
Regardless, the show MUST go on. And as they say, the worse the dress rehearsal, the better the show!
I thought we had a bad dress for "A Simple Task." Boy---if I'd only known! This show is going to be awesome after today's dress rehearsal!
Break a leg, performers!!!
Tuesday, May 26, 2009
Talent Show, June 3rd!
Please join us at the 1st Annual Irving Talent Show. Talents include: singing, skits, juggling, double dutch and MUCH MORE!
June 3rd at 6pm. There will be judges and cash prizes awarded for 1st, 2nd and 3rd place!
Also, prior to the Talent Show we'll be hosting a Potluck in the cafeteria at 5pm. Please bring a dish and join us on this eventful and exciting day!
June 3rd at 6pm. There will be judges and cash prizes awarded for 1st, 2nd and 3rd place!
Also, prior to the Talent Show we'll be hosting a Potluck in the cafeteria at 5pm. Please bring a dish and join us on this eventful and exciting day!
Monday, May 25, 2009
23 days.
23 days left in the school year. It's hard to believe I'll be unemployed in that many days (plus a few weekends, I suppose).
I get frustrated. Really, really frustrated. Because I know I'm a good teacher. And I'm not frustrated because I'm losing my job. I'm frustrated because the students who attend the Irving Middle School are losing a good teacher.
And they deserve a good teacher. Maybe "Gregory Allan" will be a good theatre arts teacher. In fact, I hope he is. I'd hate to see the first-ever theatre arts program at the Irving fail in someone else's hands.
But, I know I've given my students something no one else can give them.
I see it in their faces, when they get excited about a scene we're working on.
I see it in myself, when I can't find words enough to congratulate a group on a great performance.
I see it in my husband and dogs, who think I'm giving too much time to my kids.
I see it in what the school has become since I've been there. Not because of me, but because of teachers like me.
Teachers like me who, are also being laid off. Sharon, Social Studies. Susan, Student Support Services. Terri, 7th grade ELA. Brendan, Creative Writing.
23 days to go. Where does my motivation come from?
Every day. Every day I find it. Middle Schoolers becoming actors.
Sometimes I have very little faith, then...we play a game, do a warm up, they perform an original scene. And my kids help me find that motivation.
23 days left, to be the luckiest teacher in the world.
And then.
It's gone.
I get frustrated. Really, really frustrated. Because I know I'm a good teacher. And I'm not frustrated because I'm losing my job. I'm frustrated because the students who attend the Irving Middle School are losing a good teacher.
And they deserve a good teacher. Maybe "Gregory Allan" will be a good theatre arts teacher. In fact, I hope he is. I'd hate to see the first-ever theatre arts program at the Irving fail in someone else's hands.
But, I know I've given my students something no one else can give them.
I see it in their faces, when they get excited about a scene we're working on.
I see it in myself, when I can't find words enough to congratulate a group on a great performance.
I see it in my husband and dogs, who think I'm giving too much time to my kids.
I see it in what the school has become since I've been there. Not because of me, but because of teachers like me.
Teachers like me who, are also being laid off. Sharon, Social Studies. Susan, Student Support Services. Terri, 7th grade ELA. Brendan, Creative Writing.
23 days to go. Where does my motivation come from?
Every day. Every day I find it. Middle Schoolers becoming actors.
Sometimes I have very little faith, then...we play a game, do a warm up, they perform an original scene. And my kids help me find that motivation.
23 days left, to be the luckiest teacher in the world.
And then.
It's gone.
Wednesday, May 20, 2009
Sidekick: most hated invention
Sidekicks are rampant at my school.
Earlier in the year the policy was: bring it out once, it's a warning. Bring it out again, it is mine until the end of the day.
Now, with only 26 days left in the school year, there are so many Sidekicks out, and so many indignant students that I am feeling helpless.
Do I fight the battle til the last day of school, or turn a blind eye and start over next year?
It is a CHRONIC problem with the 8th grade in particular, and needless to say, they aren't intimidated by much anymore.
It doesn't help that many 8th grade teachers tolerate cell phone, mp3, and hats in the classroom. Totally undermines the whole rule. And suddenly, I'm not "cool" when I don't allow it.
I don't give a hoot about being cool, mostly, but I think I've fought all my battles for the year.
Maybe next year I will collect them when they walk in the door.
Or, stick to it for ALL 180 days.
Any other ideas? Creative ones are welcome!!!
Earlier in the year the policy was: bring it out once, it's a warning. Bring it out again, it is mine until the end of the day.
Now, with only 26 days left in the school year, there are so many Sidekicks out, and so many indignant students that I am feeling helpless.
Do I fight the battle til the last day of school, or turn a blind eye and start over next year?
It is a CHRONIC problem with the 8th grade in particular, and needless to say, they aren't intimidated by much anymore.
It doesn't help that many 8th grade teachers tolerate cell phone, mp3, and hats in the classroom. Totally undermines the whole rule. And suddenly, I'm not "cool" when I don't allow it.
I don't give a hoot about being cool, mostly, but I think I've fought all my battles for the year.
Maybe next year I will collect them when they walk in the door.
Or, stick to it for ALL 180 days.
Any other ideas? Creative ones are welcome!!!
Thursday, May 7, 2009
Wanted: Awesome Job
For a hardworking, dedicated, tireless Theatre Arts teacher.
Requirements:
1. Students who want to act, don't want to act, or would rather scrape their tongues with a vegetable peeler than act.
2. A Principal who will give her the freedom to make big mistakes in a loud, obvious way. Typically on a stage with an admission price.
3. A faculty that will let her send the toughest kids to their rooms when she's at her wits end then go out for a drink and complain about it all at the end of the week.
4. A classroom that doesn't look like a classroom; more like a work in progress, a performance on hold.
5. Hours that she curses only before and during a production. Never after.
Requirements:
1. Students who want to act, don't want to act, or would rather scrape their tongues with a vegetable peeler than act.
2. A Principal who will give her the freedom to make big mistakes in a loud, obvious way. Typically on a stage with an admission price.
3. A faculty that will let her send the toughest kids to their rooms when she's at her wits end then go out for a drink and complain about it all at the end of the week.
4. A classroom that doesn't look like a classroom; more like a work in progress, a performance on hold.
5. Hours that she curses only before and during a production. Never after.
Talent Show, Part ???
I may be unemployed, but I'm still going to finish the game. Hell, we're already in the 8th inning!
This will be the Irving's first year for a talent show. An incredibly dedicated and cool group of ladies (I think 4 of the 7 are pink slipped for next year---what is BPS thinking!??!) are helping me. Sometimes so much so I think I'M helping THEM. That's ok; it's soccer season and I have enough on my plate.
I am really excited about this Talent Show, and to be a little selfish, especially because we are pulling together a teacher routine.
We held auditions the past 2 weeks, and while we only had about 9 acts show up, I think that will be plenty! In addition to purely student prepared acts we have the Double Dutch Team and one of our teachers directing a little skit.
The plan is to do a potluck before...will it all work? Damnit, if I'm going out, I'm going out IN STYLE!!!
And...if one teacher gets her way, it will be to Low by Flow Rida. Sweet.
This will be the Irving's first year for a talent show. An incredibly dedicated and cool group of ladies (I think 4 of the 7 are pink slipped for next year---what is BPS thinking!??!) are helping me. Sometimes so much so I think I'M helping THEM. That's ok; it's soccer season and I have enough on my plate.
I am really excited about this Talent Show, and to be a little selfish, especially because we are pulling together a teacher routine.
We held auditions the past 2 weeks, and while we only had about 9 acts show up, I think that will be plenty! In addition to purely student prepared acts we have the Double Dutch Team and one of our teachers directing a little skit.
The plan is to do a potluck before...will it all work? Damnit, if I'm going out, I'm going out IN STYLE!!!
And...if one teacher gets her way, it will be to Low by Flow Rida. Sweet.
Sunday, April 26, 2009
Pink Slip
Thursday April 16th was a bad day.
I got the phone call I'd been preparing for but still wasn't ready for: Stanley, my beloved 10 year old Boston Terrier, has Stage IV lymphoma.
Traumatized and slightly shocked, I went home and got the letter I'd been preparing for but still wasn't ready for: Boston Public Schools is not renewing my contract for the 2009-2010 school year.
Since Stanley's cancer is more immediate, it has overwhelmed me this entire break. But he's on chemotherapy and has improved drastically. I am hoping that this is also the case with my employment status for next year!
Keep your fingers (and paws) crossed. For now, there are 43 days of school left in Term 4. We have a talent show coming up and I'm going to try giving my students a "final" for the first time ever.
There will be updates!
I got the phone call I'd been preparing for but still wasn't ready for: Stanley, my beloved 10 year old Boston Terrier, has Stage IV lymphoma.
Traumatized and slightly shocked, I went home and got the letter I'd been preparing for but still wasn't ready for: Boston Public Schools is not renewing my contract for the 2009-2010 school year.
Since Stanley's cancer is more immediate, it has overwhelmed me this entire break. But he's on chemotherapy and has improved drastically. I am hoping that this is also the case with my employment status for next year!
Keep your fingers (and paws) crossed. For now, there are 43 days of school left in Term 4. We have a talent show coming up and I'm going to try giving my students a "final" for the first time ever.
There will be updates!
Tuesday, March 31, 2009
MCAS. Need I say more?
We started MCAS today. Ugh!
I am so thankful Theatre is not a subject tested in MCAS. I am so thankful Theatre is something students look forward to BECAUSE it is not a subject tested in MCAS.
But that doesn't make MCAS week any easier on a non-MCAS subject teacher!
7th grade had their "Long Composition" this morning, I had them last block. CRAAAAZY! We got nothing accomplished. Thursday, Friday and next Monday all the kids are testing. I dread it so much. Last year they rioted throughout MCAS week. One teacher got trampled, there were a variety of injuries; teachers and students alike. Please, MCAS Gods! make this week easier than last year!
Pantomime...
The Pantomime Final has been nothing short of awesome for all my classes so far. My 8th graders really kicked some butt and I hope the kids this week can get something out of it.
While viewing them today, one 8th grader gave me an idea. He said, we should get to redo these and improve upon all the mistakes we made. That made me think: this year I'm going to try to give the kids a "semester final." What IF I let one of the options be to go back and take a previous performance and improve upon it?
I love the idea of doing this, because it encourages kids to focus on the process, but will they just get up there and do the exact same thing again (because they're lazy or don't really care)?
How can I make it seem challenging?
Moments like that one make teaching really really worth it---because I'm learning from them too.
Students...
On a side note, I have a few students I'm so worried about on a personal level. I feel helpless. More on this maybe, I don't know how much I can say without causing a problem. There is so much at school I feel like I can't discuss because it could come back and hurt me. I've heard enough blogging horror stories to know better.
I am so thankful Theatre is not a subject tested in MCAS. I am so thankful Theatre is something students look forward to BECAUSE it is not a subject tested in MCAS.
But that doesn't make MCAS week any easier on a non-MCAS subject teacher!
7th grade had their "Long Composition" this morning, I had them last block. CRAAAAZY! We got nothing accomplished. Thursday, Friday and next Monday all the kids are testing. I dread it so much. Last year they rioted throughout MCAS week. One teacher got trampled, there were a variety of injuries; teachers and students alike. Please, MCAS Gods! make this week easier than last year!
Pantomime...
The Pantomime Final has been nothing short of awesome for all my classes so far. My 8th graders really kicked some butt and I hope the kids this week can get something out of it.
While viewing them today, one 8th grader gave me an idea. He said, we should get to redo these and improve upon all the mistakes we made. That made me think: this year I'm going to try to give the kids a "semester final." What IF I let one of the options be to go back and take a previous performance and improve upon it?
I love the idea of doing this, because it encourages kids to focus on the process, but will they just get up there and do the exact same thing again (because they're lazy or don't really care)?
How can I make it seem challenging?
Moments like that one make teaching really really worth it---because I'm learning from them too.
Students...
On a side note, I have a few students I'm so worried about on a personal level. I feel helpless. More on this maybe, I don't know how much I can say without causing a problem. There is so much at school I feel like I can't discuss because it could come back and hurt me. I've heard enough blogging horror stories to know better.
Friday, March 20, 2009
Part 1: Man oh man!
In a previous blog I described part 1 of my 2 part pantomime unit as "ok."
This week, my students proved me wrong. Man oh man did they EVER! I would like to be able to post a video of some of the scenes. Maybe I'll figure that out some time.
The scenes are not particularly deep, there is no greater understanding of mankind revealed, but their willingness to trust one another, trust their classmates and try something so creative WAS revealed.
And I am thankful to be the teacher who gets to witness the unveiling.
Next week I am starting part 2 and am a little nervous now. How can we improve after doing so damn well?!
The students are getting grouped randomly too, based on a music selection. Which...I don't think they'll be too pleased with, but they need to get used to working in a variety of groupings.
Anyway, I've settled on the following musical selections:
Carmina Burana, Carl Orff
Bleeding Love, The Vitamin Quartet
Rescued! Silent Movie piano piece
Ride of the Valkyries, Wagner
Dawn of the Dead, can't remember the title!
This is Halloween, Marilyn Manson
and maybe...
Around the World, Daft Punk (it would replace one of the above songs)
If you know of any other great songs (preferably without words) that would accommodate story telling, please let me know! I'd love to have a repertoire of songs I can turn to.
This week, my students proved me wrong. Man oh man did they EVER! I would like to be able to post a video of some of the scenes. Maybe I'll figure that out some time.
The scenes are not particularly deep, there is no greater understanding of mankind revealed, but their willingness to trust one another, trust their classmates and try something so creative WAS revealed.
And I am thankful to be the teacher who gets to witness the unveiling.
Next week I am starting part 2 and am a little nervous now. How can we improve after doing so damn well?!
The students are getting grouped randomly too, based on a music selection. Which...I don't think they'll be too pleased with, but they need to get used to working in a variety of groupings.
Anyway, I've settled on the following musical selections:
Carmina Burana, Carl Orff
Bleeding Love, The Vitamin Quartet
Rescued! Silent Movie piano piece
Ride of the Valkyries, Wagner
Dawn of the Dead, can't remember the title!
This is Halloween, Marilyn Manson
and maybe...
Around the World, Daft Punk (it would replace one of the above songs)
If you know of any other great songs (preferably without words) that would accommodate story telling, please let me know! I'd love to have a repertoire of songs I can turn to.
Wednesday, March 18, 2009
Rule 5: No drugs/alcohol, violence or swearing in scenes!
Before I became a teacher I didn't even think to make that a classroom rule.
But, after my 1st year of discouraging lightly and my 2nd year of discouraging strongly I finally made it a rule last year.
To this day, it is a struggle I have with students who want to have guns or fights, pantomime smoking or drinking, or add "harmless" swear words into their scenes.
I know I'm right in enforcing my policy. And certainly there are exceptions to every rule. But I am tired of it! Every class, kids manipulating the rule: "but fighting isn't violence," or "what if we do this..."
I'm trying to teach them creativity and all they want to do is recreate the violence and drugs they see on tv, in the movies, on the streets, in their own homes.
When a group comes up with a scene that doesn't break Rule 5...man it is good! I wish they could see for themselves how sloppy and silly they look trying to create a fighting scene. Then, compare that to a clever and creative scene that follows the rules. Only time will show that...and thus the battle rages on!
I would love to get suggestions and advice to help deal with this!!!
But, after my 1st year of discouraging lightly and my 2nd year of discouraging strongly I finally made it a rule last year.
To this day, it is a struggle I have with students who want to have guns or fights, pantomime smoking or drinking, or add "harmless" swear words into their scenes.
I know I'm right in enforcing my policy. And certainly there are exceptions to every rule. But I am tired of it! Every class, kids manipulating the rule: "but fighting isn't violence," or "what if we do this..."
I'm trying to teach them creativity and all they want to do is recreate the violence and drugs they see on tv, in the movies, on the streets, in their own homes.
When a group comes up with a scene that doesn't break Rule 5...man it is good! I wish they could see for themselves how sloppy and silly they look trying to create a fighting scene. Then, compare that to a clever and creative scene that follows the rules. Only time will show that...and thus the battle rages on!
I would love to get suggestions and advice to help deal with this!!!
Friday, March 6, 2009
There is no place for hate in our schools.
I just received this from a PFLAG employee. I know I'll be there!
Show your support for Reading and Canton HS Performances of the Laramie Project!
The Rev. Fred Phelps of the Westboro Baptist Church has announced protests for the March 13 performance of the Laramie Project at Reading HS and the March 20 performance of the Laramie Project at Canton HS. Please show your support for GLBT students, allies and the drama club performers by attending the performances in Reading and Canton!
The most powerful thing for the performers, students and faculty in the schools to see are Sold Out shows filled with supporters!
The Reading Memorial High School Drama Club Laramie Project is at 7:30 pm on March 12, 13, and 14.
Tickets are reserved seating, available only by advance purchase. Send a check made out to RMHS Drama for $10 for adults, or $7 for students or seniors, to RMHS Drama, PO Box 432, Reading, MA 01867. Enclose a stamped, self addressed envelope to have your tickets mailed to you. Specify performance date and number of tickets, and include a phone number. Reading Memorial High School is located at 62 Oakland Rd., near Route 28, in Reading, MA.
The Canton High School Drama Club Laramie Project is
The Laramie Project, based on true events, tells the story of a young gay man who was beaten and killed in a hate crime, and the aftermath of the murder and its effects on the community of Laramie, Wyoming. The play was created from interviews of many residents of the town and explores issues of "bigotry and tolerance, fear and courage, hate and hope."
Friday, March 20th @ 7pm at the Canton HS auditorium and Saturday, March 21st @ 7pm at the Canton HS auditorium
Adult tickets are $10
Adult tickets are $10
Student tickets are $8
Tickets will be sold at the door only.
We can send a powerful message to Rev. Phelps -- that Massachusetts is no place for hate! Show your support for these courageous and talented youth by going to their shows!
Next: acting! Finally!
I am soooooo excited...our next unit is pantomime; possibly my favorite unit of the year outside of improvisation.
What I love about improv is that, besides being the last unit we cover, a lot of kids who before were still in their shell finally crack out and really shine. Seeing these folks suddenly "come out of their shell" is an awesome bookend to the class. The kids really notice it too, which is what matters most, of course.
But pantomime! If only I could pantomime this entire blog entry I would!!!
What I love about pantomime is WHERE the kids have to go to communicate their story. Finally, after all the game playing we've been doing in class, being a goofball and exaggerating their bodies, minds and faces starts to PAY OFF.
Part I is ok: the kids work in groups of 1, 2 or 3 and choose one of a handful of scenes I have available to them. Then, they create a beginning, middle and end to their scene with a conflict and resolution. I think that's fun for them, but a lot of times they have a hard time figuring out what their conflict is. Needless to say, I'm often the resource for that! Maybe I'll come up with an alternative this year.
Part II rocks: The kids listen to 5 different selections of music then they choose one to create a story, just like in Part I, but the story and the music have to go together. Now, if I had my way and were in a wealthier school district with lots of resources, I'd give each group a cd player and a cd of the music and they could choreograph it perfectly. Not so in Boston. So, I do the best I can. Often music is streaming all class long.
My song choices I haven't totally decided on for these groups. Maybe Carmina Burana, maybe something from a cartoon like the Road Runner, with lots of action. There's a Vitamin Quartet version of Bleeding Love that could be great or a dud.
It's all a work in progress! Someday, I'll look back at my fourth year of teaching and say, thank goodness I'm not a fourth year teacher anymore, but right now, I feel like I'm starting to hit my groove.
What I love about improv is that, besides being the last unit we cover, a lot of kids who before were still in their shell finally crack out and really shine. Seeing these folks suddenly "come out of their shell" is an awesome bookend to the class. The kids really notice it too, which is what matters most, of course.
But pantomime! If only I could pantomime this entire blog entry I would!!!
What I love about pantomime is WHERE the kids have to go to communicate their story. Finally, after all the game playing we've been doing in class, being a goofball and exaggerating their bodies, minds and faces starts to PAY OFF.
Part I is ok: the kids work in groups of 1, 2 or 3 and choose one of a handful of scenes I have available to them. Then, they create a beginning, middle and end to their scene with a conflict and resolution. I think that's fun for them, but a lot of times they have a hard time figuring out what their conflict is. Needless to say, I'm often the resource for that! Maybe I'll come up with an alternative this year.
Part II rocks: The kids listen to 5 different selections of music then they choose one to create a story, just like in Part I, but the story and the music have to go together. Now, if I had my way and were in a wealthier school district with lots of resources, I'd give each group a cd player and a cd of the music and they could choreograph it perfectly. Not so in Boston. So, I do the best I can. Often music is streaming all class long.
My song choices I haven't totally decided on for these groups. Maybe Carmina Burana, maybe something from a cartoon like the Road Runner, with lots of action. There's a Vitamin Quartet version of Bleeding Love that could be great or a dud.
It's all a work in progress! Someday, I'll look back at my fourth year of teaching and say, thank goodness I'm not a fourth year teacher anymore, but right now, I feel like I'm starting to hit my groove.
Sunday, March 1, 2009
Retrospective...
I heard an interview on NPR this morning in the car. I was making a mad dash to the grocery before this supposed big storm hits New England. There was a time when I was excited for a snow day. That feeling is long gone, seeing that if we miss tomorrow we'll be in school an extra 5 days at the end of June.
Ugh.
So I'm in the car listening to an interview with Neko Case regarding her new album due out on Tuesday.
A song lyric of hers came up that I think really nicely and neatly packages the experience of putting on my first major school play: I try my best but I'm made of mistakes.
What a wonderful thing. And I'm so thankful that after all those mistakes, my students STILL love me!
Ugh.
So I'm in the car listening to an interview with Neko Case regarding her new album due out on Tuesday.
A song lyric of hers came up that I think really nicely and neatly packages the experience of putting on my first major school play: I try my best but I'm made of mistakes.
What a wonderful thing. And I'm so thankful that after all those mistakes, my students STILL love me!
Thursday, February 26, 2009
Frustrated...
When a student says "no, I won't perform" what should I, as a teacher, do?
Normally, I give them a warning, telling them if they don't, they'll get an F on their test grade (as all performances are test grades in my class) and a call home letting their parents know they decided to take an F on a test.
Is there something else I should be doing? Some compromise?
I know there are kids who are truly frightened to get up on stage, but that's what we DO in theatre arts!
Aren't I supposed to hold every child to the same standards?
Well, I have to run...have some parents to call...
Normally, I give them a warning, telling them if they don't, they'll get an F on their test grade (as all performances are test grades in my class) and a call home letting their parents know they decided to take an F on a test.
Is there something else I should be doing? Some compromise?
I know there are kids who are truly frightened to get up on stage, but that's what we DO in theatre arts!
Aren't I supposed to hold every child to the same standards?
Well, I have to run...have some parents to call...
Wednesday, February 25, 2009
Speeches
Currently, in all Theatre Arts classes we are working on speeches.
The 7th and 8th grades are doing a great job working on their Interview speech, and all students are expected to come in today with their rough draft written.
The 6th grade lost a day yesterday since we performed our play for the 5th grade from the Sumner, but we'll get back on track today with our All About Me Star and write our rough draft today!
The 7th and 8th grades are doing a great job working on their Interview speech, and all students are expected to come in today with their rough draft written.
The 6th grade lost a day yesterday since we performed our play for the 5th grade from the Sumner, but we'll get back on track today with our All About Me Star and write our rough draft today!
First day on the blog
I am happy to have this opportunity to share with the world the Washington Irving Theatre Arts class and its Drama Club.
This is my 3rd year at the Irving, 4th year teaching and first year that I really feel like I have my act together!
I will share what's going on here in the classroom but also exciting things going on in the Drama Club and things middle schoolers can do to stay involved in the arts!
On that note, we have a production going up tomorrow and Friday:
A Simple Task by Alan Haehnel
Times are at 2:30 and 6pm Thurs. and 6pm Friday.
Tickets are $3 students/ $5 adults/ and $20 for a family pack of up to 6 people.
105 Cummins Hwy
Roslindale, MA
After the show is over I'm taking a brief hiatus from after school activities but hope to put on a Talent Show at the end of the year!
The biggest news will be how many of my talented students get into Boston Arts Academy. March 20th the letters will be mailed!
This is my 3rd year at the Irving, 4th year teaching and first year that I really feel like I have my act together!
I will share what's going on here in the classroom but also exciting things going on in the Drama Club and things middle schoolers can do to stay involved in the arts!
On that note, we have a production going up tomorrow and Friday:
A Simple Task by Alan Haehnel
Times are at 2:30 and 6pm Thurs. and 6pm Friday.
Tickets are $3 students/ $5 adults/ and $20 for a family pack of up to 6 people.
105 Cummins Hwy
Roslindale, MA
After the show is over I'm taking a brief hiatus from after school activities but hope to put on a Talent Show at the end of the year!
The biggest news will be how many of my talented students get into Boston Arts Academy. March 20th the letters will be mailed!
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