Fellowshiper.  No, this isn't a type-o.  It is not a spelling mistake. It is an app to download.

I will have to confess I didn't know much about this app until yesterday. A fellow teacher has created this app and had, of course, told me about it. Yesterday, I found out the story behind the app.

When he first told me about his app, I thought he was joking. After all, he is the building prankster.  Then he urged me to download his app and I thought that this was his way of spreading his infectious encouragement.

I know my colleague is kind and generous. I also know that he has a heart for children. What I didn't know is that he is looking for ways to increase his income so that he can purchase land and build an orphanage. I was speechless.

So, I'm asking for your help. Help a fellow teacher by downloading this app and spreading the word to your friends.

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We all have moments that stand out to us, imprinting themselves on our memories, but there is that one moment that seems to be foremost in our minds. 

For me, it was over 40 years ago (well over 40 years ago!). I was about 7 or 8.  Christmas was always special. It didn't matter if we had plenty or 'just enough'.  Dad and Mom made Christmas special.  Christmas Eve always found my sister and I nestled next to Dad for a reading of " ' Twas the Night Before Christmas" and then the Christmas reading from Luke. 

On this special Christmas Eve,  the three of us held a special secret. I'm sure Mom suspected something was going on, but she never asked. Christmas secrets were honored. I'm sure if Mom had asked I would have spilled the beans!  

Christmas morning seemed so far away, but sleep made the hours speed by.  Soon we were around the Christmas tree in anticipation of that one special gift. I can't tell you what I received that year, but I can tell you what my mom received.  Dad had purchased Mom a new set of wedding rings. I'll never forget Mom's surprise or tears of joy or the look in their eyes as Dad gave her this special gift.  We didn't have a lot, but Dad made a sacrifice because he wanted to show Mom just how much he loved her.  

I don't remember much about that day except this moment of time that is frozen in my memory. All the love and joy we held in our hearts was wrapped in a small ring box. 

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1. Prepare.  Do everything, that you can, in advance. Get the presents wrapped, bags packed, the car loaded, fill up the gas tank the day before. Plan on things you need to avoid last minute trips to the store.  If you are taking a contribution to the family feast, plan on something that will travel well. Casseroles that you can freeze, then place in a cooler in the trunk, work great. Appetizers are also a great idea. 

2. Don't forget the camera, batteries, medications, or wipes.

3. Throw in a few Christmas CDs to get your holiday spirit on!

4. Get plenty of rest so you don't arrive at your destination exhausted or get sleepy driving.

5. If you are traveling with children remember to take snacks and diversions. Small bottles of water, individually packaged fruit snacks, fresh fruit,  or crackers are healthy finger foods that aren't too messy.  There are several small card games and magnetic board games suitable for traveling that are a fun alternative to technology. 

6. Be sure to include emergency items like blankets, a pillow, water, batteries or car charger for devices/phones, and flashlight. Have your vehicle serviced before your trip. Do this well in advance in case something needs to be repaired. Don' wait until the day before you plan to leave. 

Make this Christmas the best ever! Plan ahead, be prepared, and enjoy the time with your family and loved ones. 
Merry Christmas!

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 Missouri Commissioner of Education finalist, CJ Huff, was quoted as saying that CCSS is not scary.  In fact, he thinks it is great. There are five finalist for this position and apparently all of them support CCSS regardless of what voters want and what decisions the legislature has made. Peter Herschend, president of the Missouri State School Board (and friend of Dr. Huff), declares that the state board desires to find someone to make Missouri a top state in education. Herschend's experience is in the field of family entertainment. The Herschend family owns more than 20 theme parks across the United States, including Silver Dollar City. He is also one of the 12 People to Know... based on his successful entrepreneurial endeavors.

CCSS scary?  Well..... 

The standards are not necessarily a "problem" until you reach secondary. At the secondary level, you find that the Bible is classified in the fiction category with fairy tales and myths. Also, some reading selections that are on the CCSS list or recommended by implementers of CCSS are not age appropriate or contain objectionable material.  As a Christian, I find this to be scary.

Standards touted to be rigorous actually lack rigor.  A 30 minute math lesson that was formerly taught by a seasoned teacher is now stretched to 1 hour and 30 minutes with no real depth. Using the word rigor in association with educating children is somewhat scary. Webster uses the words unpleasant, unyielding, inflexible, harsh, severe, and strict in the definitions of rigor.  The children's definition is just as scary. Not exactly what I would desire in a lesson designed to make students life long learners. In fact the word rigor seems to drain the joy right out of learning. Administrators have told us that rigor means that we have the highest expectations or challenges for our students. Maybe they should rethink this educational buzz word. Maybe someone should enlighten them that rigor is also associated with rigor mortis, in which case, this terminology should be laid to rest. 
So... to those that love children and love teaching children, rigor is scary.

While the writers of CCSS may not be scary, the fact that NOT ONE public primary, elementary, secondary, or special services teacher is on the list is alarming. In fact, I would have to say that it is scary to think that people who have never spent quality time in a classroom are setting standards for our children.  These people are taking their personal educational expectations (or lack thereof) and forcing them on experienced educators. When you dig deeper into their backgrounds and supporters, you discover tremendous financial gain. Selling out our children for a profit is scary.

And finally, the assessments. I haven't revealed a great deal of information about the assessments simply because the amount of information is overwhelming.  

By going to the SMARTER Balanced Assessment Consortium Psychometric Services you can read the qualifications of the executive director (who has taught all grades from kindergarten to graduate school). You can also access field tests and view released sample items. However, typing psychometric into the search box brought up several additional sites: One for Under- Represented Students assures readers that students with disabilities and English Language Learners will have all the technology they need to demonstrate what they know. In the Quarterly Report you read that in 2011 a Lead Psychometrician was hired. A six month priority was to refine the College and Career-Ready definition, not only for high school students, but also for the vertical articulation of grades 3-8. This isn't something that is being created or implemented. It is already in practice. If you want a clear picture of where this is headed take a look at the the Assessment Consortium. From the cradle to the grave (or almost) the Smarter Balanced Consortium is going to make sure that every student has the knowledge and skills they need to be college and career-ready. Pages 29-32 of the Smarter Balanced General Item Specifications  give information concerning the assessment tasks and the increased use of technology and how tests will be tailored depending on the student's response.
The Missouri Education Watchdog is often a good source of information concerning educational threats. For information concerning surveys your children are being given at school, (this is where the need for a Lead Psychometrician comes in) read the article on Refusing Surveys. Then decide how these questions will invade the privacy of your home and how they are related to making your child college and career-ready. Many educators have seen (including myself) and have been required to give students these surveys. Surveys are not only given to high school students, but also to younger students.  Results for students in MO were released by the Missouri Department of Mental Health. How do questions about fighting, drug and alcohol use, and suicide relate to making sure your child is college and career-ready? A complete 2014 survey for Missouri students reveals more detailed information about the direction in which CCSS is headed and the invasion of our privacy (page 14). 

Questions on availability of drugs or alcohol hardly seem relevant to the education of our students. They are, however, relevant to parenting skills. Parenting skills are being questioned and, in some cases, resulting in court cases.  A July 2014 court case in Arkansas involves a neglect case in which a kindergarten child was removed from the home and placed in state care. While these are extreme cases, more and more cases are flooding the news concerning the conflict between parents and schools.  I DO NOT condone any type of child neglect or abuse. I have no tolerance for those who hurt the innocent. However, the actions taken by seemingly caring administrators makes me question who is the guilty party.

A concerned New York mother crafted a letter to her son's teachers opposing his participation in CCSS. She was applauded by his teachers and encouraged to share her letter. Parents, like this mom, will be what it takes to stop CCSS. Parents need to get the facts, get involved, and speak out without fear of retaliation. Teachers are afraid to speak out against CCSS for fear of retaliation. But, if teachers have the support of the community, things can and will change.  Another letter opposing CCSS in parochial schools was delivered by Dr. Bradley to a diocese of Catholic schools. Parents were encouraged to read and share this letter to increase the understanding of CCSS.

Scary???? Maybe Dr. Huff doesn't find CCSS scary, but I believe that it is scary to see where Missouri, and ultimately our nation, is headed in education. It is scary that classroom teachers do not have a voice. It is scary that our children's career decisions will be directed by computer-based assessments. Further erosion of FERPA, under CCSS, will violate the privacy of our children. It is scary that the education of our children is being diminished.  

Scary??? You decide.

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      Recently, I met with a small group to learn more about Common Core Assessments.  I wanted to know what it would mean to the future of education. I found out far more than I ever wanted to know. 

From my first two blogs, Part One,  the Standards and Part Two, Who Wrote the Standards?, you can see that the standards, by themselves, are not a major obstacle.  Teachers have been given vague, poorly written, or objectionable standards in the past.  In spite of poor quality of standards, teachers know how to continue doing what is best for their students.  Teachers continue to teach and students continue to learn. 

A excellent Huffington Post blog by Alan Singer rightly equates Common Core with testing.  According to President Bush, testing is a form of accountability. On this point, I completely disagree with President Bush. Who is being held accountable- teachers, parents, or students- and who should be held accountable? It takes all three, plus administration, to provide and maintain a successful educational environment.  If any one of these elements (teachers, parents, students, and administration) fails in their responsibility the education of the student suffers.  So, one element- testing- is going to measure accountability?  Testing is one of many methods that educators use to measure the progress of their students. Most teachers don't even need test results to tell you which students are struggling and the area in which they are struggling.  

Teachers have never been fond of administering a large number of assessments. However, when assessments are linked to a teacher's ability to teach and can effectively ruin a career in education the line is drawn.  No one wants to be held accountable for something they have little control over.  Just because I teach doesn't make me responsible for the home life, prior schooling, and ability of each of my students - Just because you put gas in a car it doesn't guarantee that the car will run. 

In hopes of learning more about the CCSS assessments that students would be seeing, I went to the Smarter Balance Assessment Consortium. My first stop on the site was to look at field test results.  Technology is the first topic listed in the survey results.  In fact, three of the six topics had to do with technology or the test delivery system. Bandwidth was also addressed.  This explains why The Bill and Melinda Gates Foundation is so vested in CCSS, but it does little to explain what type of assessments our students will be given and how the assessments will benefit our students. To learn more about CCSS assessments you can visit the Smarter Balance Assessment Consortium.

Next,  I took two of the ELA assessments- one for 6th grade and one for 12th grade.  I could not detect a great difference between the difficulty level of the tests.  In fact, both were very similar in type of questions being asked and content of reading resources.  I did not get any results. I wondered who, if anyone, would view my practice tests and score the responses.  

Speaking of reading test results and scoring assessments, members of a New York state teacher's union have filed a law suit in October against the state education department. Teachers who scored portions of the Common Core based tests were placed under a gag order. The union argued that this was unconstitutional. Teachers who read questions that are inappropriate or poorly written should have the right to say so without fear of retaliation. Apparently, this problem isn't limited to teachers in New York.  This problem will continue to sweep our nation as CCSS gains ground. 

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So, who wrote the standards?  It seems to have almost happened overnight, although I know this is not the case.  I've looked over the list and not one name is a familiar name in public education. Yes, some are college instructors, but how many have classroom experience working in general education and special education? Diane Ravitch has a blog post that brings some of these questions to light, as well as, providing a list of common core authors.  The Daily KOS also offers a list of authors and raises more questions about the authorship. 

I randomly took names, from the author list, to see what educational background they had. I started with Sara Clough, since her name appears at the top of the list and she appears on both the Mathematics and ELA work list.  As many articles I read connected to Sara Clough, the only information that I could find on her, connected with education, was her name on the list of CCSS authors. So, I tried a different tactic...... look at her role at ACT, Inc.  I typed her name into the search box and was directed to survey report concerning research of teacher attitudes. Sara Clough was one of the assistants to the Public Agenda's Communication Director. I have yet to find any credentials associated with teaching in a public school.

I moved on to Phil Daro. He is listed as America's Choice. That sounds good, doesn't it?  Finally, I'm getting somewhere. He actually has a website about his involvement (actually more of a CCSS promotional site).  But the million dollar question is...... when and where did he teach? BINGO!  The biography for Phil Daro can be found at Strategic Research Education Partnership.  He taught 16 years at the University of California.  I'm looking...... and looking...... Last sentence. "He taught mathematics and is the father of three daughters."1  OK.... How long did he teach math? Where?  What grade level?

Next, I tried to see what background was available for Jason Zimba. I was lucky enough to discover his bio on my first try at Achieve the Core.  Mr. Zimba has several degrees, he has written books and received awards.  He has also taught...... math and other subjects..... to mostly adults. However, he has taught math and other subjects to disadvantaged secondary students and children of non-English speaking parents.  But, when has he taught public school and for how long?

David Coleman is from a family of educators and at one time he did teach reading at Yale. It seems that most of his time has been spent founding organizations. I read his bio at College Board, but was too disheartened to continue reading about his organizations.

So... I moved on through the list. Searching. For. A . Teacher. Just one. Someone who daily nurtures students in the classroom. Someone who knows how to reach children from all backgrounds. Someone who believes that their greatest role in life is to guide, teach, and love children.  

I am not degrading the accomplishments of these authors that contributed to the writing of CCSS. I am questioning why they were chosen for the task of writing standards that would affect children and teachers of children. I am questioning if they were qualified for the task of writing standards that would prepare our students for the next grade level. I am questioning why I can't find ONE public school teacher on the list. Why are there so many members on the author's list that are employed by The College Board and ACT, Inc.?

This little background check did not satisfy my questions. Did it satisfy yours or only raise more questions?



Articles I used for research (other than the ones linked above):
Chicago Teacher's Union
Which Louisiana Teachers Wrote the CCSS?
Common Core Disconnect.....
ACT Recovery Act
Missouri Education Watchdog- CCSS talking points

1.Daro, Phil. "Phil Daro." SERP: Phil Daro. Dept. of Curriculum and Instruction, SFUSD, 1 Jan. 2014. Web. 2 Dec. 2014. <http://serpinstitute.org/index.php/people/staff/phil-daro/>.

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Myths and facts surrounding Common Core State Standards are as varied as the standards themselves. If you are like my colleagues and myself, you have listened to your administrators and simply thought that CCSS was just another initiative that would soon be replaced with the “next new thing”. But time has proven that this isn’t so.

Once I realized that CCSS was not going away, I began researching and attending meetings, just to better understand this hurdle in education.  I also have a good friend, that has fast become an expert in CCSS. She provides me with a great deal of information. She hosted a series of informational meetings for parents, teachers, school officials, and citizens. She also repeatedly asked the Department of Elementary and Secondary Education (DESE) to come and share the pros of CCSS. DESE refused every invitation.  This raised my suspicions.  Why wouldn’t a representative from DESE attend?  

CCSS is made up of 4 different components. Once you start peeling back the layers, it becomes very complex.  I’ll start with the standards since most educators are interested in what will directly affect them in the classroom. Future blogs will address each component separately in order to help you have a better understanding of the initiative.

In comparing the CCSS to our former grade level expectations (GLEs) and objectives, it appears that there isn’t a great deal of difference.  I do like the increased focus on non-fiction (informational text). Our students are not exposed to enough informational text, therefore, limiting their ability to comprehend and analyze non-fiction.  Informational text will make up the vast majority of the type of literature that they will read as adults, so it makes sense to teach them how to interpret what they are reading.  Elementary teachers will notice less of a difference than secondary teachers. However, elementary teachers should be familiar with the secondary requirements for scaffolding purposes.   

I was pleasantly surprised to find some classics on the Scholastic elementary list for recommended literature, as well as, informational text. Books by Jean Fritz, Russell Freedman, Jim Murphy, Jim Arnosky, and the “If You Lived” series were on the list!  There were even books, for older students, about the Holocaust and Civil Rights movement.  

I am concerned with the secondary reading lists. I focused on the ELA standards since this is my area of interest.  RI stands for Reading Informational Text, non-fiction, and RL stands for reading literary text, fiction. As a Christian, I was disturbed by the Bible being classified as fiction, along with myths and traditional stories.  There are some titles that I would not recommend for use in the classroom. Books on depression, divorce, and drug use are better suited for counselors to reach students with specific problems.  While several of the books on the secondary list were classics, most had a ‘dark’ theme.  I found this list to be in contradiction to my goal as a teacher of reading- I want my students to make connections AND to love reading.  Several parents have complained that literature selected by their children’s secondary teachers, from various CCSS recommended reading lists, contained objectionable material. 

The CCSS book list I accessed from Barnes and Noble, Scholastic, and Booklistonline contain several books with the same train of thought. I like to introduce my students to a variety of literature themes and genres to help them develop into life-long readers. I confess that I have not read all of the titles suggested, not even close to all of them, but I did read plots and book summaries on Sparknotes and the Barnes and Noble site. I also read a blog in the Washington Post about suggestions made by common core authors.

Rigor is one of the new educational buzz words. A great deal of emphasis is being placed on rigor, in reference to expectations.  I believe that rigor is the CCSS replacement for depth of knowledge in regard to GLEs.  I am concerned with the lack of rigor. At first glance CCSS does appear rigorous, but upon implementation, seasoned educators will discover that  some of the standards lack a certain amount of rigor that was present in depth of knowledge expectations. A veteran educator can (and will) continue to teach the standards with the skills necessary for student’s to achieve this solid knowledge base. Without past experience to draw from,  and only these standards (with their time restrictions) to use as a reference, I am concerned that our new teachers will become frustrated as they implement CCSS.  It will require more mentoring of newer staff.  This brings us to another issue: veteran staff mentoring newer staff on an initiative that is new to all, in which all components have not been in practice long enough to have a ‘track record’.  One thing is certain: teachers will have to spend more time collaborating so that beginning teachers will have the support that they need. Where the additional preparation time will materialize from is yet to be seen.

ADVERTISEMENT:

If you are looking for basic, yet effective, teaching materials to make your life easier check out my teacher stores. 

Monday is the last day for my cyber sales at Teachwise, Teacher's Notebook, and Teachers Pay Teachers. Enjoy the savings!

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Black Friday is traditionally a day of savings. Many of the teacher sites are throwing Black Friday events. I would like to urge you visit your favorite site and take advantage of the savings- some up to 50% off! If you can purchase a book of lessons to make your "school-planning life" easier, than do it!
Some books offer enough lessons for an entire unit. Priceless!

And just a little insider information about savings............
In my Teacher's Notebook and Teachwise stores I am able to offer a 50% off sale. The maximum that I can offer at Teacher's Pay Teachers is 20%.

Sales usually run from Nov. 28th to Dec. 1st, so you have the week-end to check out the savings and decide if there is something useful for you. And, you can do it all from the convenience of your home.

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I'll keep this short and sweet since I know we are all in the whirlwind of activity. These suggestions are in no particular order. They are just some common sense suggestions that I have found helpful -when I do them!

 #1.  Be reasonable in your expectations of yourself. Don't say "yes" when you should be saying "no". There is nothing dishonorable about telling someone no.  It is far better to realize your limitations and say no, rather than say yes and feel like a failure when you weren't able to live up to expectations.

#2. Organize!!!  Organize!!! Organize!!!  I know you've heard it a million times, but it works. I'm an organization freak!  Even my freezer is alphabetically organized - beef, chicken, pork- 3rd shelf down.  My pantry is organized - all vegetables together, facing front, oldest to the front, and yes, they are 'sorta' alphabetized. You don't have to take organization to this extreme, but it sure helps when you are flying around the kitchen and need to grab a can or this or a carton of that. It saves looking-time later.

#3. No one is the Proverbs 31 woman.  I used to think that I had to do everything that the Proverbs 31 woman did in one day. Not possible! I was setting myself up for disaster. Some days I don't rise before dawn. And some days I am doing good to get the laundry from the washer to the dryer.  The Proverbs 31 woman had help- she delegated. Ask members of your family for help. Even small acts (like folding the clothes in the dryer) help. Give yourself permission to not be perfect. I once heard a nurse, who was on a back-to-back 12 hour shift, tell her colleague, "My husband and kids complained this morning that I didn't fix them a hot breakfast. I told them if they wanted a hot breakfast, to put their cereal in the microwave."  I thought this was both hilarious and to the point. We can't do everything- sometimes your kids will have to eat cold cereal and sometimes the laundry will have to stay in the dryer. It's okay. Even though the kids might not like it and the laundry may be wrinkled, it isn't going to be physically painful or damaging.

#4. Pray without ceasing. Don't beat yourself up because you fall asleep in your prayers at night or oversleep and don't have time for morning devotionals. While this isn't healthy physically or spiritually, God sees you and understands. He is just waiting for you to call out for help. Sometimes the only thing I can say is "Jesus, I need You."  That's enough. Whether you are backed up in traffic or breaking up WWIII at home, God hears.  Being thankful and praising is an instant way to have an attitude adjustment. Positive Attitude = Positive Production. We all tend to be at our best when we have a positive attitude.

#5.  Breathe.  You may have a million things to do in 24 hours, but make one of those things time for you. Breathe. Even 5 minutes still can make a world of difference.  Take a deep breath. Rest. Enjoy. Slow down. You've got this!

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How can one little word cause so much controversy? I don't understand the offense.  I don't understand why is it taboo to call Christmas break- Christmas break.  I don't understand why such a big deal is made by retailers about wishing customers a Merry Christmas. No one gets upset when someone wishes them a Happy Thanksgiving.  And I've yet to see a mother tell her children to NOT wish her a Happy Mother's Day. Likewise, I've not heard anyone deny the fact that "winter is just around the corner."

Calling Christmas by a different name won't make it go away.  It won't change the day or the way in which we celebrate. Not everyone celebrates December 25th the same way. Some hang up stockings, some put up a tree, some have an elf that reports to Santa. And some, like me, celebrate the birth of my Lord and Savior.

Holidays are events that we celebrate.   Fourth of July, Thanksgiving, and Mother's Day are holidays. Seasons are a time of year.  Spring, summer, fall, and winter are seasons.   If you want to say "Happy Holidays" or "Seasons Greetings"  I won't yell at you or make a scene or type a negative comment on your Facebook page.  I will respect your choice of greeting. I will smile and wish you a Merry Christmas.

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It is that time of year. Time for bustling and rushing here and there.  You had a great idea for a research paper. So creative. Covering so many goals. Now, you have to have it graded before the end of the quarter. Every. Last. Paragraph. And. Paper. What were you thinking?!

You've been braving the unseasonably cold temps and watching children run and scream while the North Winds howled around you. You have caught every sniffle and snuffle coming and going. And now.... you have to have the house spruced up, shopping complete, and the holiday meal preparation in full swing before the door bell rings.

What you really want is to go into hibernation. Until spring. You would love to throw the alarm into next week (maybe next year!) and snuggle in for a long winter's nap.

Yep! It is that time of year. When everything seems to come crashing down and you just hang on. You ask where the time has gone. Where has the year gone? And still, you find yourself caught in an upheaval from the moment your eyelids open until they slam shut at night.

Been there, doing that. Although this year, I'm NOT doing that as much as I have in the past.  I'm trying to learn the art of pacing and of looking up.  I want to enjoy the sparkle of the season. Jesus tells us in Matthew 11:28 to "Come to Me, all you who are weary and heavy laden and I will give you rest."   Rest. Beautiful.  Yes, I am weary and I long to rest. I am thankful for my heavenly Father who knew there would be days like this and was waiting there, with arms open wide, to receive me and give me rest.

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When the weather gets like this.... cold, windy, snow skies... I head to the kitchen. I love to bake and this is the perfect day for it.  Unfortunately, I also love to eat what I bake!    

Today, was the day for cookies and such.  I was kneading a batch of scones and thinking how like dough we are. We change shape and form often in our lives. We are often molded by events and circumstances.  Trials can leave us burnt around the edges or a little doughy inside, needing more time to be complete.  The old saying goes, " Trials can leave you bitter or better." True, but often when we go through trials we don't want to hear any platitudes, we want relief.  

The kneading that we undergo isn't always easy to accept. Fortunately for us, God brings joy out of our painful experiences.  He takes each trial, event, or circumstance and molds us into the perfect shape and texture with just the right seasoning and brings us out at the perfect time.  

I often find myself trying to tell God how to do His job.  
Next time I find myself trying to give God instructions, I need to remember that, just as I know the right time to remove the scones from the oven, God knows the right time to move me.  He is always faithful and His love knows no end. Just as I want to enjoy a tasty scone, God wants to see me at my best.  I'll be sure to leave myself in the Master's trusting hands.

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I promise not to do this often, but I am so excited about my latest 'book' that I felt the need to 'share' on my blog! For the last few weeks, I have been using every spare minute to put my multiplication book together. This week, I decided to put everything else on hold until I was finished. An Interactive Notebook for Teaching Multiplication was finally published at 9 pm! 

This book is a compilation of pieces that I have used, in my classroom, during the years that I taught math. Anyone that knows me knows that math is not my thing. So I am sure that this book will come as a surprise to many.  But I can truly say that this was a labor of love, all 169 pages of it!  Even though I don't enjoy math, I have enjoyed teaching it.  I like to break things down, analyze them, and then put the pieces back together. I also love to make learning games and activities.

If you are interested in looking at this math resource check out my stores at:
TeacherspayTeachers
Teacher's Notebook
and
Teachwise

While you're there, check out my other resources and the other stores. And while you're at it, tell a friend, add it to your Pintrest page or Facebook page!! I would appreciate help in spreading the word about my teacher stores.  
Hope you find something useful!

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I admit that I am fascinated with fall.  This has to be one of the prettiest falls  that we've had in years. I am relishing the vibrant colors and the daily changes.  The landscape seems like a quilt that is constantly changing under the Master's needle.  Throw in the full moon and a herd of deer and you have a photographer's dream. 

My husband and I went out for a drive so we could enjoy the beautiful fall foliage.  As we came down a long sloping curve, I noticed a cluster of leaves caught up in the edy of a small whirlwind. They came swirling across, in front of us, before scattering in all directions.  How many times have I felt like that swirl of leaves: being pushed along in directions I don't want to go;  having no direction; being in too much of a hurry to enjoy where I am; or flying off in all different directions. 

I know that it is easy, as a teacher, to feel more frustrated at this time of year. We are juggling our jobs and  home life.  There are more family gatherings that soon feel like obligations.  We have the end-of-semester grades and conferences and lessons to wrap up before the holiday season.  Somehow, we end up in a mad rush to the end-of-year finish line.  

I let myself get wrapped up in the day-to-day activities and forget to slow down and enjoy the gifts that I have been given.  I let frustration and fatigue sneak in and rob me of my present joy. God has a way of getting our attention, even when we get distracted with "life".  He has a way of gently nudging us back in the right direction, of guiding us. We just need to listen. 

I know that school will distract me and I will feel pressure, but I also plan on taking time to listen and be thankful. I want time with my family to be a memory, not an obligation.  

 I'm not a good listener, but I am working on it. I 'm learning to take time to listen to that "small, still voice".  I'm learning to rest and to enjoy each moment.  I don't want to be like the leaves that are scattered in every direction.  

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Chocolate 4 Teachers

This Tuesday, Nov. 4th, is election day for Missourians.  Many important issues will be on the ballot. 
The statistics on voter turn-out are often shocking.  What surprises me even more is the number of Christians that are registered to vote, but do not.  Maybe this shouldn't surprise me, but it does.  My Christian upbringing included lessons on responsibility.  I learned at an early age that rights and responsibilities went hand-in-hand. 

Amendment Three is of particular interest to me. Those in support of Amendment Three would have us believe that things in our schools will improve if it passes. They want to perpetuate the myth that it will help "weed out bad teachers".  They want people to believe that more resources will be available for their children.  Nothing could be further from the truth. 

We have already seen the devastating effects of Common Core. Common Core is just one example of government intervention in education.  Standards are being "dumbed down".  Buzz words "rigor" and "relevance" are just as annoying as a mosquito. And the only connection they truly have to Common Core and Standards-Based Grading is to buzz around our ears.  There is no rigor in the lower expectations of Common Core and the Standards-Based Grading component.  There is no real-world "relevance".  Under some models of Standards-Based Grading students are allowed to turn in any assignment they choose to turn in, whenever they choose to turn it in. I can't think of any real-world connection. In the real-world we all have expectations and deadlines. School is a student's training ground for the real-world.  To lower our expectations and eliminate due dates, does not prepare our students for the real-world. 

Amendment Three will not "weed out bad teachers". It will tie a teacher's future employment to test scores.   When you are dealing with people, you have to consider all the factors, not just the end result.  You can't reasonably associate a teacher's entire year of teaching with the results of one test. I've seen teachers, including myself, pore their heart into every lesson, only to have low test scores.  A teacher's absence due to attending district mandated meetings or PD costs instruction time. Or what about the student's home-life?  Children who are worried about being hungry, being warm, or where they are going to sleep tonight, do not care about standardized testing. They have more important things on their minds.  What about schools that enforce Standards-Based Grading? If there are no deadlines and expectations are reduced to a yes or a no, students will soon learn this and lose their desire to achieve. 

I can also tell you, from personal experience, that the majority of resources that your child uses comes from two sources: Your tax dollars and Your child's teacher.  In over 20 years, I never did see an influx of resources due to a new government policy or amendment.  If it weren't for caring teachers, students would go without many resources. 

So, on Tuesday, they want me to vote yes on Amendment Three to continue this downward spiral of public education?  I. Don't. Think. So!  I intend to exercise my right to vote. I will also put those early lessons of responsibility to good use by researching the candidates and issues.  I urge you to do the same. 

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Chocolate 4 Teachers

A brilliant red Maple leaf fluttered to the ground in front of me yesterday. This simple movement transported me back over 30 years ago to a mail room on a college campus.  I was 18 and away from home for the first time.  Needless to say, letters from home were my lifeline. I was determined to be independent, but at the same time I was sick for the familiarity of home.  I opened the letter from my grandpa and a red Maple leaf fluttered to the floor. I picked it up, wondering why a leaf was in my letter.  Simple- Grandpa didn't want me to miss fall.  He had mailed fall in an envelope. Love in a letter. 

There were more leaves in that envelope and a beautiful letter reminding me of the simple pleasures of fall on his farm.  He knew I was missing him (as much as he missed me). He wanted to make sure that I didn't forget or miss the beauty of fall.  

Throughout 4 years of college, and later my first job over 4 hours away from home, Grandpa continued to write.  He also called, but it was those letters that I longed for. I could hold his words in my hands.  He sent more mementos of home and funny stories to make me laugh, encouraging words to lift me up, and he always included a truth from God's Holy Word.  

Even after I moved back home,  Grandpa's letter continued. They were less frequent, because we spent more time together, but every once-in-awhile I would be surprised with a letter or card.  I learned a lot from him. He taught me unconditional love by his actions. He taught me about controlling your temper  (although I still need work on this one!) He taught me about patience, and the value of doing your best.  He showed me that every child should have someone to "love them perfect".

Grandpa has been gone for almost 8 years, but I still have his letters and that Maple leaf tucked away in my Bible.  I miss him more than words can say.  I am thankful for his life, and that God gave him to me.  I am thankful for his love and for the gift of memories.  

And he would be pleased to know that I am taking time to enjoy the beauty of fall here on my little piece of ground. 

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Chocolate 4 Teachers

"Pray for this kid?!!? You've got to be kidding, unless you mean pray that he moves away."

Years ago, a wise colleague advised me to pray for a student that was driving me crazy.  At first I thought she was already crazy, but she assured me that it would improve the relationship. I was reluctant. I didn't want to improve the relationship. I just wanted his family to decide to move 3 states away.  I felt like I was fighting a losing battle. The student and his family were firmly entrenched in our district. The parents were not supportive- their darling could do no wrong. The behavior was not improving. I needed to do something. 

So... I began praying.  And, yes, I will admit that at first I tacked on "and if it be Your will that another state or even district would look good to this family, than I'll accept Your will. "  Big of me, huh? God had other plans though.  It wasn't in His plan to change my mind, but my heart.  At the time, I hated to admit that my perception was changing. I can't say the student changed a lot at first, but I began understanding where he was coming from. I wanted to understand. 

As my focus changed, his behavior improved. He began coming to class to learn, rather than disrupt. He began trying. That was all I asked. I began to understand that this child only wanted attention. He got plenty of attention at home, but the wrong kind. He just wanted someone to really listen to him and he wanted to earn praise.   He was tired of being pushed aside and ignored. 

Over the years, I have prayed for many of my students. And, I am ashamed to say that there have also been many that I did not.  I can't say why. Too tired. Too distracted. Too busy. Whatever the reason, I can honestly say that it wasn't good enough. 

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Chocolate 4 Teachers

Beautiful fall days like this only add to my enjoyment as I stroll to the mailbox.  For some crazy reason, I've always loved walking to the mailbox. I love mail. The slow kind. Something that I can hold in my hands and read and re-read. I even like some junk mail (I said some).

Today, when I opened the box, this quote jumped out at me "I want to be taught by teachers- not politicians."  It was on an ad against amendment three (in Missouri). I am against amendment three. But what really caught my eye was the quote.

Teachers nurture and listen daily. Not just for a photo op. Politicians shake hands and kiss babies. For a photo op.  Each have their place.I did not run for office. I do not, even for one minute, pretend to be a politician. I am not a multi-billionaire business man/woman.  I don't have extra money to use as a tax write-off.  I do not have time to think of the 'next big thing'. I do not have the energy left to invest in pushing through a new trend. I do not have the desire, nor the heart,  to sell out my kids for my gain. 
Simply put- I am a teacher. 

My place is not in the state capital. And the governor does not belong in my classroom. 
I won't even pretend to know anything about politics. I wish politicians would stop pretending to know something about education.  I love the old saying, "Just because you are in a garage, does not make you a car."  Well, just because you attended school does not make you a teacher. 

I earned my certification. I went to college, attended classes, observed classrooms, student-taught, substituted until I got my first job, and then went to night school to earn a Master's Degree. I've had recess duty, lunch duty, before -school duty, after- school duty, and given up my plan time to cover someone's class. I've arrived early and stayed late. I've worked in my room over the week-end. I've arrived home looking more like a pack-mule than a human, buried under countless book bags of papers to grade, resources to examine, and the newest educational book study to prepare for my administrator.  I've provided clothing and meals to kids in need. I've spent most of my paycheck on classroom supplies including, but not limited to, kleenex and hand sanitizer.  I've laughed and cried with my students.  I've cheered them and listened to their concerns.  I've challenged them and encouraged them.  I've been a nurse plastering bandaids on every little scrape.  My heart has broken over their broken homes.  I've carried their sorrows in my heart and shared in their victories.  I've tried to tell them that things will be okay when I don't even understand what is happening.  I pray for them and love them. Every. Single. Day. 

So, when I see those words "I want to be taught by teachers- not politicians", my lips curve into a smile and my hearts lifts a little because somewhere out there  are people who understand that teachers are teachers and politicians are politicians and each have their place.  

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This was  the beginning of my journey against Common Core.  From an earlier post, My Thoughts on the Common Core, I explain how I felt at the end of my teaching journey at my past district.   But this is how it all started.

When Common Core first started, my colleagues and I were all told this was a change in curriculum. Our thought was "Here we go again. Another change."  We moved on. Using the new standards, but using our own methods to achieve those standards.  Our district began using the Common Core early on. (Personally, I think it was because our superintendent is such a good buddy to the Governor.) Anyway, my colleagues and I plugged away at implementing yet another state initiative along with about 50 other things being implemented.  Then I received a call from my brother-in-law inviting me to attend a meeting on the Common Core. My brother-in-law is on the school board in a neighboring district. He takes his responsibilities as a BOE member very seriously. He doesn't just attend meetings. He studies the agenda and does research. He had been researching Common Core. He wanted my husband and I to attend this informational meeting and see what we thought. We attended. 

I began hearing things that were happening in my district. Things that concerned me and made me start questioning where this was headed. Words like business consortium, Bill Gates, data collection, rigor. What did it all mean? And how would it affect my students?  

I started researching and I attended more meetings.  Meetings led by parents who had already had negative experiences with Common Core in their districts. Meetings led by educators that were speaking out against the lack of rigor and how objectives were being dumbed down. Meetings where politicians were invited to speak and share their knowledge. Meetings were DESE was invited, but didn't show up to explain and defend the CCSS.  School Board meetings where parents and patrons passionately shared their concerns with BOE members.  During one such meeting I became upset with the way that some BOE members were treating citizens and their questions. And I'll admit that I was also a little upset with how they seemed so disinterested in this topic. All, but my brother-in-law, were ready to sign on. So... I did what the other tax payers were doing at the meeting- I spoke up. I reminded the BOE that they actually worked for the people  in this room. They were elected to represent our interests. And... the superintendent worked for them. This went over like a lead balloon.  Months later (and I'm sure many more tense meetings later) this district became the first to sign a resolution against the Common Core. I was so proud of my home town.  

But my joy and pride were short lived, when I realized that many teachers liked the Common Core. They didn't know what it was about, but they believed everything that their school administrators had been telling them.  Just like me, a few months ago.  

They still believed that the CCSS was just another new thing that would be here today and gone tomorrow.  It was no big deal.  Well, it is a big deal and I believe that anyone in the education field and any one that has children owes it to those children to investigate. CCSS isn't all that it is cracked up to be.  Yes, we need standards, objectives, grade level expectations- I'm a firm believer in setting and achieving goals - but we don't need all of the other things that are attached. Things like data collection, violation of children's rights, increased taxes to support more technology, and dumbing down of expectations and grades. And there are pieces to the Common Core that clash with my Christian beliefs. The more I learned the more concerned I became.     

I know that as educators many of us are in a position where we have to use the CCSS, but that doesn't relieve us of the responsibility of knowing what we are doing or how we use them.  Educate yourself. Look at both sides.   
Some good places to start are:
Missouri Watchdog and this interesting parent letter.  Both are lengthy and will require time you don't have, but you owe it to yourself and your students to be better informed. 

I am ashamed of how quickly I accepted the CCSS as just another initiative.  I know that I still use it in my curriculum design because I am expected to do so at my job.  But that doesn't mean that I have to encourage it and support it.  I am still learning more and more about this program.  I intend to keep learning.  After all, we expect our students to be life-long learners, shouldn't we be also?

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I just finished reading an article titled Why I Want to give up Teaching.  I can relate to many of the things mentioned by the author. 
I had already been on this train of thought lately. I have so many questions rolling around in my head and not many answers.
I have been reflecting on my years in the classroom and can sum it up with something like this: 
- I spent countless hours creating meaningful and engaging lessons (some of which were not as meaningful or engaging as I wanted).
- I took pride in my student's achievements.
- I laughed with my students. I always love a good joke.
- I cried with them. No one really understands how much a teacher takes to heart.
- I spent hours deciphering handwriting that was barely legible.
- I wasted too much time worrying about evaluations and conferences.
- I fought for fairness against current education trends that did more harm than good.
- I neglected my family and friends.
 I'm sure this list is nothing new to several of you.  And many of you could add to it. 
What bothers me the most about my past experience and the continued fight that is ongoing for many, is that teachers are not consulted, nor are they treated as professionals. 
The beginning of the Common Core was the end for me. I fought against a particular type of standards based grading and other policies (such as lack of teacher support and discipline).  
The district where I worked accepted Common Core with open arms. Administrators were willing to throw common sense out the window and neglect the concerns of the teachers. 
Our school was a pilot school. We tried anything and everything that came down the education pike.  
During my last year, we (almost) completely removed grades.  I would say school-wide, but one very brave teacher stood up to the administration and refused to jump on the bandwagon. I regret that I was not that teacher. Now, I wish I had had the courage to join him.   The grading system was reduced to a yes or a no.  Students were either mastering a standard or they weren't.  And, to make matters worse, we were strongly encouraged to make sure they were all mastering standards. Most students and parents didn't like this method, but any parent that questioned this method (or anything else) was labeled a trouble-maker. Questions were not welcomed then, nor now. 
Time expectations were removed. Students could turn in any assignment at any time.  An assignment could be given in August and then not turned in until May and still earn full credit. Our team and another team quietly rebelled against this, by giving students only the current quarter to turn in assignments.  
And let's not talk about teacher support or discipline because there wasn't any. The only student expectation that we had was to "let kids be kids".  
And we were all told that this was a real-world experience.
I came home feeling betrayed by my administrators and worse, feeling like I had let my students down. I knew that I had lowered my expectations just so they could master the standards. I knew that I wasn't really preparing them for the "real-world". I knew that the "real-world' would be a shock for them and many would have trouble succeeding. This went against everything that I believed in. A teacher's duty is to prepare their students to continue learning and succeed. Our students were simply learning how to manipulate the system to their advantage without learning any real skills that would sustain them in high school or college or the "real-world". I know that God gave me a gift to teach. And what I was required to do the last four years was not teaching. 
How does this relate to the common core.........
Well, I've read through the common core standards (numerous times and used them) and the subsequent grading practices and wonder, Who wrote this stuff?  Why aren't teachers consulted and utilized in creating a school curriculum/grading program? We are told that we are professionals, but then the ones who call us that, don't treat us like professionals. We are told that we are the experts in the field, but our opinion doesn't matter. 
-I can agree that we live in the age of technology, but the oldest computer in the world (our brain) should be the first thing we engage. We also need to consider that there are still people who do not have access to internet in their homes.
- I can agree that students should be graded on standards, but the standards and the grades EARNED need to be defined- not a yes or no vagueness. (I used a method of grading that broke down the standards, reported the grade in points, percentages, and letter grades that parents and students not only liked, but understood.)
- I agree that we can make things more real-world to prepare our students for their future, but the current method of dumbing down curriculum and expectations is not the way to achieve this. 
- I agree that a set of nationally common standards is nice, but not practical. Every region has different learning goals and curves. That is what makes the United Stated a melting pot. We are all from different cultures and we share and learn about those cultures. Some of the 'generic' standards make sense (a student will be able to read on grade level), but who defines the grade level?  What about special needs students? Or more challenging students?
 - I applaud the state of Missouri for working on rewriting the standards. There is a group of dedicated parents and teachers that are working together to make a positive change for their children. I know that the work is difficult and time consuming, but I believe the benefits will out-weigh the costs.
So... in regards to the Common Core..... 
Don't belittle my intelligence, nor my student's intelligence, with a rigid group of standards written by a business consortium, that restricts learning.  

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Chocolate 4 Teachers

  I've been reading some other posts and noticing an increasing number of frustrated teachers and some that are even considering leaving the profession.  I believe that teaching is a noble profession. However, at times, it is also one that will try even the most patient person. Demands are increasing, while resources are diminishing.  It seems that most educators are being asked to spend more of their time and money for school-related activities (and did I mention meetings?). 
As I was thinking on these things, a former principal came to mind. He was a man of integrity. He supported his staff and often served as a buffer between us and unnecessary expectations. He believed in guiding and being supportive, but also in getting out of the way and letting teachers teach. Unfortunately, he moved on and a new principal moved in. One without a great deal of experience, and, in my opinion, not much integrity.  We went from a school with top test scores, low turn-over, and happy days to the lowest test scores in our area, high teacher turn-over, and low morale.  
Education is important and quality educators are vital to our future. In a toxic environment everyone loses. On the contrary,  in a healthy environment everyone wins.  
I don't have all the answers (I don't have any, really). But I will say that we need to stick together, encourage one another, and help each other out. Everyone needs a helping hand or a smile.  Sometimes that can make all the difference. Remember why we choose teaching as our profession. Be there for each other.  Listen. Sometimes the small things make all the difference. And don't forget to take some time to recharge yourself. Make time.  My most refreshing times are when I spend time praying and sharing my concerns with my Savior. It always diminishes my worries and adds to my joys.  I can't fix all the problems facing educators, but I can make a decision to keep a smile on my face and joy in my heart.  

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Chocolate 4 Teachers

A good friend of mine wrote a book titled "Let Teachers Teach".  I liked the title then and I like it even more now. I can't think of anything that teachers want more than to just teach.  I can't think of many teachers (although there are a few) screaming for raises, or more benefits, or more time off. The common wish list includes: treat us with respect, treat us professionally and fairly, and let us teach. Although, I am sure that there should also be something in this list about fewer meetings. 
I talked to a friend this morning and I read a post. They both have the same thing in common- frustration.
A true teachers loves teaching. 
A true teacher gives more than 100%. They give everything they have. 
And the ones who benefit are their students. And the teacher. That's right. 
A true teacher gives everything, but is tremendously blessed in return. 
It is a win-win situation.
That is why I am so sad when these issues are brought to light. 
I don't really have the words right now, but I can't help but wonder:
"When will experienced teachers be included in local, state, and national educational concerns?" 
 "When will true reform come to eduction?" 

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Sound familiar????????????

Dear Faculty and Staff,

   The BOE is pleased to announce that the district will be hosting a conference for all WEB leaders this Saturday. All TLCs will be in attendance. We hope to share more at this week's PLC on Wednesday and at the PTO and PTA meetings this Tuesday evening.   Please save the date on your calendar.
Furthermore, our PE instructors will be attending a conference learning how to incorporate lessons for students with ADHD and ADD.  PE instructors should fill out their POs ASAP and turn them in the the AP prior to attending the PLC on Wednesday. The conference will be held later this month. PE instructors will receive an email with specifics.
Our SPED instructors need to note that the location of their monthly district meetings has been changed to the HS. This meeting will include: CPI training, new expectations for IEPs, the introduction of new classes for EBD, and how the implementation of SBG will affect their classes. Please note that we are focused on maintaining LREs.
ECE instructors will also have a change in their meeting schedule. Their monthly district meetings will be held on Thursday instead of Tuesday to accommodate AP and ADP training with the specialist from CEC. 
All faculty and staff are expected to attend this Friday's meeting to discuss ways to improve the district's APR. Please bring your laptops to this meeting. We will also roll out the plan for implementation of CBA in the secondary grades.  BOE members will present the district's plan for ESY and the implementation of IEE.  Before attending, ALL faculty and staff members should sign off on FERPA training. To assist in this meeting, a guest from the ASLA will be in attendance.  
Finally, we are looking for secondary staff members willing to volunteer to be a part of a PAC to prepare our students for the SAT.  This will also involve students in AP. Please email your request to be a part of the PAC to your BA. 

Thanks for all you do for kids!
Yours in education,
The SD

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Why are veteran/seasoned/experienced teachers leaving the classroom?  
I shared one of the reasons I decided to take a break in my last post Reasons.  I have had numerous opportunities to connect with new friends in the educational field through social media and face-to-face in the last few months. What saddens me is the number of seasoned teachers deciding to leave because of unaddressed problems in their district.  Until, I started hearing from readers and former colleagues, I was under the assumption that my former district had the biggest share of problems.  I thought that a building that lost about 1/4 of their staff had the market on troubles.  Unfortunately, I was wrong. 
It appears that some schools across our nation are experiencing huge turn-overs- mostly from the veteran teachers.  I don't think it is fair to say that veteran teachers are too old for change, or they aren't up on technology. I'll be the first to admit that I am not as proficient in the technological field as my younger colleagues, but I was willing to learn.  In fact, all of my former teaching buddies embraced the entrance of technology in the classroom. Some asked some very valid questions and brought out excellent points that should be considered before introducing technology in the classroom.  Each of us was willing to learn and to utilize certain aspects in our classrooms. When I say certain aspects, I mean that we were incorporating technology in ways that benefitted our students and enhanced our lessons.  We didn't just use technology to be using it.  We wanted to see the benefits and the purpose.  The classes that I took to become eMINTS certified were beneficial in that we collaborated- novice and veteran alike. We shared ideas and tried them out. If it didn't work, we dumped it and if it did work we continued tweaking it until it was a fit for our classrooms.  I am hearing that this is no longer the case. Veteran teachers are discouraged from participating and, in some cases, are made to feel unwelcome. 
Why?
I know that the novice teachers I worked with were equally good at sharing new trends in education, while listening to the tried and true.  It was often a beautiful blend of old and new. It worked. 
So, what happened?
Well.... here's my two cents.  So called educational reform. Someone (probably someone that has never taught a day in their life) wrote an article and published it in an educational publication and Bang! someone thought it was good and the snowball started rolling down the hill.  Now, I am not criticizing every new idea or person that puts one out there, but I am criticizing jumping on every bandwagon just to hitch a ride.  We need new ideas. We need fresh perspectives. We need to improve and continue to learn. What we don't need is an administrative team that tries every new idea as soon as they are introduced.  The old adage about trying something new, one thing at a time until it is done well, is so true. The only thing that is accomplished in a district that continually tries every new thing is staff burnout. They give their teachers so many hoops to jump through that they can't possibly keep up, let alone continue to guide and nurture their students.  When common sense is outvoted by inexperienced leaders trying every new thing,  you have people leaving the district in droves searching for a place where they can teach. 
I'm thankful that I have found that places to teach still exist. I have been blessed to meet some wonderful teachers and administrators on my journey.  Some of the schools, in which I have been a guest, are solid and supportive of staff. How refreshing! I hope and pray they stay on their current path. 
I'm sure I'll have more to say on the matter, as it is near and dear to my heart.  I would love to hear back from you with your comments, stories, and suggestions.  I'd like to know what is happening in "your neck of the woods". 

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Chocolate 4 Teachers