Sassy, stubborn, creative, curious, determined, funny, serious, happy, and lovable. We have our positive side, some flaws, and lots in common with others who have chosen this lifetime calling.

We are proud and possessive.  Just ask any teacher about HER kids or HER school. These aren't just any kids. They belong to the teacher.   Once a child is in a classroom, they become the child of that teacher.  For life. A teacher is proud to share the accomplishments of her kids. She is proud to see them grow up and go to college, or work in a business, or get married and have children of their own.   Teachers (unfortunately not all of the time) love their school. They are proud of the schools' accomplishments and recognitions. They love to hear their schools' name mentioned at a meeting, on the news, or in a conversation.

Teachers are tender-hearted. We can talk tough and even stand up against the class bully, but let one of our kids get hurt and we dissolve.  Let one of our kids suffer a heartbreak and we're just like melted butter.  Read the story about the dog that dies and .... well, you get the point.

Teachers are fierce when it comes to defending their  profession. Nothing gets our feathers ruffled like a non-teacher complaining about a teacher or telling a teacher how to teach. OR, even worse, a teacher- wannabe masquerading as a teacher.  We've paid our dues (and in some cases we're still paying them) to earn our degrees. We went through rigorous (I hate that word) teacher training programs.  This isn't our first field trip.  We've ridden the field trip bus.   So don't even think of stepping in and pretending to be a teacher or tell us what to do. Not until you've walked a mile (or a hundred) in our shoes.

Teachers are optimist. To a fault. When all around us is caving in, we still look for that glimmer of hope. We can't believe anything negative about our school or even our colleagues (most of them!). We keep hoping for the best and hanging on. We don't believe that budget cuts will actually affect our school. Until they do.  We don't believe that parents or administrators won't support us. Until they don't. We don't believe that our best lesson will fail. Until it does.  We just keep looking up.

Teachers are human. We laugh. We cry. We love snow days. We live for the week-end. Dread Sunday night/Monday morning transition.  Some teachers are morning people and some don't hit their side until later in the day. Much later.  We love. We protect. We place the needs of others above our own. We're loyal.  And once, a teacher..... always a teacher.

Fun Nonfiction for May

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This blog does not share personal information with third parties nor do I store any information about your visit to this blog other than to analyze and optimize your content and reading experience through the use of cookies. You can turn off the use of cookies at anytime by changing your specific browser settings. I am not responsible for republished content from this blog on other blogs or websites without my permission. This privacy policy is subject to change without notice and was last updated on May 25, 2018. If you have any questions feel free to contact me directly at kimberlyfrencken@gmail.com

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Chocolate 4 Teachers

If this post were truly about the merits of state testing it would be blank because I can't think of any merits. I can, however, think of unworthy attributes of state testing with the first being stress.  State induced stress. Stress for kids, parents, teachers, counselors, and administrators.  No one is immune to the stress caused by state testing. Not even the kids who aren't testing. The whole school is on test lock-down. A deathly silence takes over every hallway.

Teachers begin  living in fear in early February.  Did they forget to teach a standard or maybe they didn't spend enough time mastering the standard, or was the standard taught too early in the year and they didn't have time to review it?  They cringe when they see students rushing through the questions or absently marking answers.  They see that questions do not test what was taught- and not because they didn't spend ample time teaching their curriculum, but rather because it is a trick question.  Inwardly, they seethe.

Students, who really care about their scores, nervously read each question and find their mind has gone blank. They panic.  What if they make a low score? What if they fail this test?  Their teacher will be disappointed and their parents will be embarrassed. After all, school is important. High test score are important. Succeeding is important.  (Who puts this kind of pressure on a kid, anyway?)

Anyone and everyone who is responsible for the validity and security of tests is  about  to have 21 sleepless nights.  For months prior to testing they dream of computers crashing and a shortage of #2 pencils.  The tests arrive. They quarantine them behind locked doors and so it begins.

The loss of educational time would be another unworthy attribute.  For weeks leading up to testing and the actual time of testing, learning comes to a crashing halt. Students have done just about any and every review possible. They have taken practice test after practice test. Laughter is forbidden. Testing is serious business.  No time for any exploration during testing. Every ounce of energy is focused on taking the test. After testing is completed for the day, every one is too tired to care about learning something new or exciting. Brains have exited the building.

After testing is completed, the school year is over. And that is another unworthy attribute. The year isn't really over, but for kids the year is officially over. Days are still required, but no one really wants to be there anymore. The real purpose for being in school has been exposed. The dreams of becoming a lifelong learner are shattered (at least for the moment).  Kids think the sole purpose of attending school is to take a test. The test is over, so why do they still need to be in school? Good question.

 Why do officials put so much importance on a test?  A test that doesn't take into account the number of times that a child has moved during the school year or the number of absences a child may have. No provision is made for the child that stays up late caring for a younger sibling because mom or dad is at work. No leniency is given to the child that is hungry or sick or upset. One test that supposedly is the year-end benchmark of an entire school year. One test that supposedly provides educators with valuable information about their students (which, by the way, is ridiculous- teachers know their kids after the first week- we don't need a test).

Isn't there a better way to measure what our students have learned and what they still need to improve?  I would hope so and I would hope that we figure it out soon.


Don't lose valuable time reviewing for tests!  Use a review/test prep resource where students continue to learn.

Ladybugs Nonfiction ELA Review

Need to add some interest to your lessons in May? Try this fun resource!

Superstitions of May

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This blog does not share personal information with third parties nor do I store any information about your visit to this blog other than to analyze and optimize your content and reading experience through the use of cookies. You can turn off the use of cookies at anytime by changing your specific browser settings. I am not responsible for republished content from this blog on other blogs or websites without my permission. This privacy policy is subject to change without notice and was last updated on May 25, 2018. If you have any questions feel free to contact me directly at kimberlyfrencken@gmail.com

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Chocolate 4 Teachers

I'd start with special education policies.  Students with special needs would include kids that fall through the cracks- nothing makes me more angry or frustrated than to be told a child has fallen through the crack.   Instead of ignoring the needs of children,  they would be addressed. All of them. Not just the extreme cases. Not just the ones that scream and hit and bite. Not just the ones that are multiple grade levels below and totally unaware that they are behind. Everyone. The child that sits by herself at lunch and recess because she thinks that there must be a reason that no one likes her. There must be a reason that her parents call her bad names and other kids call her stupid.  The child that struggles to read. They want to read. They try to read. They stay after school for tutoring with their teacher. They try at home. But they are still behind. And falling further behind each day.  The child that sits quietly at their desk, seething inside, but not showing it on the outside. Unless you are observant enough to catch the subtle hints.

Then I'd quickly move to discipline. For starters... I'd bring it back. I'm smart enough and compassionate enough to know that a spanking does not solve every problem and it does not work effectively with every child. But I'm smart enough and compassionate to know that corporal punishment does have a place and it does have merits if used properly.

I'd write in stone that teacher/student ratio could not go over 15. Never. Ever. And primary grades could not exceed 10. Why? Because, Betsy DeVos, smaller class sizes allow a teacher to teach and a student to learn. Smaller class sizes allow a teacher to spend more one on one time with students that are struggling with a concept. Smaller classes form and build lasting relationships.  They are more manageable. Teachers can plan more activities and experiments and STEM or STEAM related lessons.

Last, I'd hire teachers who love to teach. Teachers who love kids. Teachers who teach because it is the best thing in the world to do. And... I'd pay them what they are worth.

One of my all time favorites!!

Over 50 Nonfiction passages! 

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This blog does not share personal information with third parties nor do I store any information about your visit to this blog other than to analyze and optimize your content and reading experience through the use of cookies. You can turn off the use of cookies at anytime by changing your specific browser settings. I am not responsible for republished content from this blog on other blogs or websites without my permission. This privacy policy is subject to change without notice and was last updated on May 25, 2018. If you have any questions feel free to contact me directly at kimberlyfrencken@gmail.com

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Chocolate 4 Teachers

Teaching is a group effort. It isn't a singular accomplishment. It takes teachers, administrators, support staff, and parents working together to educate each child.

I think I've said it once or twice... or a hundred and fifty times. Teachers need support. Teachers need the support of administrators and parents.  Nothing is more damaging to classroom management than to have an atmosphere of believing everything a child says and nothing that a teacher says. When the adult is viewed as guilty until they can prove their innocence, respect flies right out the window.

First, parents need to remember the things they said and did as a child.  They weren't perfect. No one is perfect.  Everyone makes mistakes. Sometimes those trips down memory lane will cause you to cringe in shame, but maybe it will make you wake up and realize that the teacher is telling the truth. Maybe you'll realize that your child is human. Growing up. Making mistakes. Learning.

Second, parents, please deal with the situation appropriately. Don't waste time defending your child or making up excuses. Cooperate with the teacher on a suitable consequence. Make this a learning experience. Not a battle that everyone loses.

Thirdly, administrators...be brave. Don't let parents scare you. Support your teachers. Speak clearly, kindly, but firmly.  Don't try to be the good guy. It isn't in your job description to be best buds with the parents. Do your job. Don't throw the teacher under the bus.

Fourth, teachers present a clear and reasonable strategy at the beginning of the school year. Not after the fact.  Let everyone know, up front, your expectations. And your consequences. Then be consistent and fair.  Develop a routine of contacting parents on a regular basis. With good news. And bad. Invite parents/guardians to be a part of your classroom. I think they're calling it transparency these days.

And let's not forget the support staff. Please don't undermine the teacher. If a child is receiving a punishment, don't try to coddle them or make them feel like they were right and the teacher was an old meany for making them walk laps or make a phone call home.  Yes, kids need someone that will listen to them, but they also have to understand that misbehaviors have consequences.


Here are three great reads about school behavior. Prepare to read the truth. Bold. Not exactly pleasant for the faint of heart. But brave and gutsy. Real.  This real-life comparison was written by someone who started teaching back in the day - same year I started. We may be 'old-timers' but often the experienced ones have answers. Remember how you were told to treat your elders...
The second is a courageous letter written to parents. Love! Love! Love! It! As for the syndrome of entitlement... read this! 



It is spring!!!

Umbrellas

One of my favorites!

GIVEAWAY DETAILS:  

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Privacy Policy

This blog does not share personal information with third parties nor do I store any information about your visit to this blog other than to analyze and optimize your content and reading experience through the use of cookies. You can turn off the use of cookies at anytime by changing your specific browser settings. I am not responsible for republished content from this blog on other blogs or websites without my permission. This privacy policy is subject to change without notice and was last updated on May 25, 2018. If you have any questions feel free to contact me directly at kimberlyfrencken@gmail.com

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Chocolate 4 Teachers