Create Your Dream Classroom: Prompt #11

Where's The Line?
Journal: Evaluate your professionalism. Are there any ares in which you can improve?

In this lesson, the author is referring to teachers that are too friendly with their students--i.e., try and relate to them in a way that undermines their position of authority by preferring to be their friend.

This is a trap I definitely fall into sometimes. It really stems from my desire to be "liked" by my kids.

Truly, it stems from my desire to be liked by everyone. I already mentioned I don't like confrontation! I guess it's not so much that I need to be liked, but it's hard for me when I think people are angry at me. So I find it sometimes difficult to balance my role as an authority figure, and my wish that the kids like me. I don't always *fail* in this matter--sometimes I am able to strike a good balance. However, it happens enough that I do need to acknowledge it and work on it.

This was the first year that I experienced,as Kardamis says, kids that liked me but didn't respect me. That in itself means things need to change.

I think it will help me to simply readjust my vision of myself as a professional teacher. If I have this on my consciousness radar, I think it will automatically adjust how I interact with the students. I don't want to throw away my entire approach--I do truly think that there is a place for positive, personal (of course, appropriate) interactions with my students. They have so many adults that don't make that effort. I tell my kids that I love them at the end of every class as they leave; I've had students look at me in surprise and say, "Mrs. Cosner, my mother doesn't even say that to me."

Everyone needs to know there is someone who loves them. That, I am not changing. If it damages my effectiveness as a teacher, so be it.

But there are a few tangible things I can do this year to establish a more firm boundary between myself as a teacher and my kids as students. Maybe that is part of the solution; I can always try it and see if it helps.

1) I can keep focused on the classroom lessons and not enter into the personal areas of the students.

2) I can dress more professionally. (I struggle with this one!!! I don't know! I've been toying with the idea of trying it--but I don't really know that it's what I want to do!) (on the other hand, I think I should try it--since last year was such a struggle. It's definitely the year to try some new approaches and see what pieces of the puzzle fall into place.)

Current education wardrobe...what?

Self Care Goal #2

Self Care Goal #2: EXERCISE

The thing really is--I am not a fan of exercising. I have never experienced the rush or addiction that comes from truly loving a sport or a physical endeavor. However, my level of physical activity goes up and down throughout the year, usually based on the amount of time I have to "give myself"--and while I'm exercising, I am generally happier! I like how I feel, and I like the accomplishment part of it. I also really love hiking, and my husband has made it a point to start scheduling hikes for us (he's an amazing person!). 

Exercising during the summer isn't all that hard for me to achieve! But my GOAL is to continue an exercise routine during the school year. One thing I noticed is that when I am negative or having what I see as a bad day/month/year, I don't WANT to exercise. "I'm just too tired. I want to relax." But I have to remember the benefits of exercise!!

According to the Mayo Clinic, exercise controls weight, combats health conditions and diseases, improves mood, boosts energy, promotes better sleep, puts the spark back into your sex life (how nonclinical, Mayo! lol--is that a measurable, scientific fact? hahaha!), and can be fun (okay--if you say so). 

These are all great things that will likely influence my mood while teaching! Also, several of my students are into exercising, and it gives us a bond. Which is cool.

The challenge, of course, is finding the time. I teach most days from 7 to 4. I don't like to leave my kids. My husband isn't up early enough for us to use my treadmill at home. I need a schedule, and not to feel guilty about taking time for this. (One of those things is easy, the other is not so much.)

Shooting for 5 days a week: 

Saturday: Early morning gym (easy to to do, since I'm an early bird and my kids/husband sleep in)

Sunday: Early morning gym--Zumba class if offered!!! That would be awesome

Monday: Treadmill and weights at home--evening

Tuesday: DAY OFF

Wednesday: EARLY morning Gym--a new thing to try! Go to the gym before work and get ready                           there--we'll see if I can. Plan B: Treadmill and weights at home--evening. (might be the

                    better plan, but I've never tried--so I guess we'll see???)

Thursday: DAY OFF

Friday: Lunchtime Gym!

In addition to this, my husband and I go walking 2.5 miles in the evening together. It's my favorite date! It's great for many reasons: FREE, good for us, and good for our marriage.

It would be fun to keep a tab on how many miles I walk during the year.

I have several workout challenges I'm going to start next week at our annual family cabin retreat (no wifi? Exercise! LOL) that target arms and abs; and while I am there, I plan to walk every morning, every evening, and swim everyday (um, depending on the temperature). Being up at "The Ranch" has really turned into a health retreat every summer--and that's pretty cool. 

In closing, since I kicked myself off social media for the summer:

Create Your Dream Classroom: Prompt #10

Journal: What teachers do you know that you admire and are of like mind? Plan how you can build relationships with those teachers.

I am *pretty* good about maintaining relationships with others teachers that I admire, but it's not usually done purposefully; rather, it's somewhat accidental. This lesson suggests doing lunch with a few teachers over the summer that you admire. This actually became easier for me when I focused on my current, seemingly insurmountable issue (don't worry, I have every intention of "solving" this before summer is over): cell phones.

I really feel like the first step, for me, is finding a stance on this that I believe in. Right now, I'm torn and kind of all over the place with it. For this specific issue, I think I could talk to T, A, and E (keeping names out of it).

The other thing that this lesson points out is knowing Godly teachers--teachers that are approaching their job with God in mind. I think, thankfully, there are three at my site (J, C and B), and I think we could be doing more to encourage each other spiritually.

Everyone is so busy over the summer; but I will try and see if I can do lunch with the first two and just chat with the third. :) Perhaps some different perspectives will help me out. Also--I could probably think of more people to approach. Even if it's just to compare perspectives while I figure out where I come down.

Self Care Goal #1

I've decided to also outline a number of self-care goals in my blog. This year was extraordinarily busy, and there are some basic things that really went out the window in terms of taking care of mySELF! Because it's summer, and I finally have access to the elusive ingredient known as TIME, I have been able to implement a number of self-care goals already (I'm in what I call "recovery phase", where I see myself as healing from the busyness of the year). I think it will help me considerable to journal them, so that I can go back and remember what they are when I've lost the motivation.

The first one may seem odd, but again--I'm writing about it to remember.

Aim for not eating after 6:30 p.m.
6:30-7 p.m. = DANGER ZONE
7 p.m. and on--DO NOT ENTER

I've finally reached the age where I have to start listening to my body, and can no longer eat like a 20-year old! When I eat after 6:30, particularly certain things, I experience chest pains that also feel like back pains (that are unromantically also referred to as "heart burn"). Interestingly, it's very different from the heartburn I experienced while pregnant. I'm tired of going to bed and needing the heating pad for my back, which is probably really for my chest, because I snacked on something that my body did not want around 7:30 or 8 (which, coincidentally, is when I get snacky). 

Apple Avocado Salad

I found an amazing site that has hundreds of clean eating daily menus, which is one of my self-care goals (post on that to come later!). This was delicious and easy, especially for an August/Septmember night--also would be fantastic to take one of the infamous TEACHER POTLUCKS!

Easy Healthy Recipe – Clean Eating Apple Avocado Salad (makes 1)

Ingredients:

– 2 cups of spring green mix

– 1 ripe avocado, peeled, de-cored and chopped

– 1 apple, de-cored and chopped

– 1 table spoon of all-natural poppyseed dressing (I recommend Brianna’s Poppyseed Dressing, made with all-natural ingredients. It’s awesome!)

– 1 table spoon of all-natural feta cheese

Directions:

1. Add all ingredients into a mixing bowl, and toss until it’s evenly mixed.

Create Your Dream Classroom: Prompt #9

Journal: What "gray hill" situations have faced? How did you handle them? In hindsight, should you have handled any of them differently? How?

By way of explanation, a "gray hill" situation is one where an infraction has occurred, but you're not exactly sure who did it, or exactly what happened.

I appreciate this lesson, because gray hills happen all the time in my world, and I appreciate a) the acknowledgement of them, and b) the suggestion that you don't have to know. It doesn't make you a bad teacher to not to know! One thing I do, both in my professional life and in my personal life, is feel guilty. A lot. This lesson helps me put one more thing down that I don't need to feel guilty about.

Most of the time, I felt that I had to address and do something to someone if it was obvious an infraction occurred. I really like the suggestion that Kardamis gives to "speak the truth" to the students--acknowledge the issue in real time, talk about why it's wrong, and let it go. Chances are, the students knew it was wrong and are expecting a blow up or a punishment--there is a good deal to be achieved with conscience, even if it's not necessarily "justice."

Gray Hill situation = acknowledge that you know, talk about why it's wrong, and move on.

Create Your Dream Classroom: Prompt #8

Journal: Do you seek to understand before trying to get your own point across? How can you apply this principle to your classroom?

I responded to two prompts this evening, because I took a little break, and also because neither of these are central struggles for me. Having said that, especially when examined through the lens of this year, I can and should be doing better!

I do usually try and find out what the root of the problem is when a student is acting out. In some cases this year, a little bit of understanding and probing went a long way. On the other hand, I can distinctly remember some cases where I was quick to judge and react and discipline, rather than listen and understand.

The challenge is that every student, at some point, has a legitimate problem that is often filled with illegitimate drama, and that narrative often plays out in the classroom. Sometimes I lose patience with it, because this year it was a constant problem.

However, and this is huge: I need to remember to see the struggle of all my kids. Particularly the ones that are acting out. Particularly the ones that are challenging to everyone else and not so liked by the rest of the staff. Understanding is key. This is a good reminder.

Creating Your Dream Classroom: Prompt #7

Took a break from all things school. :)

Went through a (small) personal breakdown and purging of negative emotions, of sorts--and put all the baggage I've collected this year down.

Emerged ready to keep on chugging! Blessings for the resilient spirit!

Okay, so I skipped Journal Prompt #6--it was a discipline strategy aimed at elementary and middle schoolers.

Journal: Have you made a habit of being kind to your students or do you tend to lose your temper quite often? Pray about how God would have you change. Write down your goals.

For the most part, I am kind to my students. Even when I am not feeling kind inside. I think, in my entire teaching career, I've maybe really yelled two or three times. And those times didn't really work. Being kind is not something I struggle with. However, the other part of this reflection quoted Ephesians 4:15: Speaking the truth in love. Kardamis says, "We cannot claim to love our students without speaking truth to them." I think this is where I struggle most. I don't know if it's the right thing or not, because my motivations are mixed. I do not like confrontation, and often don't engage when perhaps I should; however, I also truly believe that my primary job with these particular kids is to show love. I haven't contemplated the idea that, perhaps by not being truthful to them, I am not showing a genuine love. By truthful, I mean identifying an inappropriate behavior and having consistent consequences for rule breaking. In the light of this journal prompt (I've already written down my goals previously), my goals would be engaging more, having consistent and appropriate consequences that are preplanned and not emotional, and finding a solution to the cell phone issue.

Creating Your Dream Classroom Promt #5

Journal: Did you address the small issues at the start of the year, or did you wait until they escalated? What will you do differently?

Nailed it on this one. I definitely let the small issues escalate. I think it will help tremendously if I can deal with issues on hand.

Linda Kardamis suggests that every time a student doesn't meet your expectation, you address it with a kind and firm statement.

This is something I need to insist to myself that I do. I think the key will be zeroing in to 2-3 key issues that I want curtailed in my classroom. If I had to pick three issues, they would be:

1, Swearing
        This one is tricky, because there is swearing while talking to me (direct swearing), and swearing in conversation with others (indirect swearing), that I may or may not be meant to overhear. Which do I address? I think I need to address all swearing that I hear. Hopefully in a later post I will be able to determine how I do that.

2. Talking while I am teaching

3. Being on task (working outside is tied to this one)

**Bonus issue**
Cell phones

I'm torn on the issue of cell phones, and I think it undermines anything I try to implement or support in my classroom. Before the year starts, I need to decide what my policy is and how to implement it, and then do so.

Looking back, I believe that a clear policy and accompanying plan on these four issues would have made my year go more smoothly. This summer, and I hope the book or the course addresses this, I need to hammer out how this looks in my classroom--because it's easier said than done, I think.

Chicken Broccoli Stirfry

A slight deviation.

One thing I didn't do as well as I should have last year was feed my family and myself in a consistently healthy manner. Way too much cheesy pasta, take-out on busy nights (of which there were many), and added stress because I didn't plan well.

So I'm also going to post healthy dinner options to help me remember my choices.

Last night,we had this and it was delicious. It's also packed with fiber and protein, so it keeps you full. I double the recipe and have some leftovers for lunch!

Chicken and Broccoli Stir-Fry

Ingredients

• 1/2
  cup water
• 2
  tablespoons soy sauce
• 2
  tablespoons hoisin sauce
• 2
  teaspoons cornstarch
• 1
  teaspoon grated fresh ginger
• 1
  teaspoon toasted sesame oil
• 1
  pound broccoli
• 1
  yellow sweet pepper
• 2
  tablespoons cooking oil
• 12
  ounces skinless, boneless chicken, cut into bite-size pieces
• 2
  cups chow mein noodles or hot cooked rice

Directions

1. For sauce, in a small bowl stir together water, soy sauce, hoisin sauce, cornstarch, ginger, and sesame oil. Set aside.
2. Cut flowerets from broccoli stems and separate flowerets into small pieces. Cut broccoli stems crosswise into 1/4-inch slices. Cut pepper into short, thin strips.
3. In a wok or large skillet heat 1 tablespoon of the cooking oil over medium-high heat. Cook and stir broccoli stems in hot oil for 1 minute. Add broccoli flowerets and sweet pepper; cook and stir for 3 to 4 minutes or until crisp-tender. Remove from wok; set aside.
4. Add remaining oil to wok or skillet. Add chicken; cook and stir for 2 to 3 minutes or until no longer pink. Push chicken from center of wok. Stir sauce; pour into center of wok. Cook and stir until thickened and bubbly. Return cooked vegetables to wok. Stir together to coat. Cook and stir 1 minute more or until heated through. Serve over chow mein noodles or rice. If desired, garnish with toasted sesame seed and serve with additional hoisin sauce. Makes 4 servings.

Creating Your Dream Classroom: Prompt #4

Journal: What does a biblical worldview mean to you? How can you instill God's truths into your students through your lessons and daily interactions?

A biblical worldview, to me, means seeing everyone through God's eyes and treating them accordingly. In the middle of my roller-coaster year, I heard a sermon by Andy Stanley who reminded me that God loves everyone I meet as much as He loves me. That was very sobering for me to remember. God, who is a central figure in my existence, and hears my prayers--he loves the students I am praying for and about, the ones who have almost universally rejected Him--as much as He loves me. When you remember that, you start seeing the people around you in a different light. A better light. The idea definitely reminded me that my job is also a mission field. Not in the evangelical way, which I'm not a big fan of anyway. But in the way that--my students are watching me closely and judging me. They know I am a Christian. I have an opportunity to demonstrate GOD'S LOVE.

During my morning drive to school, which takes about 10 minutes, I started praying for my day and for my kids. It definitely helped me have more peace as I drove into the parking lot. At night, when I didn't stumble into bed and fall asleep within seconds, I would pray for specific kids who I know were really hurting.

This next year, I would like to be more purposeful in my praying.  I would like to pray for ALL my kids, and keep God's vision in my mind for them. Also, I took a break from social media this summer, and I realized how dependent I had become on it. What a time suck! It's relaxing to me, I suppose, to mind numbingly scroll through and watch everyone's everything. But it would be better in the morning to read my Bible, a habit which I am trying to cultivate now. The business of my life is what sometimes diminishes my spiritual life.

GOAL: To maintain a healthy spiritual journey this next year; one that is purposeful and consistent.

There are two things that come to mind when I think on how to instill God's truths into my students through my lessons and daily interactions. The first comes from Matthew 7:1:

"Don't criticize, and then you won't be criticized."

As teachers, we fall into this trap so quickly. It's called "venting", and this year I was a huge culprit. While I found the need to vent about difficult kids (and staff) to others, I thought it helped me to share--but really, it was just helping to cultivate the culture of negativity. This year, I need to not buy into that, and instead be openly positive and supportive of everybody--particularly my most difficult kids.

The second has to do with my philosophy of education (*will post later). The first thing on my list of what I am trying to achieve in my classroom with my students is TO LOVE THEM. That is my main objective. That is the focal point of my discipline. That is the bet on which I hinge everything else. For me, and for us--that has to be planted and cared for first before we can move on to "requirements", because some of my kids are at a place where they see me initially as THE ENEMY. THE MAN. THE AUTHORITY. And they know exactly how they feel about "those people", and it energizes them to challenge that. Usually, that changes once I establish a relationship centered on love. I wonder if part of my issues this year centered on not being able to communicate that in a genuine matter--my frustration probably watered my message down. 

Creating Your Dream Classroom: Prompt #3

Journal: Evaluate your teaching. What has gone well? What hasn't? What have you learned? How does your current classroom differ from your dream classroom? Identify the top three things you most want to change.

This year was an interesting one for me in terms of teaching style. I think I got into a sub-conscious rut, but my students definitely pulled me out of that. The problem was that I was unprepared to be pulled out of it; so there was a definite period of discouragement, introspection, and disorientation.

What had worked for the past five years at my school (and what I had spent time each year refining and expanding due to the success of my approach) most definitely did NOT fit with my students this year. I think some teachers would chalk it up to a bad year and try again with next year's students; but the experience opened my eyes to some inadequacies of my teaching approach. I'm grateful for the message, although I don't want to repeat the experience! Ha! Growing years can yield beautiful products, but the process is painful!

I adjusted one aspect of my approach during the last quarter of instruction, and it seemed to be successful. Instead of focusing on one task during the class period, I would focus on several assignments per day, and give my students 15 minutes to work on each part. I think this worked for two reasons: one, they didn't have time to procrastinate or put things off or finish early by rushing through a project or assignment; and two, it kept the focus fresh and revolving, which I think helps my kids who have focusing issues.

Another thing I learned was not to have expectations about my students' behaviors based on the previous day. This is something I have always tried to practice in terms of negative behavior; I didn't hold a grudge and every day was new. This year, however, I had to put it into practice in regards to positive behavior. A good, productive day was of course a blessing and fun and energizing; but I had to be careful not to expect it to be the same the next day. The expectations really brought me down in the beginning of the year, before I realized what I was doing.

What didn't go well? When I reflect on this year as a whole, it's hard to pinpoint where things went wrong specifically. The whole picture just seems disjointed and strange; three quarters of struggle and one quarter (fourth) of finding our groove and (mostly) working it out--with my inspiration and motivation too shot to enjoy it. When I really delve into the causes of what probably shaped my year, it comes down to three things.

1. The kinds of assignments that had been readily accepted and even enjoyed by my previous classes were roundly rejected by this year's group. They were very honest in their evaluation of the assignments (and therefore, of me, right??). While some of it was in the normal complaint cannon ("I hate school, I don't want to work, why can't you just give me credit?"), some of it shot to the heart of the matter (What does this have to do with my life? I don't learn anything when we do this).

2. I realized, while reflecting through this year, that I have had three past years of really good classes. Of course, there were still some stand-out students struggling visibly above the waves that had their moments; and of course, each year had their own set of unique challenges. But all in all, the challenges were not antagonistic to the learning process or to authority figures. In retrospect, my discipline/classroom management tool box got rusty and dusty, because I honestly didn't have to use it very much. By the time I broke it out and examined what I had, it was much harder to implement since the year had progressed quite a bit. One of my goals is to consistently use a designed structure so that I don't find myself in that place again.

3. Drugs. This year's student group was very open about their habitual use of marijuana and cocaine, and it impacted my classes significantly. School, in their minds, was a place to rehash, connect, solve,or blow up any drama that had occurred over the weekends. Many students were either on drugs or coming off (detoxing) during my classes. Sometimes, the focus has to be making my classroom a safe place for them to weather the physical manifestation of their choices. But, as drugs will so often do, it definitely impacted the relationships between my students and me; and also impacted the culture of my classroom. I don't want to repeat that--but I'm really not sure how to fix this one.

Create Your Dream Classroom: Prompt #2

Journal: Develop a list of changes you want to make next year. This list will be essential in the fall to ensure you follow through on your good intentions.

• Change my approach in curriculum. I had several students this year who were not shy in telling me when they thought my approach was irrelevant. While it hurt my feelings (ew), it did make an impression on me and motivate me to re-examine how I am delivering my history curriculum.
• Design a short list of rules for my classroom--
• tardies
• cussing
• labels and dates on assignments
• CELL PHONES???
• outside privileges
• Successfully and consistently implement those rules
• Design and implement an organized behaviorial intervention pyramid and record
• Address one of the Four Agreements each quarter, and focus on it in our classroom

• Practice more positive behavior reinforcements: call parents, Good Kids every week, CBG, White Boards and quote of the day, Friday candy, Monday coffee, maybe do lunch? 
• Put the student texting app into place
• Do more projects, project based learning, and writing--less of everything else. Have more fun.
• Declare my classroom a "No Stress Zone".

Creating Your Dream Classroom: Prompt #1

I've been an educator for the past 15 years in various grade levels. Currently, I teach history and music at a continuation school. I created this blog to document some of my teaching processes as they pertain to alternative education--there doesn't seem to be an active online support community for those of us teaching in continuation schools!

Teaching in a continuation high school can often be challenging, but this past year was the most challenging school year I have ever experienced. Wanting to learn from and build on the experience, I have decided to go through Create Your Dream Classroom by Linda Kardamis. I'm also considering taking her on-line class. The book suggests responding to journal prompts, and I had been considering starting an informal blog anyway--since I'm always looking for other blogs by continuation school teachers, and have yet to find one! :)

So, I'll begin this blog by using it as a place to respond to the journal prompts.

Journal: Imagine your dream classroom. What would be different from your current classroom? What would be the same? (take a few minutes to vent your frustrations.)

What discouraged me this past year--about myself, about the system, others, etc.? (therapeutic venting). Well, finding the right combination of instructional delivery and student interest was really difficult this year. My students were a tougher group--at least for my toolbox. Whatever approach I took in instruction or assignments, some group was vocally unhappy and resistant. There was a decided lack of relationship loyalty--an unusual disregard for the relationship between them and me. Drama was a huge issue this year. School was a place to continue, showcase, and dwell in the drama of the weekend--and there was a group of particularly vocal girls that got instantly irritated and vocally aggressive if I tried to steer them in any other direction. I was frustrated with myself for not handling it differently--but whenever I thought on what to change, I couldn't come up with something that I was comfortable with. My usual approach sort of worked in a very watered down sort of way, and even then not until the end--and I'm fairly certain they would all turn on the progress we made in a second with very little motivation. I didn't like the mandatory cell phone rule we put in place, but I also saw the need for it. I wish there was a good solution for that. I began to struggle with the incongruity of my teaching subjects and the lives of my students, many of which were heartbreaking, dangerous, and depressing. I struggled with balancing educational standards with simple basic life needs like food, hydration, and a place to sleep. I struggled with my purpose. Finally, the constant use of language and talk of sex and drugs wore me down this year.

Okay. That's out. Let it go. Learned a lot, survived a lot, time to process and change, baby!

My dream classroom?

My dream classroom is colorful, bright, and conducive to learning. Students enjoy being there. Even if the work is sometimes mundane, they feel accepted and safe and motivated to earn credit. Everything is not a fight. Procedures are in place, and I can enforce them without "squaring off". Students are involved in projects often, and create meaningful expressions of the topics we're learning--there is group work, paint, discussion. I am able to make a connection between what we're doing and why it's important to their lives. (and I believe myself.). We're busy, and friendly. This is silly, but I'd love to have covers on my lights and a fridge with healthy food for my detoxing students. For an hour, my students feel safe and happy. Even if they don't like school, they like my class and are willing to do work in it to honor the respect between us and earn credit towards graduation. I am able to combine credits and learning with things they like to do. Most kids are engaged, and I have a concise, consistent, workable system for discipline that functions like clockwork (hey, she said "dream big"). We celebrate together. We have a class culture. Honestly, the subject is secondary to the relationship, and we're able to conquer history because we're in it together. But in this dream classroom, I've also managed to make history interesting and relevant; and I know how to deal with those who just adamantly hate school and I don't take their attitudes personally. The other kids' attitudes rub off on these "haters", and they eventually come around and do some work. I feel in charge, in control, and relevant to their lives. I don't support a system that is undermining them; rather, we are a part of an alternative education system that supports their goals with a meaningful, skill-based learning environment.  In this ideal classroom, I want to come to work everyday. Or at least most days. I spent too many days this year dreading the morning, dreading Monday. I don't want to be that teacher again. Many projects, writing, away from the textbook, discussion--and the kids don't hate me for it, and want packets instead.