3 R Rubrics 3

My Swan Songs

2009-04-10T08:06:00.000-07:00

Dirait-on
(So They Say)
by Rainer Maria Rilke & Morten Lauridsen

"Abandon entoure d'abandon,
tendresse touchant aux tendresses...
C'est ton interieur qui sans cesse
secaresse, dirait-on;

se caresse en soi-meme
par son propre reflet eclaire
Ainsi tu inventes le theme
du Narcisse exauce."

(English Translation)
"Abandon surrounding abandon,
Tenderness touching tenderness
Your oneness endlessly
Caresses itself, so they say;

Self-caressing
Through its own clear reflection.
Thus you invent the theme
of Narcissus fulfilled."

There Will Be Rest
by Sara Teasdale & Frank Ticheli

"There will be rest, and sure stars shining
Over the roof-tops crowned with snow
A reign of rest, serene forgetting,
The music of stillness, holy and low.

I will make this world of my devising
Out of a dream in my lonely mind,
I shall find the crystal of peace; and above me
Stars I shall find."

Calme des Nuits
by Camille Saint-Saens

"Calmes des nuits, fraicheur des soirs,
Vaste scintillement des mondes,
Grand silence des antres noirs
Vous charmez les ames profondes.
L'eclat du soleil, la gaite
Le bruit plaisent aux plus futiles;
Le poete seul est hante
Par l'amour des choses tranquiles."

(English Translation)
"Stillness of the night, cool of the evening,
Vast shimmering of the spheres,
Great silence of black vaults
Deep thinkers delight in you.
The bright sun, merriment,
And noise amuse the more frivolous;
Only the poet is possessed
By the love of quiet things."

The above songs are among my favorites that I have sung in chorales. They have moved me once again even though I am no longer able to sing them with my colleagues. It is not just their melodic harmonies and rhymic nuances, but their lyrics and the meaning they convey for me at this time in my life.

I must now admit that this stint of "blog writing" has been "my process" of letting go and expressing my over-riding interests and concerns in my life and career. It has, for the most part, been narcissistic and self-aggrandizing. It has helped me remember what I've done and what I've believed in. My teaching/learning is not over by any means. I will continue to do both, but I no longer feel the urge or necessity to share about them on the internet in a blog. I wish I could share the full impact of these songs/lyrics by down-loading the actual music in this blog but that is beyond me technically. It is an experiential thing.

"There Will Be Rest" originally moved me as one of our songs for the "Eistedfod"(sp) An Olympics for Choirs in Wales. Now I'm re-examining the meaning in the original poem and what it mean to my life now. Its content is more and more what I seek daily. Rest. I enjoy observing the on-going struggles of "the world", "our nation", "our culture", "our educational institutions" and I just don't have the desire to try to influence it, change it, fight it or comment on it anymore. It is not that I don't care about what seems to be happening, but I just realize that my time(s) have come and gone and I can't do very much about it anymore. I don't even want to. "Que sera, sera." Instead, I seem to enjoy quietness and meditation more and more. I'm not saying that I don't still enjoy "bright sun and merriment with amusing frivolities from time to time. We just celebrated our 46th wedding anniversary in the sun with much merriment and amusing frivolity...but it was at the Huntington Gardens, galleries and Tea Room. We are still very much in love.

So, this is my "Swan Song" for blog posting for now. I might get the urge with another post or two or even a new blog but I think I'm done with this one. This is truly a "Good Friday" for me. RRR

Red River Valley?

2009-04-03T07:57:00.000-07:00

The Red River Valley

From this valley they say you are going
We will miss your bright eyes and sweet smile
For they say you taking the sunshine
Which has brightened our pathways awhile.

*Come and sit by my side if you love me
Do not hasten to bid me adieu
But remember the Red River Valley
And the one who has loved you so true.

Won't you think of the valley you're leaving
O how lonely, how sad it will be?
O think of the fond heart you're breaking
And the grief you are causing to me.*

As you go to your home by the ocean (Pacific)
May you never forget those sweet hours
That we spent in the Red River Valley
And the love we exchanged 'mid the flowers.*

Now our valley has been underwater
Snow and ice make our Red River white
How I wish I could leave my dear Fargo, (N.D.)
And Go Far ...to your warm coast tonight.*

Two days ago I subbed in a third grade class. I asked them if they had ever heard of the Red River Valley?...the place or the folksong? Nope! Nobody had. They might get exposed to it in fourth or fifth grade when they are supposed to study California and U.S. Westward Movement. So...I gave them alittle "pre-lesson" in U.S. geography. Yes, they had a map, which is unusual. I pointed out the Red River in North Dakota and how it flows north to Canada. I should've also pointed out another Red River, flowing southeast on the border of Oklahoma and Texas going through Lousiana to the Mississippi. I then taught them the old folksong "Red River Valley" and we acted it out. They squealed with delight at the suggestive words and how we picked two popular kids, a boy and a girls to go from the east side to the west side of the room. (sitting, waving, throwing kisses) They wanted to do it again with other people. They seem starved for this kind of teaching/learning. Role playing, acting it out, kinesthetic modalities are now mostly neglected in our classrooms. Singing for fun and leaning about our folk history is superfluous. This is part of our cultural history!

We discussed, at length, the current situation in Fargo, North Dakota. How it might feel to have your home and school flooded with icy river water 43' above its normal level. We recalled the news pix of human chains filling and stacking sand/dirt bags to make a levy around the town. These California kids have no idea of what it might be like living in the midwest with the constant threat of flooding, tornados, hurricanes etc. Yes, we have earthquakes but they don't seem as devestating. (We did discuss why I must know where they are at all time in case of an earthquake ie. at the library, computer lab, restroom) We talked about the loose tiles over the recessed lights in the ceiling and how they could fall and slice one up.

The song, I always associated with a more southern/western region such as the lower map. (Tex.Ok. La) I'm sure our pioneers came west from both North Dakota and Oklahoma. They left loved ones behind. I asked how many had ancestors/relatives from the midwest. Not many, maybe two or three. I told them about mine from Nebraska, Minnesota and Kentucky and how they came west for better jobs etc. They were only one generation back. This folksong probably goes back even further. If I had been their teacher, and/or they were in the fourth or fifth grades I'd assign them a research paper/project to find out about their ancestors and where they came from and why. I'd ask if they had any songs they sang...like the blues, lost loves etc. How many would have asked about relatives from Mexico or Canada. This is a workable rubric, don't you think? RRR

My Pooka

2009-03-28T13:58:00.000-07:00

This is a scene from the movie "Harvey". Jimmy Stewart played "Elwood P. Dowd", a very happily retired, somewhat inebriated, man in the 1940's. It was from a play by Mary Chase put on in her small town that was so successful it made it to "Broadway" and the "movies". I remember hearing about it, but I never got to see it. Well, last night, my wife and I had the privilege of "experiencing" it at our local amateur, community theater. We knew three of the "actors" (Elwood, Harvey and Myrtle May). I enjoyed "acting" with "Elwood" in an Agatha Christie Murder Mystery a few years back. He was the lead detective. I have sung barbershop with "Harvey". He is a great bass. It was fun and a tight, smooth performance by all.

A "Pooka" is from Irish Folklore/legend. Ms. Chase was raised by some Irish uncles who were "full of it" so to speak. It is known to be a "shape shifting", mischievious spirit that "makes life more interesting" for those to whom it appears. In the play Harvey takes the form, only through Elwood's eyes as a giant, male human with a white rabbit head-an imaginary friend. The only physical evidence of it in the play is a black hat left on stage with two ear-holes in the top. This "Harvey" has a rich, baritone singing voice that we hear from offstage from time to time. This director has very cleverly used a follow-spot to freeze action on stage and then stimulate some "romantic action" between four of the principals. One of the characters reads the definition of a "Pooka" from the dictionary left on stage and it's definition is changed and uses his name. Money conveniently disappears and appears from the main antagonist's purse because of "Harvey".

I'm pretty sure my "pooka" through the years has been an "imaginary musical friend". At the moment I call him "woody". He has taken residence in my baritone ukulele. He goes with me to all my classrooms I visit as a sub now. He inspires and stimulates singing, rhythm and musical "hijinx". Just yesterday, he had the kids rolling on the floor all over the classroom as "meatballs" from our song "On Top of Spaghetti". I had to stop them from rolling out the door..."and into the garden". They especially enjoyed being "nothing but moosh". He and I try to create and inspire imagination wherever we go. I refer to "him" as "Woody" in my case and I tell them about his recent stint in the "Instrument Hospital" for his "crack in the back". (he's made of mostly wood) Hey, don't scoff, it works with Kinders through Thirds.

Previous "pookas" have appeared to me throughout my "musical life" ie. sitting next to me on the piano bench and tapping out the rhythm on a particularly challenging practice piece; being the unseen third (trio) part with my sister and I as we sang "duets" in Swedish for old church friends: thumping the bass viol in the Jr. Hi. Orchestra right next to me; being the invisible 13th madrigal in my strolling groups in H.S. and college to keep me on pitch.(I really wasn't alone on my part); touring with me in two college choirs on the East and West coasts of the U.S. and being in our "gospel quartet"(quintet); not appearing with me, but being there for me in my "naval choir" gigs. (such fortification he provided); steering me clear of a "rock and roll" band as a "back-up" singer in those early days; being an honorary member of the S.P.E.B.S.Q.S.A. in three choruses and quartets; standing next to me in the bass and tenor sections of three Master Chorales, one that toured in Europe and sang for the Pope in the Sistine and placed 6th in the Olympics of Choirs in Wales; and tried to stand next to me on local gigs to retirement homes with our Ukulele Jazz Band called, "Pineapple Jam".

I can truly feel a "palpable presence" when I'm out playing and singing now. I never used to know what it was. I must be part Irish and "he" must've been following me all my life. Music as been my life saver and "relief valve" from many a stress and disappointment. It has also provided many of my most joyful moments...which can't be captured or recorded on any CD or Blu-ray. You can see why I'm convinced that music must be shared in our classrooms and homes...music of all kinds. Recent State Budget Cuts are going to do away with most, if not all, of the specialists and most of the regular classroom teachers haven't got the time or the inclination to provide any musical leaning as a vehicle for their lessons. I was at a "fund raiser" again this past Friday and this time they "got to the kids" (of all grades) with a "DJ" and all their currently popular rock tunes. She, the DJ, had a contest between boys and girls to see/hear who knew the words (could sing) all of the latest songs better. It was a tie. Wow, were they motivated and intently listening to every profit-making pitch (pun intended). We are losing so many of our kid's "musical minds" and "manic motivations" by not including more music and rhythm in their daily classroom lives. RRR

An Irish Blessing

2009-03-21T05:42:00.000-07:00

May the road rise to meet you;
May the wind be always at your back;
May the sun shine warm...upon your face;
May the rain fall soft upon your fields'
And until we meet again,
May He hold you in His Hand,
May God hold you...
May He hold you in the palm of his Hand.

I just spent a whole week subbing in a very needy first grade. My hat is off to their regular teacher. She definitely needs an Irish Blessing. I agreed to take the class for a whole week a few months ago as a favor. Little did I know then what this class has been through. It is just full (20) of sweet and challenging 7 and 8 year olds. There is a whole range of problems they are having and yet there are some outstanding (and typical) students. I was just told yesterday, Friday, that this class had been abandoned by their original teacher at the beginning of the school year and had had a series of subs until their latest teacher, a young and very organized teacher, had consented to stay. However, now she has gotten her "pink slip" and probably won't be coming back. She had been given a week of "training", I think, as a consolation or a preparation for another level or district. What a shame. I haven't been in a better, neater organized class. The prep she had done for my lessons was extraordinary. I only hope I did her justice and my best as I plowed through almost every "rubric". Of course I added my own little "touches" musically and dramatically to make it fun for them...and for me.

Here are some "high lights" (and low lights) from the preceeding week:

St. Patrict's Day on Tuesday meant that we had to have lots of Irish music and fun. We sang, heard or learned: "Cockles and Mussels" (acted it out-they loved being the "wheelbarrow", "When Irish Eyes Are Smiling" (sang, practiced two ways of smiling), "The Happy Wanderer" (German, see previous post, but we had sing/act it out), "Here Comes the Sun" (the Beatles would've loved our rendition), "Oh What a Beautiful Morning" (done on the actual Vernal Equinox with explanations about Spring, 12/12 of light/dark),"What A Wonderful World" (Louis Armstrong would be proud of our take on it), "Over in the Meadow" (a counting song, they loved it)
The Reading/Social Studies Theme for the week was "Recycling, Planting" so we had something to read or write about that everyday. We had a too long, all-school,assembly of rapid slides about recycling sponsored by the City's Mayor Pro-Tem. We called attention to the "New School Garden" being started by the Principal with railroad ties. A good plan, I tried to offer some advice, having done that for 5 years at my retirement school. Nope. Two of my "hyper-kinesthetic" kids got in trouble from another teacher when they were caught balancing on the 3' tie walls to and from running the attendance into the office (a long and tempting trip from the back 40 where the classroom is located) Next time I'll sing the "Garden Song" and "Anti-Garden Song" with them.
Language Enrichment/Gross Motor Coordination...which they desperately needed, brought out my creative side. I had one day, Wednesday, after I noticed they were all-over the room knocking over baskets of desk supplies, of "balancing on blue-tape (on the floor) lines. We connected it to Dr. Seuss's "Oh the Places You'll Go" and my favorite part, "...Life's a Great Balancing Act..." This was a real challenge for some...to walk only on the lines to and from their desks. We added the imagery of "Hot Lava/Alligator Pits" if you fell off the lines. Then "you were a "ghost" until the next recess. One kid was very concerned to get his name off the board-ghost-list. It sure calmed and slowed them down for a day.
In honor of St. Patty's Day, we challenged them to find larger shamrocks and 4-leaf clovers at recess in their massive grass playgound. We sang "...I'm looking over a 4-leaf clover..." The prize for the largest shamrock (no 4-leaf's were found) was a little paperbag puppet of a green frog they could make at home. The kid that won, brought it back the next day and he gave us a late-in-the-day puppet show. That gave us the idea to have them write their own puppet plays about recycling as one of their daily writing assignments (must be 5 sentences at least) We had a contest and the top four "playwrights" were given other puppet packets (from Martha Stewart) to take home. They then got to present puppet shows of their own with 15 different hand puppets I brought from my grandkid's stash. What fun we had with that. (Sharks, catfish, Crush, cats, frogs etc.)
Most of the math learning was not from the torn-out workbook sheets pre-set for them, but from calculating the "marble points" for the "party marble jar" She runs a "scoreboard" which starts over after each recess based on "student behaviors" vs. "teacher correction time". If the lesson is stopped or distracted by the students the teacher gets a negative point that takes away from the positive reinforcement points the "class" gets for individuals who help each other or the class to learn by the usual helpful behaviors...or catching the teacher in a mistake. Great game, but it takes up alot of time to maintain and calculate. She also has the "green card" reward system and "group points" with hand stamps and stickers at the end of each day. We ended the week with a + 10 for the students so ten marbles were put in the jar toward a party. The jar is almost full.
Three boys were the constant challenge and took the most negative time away from the lessons and class. One was finally able to come two day without being tardy (one day a half hour)He doesn't get to sit in a group but has "island" status. He has trouble staying there. He loves to clean up others messes and blame other for the trouble he gets into in class or on the playground(if he even gets recess)He is very frustrated because he can't really read or write yet at this 1st grade level. He was asked to spend a half hour in another classroom on Friday. One boy has some disabilities that cause him to touch everything (mild asbergers?) and make his speech very hard to understand. He bugs the kids (teacher) and knocked off a glass jar of reward "money" and broke it. He sits right next to the front where the regular teacher must spend most of her time. Another boy is so hyper both physically and verbally that he gets himself into all kinds of trouble. He is smart and gets his work done fast and then butts into others with "trying to help them" unrequested. He "has no brakes" and has to have his hand held in line to go anywhere. He pushes and fights with the first boy and they have to be separated.
Among the several sweet and extremely quiet Hispanic students is one girl who is a real "firecracker"...in a good way. She is like a cheerleader in training. She leads the flag salute and songs in the A.M. Dances around the room, especially to my Irish Jig Music in the A.M. before school. She always puts the chairs down. She's a "tom-boy" with more boy "pals" than girls. She writes well and won the puppet-playwrite contest. She also shed the most tears during the week...crying when the first boy above scribbled on her beautifully done writing paper. She laboriously and tearfully erased it though and got top marks. On St. P's day she came dressed all in green and played "Molly Malone" with her "wheelbarrow".

Now you can see why I love doing this "reprise" of my career...especially at this age. They are challenging, eager to learn and "love" you as a "fun teacher". I get an Irish Blessing everyday I go out and teach. RRR

My Packed Knapsack

2009-03-14T08:23:00.000-07:00

The Happy Wanderer

I love to go a-wandering

Along the mountain track

And as I go, I love to sing,

My knapsack on my back.

*Valderi, valdera, valderi,

Valdera -ha-ha-ha-ha-ha

Valderi, valdera, my knapsack on my back.

I love to wander by the stream

That dances in the sun

So joyously it calls to me

Come join my happy song.*

I wave my hat to all I meet,

And they wave back to me.

And blackbirds call so loud and sweet

From every greenwood tree.*

High overhead the skylarks wing,

They never rest at home.

But just like me, they love to sing,

As o'er the world we roam.*

Oh may I go a-wandering

Until the day I die

And may I always laugh and sing

Beneath God's clear blue sky.*

But now I tread upon a "mill"

A-watching my TV

My knapsack has a long handle

I pull it as I sing.*

My second son recently sent me some You-Tube renditions of the above song. He even sent me the German words. My favorite was the Muppet version, with one unfortunate muppet climber falling back down the mountain on each successive chorus (Ha-Ha-Ha, Ja-Ja-Ja german) The last surviving muppet gets blind-sided by a giant boulder. I think the song goes along with his tyrolean hat with feather and his wanting to learn German.

I used to be a hiker in my college days. I actually sang this song as I hiked along with various groups in Yosemite's High Country (Vogelsang etc.) At that time my goal was to hike the length of the John Muir Trail along the spine of the Sierra Nevadas. Sorry, too late, cross that off the "bucket list". A small backpack (our version) is very handy on a day-hike. It carries the essentials, water canteen, Sierra Cup, trail mix, a book, first aide kit etc. Knapsacks, originally from the low German etymology (knappsack) or Dutch (knappzak) was carried by all the troops between the 17th and 20th Century. Actually it was called a Rucksack and was more triangular in shape with one or two straps for over the shoulders. (above is the front and back views of the knapsack on sale on the internet)

Now I have a backpack with wheels and a long handle. (as pictured above) I wheel it from room to room, school to school, as I sub. It is packed full of "goodies", "tools of my trade", "prizes", "balloon balls", "20 Q -room size" and usually some other games. I lug it along with my baritone uke case which contains my uke,(recently repaired), my "piercing attention chimes", tuners, sheet music, conductor's baton etc. Yesterday I had three hand-puppets, "Crush" "Bruce" "Cat-Without-the-Hat-Fish" Recently I've brought panoramic photos of our Milky Way for my star song(see previous post). I try to be a "welcome relief teacher" who is very mobile, flexible and extemporaeous. Some (most) teachers enjoy the break and invite me back. Some (a few) are "threatened" (the kids like him too much) and don't invite me back. I'm more for the romance of learning/teaching and less for the rigor of the same at this point in my long, extended career.

So, it turns out I'm not hiking the Sierras but "walking the treadmill" in our bedroom. I put on a "travel channel" and have a go at it. now most every day. We are trying to lose weight for our up-coming cruise to Hawaii. Hope to do some hiking there...with a knapsack on my back! Maybe I'll even sing like the birds...Ne-ne's in H.I. Can I do this "until the day I die"? I hope so. It would be a great way to go out! RRR

Man-In-the-Moon Marigolds?

2009-03-05T15:45:00.000-08:00

These are probably not "Man-In-The-Moon Marigolds", but I like their look. My wife just planted a flat and a half of them down by the curb on our corner next to her drastically pruned "French Perfume Roses". Amidst them she put some dark blue daisies. What a colorful corner it is going to be in full bloom. About this time of year, every year, she gets the urge to plant flowers. I love that about her. It reminds me of a short play/musical I was in with "Adam" watering the flowers after "Eve's" death and talking about her love of flowers. It never failed to bring tears to my eyes. He missed her greatly...as will I. It happens to all of us eventually and we have to face the inevitable. By the way, I was "The Serpent" in that play and got to "seduce" Eve with a "song and dance"...can you imagine? You would think it was totally a "miscast"...but you never know...

As I was walking up to my favorite "subbing school" today I ran into the Principal. After greeting me, she pointed to a dreary little planter near the entrance and commented about how the attempt at flowering plants there always got trampled. I suggested marigolds as a more hardy plant/flower and told her about my wife's recent plantings between the recent rains. I could tell she wanted to put some color there too. This is a wonderful Principal who does her best to bring a bright and positive spirit to her school. She's not just an administrator. Everyone loves her...especially the kids.

Of course, being a drama person, I was reminded of that play I read years ago. I looked it up. I thought it was written by the late (yesterday) Horton Foote. RIP. He was responsible for other masterpieces, i.e. "To Kill A Mockingbird" (screenplay/oscar) "Trip to Bountiful" "Tender Mercies" which, in many ways are similar to the play I was remembering: "The Effect of Gamma Rays on Man-in-the-Moon Marigolds". It was written by Paul Zindel back in the 70's I think and directed Paul Newman. His wife, Joanne was the main character. It was the story of a very disfunctional family. The daughter was trying to grow marigold seeds that had been zapped by gamma rays for a school science fair. The mother and other daughter had a "toxic" relationship that tainted the whole play. It was a classic tragedy. The experimentor, the mal-formed flowers were blissfully unaffected by all the "radiation"- rampant relationships.

What I'm observing as I sub more and more lately is what I think are similar siblings and families. I watch how so many of these young ones cannot focus or concentrate on their learnings/teachings for more than micro-seconds and I wonder, what is going on, or not going on at home...is there even a home? Is it one day-care after another? Is it TV, video games, Wii, and whatever requires split second attention with NO INVESTMENT, UNDERSTANDING OR INTIMACY. I see little caring concern from parents or teachers alike in my brief dealings. Granted, I don't have the long-term, in depth connections that I used to have when I taught full time. But I certainly see tips of icebergs and hints of "radiation". It's is like they are all running around with "blue-tooth" earphones attached to their ears, totally oblivious to what is going on in their immediate surroundings. (maybe the radiation from those phones is getting to their brains too). I suggested recently to another principal that he alternate science fairs with invention conventions to get the families more involved in their child's learning.

They are not aware of the the Man-in-the-Moon Marigolds (kids) all around them and how briefly they flower and bloom...waxing and waning like the moon. Is this lunacy another sign of our culture's decline? Toxic radiation at the core...the family, the school. "DOOM!" Isn't that the name of a popular video game? RRR

Twinkle vs. Starkle? Points of View

2009-02-28T07:46:00.000-08:00

Twinkle, twinkle, little star,

How I wonder what you are.

Up above the world so high,

Like a diamond in the sky.

Twinkle, twinkle, little star,

How I wonder what you are!

When the blazing sun is gone,

When there's nothing he shines upon,

Then you show your little light,

Twinkle, twinkle, through the night.

In the dark blue sky so deep,

Through my curtains often peep

For you never close your eyes

'Til the morning sun does rise

Starkle, starkle, little tink,

Who you are, I do not think.

Sitting in your house so small,

On that little blue-green ball.

Starkle, starkle, little tink

I can even see you wink.

Starkle, starkle, little tinky,

For all I know, you might be stinky.

Your sun is in the way all day,

Then I cannot see you play.

Starkle, starkle, little tinky,

You look like my little pinky.

In this place called outer space,

I'm a lonely little face.

I try to sparkle and give light, (smile)

Especially when it is your night.

Starkle, starkle, little tink,

What I AM, you now can think.

Below this small picture of our galaxy, the Milky Way, I wrote the three old verses of the "public domain's" -Twinkle, twinkle, Little Star. It is still a favorite of all kindergarteners. I then took the liberty of rearranging and inverting those words to create my impression of what we might look like from a distant star..."a little tink" on our small, blue-green planet orbiting a medium-sized star in our small galaxy called the "Milky Way". It involves "verbal play" and humor which is so much a part of a kindergartener. It should be part of their teachers too, in my opinion.

It also puts "our world" (through a kindergartener's eye) in perspective. So much, now days, depends on our attitude. Our attitude "creates" our perceptions, thus our world. We may all think we have problems...health, economic, cultural etc. but they seem to pale, shrink and become infinitismally small when considering the immensity of the Universe, let alone our small Galaxy and Solar System.

When I introduced and taught this song four times to four different Kindergartens this week, I showed them a big, four-foot long "photo" of our "Milky Way" from a side view. It was created by assembled snapshot from Hubble. Quite alot of artistic liberty was involved. However, it made the point to students and teacher alike that...our Sun and Solar System, a tiny, pin-point speck in a middle arm of our average-sized Galaxy is...awesomely minuscule in the scheme of ALL. Our effect/affect on any of it/us is therefore so small and seemingly unimportant that it causes us to "wonder what we are" doing here? seeing here? Is "here" really here? Maybe it is "there".

Our new "hight frequency word" in class Friday was "here"...I showed them how easy it was to change it to "T here" It all depends on where you put your eyes and your point of view. The teacher I was subbing for had just been called away suddenly with a death in the family. She has also been struggling this year with being a cancer survivor. She has been supported by her wonderful staff and colleagues at her school who stepped in and wrote her lesson plans. I'll be back there next week to help out in any small way that I can. It is the class/teacher that I have been volunteering for these past/passed four years of retirement. I am privileged and blessed. RRR

Appalachia Orthodontia

2009-02-25T15:26:00.000-08:00

In the Blue Ridge Mountains of Virginia,

Stood a cow on the railroad tracks.

'Twas a nice old cow,

With eyes so fine...

But you can't expect a cow

To read a railroad sign.

So, she stood in the middle of the track,

And the train came along

And hit her right in the back!

Now, her horns are in the mountains of Virginia,

And her tail is on the lonesome spine.

Whenever I hear about Appalachia, I remember this "parody" song my mother taught me. She probably learned it when she married and went to visit her inlaws in Eastern Kentucky. This is right next to Western Virginia. I think the original song was "On the Trail of the Lonesome Pine" and was popular in her day. I think it referred to the "animals" in Appalachia not being too smart or used to civilization. This is an isolated area of our country and it is out of touch even today. Last week, Diane Sawyer, who is from Ky., did a "20/20" dedicated to the children of this poverty stricken area.

It was very heart wrenching for me having visited there many times as a kid. I wasn't aware of their plight then and saw no evidence of poor nutrition, drugs etc. I have written about my blissful summer days there and all the fun we had. The homes in the area I visited, my grandparent's, had small farms with "kitchen gardens" for "greens" and chickens, cows etc. Their "collard greens, string beans, corn bread etc. were delicious. Yes, they smoked and chewed "tobacky", as they called it. Their teeth were probably not the best...as adults. I went online and volunteered to help.

This last week, I had a bit of a shock teaching a local second grader. She came in early and showed me a big gap in her teeth. This isn't unusual for this age to lose their "baby teeth". I replied, as I usually do, "You saved them for the tooth fairy, right?" "No," she said, "the Dental kept them." "Oh, you had them pulled?" "No, they were loose, like this one and had to come out." I then noticed how decayed her few other teeth were. "Too many sweets," she said, matter-of-factly.

On the long walk to the cafeteria, she was last in line and continued her "comments"...to me(?) "I hope I get some extra food from some of the kids today because all we have at home is a box of cereal." "Will the ladies give you extra?" "No, but some kids will, before they throw it away."

I came over to where she was sitting with her friend and noticed she only had a sweet, chocolate milk pouch and five small chicken nuggets. She and her buddy proceeded to take each nugget and break it up into little (less than) bite-sized pieces. I asked her why she did that and she said they were easier to chew. Other kids had also chosen an apple and a box of raisins. I asked her why she hadn't picked an apple. "I can't bite it, my teeth will come out...(painful face)." I went and found her a raisin box. I asked her later if she had eaten the raisins? She said no because she didn't like raisins. They are full of iron, but sweet.

At the 2:P.M. recess the regular teacher had left a snack of graham crackers in wax paper. I asked her to pass them out individually to each kid as they went out to the playground. There were four left at the bottom of the pack. I told her she could have them and take them home. "Don't eat them in class." She was overjoyed.

She did all her lessons and got 100% on her math test. She was attentive and had fun with our music and drama skits later. She was out-going and vivacious with many of her classmates. I felt so sorry for her and I left the regular teacher a detailed note. I hope the nurse or principal follows up. You have an excellent example here of the beginning of a real health/educational problem that is probably more prevalent in our local classrooms. It is a real-life demonstration of "hierarchy of needs" (Maslow?) Most of the kids get breakfast and lunch from this school. The bus brings many of them early and they have to stand and wait in the cold, windy, outdoor hallway for several minutes before the food is ready in the A.M. The schedule of the bus gets them there too early and school doesn't start until 9:05. Lunch is before noon and a P.M. snack is afterschool for those (most) who have to stay until 5 or 6 P.M. in day care waiting for their parents to pick them up. And we wonder why our educational system is failing us? It starts at home and seems to continue at school. Have we learned nothing from that cow in the Blue Ridge Mountains? RRR

Young Luv...in bloom?

2009-02-14T09:10:00.000-08:00

Do you remember your first crush?...Your first "puppy luv"? Did it happen at school?...In kindergarten or first grade? Did it hit you in pre-school? I've recently witnessed all of the above and it is inspiring on a day like today...Valentine's Day. It must be a cultural thing to some degree. I saw an article in the newspaper about India's public disdain for such "PDA's". Their traditions are being threatened by our "western proclivities" (also Christian i.e. Saint Valentine) They prefer to keep it all private and in the family-at-large with eventual brides and grooms being chosen and pre-arranged by the family elders. Then there is the slow process of "growing into" love. Who knows what is best...what works? Their divorce rate is much lower.

However, I digress once again. I had to sub in a classroom yesterday that celebrated Valentine's Day Eve. (Friday, the 13th!...no we didn't go there...since it was a first grade) I have been subbing in this room alot this year and have gotten to know them all by name/personality. I have observed "young luv" blossoming. Last week it was in assembly seating, holding hands, arms around shoulders etc....yes, in first grade. I separated the couples and wrote notes to their regular teacher. Yesterday, during early lessons, I again noticed they had switched seats without permission. All very "tame" mind you but still very evident and persistent.

We did the usual party the last hour of class. Certain students/parents had brought cupcakes, cookies, candy treats. No parents volunteered to stay. This is usually a given in the primary, but not at this school I guess. Those who brought treats got to pass them out during the preceeding recess. They loved it. It was cold and almost rainy outside. Then those who brought Valentines Cards for "all class members" had to walk around and delivier them to the desks. They had been warned by their regular teacher not to pass out to "favorites" first (or only). We put on some "music about love" and some happy banjo music (see previous post) and...let them go at it. Since it was Friday, they were used to the last half hour being "Fun Friday" if they had turned in their homework. This was a "review week" so...no homework. Fun Friday allows "free choice" of computer games, floor games, table games or...a big hit, writing on the white board. So I insisted that they finish their food treats and reading their valentines before they got up to roam the room for games...with their sticking hands. I played dominoes with 5 at a time. We sang a love song (without uke) that they could sing to their little brothers and sisters when they got home: "Skiddamarinky dinky dink" Most of them knew it.

We only had one child who couldn't handle the "freedom" without getting upset and tattling twice. He was put in "P.O.C." (Prisoner of Chair) for the rest of the party hour...tears. This was the way we motivated undivided attention all during the day's lessons...P.O.C. They got 4 warnings i.e. name on board, and three subsequent warnings where they had distracted themselves or others from the lesson. They also had to put their name on the board if they asked to go to the restroom more than once during the lessons. (some want to run to the distant restrooms every 15 mins.) Recess is for playing, not drinks and restrooms. Sounds harsh, but it become necessary at this level. One cutie, all dressed in pink, red and white stripes...even her leotards, came back from a trip in tears. She had been running, tripped and fell. She tore a big hole in her stockings at the knee and was bleeding. I sent her, with a friend, to the nurse for a bandaid.

The absent teacher's desk was piled high with "love notes" and treats. They missed her. I even got a couple cards and a balloon. Her lesson plans included printed, colored heart candy treats that they had to organize, count and make a bar graph with. They enjoyed that but had to be reminded not to eat the lesson too soon. "We did this last year in Kindergarten." "Oh well," I replied, "this time you can do it better and faster. What else could we count and display in a graph?" Cards? Pencils? Crayons? Classmates we luv? RRR

Daddy Played The Banjo?

2009-02-08T08:40:00.001-08:00

"Daddy played the banjo

'neath the yellow tree.

It rang across the backyard,

an old time melody.

I loved to hear the music.

I was only five.

I listened as his fingers made

the banjo come alive.

Sometimes I'd wake up at night

and hear a distant tune.

The banjo would echo

'round my childhood room.

I'd sneak down the back stairs.

Daddy never knew.

I'd grab a broom and make believe

I was pickin' too.

One day Daddy put my fingers

down upon the strings.

He picked it with his other hand.

We made the banjo ring.

Now the music takes me back

across the yellowed age,

to the summers with my Dad

and the tunes he played.

But I'm just tellin' lies

about the things I did.

See I'm that banjo player

who never had a kid.

Now I sit beneath that yellow tree...

hopin' that a kid somewhere

is listenin' to me.

Daddy played the banjo

'neath the yellow tree.

It rang across the backyard

and wove a spell on me.

Now the banjo takes me through

(all) the foggy days...

where memories of

what never was

become the good old days.

S. Martin & G. Scruggs

"The Crow"

This is the first song on Steve Martin's new CD. It sets the stage for fourteen more truly exquisite banjo masterpieces. This particular song (above) "strikes a chord" (pun intended) with me because it does just what the words imply...gives me memories of what could've been but never were. When you are retired and getting older, nostalgia is big, especially cloudy, partial memories that get all mixed up with good feelings and fun times. Banjos seem to do that for me. They say, "Banjos can't play a sad tune." I don't know about that...maybe "a heritage of mountain music (blue grass) that could've been. I've always had an affinity for this type of music, i.e. fiddle, mandolin, banjo, guitar, even ukulele, autoharp and dulimer. Whenever I hear it now days, I pause and really listen and tap my toe, or slap my knee. I might whistle the tune if I don't know the words. I think my folks played it on the radio in L.A. and about two weeks every year in the summer for many years we took our trip to dad's homestead in Kentucky. He grew up in "coal-mining" country with lots of hills and the hollows (valleys in between) called "hollers"...because the form of communication from one to another was just that. On most evenings, warm and humid we'd all sit on the front porch, chairs, double swings on chains and the steps and tell stories, listen to the radio or even play/sing live music. He had 10 brothers and sisters and some were still around. I, then, didn't realize what precious times those were. I was out chasing fireflies and catching them for the fruit-canning jar. I was in kid heaven because I got to go barefoot the whole time. I got to eat gramma's biscuits and gravy and fried chicken that she got from the backyard. She matter-of-factly caught one, swung it around over her head by the neck and let it run around the yard...headless. What a shock to a "city boy". I found and collected a weed called "life everlasting" and tried to smoke it. Yuk!

Steve Martin has brought me other memories that are kind of "foggy". I remember seeing him perform as a very young man at the "Birdcage Theater" in Knott's Berry Farm. He played the banjo then as part of his "warm-up" act and then he was the hero in the on-going melodramas there. I kinda remember taking my best girlfriend there on a "church social" and after the theater and the chicken dinner with rhubarb dessert, I got down on my knee in the car (my monza) and proposed to her ...In Song! "Two lovin' arms one faithful heart..."

When I began to teach it was a natural-no-brainer to incorporate music into my lessons - both performing/listening and participating/singing in groups. I went to the folk music center to learn banjo, guitar and autoharp from the owner. She was amazing. In my plays/dramas I always tried to put in appropriate intro/exit mood music of a folk or classical nature. I sang with my classes the folk ways and had regular "hootin' Nannies". I even held the autoharp the upright, folk way. I felt the most accomplished with the baritone uke. I play it to this day. It is in the shop (Folk Music Center) getting a crack repaired. The rooms of kids I visit as a sub usually request it..."only if you sing along", I say. It always leads into many verses and a "dramatizations" of some sort. Our latest was "Alligators All Around" from "Really Rosie" by Carole King. This was from her musical for young kids. It goes through the whole alphabet with alliterative activities.

So many kids now days have "absent fathers". It takes a toll. They have to develop their own "memories" of ghost fathers who might play the banjo, or teachers who might love to play and sing their lessons. I'm a lucky guy. RRR

My Weekly Reader

2009-01-31T08:26:00.000-08:00

I used to just love getting the "Weekly Reader" in my classroom. It was usually the first item I ordered for the school year. Then I'd get a new packet almost every week. It was chuck full of short articles and pictures and graphs that were fascinating. I'm sure some of my students were not quite as interested. Another "reading assignment/quiz" they'd probably moan.

I was around long enough to see most of its "life cycle" from a small, two-page, black and white leaflet to a multi-page, color photo, graphic newspaper with "pull-outs". It cost alot and took quite a sacrifice of my "school/family budget"...yes, I was (am) guilty of using my "own/family funds" to buy "extra" school supplies. Most teachers still do it. I think, when I retired, it was up to over $2.50 per student. I was in the habit of ordering 15 to 17 so we'd have enough if we shared (two students per issue).

It always stimulated so much class discussion and writing. It was always "non-fiction", current World and National News and it made us "feel important" as we "solved" the World's problems. Then there were the quizzes and tests. Quarterly, we'd have the "Reading Comprehension Test" in the Teacher's Edition. (answers/answer sheet to bubble) I'd alway take a hold-punch and make an answer template that could be "centered" over the student answer sheet for easy correcting. It was different and more realistically accurate as a "test of reading" in those days. (B.S.S.T.- Before Statewide Standardized Testing) It then allowed you to go over it with the students and discuss why one or another question was "tricky"...something a standardized test never let you do. We are talking 4th, 5th, 6th grade level here.

Now, the copy is all "slick" and glossy on expensive paper. Back then, it was on newsprint/foolscap and very cheap. Back then, it would lead into and enhance their own, required weekly "Current Event Report". Yes, I let them use it for their weekly, assigned, oral report to the class (individually and in groups). Unheard of today...not enough time in the schedule, plus kids just aren't asked to get up and share, verbally, on a regular basis. My kids knew we had a "rotating report schedule" that took up the first 15 mins. of class with 5 days and 5 different groups responsible. One kid would do World News, one, National/local, one, Sports, one, free choice or human interest. They had to tell the "5 W's" + H of news/journalism. (Who, What, When, Where, Why and How). If they didn't, their classmates/me, would call them on it.

I was in two 4th grades this past week. One had a new packet of Weekly Readers; one didn't. The one who didn't was more open to discussion of "current events" even without the WR stimulus. The one who did, kind of moaned about having to go through it again. They were assigned to take it with them as "extra reading" when we went to the computer lab to take a TEST...MAP Test. (and I don't mean a "spacial map" Their current issue had a pull out on Science and the the "latest" discovery that "Pluto is no longer considered a planet in our Solar System". This was news to them as we discussed it. They thought there were still nine planets i.e. My Very Energetic Mom etc. for Mercury, Venus, Earth, Mars (inner planets). It was mildly interesting news to them that Pluto is now a "dwarf planet" or "plutoid" along with several others of similar size and distance from our Sun. I just happened to bring an elongated "photo" (artist's rendition of pieced together Hubble photos) of our Galaxy - The Milky Way. They were more than mildly interested in that. I had a student hold the other end while I pointed out a small speck that just might be our Sun (a medium star) in this vast display. Then we were blown away by the fact that our Milky Way Galaxy is just a medium to small Galaxy in our known Universe of billions of them (uncounted). Talk about your "Horton Hears a Who"...moment!

At the beginning of the class, with a "first time class" (this was), I tell them alittle about myself and my career as a teacher. (38 years, drama, music, etc.) I usually end with a questions, "Anything else you want to know about me?" (oh yeah, "I'm not going to embarrass any of you today.") One girl pops her hand up, "Do you believe in God?" That was a first. This was before I showed them "The Milky Way" and talked of the immensity of our Universe. I answered, "That is an inappropriate question for a Public School. I'll be willing to discuss it with you, personally, at recess if you want." By recess, she had forgotten. I wonder if our "Universal Discussion" helped her decide? RRR

Roosters In The Classroom

2009-01-25T10:00:00.001-08:00

This last Friday I had the "fun" of subbing in a classroom that requested me again. I had been there once before this year and a few times last year. This time was different. I've written about this class before, i.e. the posts about Playwrights and Dancing. Now the students have expectancies and specific requests. I'm getting to know them better and especially certain "individuals" who might present more of a challenge to "group learning".

First of all, I got there early to check out the lesson plan. I right away noticed, walking into the portable next to the perimeter fence of the playground, roosters crowing. Outside they were pretty loud. Inside they were still pretty loud. I thought, "Oh well, it's early...this is what roosters do." Well, they continued to serenade us the rest of the day. To me it was distracting, but the children had gotten used to it. I asked them if they even noticed it anymore. "Not really." Maybe it is a "generational thing" i.e. ipods/blue tooths in the ears etc. This is a part of town where it is not unusual to have "livestock" in the backyard...especially chickens. I asked them if they had ever tried to visit the roosters. They were not allowed to go behind the portables in a very small space/wired-off fence. Had they "named" the roosters? "Nope." Had they written letters to them or to their owners? "Nope." By now, I would've had the roosters named and writing letters to the kids asking for responses. They would each have personalities and appeal to different types and interests. They'd have their own "signatures" and I'd have an art contest to draw pictures of them. After all, this is only a 2nd grade...imaginations run wild at this tender age.

I wasn't long before I noticed that there were some "rooster-kids" in the room. Usually you will always have one or two who crave attention (especially the teacher's) and who have a whole "other agenda" than what has been planned in the lesson by the regular teacher or the sub. They are the last to get started on the assignment, or the first to have an alternate suggestion, at least for themselves. They don't usually strut around the room physically but they make sure you know, and their fellow students know, that they are there. The leading one in this classroom was in the habit of speaking out and back to "the teacher" and always having an attitude of defiance...or "I don't care". After about 3 or 4 interruptions..."suggestions" of how to teach the class or "what our regular teacher always does". I asked him to move his "behavior clothespin" from green to yellow. This is a warning procedure to get them to stop before it escalates to 2. missed recess, 3. take work to a next door room 4. note home and the colors go from "def-com" yellow to orange to red to black. This disrruptive student was one of two or three who were always sucking on something that you thought might be gum...2nd grade, mind you! His was a metal necklace of less than sterile condition. I had to take that away next. Then it was denial and hiding other objects. He was very verbal, I'm sure, had a high IQ. Work was usually easy and done super fast/first with ostentation. He also suggested the book to read to the class first thing...when we were on "the carpet". I had my own plans with some "nonfiction" posters and magazine articles. When called upon to recite the next part of the lesson, no problem, quick and correct. He was even answering other student's questions.

When it came time to have "fun friday" the last hour of the day he had a problem...as did 3 or 4 others. They hadn't brought back their week's homework packet (all done) so they were "prisoner of chair" for that last period. He was fit to be tied. "I did it but I just left it home." The guy next to him "couldn't remember if he had done it or turned it in...no. One wanted to work on it right then and there..."Sure, I'll help you with the parts you don't understand," I said, an proceeded to teach her again how to do subtraction with regrouping. Suddenly, "rooster #1" comes up to me with the homework packed in hand. "It was at the bottom of my backpack. I guess my mom stuffed it in there when I didn't notice." Wow! It was correct. He made a beeline to the one remaining computer for the "games" available at this time.

Now, when I look back on the day's interactions, especially with the "roosters", I realize that...I'm somewhat of a "Rooster Myself". I'm a male teacher in a primary setting where there are very few "roosters" to relate to. Their sweet regular teacher has different, more effective, ways of dealing with these "pecking order" challenges I'm sure. They are used to her ways. I'm not...but then, isn't this a big part of what public education is all about? Adapting to changing conditions which are usually less than "ideal". What would you do if you, as a little kid, were confronted by "Foghorn Leghorn" on a rainy day... couped up with a bunch of chickens? RRR

"What I want for...every Child in America"

2009-01-18T10:29:00.000-08:00

As I sit at my computer desk looking out my office window at the majestic, panoramic view of snow-capped Mt. San Gorgonio, I can't help but be inspired and hopeful. I can see for miles on this clear eve of M.L.K.jr. Day and the upcoming 44th Presidential Inaugural. I so want to be optimistic for our Country and Its Future (Its Children especially) They continue to be the "Building Blocks" of all the great and wonderful things to which we aspire...as individuals, as families, as communities and as a nation. We hope to be able to "line them up straight" and prepare them for their "brave new world".

In the Los Angeles Times' Parade Magazine today there is a "letter" written by our President-Elect, Barack Obama to his daughters. I'd like to quote from this letter:

"When I was a young man, I thought life was all about me - about how I'd make my way in the world, become successful, and get the things I want. But then the two of you came into my world with all your curiosity and mischief and those smiles that never fail to fill my heart and light up my day. And suddenly all my big plans for myself didn't seem so important anymore. I soon found that the greatest joy in my life was the joy I saw in yours. And I realized that my own life wouldn't count for much unless I was able to ensure that you had every opportunity for happiness and fulfillment in yours. In the end, girls, that's why I ran for President: because of what I want for you and for every child in this nation."

"I want all our children to go to schools worthy of their potential - schools that challenge them, inspire them, and instill in them a sense of wonder about the world around them. I want them to have the chance to go to college - even if their parents aren't rich. And I want them to get good jobs: jobs that pay well and give them benefits like health care, jobs that let them spend time with their own kids and retire with dignity."

..."That was the lesson your grandmother tried to teach me when I was your age, reading me the opening lines of the Declaration of Independence and telling me about the men and women who marched for equality because they believed those words put to paper two centuries ago should mean something."

"She helped me understand that America is great not because it is perfect but because it can always be made better - and that the unfinished work of perfecting our union falls to each of us. It's a charge we pass on to our children, coming closer with each new generation to what we know America should be."

"I hope both of you will take up that work, righting the wrongs that you see and working to give others the chances you've had. Not just because you have an obligation to give something back to this country that has given our family so much - although you do have that obligation. But because you have an obligation to yourself. Because it is only when you hitch your wagon to something larger than yourself that you will realize your true potential."

"These are the things I want for you - to grow up in a world with no limits on your dreams and no achievements beyond your reach, and to grow into compassionate, committed women who will help build that world. And I want every child to have the same chances to learn and dream and grow and thrive that you girls have. That's why I've taken our family on this great adventure."

"I am so proud of both of you. I love you more than you can ever know. And I am grateful everyday for your patience, poise, grace and humor as we prepare to start our new life together in the White House."

Love,

Dad

This sums it up for me and says it better than I could. It is still what I want for my sons and their children. It is the reason I'm still teaching and volunteering in our public school classrooms. Our President-elect has asked that tomorrow, M.L.K. Day, to be a day of "In Service" to our country. I say, let's strech it out to days, weeks and years. We need it. RRR

Behold That Star!

2008-12-20T13:49:00.001-08:00

In most classes I visit there are "star students". They just sparkle. You can spot them if you are paying attention to what "turns them on" academically. Suddenly they shine. Their fellow students know it too. It is my job to bring them out and "let them shine". Like the Rubik's inspired "BrainTwist" above, they are multifaceted with many sides, faces, corners and colors. The challenge is to find the ways to twist and turn the curriculum and assignments to bring out their best.
This figure starts out a 4-sided pyramid but has 8 star faces from light green to dark, from purple to magenta, from blue to yellow and from orange to red. It can be quite frustrating and take hours. It takes patience and tenacity...just like teaching.

This last class before the Holiday Break there was a little first grade "sparkler". I like to play my "Music Box CD" when they come into the room. I watch how different kids respond or don't. This particular girl was just transported and immediately became "a music box dancer". She twirled and swirled around the room oblivious to her peers and me. She was up on her toes but I could tell she had had no formal instruction. The rest of her "day" was magical. She was quick to respond to all assignments and questions. She volunteered to help others and was "caught" being "good" so she could have a better "fun friday". She was a shining gem...a pearl.

One of my favorite teachers was there and I spotted her at lunch time with her kids. She never eats lunch with the teachers so I decided to visit her in her room with a "gift". She likes to have her kids do poems, recitations and skits. So I brought her the classic poem I had printed up: "The Owl and The Pussy-Cat" by Edward Lear. This was a Broadway Play/Musical a few years back with my favorite actor, Alan Alda. I also brought her the masks that are needed to act it out in pantomime. (owl, cat, pig, turkey). We had just done it two times in our first grade class. They loved it. Some were more into it...especially the dancing. There are "star teachers" too. They are leaders on their staff's and not afraid to "take the roads less traveled"...and that can make all the difference...in a career.

I've noticed that recently a mega-star, Will Smith, has made another thoughtful movie for the holidays. I started this blog with his "Pursuit of Happyness" using the Rubik's Cube as my symbol of the difficulty of teaching/learning now days (with all the emphasis on testing) Now Will has come up with an equally powerful concept. "The Pound of Flesh" from the Shakespearean Play, "Merchant of Venice". He calls it "Seven Pounds" because he tries to help/make amends with seven strangers. I haven't seen the movie yet. It may be awhile. In the mean time, I'm going to continue to "help strangers" as best I can as a roving sub. Maybe I too will make up for some of my "errors"...in character. Hope springs eternal. RRR

'Twas the Week Before Holiday...Break

2008-12-12T08:48:00.000-08:00

'Twas the week before "Holiday" (break)

And all through the class

Every student was writing

Descriptive adjectives en masse

The children were nestled

All snug at their desks

While all five of their senses

Danced cozy arabesques

Their principal and teacher

Had called for more "copy"

Of Santa Letters and fantasy stories

No matter how sloppy

Now dashers ---, Now scribblers

Now printers and cursives

On commas! On phrases!

On sentences! and missives

To the top of the pile

Is it right (write) for the stage?

Let's edit, recopy

And smooth draft to "pink page"

I just spent the day, yesterday as a "rover sub" a a local school which was doing an "inservice training day" for all 3rd through 5th grade teachers on new technologies. As I stood outside with the 3rd grade class for the all-school reciting of the flag salute, pledge and motto, I heard the principal remind all students/classes to turn in their synonyms for a few, positive seasonal adjectives. i.e. jolly, merry, happy etc. Names and room numbers had to be on all "Santa Letters" if they were going to be "answered". Aha! Is this some academic leadership?...from an administrator? Wow!

When we arrived back at the classroom I began to see what was being referred to. On the white boards there were large sheets of butcher paper with lists of adjectives organized by how they described the five senses. I eventually found the "lesson plan" magetized to the white board next to these lists. It was all about "team time" and the writing projects they had been doing. They were to continue on these "projects" they had in their "writing folders" and try to take them from "sloppy copy" to "smooth drafts" on special pink-lined paper. They were all at different stages of the process. I was to rove and help with editing, spelling and suggestions for more use of descriptive adjectives at this "happy time of year". This is what I used to enjoy doing as a teacher of Language Arts. I'm sure they could sense my enthusiasm.

I could see that the regular teacher was very creative and a bit "messy"...just like I thought I used to be...my kind of room. These were all mostly motivated and confident kids who got right to it. They were used to assignments like this and only had to be encouraged to sprinkle in a few more adjectives. There were no "templates" or formats to "copy". Everyone was doing something different, but mostly their own stories. (third grade level) For now, nothing was "turned in" but kept in their folders for future work...none of the usual "I'm done! What do I do next?" out loud announcements by the gung-ho ones. Just amazing!

This was also the class who all had their "recorder lesson" down pat when the special teacher came. We were ready for her and she did nothing but praise them for how well they all played. Since last year she had instituted "contests" class vs. class, 1/2 class vs. 1/2 class and groups of 4 or 5 vs. other groups where they chose what to perform. She even had a roll of the dice for a "prize recorder". This was a happy and proud class...highly motivated.

In the P.M. it was a slightly different story with the 5th grade. The teacher confided that the whole school (district), this school and his class was being asked to devote more and more time to "Language Arts" i.e. Reading and Writing especially. There were more warnings about disruptive behaviors and "how mean" I, the sub, really was etc. But basically, the class was mostly "on task" and motivated. We took turns reading through a "hand-out" on "Clouds" and the "fill-ins" attached. I was given the freedom to stay with it or move on to a "Persuasive Writing" assignment. I gave them a choice: Finish up the Clouds Packet or do the "Letter to the Parents"...asking for a party on Saturday. About half and half did each. The difference here was that there was a suggested "Topic Sentence", four supporting details for the body and a sample closing sentence, restating the topic sentence. Most that were turned in, stuck strictly to the "template" and didn't add any of their own descriptive, emotive adjectives to plead with their "parents. Here their collective goal seemed to be: get it done, get it over with. We then read a few pages about "watershed usage" and what happens to the precipitation from the "clouds". Most were not done with either the packet or the letter. We then had a Math-Art project of graphing on X and Y coordinates. Some students really got into this. I could see with others, it was dying...too boring...so I got out my Uke and we sang their "Holiday Show" songs for practice..."Up on the Housetop...and Must Be Santa" They enjoyed that and we slipped in some other P.C. carols. So we got some "Oral/Vocal Language Arts" into the lesson plan. In both classes we also had a visit from my "robot" "20Q" where they are fascinated to read the scrolled questions as it guesses their "Animal, Vegetable or Mineral". It teaches them how to ask "inductive and deductive questions"...just like those used in Science.RRR

A Foxy Family Feast

2008-12-06T05:43:00.000-08:00

The Fox went out on a chilly night,

Prayed to the moon to give him light,

For*he'd many a mile to go that night

Before he reached the town-o,

Town-o,

Town-o.

*He'd many a mile to go that night

Before he reached the town-o.

He ran 'til he came to a great big pen

Where the ducks and the geese were kept therein;

*"A couple of you gona grease my chin...

Before I leave this town-o"...(x2)*

He grabbed the gray goose by the neck

Tossed a duck across his back

*He didn't mind their quack, quack, quack

And the legs all dangling down-o...(x2)*

Then old Mrs. Flipper-Flapper jumped out of bed,

Out of the window she cocked her head

Screamin', *"Fred, Fred the gray goose is gone

And the fox is on the town-o"...(x2)*

Then Fred, he ran to the top of the hill

Blew his horn both loud and shrill.

*Fox, said he, "Better flee with my kill

For they'll soon be on my trail-o"...(x2)*

He ran 'til he came to his cozy den.

There were the little ones, eight, nine, ten.

They said, *"Daddy, Daddy, better go back again

'Cause it must be a mighty fine town-o"...(x2)*

The fox and his wife, without any strife,

Cut up the goose with a carving knife.

*They never had such a supper in their life

And the little ones chewed on the bones-o...(x2)*

Our tale of this family feast is done

The farmers and the geese didn't have any fun

*Clever Mr. Fox fed his family,

All down in their cozy den-o...(x2)*

This is a fun song we "dramatized" with two first grades this past week. We used masks for the fox, the farmers and the geese. We discussed the meanings of all the bold words. We talked about "young-uns" ie. baby foxes -"kits", baby geese - "goslings", baby ducks - "ducklings" and Mrs. Fox - "Vixen" Then we talked about what it meant to be "foxy" or clever and predation comparing "pray" with "prey". Yes, we did all this with first graders and it would be even better with second graders. We had them spaced out in groups around the room. ie. the foxes in a corner "down in their cozy den" (all 12). The ducks and geese in another corner. The farmers, just the couple, were laid out on top of desks, "sleeping". They loved that...in fact, they loved the whole thing and wanted to do it again and again with new casts. We suggested alliterative names for all the "leads" ie. Foxes - Phil and Fiona, Geese - Gladys and her gander, George, and farmers Fanny and Fred.

This is the kind of "teaching fun" I was used to..."back when dinosaurs roamed the earth"...B.T. (Before Testing) This was when schools and teachers were "trusted" and didn't have to prove every year that their kids were learning and "improving academically"...so they could get more funding. Yes, budgets were still limited, teachers made do with what they had...as always but it was almost "economic" Supply was "down" so...demand was "up"...and kids seemed to learn anyway, in spite of our "limited (paper-pencil) efforts" Amazing!?

Now our "Foxy-Clever" Schools have a greater "supply" of "ignored kids" (both work, in day-care all day, with grandparents etc.) and the "demand" is greater for more "results" that can be measured and proven so "funds" can be bestowed to "deserving" schools/teachers who know how to "test" pre- to post. What have we done to our "great, free, educational system"? The "foxes" are having a "feast"! And there's no one to even clean up or care about the "feathers"!?

The "moral" of this "Foxy Fable"...so that we, once more can have "morale"...in our schools is: "Allow our kids to learn and grow as whole persons, using all their modalities for learning/experiencing Life." (ie. aural, visual, audio, tactile, kinesthetic...playful, creative...enigmatic, trial and error, asking, questioning themselves...not just for tests of proof.) Talk about "going green" in our environment...how about doing the same with our most "precious supply" (our future- kids) Consume less...demand more...even with a greater supply...and we'll get more (quality) returns and live within our "budgets" Yes, I think there are parrallels to our current economic "recession". We all have to adjust our thinking and acting (consuming) downward and become more frugal in our "wants" and "demands" even from our schools. Then, maybe, just maybe, they can find their own "true value" again and we can "demand" what really counts and have a better society and future.RRR

Lincoln/Obama - The Man vs.The Icon

2008-11-21T09:06:00.000-08:00

There is essay in a recent "Times" magazine by our nation's President-Elect, Barack Obama. It profoundly speaks to our nation's leadership during very difficult times. Reacting to the classic - "iconic" portrait of our 16th President, "The Great Emancipator", Abraham Lincoln, Mr Obama reminds us all of challenges before us, as a Nation, a Culture and a People in these next few years. We have chosen him by a "close" election similarly to Abe.

Having been a teacher of American History most of my career, I would've loved making "rubrics" for study and writing about these "fascinating times, challenging moral issues and leadership principles (also principals)". Forget "testing" for awhile and just "seize the moment" historically to teach Character and Self Discipline. We, now and then, need(ed) inspiration and example. Yes, we can learn from history and it can repeat itself. We, as a Nation and as Individuals, can rise to all these challenges...so that our "Nation will not perish from this Earth". We still have many "nay-sayers" and "glass-half -empty-ers" that are going to continue to "snipe and criticize" those we have chosen and the people and policies that are putting in place in the next two + months. This kind of negativism and lack of faith is what has gotten us where we are in the world, economically and morally. (among other emergencies) Now it is of utmost importance to us all to support our leaders as they try to save our "way of life" and "our culture" Yes, we are in a cultural war and it is for keeps.

The deep lines etched in Abe's face should not make us think of his "imperfections" and "self doubts" during such stressful times in our Nation but of his "determination" and "moral courage" not to "pass on" the current problems to future generations. Of course, "Honest Abe" continues to inspire us all to seek the truth in all our worldly and personal "dealings". That has tragically been missing of late in our leadership. My sister reminded me of a quote (paraphrase) from Ghandi in reference to "the Christian World", "I admire your leader, Christ, and what he taught, but I question many of His followers (religious leaders) and what they have done (are doing)". i.e. "torture", Guantanamo. etc. We can't just point the finger at other cultures (Islamic, Muslim) for bad examples of "Man's inhumanity to man". We have to strive to get our own "house in order".

As a man, a husband, a father, a teacher of children, a student of "mankind" (I'm really getting profound here today) I have my challenges and self-doubts. Circumstances shouldn't always dictate my behavior and reactions and I continue to try to be and do my best from what I've been taught and what I have taught to my kids and those in my classrooms (our nation's future). I love all my family and will continue to support them in whatever way(s) I can as long as I am able. This is what I "get" from our leaders, past and present. RRR

I Like to Move It, Move It, Move It!

2008-11-15T07:12:00.000-08:00

" Push back the desks! We're gona dance!" What a shock when you announce this in today's primary classes. "We've never done this before," they all say. "This is fun!"

Yes, I still think the subject of Dance is part of P.E...but not in our Public Schools anymore. "Physical Education", what they now call "P.E." is max two to three days a week, 20 mins. or less and it always happens outside. i.e. run/walking around the track two or three times (to "wear them out, or calm them down." I was recently told by a co-teacher) swinging on the "big toy" apparatus with no assignments or directions. That's P.E. now. Forget calesthentics, responding to the rhythm of music or marching, stretching, cardio for kids etc. No time for it now with all the mandated "testing". When I left regular teaching they were even starting to do away with the mandated "Physical Fitness Testing" every Spring. We had, years before, voluntarily participated in the "Presidential Physical Fitness Awards" where every kid got to try. Those achieving 80% or better in the 8 tasks got an award certificate signed by the P.O.T.U.S. It was a big deal. Even back then we had no dancing, folk or square mandated, let alone all the "modern ones" We would have "dance parties" in our rooms for the last half hour usually around the holidays.

At these young ages most kids are not "socially conscious" or not "embarrassed to dance in front of each other (male vs. female). In upper elementary and into middle school, it gets to be a real issue. Oh, I have stories I could tell. The fact remains, kids like to move (move it!) and usually in rhythm. I saw alittle of it last year in "special classes they had once a week for 6 weeks with their "Orff-Schulwerk" teacher, but that was mostly marching and interpretive movement, not dance or free-form "creative movement". You can observe it on the playground, in formally, when they think no one is watching and without any "stimulus mood music". It happens, despite our institution's efforts to stifle it. ("not enough time")

So, I got this "hot CD" from a website of acapella singing I check out regularly. It looked/sounded interesting. Very modern rhythms, sounds, scales etc. set to "really rather old" classic kid tunes. i.e. "Do Your Ears Hang Low?", "The Wheels on the Bus", "Pop Goes the Weasel", "If Your Happy and You Know It", (my favorite) "Itsy Bitsy Spider", Then some new ones: "Jammies" (kids loved) "The Crazy Dance" etc. They even had an extra 13th cut, "It's Hard to be Cool (in a mini-van)" This one kind of departed from the "theme" of the disc..."Party Like a Preschooler" and not drive your parents bonkers. (the music is modern and cool, throbbing beats, but the songs are tame) The last song was telling the story of a "young dad" driving his mini-van full of his young family and he see this "hot chick" in a convertible next to him...he almost...is "tempted". The sleeve is small but covered with "testimonies" of the "converted" dads of the group "Go Fish". There are no other "religious references" in the other songs.

We had an extra half hour or so at the end of the prescribed "lesson plans" this last Thursday; so I had the kids push their desks back along the sides and "come out and just respond" to the songs, move...not dance per se. Out of a class of 20, one boy went over and sat in the corner and hid, crying. We kept going, but I made sure he, and the class, understood that no one had to "dance". It was volunteer.(he "didn't like the girls looking at him" evidently) From then on I had them take turns, boys sit out and "rest" while the girls danced and visa versa. They liked that better. Some were more/less "self conscious" and some did sit out a bit. However, most "moved and enjoyed it". They wanted to do more when I called "Time Out." I gave out "reward tickets" to several, at their suggestion, who "got it on" so to speak for primary aged kids. Some, really came out of themselves and were alot less shy than they were during their "lessons" and when they were called on to read or do a math problem aloud.

Why aren't our schools even trying to educate/train the "whole child" anymore? Lots of "left-brain" activities and tasks, but very little for the "right-brain". They say they don't have time and that it is a province for the "family and/or the church or social group" after school. To my thinking, we all learn with our whole being/body. We need to react and learn kinesthetically to some topics/subjects of interest. I always have. This is why I always used drama and music in my teaching. Otherwise, It would get pretty boring...especially for me. I asked the kids, how many watched "Dancing With the Stars" on TV. Most put their hand up. How do you account for the enduring popularity of the "70's Musical Mama Mia"? It is one of the oldest, most primal forms of communication and we are ignoring it in our classrooms. When I was in my teens and earlier it was considered "sinful" to go to dances and movies. Are we reverting back to those enlightened times? RRR

The Wacky Wednesday Song

2008-11-06T17:16:00.000-08:00

The Wacky Wednesday Song

It's Wacky Wednesday Time,

And we sing songs that rhyme.

We roam from room to room,

We walk, and do not zoom.

We learn our A, B, C's,

And count each other's knees.

We make a friend or two,

Having fun at ______ _______ "zoo".(school)

We do not swing from trees,

Our teachers all, we please.

Now it's your turn to think,

And end this song with _________! (?)

(Take that last rhyming word and just repeat it over and over again to the melody you've been singing...just for the "sheer silliness" of it. The tune, by the way, is "It's Howdy Doodie Time"...if you can remember it from classic TV) i.e. sample, suggested words: "wink, or blink or pink or...stink" you could even use a nonsense word that rhymes with "think".

This is a song I came up with for the two Kindergartens where I "volunteer" weekly, on Wednesdays. Every month or so that the teacher have a "minimum day" on Wednesday. They decided to group the kids differently among the three or four rooms of "morning kindergarten". This was "cutting into" my "math game time" with my classes so...I decided to give them a "song" to "help"(?) them march from class to class.

It was also my objective to emphasize the necessity of "rhyming" for this age learner...pre-readers. They have got to "hear" rhymes and sounds and feel free to "play" with them. Creative verbal "babble" has to happen with all young learners and some don't even begin to do it until kindergarten or first. What I do see alot of is regimentation and strictness and no talking, especially in "lines" and walking from one place to another at school. Why not sing? and rhyme? I would've...and still do, I guess. Tunes and words are always going through my head...and I'll bet other kids, even grown up ones, have that same "malady".

Back in the early days of TV, one of my favorite shows was "Howdy Doodie Time". It was so silly and creative. It had puppets and "Clarabell the Clown". It had a "Peanut Gallery" and lots of songs were sung. We sang along and learned them all. There was my favorite puppet, "Princess Summerfallwinterspring". We learned alot and it was mostly through "silliness"...even though it was all in black and white. Yep, no color TV then. Color didn't come in until I started babysitting at our neighbor's house 'cause they had it. "Wonderful World of Disney" (in color) was on Sunday night and a great night for babysitting. Then we memorized songs like, "Davy Crockett". We also watched a serial called "The Last of the Mohicans". Ahh, those were the days! What do the kids do now? Don't even ask. It can't be as innocent or instructive. Que lastima!

I digress...Will the teachers involved with these kindergarten classes actually use this song or even teach it? Probably not. It was introduced just to get them to think about having some fun with their kids and help them be "creative" in their verbal play...through singing and wit. School should be fun, especially in Kindergarten, don't you think?...link?...clink?...zinc?...scrink? RRR

Fabled "Playwrights" Unmasked

2008-11-01T09:08:00.000-07:00

The Grasshopper and the Ants

A Fable

This last week we brought out the masques and they were a "big hit" in the primary classes where I worked. The lesson plans actually called for masks but the regular teachers didn't have any and their wasn't time to make them. The timing was perfect since this was Halloween week. One class actually had been studying "Fables" and "animal masks" were suggested. It was amazing how enlivened the lessons/readings (dramatic) became with just two or three kids in masks romping around the room. They were expressive and emotive and wanted to do the "Story/Fables" over and over again. Fortunately I had been collecting masks and had a whole bag (40+) in my car. Kids who were having trouble reading the text, being prompted every other word, got into the spirit of the "ad lib performances" and became our narrators over and over. When we discussed the "meanings" of the fables and their "morals" they got into quite a discussion. i.e. "Would you rather be "an ant" or " a grasshopper"? Why? We took a poll. It wasn't unanimous. I told them, I liked the grasshopper because he liked to sing, dance and play and have fun. I knew I'd probably starve during the winter...but I could lose some weight, and maybe I'd make a new friend or two.

I noticed, in the teacher's edition, for a future day's assignment, that they were going to have to make up, write, their own "fable". I said nothing. A few minutes later, after some "free time" (which is now called "may-do time"), there was a neatly printed "story-fable-play(?)" on my desk. I went over to the boy and asked him about it. He said he loved to write stories and that this one was a "gift" to me. I was thrilled...like in the old days...when I knew I had created a "spark of learning" in a child. He and I read it over. It was short but good as "dramatic plots" go. We corrected the spelling and usage errors together and made sure that his "creativity was honored" I told him that he could always correct the "mistakes" in later "drafts" but that he got the "ideas written down" and that was the key and best part.

Here's where the "magic continued"...we dug in my mask bag and found a "rabbit mask" (the play was about a rabbit). He wanted to be the "lead performer" this first time, and also the director. We chose "a log", "a seat" and "a tree" to also "pantomime/perform". "The Star/Performer" gets to die in the end. What could be better for your first attempt as a "playwright"? To die, on stage, is an honor...and has to be done just right. I coached him. He then took over, cast it again and directed his friends...he also narrated it. Instead of keeping his original draft to show to his regular teacher, I gave it back and told him to "recopy" it. He was alittle reluctant. Soon I had another "story" on my desk. We were out of time. I told them I'd be coming back to "sub" in November so they could have somemore "plays" ready for me. I then showed them all my "masks", mostly of animals. They were very interested to say the least.

They were all being "ants" and working hard...at being "grasshoppers"...and they didn't even mind or resist it. Think of all the teaching/learning that can now happen in the "rewrites" and "rehearsals". It will be interesting to see what the regular teacher does with any of this. Will her time schedule of test preps and overhead fill-in sheets allow for this "crass-gorilla-type" learning? School can't be too much fun, can it? RRR

E.L.D. - Story Theatre?

2008-10-25T08:48:00.000-07:00

In the Dual Immersion classes I've taught lately, the lesson plan always includes a section on "English Language Development" (E.L.D.) It is usually scheduled late in the day, after lunch for sure and it is more relaxed in foremat. Usually there is a contingent from another class or two to participate. These are kids who don't hear much English at home or in their daily lives. They have a very limited vocabulary in both English and Spanish. No one close to them speaks to them in any language more than the usual monosyllabic, interactive commands and directives of everyday living. There is no exposure to books in the home or visits to the library.

For these reasons I have found lately that they, most of them, just love to do "Story Theater" in English and/or by song. It is full of play with and on words that has been missing in their verbal lives. Some of your basic nursery rhymes and stories are just missing. Fairy Tales, whether they be Grimm's or Andersson's are fascinating to them. You could read them a different one everyday. It was always part of my culture growing up but it is missing from theirs. They may have other stories i.e. "Lorena" or (currently) "Dia De Los Muertos" stories. They are just starved for this kind of verbal interaction.

This past week in at least three different classes/grade levels I tried: "The House That Jack Built" in choral verse and story Theatre. You remember "Story Theater". It was very popular and even on TV a few years back...maybe 20? I remember taking our Indian Guide Boys Tribe to the Music Center in L.A. (smaller theater) to see a production of several stories...including "The Goose that Laid the Golden Egg" - my favorite. It was done with a giant scrim - panoramic screne where the characters, all attached, froze in silhouette. The main characters "narrated themselves" as they performed the story. (that's the pure form of Story Theater) It is very charming and effective. Full costumes and props are used.

Well, with "Jack" we modified it to where the main group of the class was the "narrator" and the actor/charactors formed tableaus only moving when a "key" word was spoken over and over again in the narration. i.e.

This is the house that Jack built.

This is the cheese that lay in the house that Jack built.

This is the rat that ate the cheese, that lay in the house that Jack built.

This the cat that chased the rat, that ate the cheese, that lay in the house that Jack built.

This is the dog that worried the cat, that chased the rat, that ate the cheese, that lay in the house that Jack built.

This is the cow with the crumpled horn that tossed the dog, that worried the cat, that chased the rat, that ate the cheese, that lay in the house that Jack built.

This is the maiden all forlorn who milked the cow with the crumpled horn, that tossed the dog, that worried the cat, that chased the rat, that ate the cheese, that lay in the house that Jack built.

This is the farmer (Jack) out sowing his corn who loved the maiden all forlorn who milked the cow with the crumpled horn, who tossed the dog, that worried the cat, that chased the rat, that ate the cheese, that lay in the house that Jack built.

This the priest all tattered and torn who married the farmer all shaven and shorn who loved the maiden all forlorn who milked the cow with the crumpled horn that tossed the dog, that worried the cat, that chased the rat, that ate the cheese, that lay in the house that Jack built.

They just loved it and wanted to do it again with different people doing the parts...they choose. Each bold word is a verb or adjective which had a "look" or an "action" attached to it and was only done at that moment in the story. We even added another verse to include the left-over kids in the voice choir as "their (Jack and Jill's) progeny" i.e.

These are their kids, all of them born after the priest...(etc.)

Now, what message do you think this subliminally sends to these kids about how we might feel about "marriage"? It is now coming up for a vote...no it is not part of the curriculum...in our 2nd grades. Any school district will tell you that. But this is the "cultural" moral environment in which we teach/learn. It is bound to be passed on.

We tried to make each "action" or movement connected with the verbs and adjectives very dramatic and decisive. i.e. House = two kids raised their arms/hand facing each other to form a "roof", "lay" = cheese squeezed up into a ball in the "house" "ate" = rat nibbled with his fingers on the shoulder of the "cheese", "chased" = cat made a cat-like clawing motion and hissed at the "rat", "worried" = the dog snarled and bared his teeth at the "cat", "crumpled horn and tossed" = the cow making a crooked "horn" on her head with her right (upstage) hand and doing a "tossing" motion at the "dog" with it and her head. "all forlorn and milked" = the maiden looked sad , downcast and wiped down on her cheek and then did the "milking motion" toward the cow with her two hands going down, "sowing and loved" = the farmer broadcasting the seed motion and then looking over at the maiden and placing his hand over his heart and looking "struck", "tattered and torn" = the priest looked downcast but so serious as he "blessed" Jack and Jill by placing his hand over their heads consecutively, "shaven and shorn" = farmer Jack spruces up by wiping his chin and hair as he approaches the priest and Jill to stand, "born" = the kids, any number romp and play in the audience.

A follow-up would be to discuss the meanings all the new words and phrases and how we used them. We could even have a "writing lesson" follow-up" writing it all down as we remembered it or creating new ways to use the words we learned. What I would've seen years ago is that "whole play" make it out to the playground under a tree and performed "ad lib" over and over again at recess (mainly by girls). You never see any of that kind of "play" anymore...even in kindergarten. The dubious "gift" of TV and force-fed imagery in video games? RRR

Hail and Not Farewell to Pete Seeger

2008-10-18T09:45:00.001-07:00

" On May 3rd, 2008, shortly after completing (the above)recordings, Pete Seeger turned eighty-nine. Some might ask, 'Why put out another recording at this late date?' The answer is simple, 'Because.' Because, at 89, Pete is still vibrant and interested and creative." (from the notes of the Album) He still chops wood and drives his car and ice skates on his driveway at midnight. He sill attends the Beacon Sloop Club potluck suppers, collects donations for the VFW, boils maple syrup with his wife Toshi, and stands out in the heat and cold every Saturday at the vigil against the Iraq war - and he still writes songs.

He has long been a "mentor of mine". It started when I tried to learn to play the banjo with Mrs. Chase of the Folk Music Center. She had classes at Memorial Park every week and recommended his book. I soon found out that I was more of a "strummer" instead of a "picker" and I gravitated toward the autoharp and ukulele as accompaniment instruments. My career's goal, like his, was getting people (young people) to sing along with me. (not sing solos) Mostly it worked and continues to work as I now substitute teach. My words and content have been more instructive and less "revolutionary". I was very active in the early Environment Movement which has now caught on again as "The Green Movement". I served in the military (Navy) even though, like him, I was against war. (he was in the Army) I can remember having lots of fun singing "Abiyoyo" after I heard his rendition. It is his playfulness with kids that I like. That is when I'm at my happiest.

His on-going support for cleaning up the Hudson River around where he has lived reminds me of drives and endeavors I got into with some of my classrooms. i.e. We did not live anywhere near the beach but we got all the paraphealia to clean-up beaches. We met at a local park. In my visits around to different schools now days I see very little of this type of activity. Kids like to be active and involved in projects and then learn to read and write better with a purpose for their future. Not much of this anymore. "One of these days...or else", a song on this album, is especially meaningful to us now.

I was so encouraged to hear of the artistic success of Springsteen's Seeger Sessions. To hear young people now singing the songs of Guthrie, Dylan and Seeger with new meaning and it is... heartening. "This Land is Your Land" (all the verses) are still being learned even by Kindergarteners. They get "a kick" out my calling my Uke "Woody"...talking to and about it. They think it is "Woody" from "Toy Story". They don't know, it is "Woody" Guthrie.

Just to think that he is soon starting his tenth decade of this kind of "fun life" gives me hope. He has had some "dark times", like being "Black Listed" and admitting to be a "different kind of communist". I don't aspire to any of that. But, I do believe that I do better with "a cause", something to improve and work on in our schools. That's why I'm continuing to write this blog and teach the way I do. I again could've worked everyday last week. I was requested. I had to take a break and only work three. However, in those three days, I was able to suggest and demonstrate some "rubrics" of change, of hope and fun...not just prep for tests. So, Hail to you Pete. Long may you...wave! RRR

Usage Quotient?

2008-10-11T08:01:00.000-07:00

Another week of "guest teaching" and some new challenges and observations were brought up for consideration. I actually worked four out of the five days in seven different classrooms. On Tuesday I started in a very organized 3rd grade dual immersion (DI) class in the inner city. They had requested my services again and I found them just as enthusiastic and well behaved. The twenty of them were grouped(4's-6's), with team names and they were used to working together to help each other with assignments. I tried to motivate individuals/teams by putting up a potential list on the board entitled "Muy Bien Hecho" (Very Well Done). They had responded last time and they did again. There was a "front" to the room with an "ELMO" which is a state-of-the-art overhead that can project book pages etc. and not just transparancies. However, I was encouraged to move around the room to motivate and help groups and individuals. I immediately separated two girls who hadn't gotten along last time and were starting again. They were asked to "write" their opinions in their journals and to share them with each other. There was lots of "evidence" of the importance of writing on their bulletin boards. We even had "visitors"=observers who were from another district or within the district who seemed to be impressed. I would give this class a high U.Q. (usage quotient). My definition of "usage" in writing is right out of the dictionary:1. "The act, manner or amount of using. 2. A usual, habitual or accepted practice. 3. The way in which words or phrases are actually used in a speech/writing community." I actually had the question, over and over, do you want us to write this response in English or Spanish?

The next day, a different school and a vastly different challenge was had. I was replacing two teachers who were being "inservice trained" for 1/2 a day. I started in a First grade in the A.M. and again had a "writing/teaching" challenge. They had a story starting on the "group rug" about a bug that made a "secret-hide-away home". We then discussed if they had ever made or had a secret hideaway at home (made with a draped blanket say). This was a long and lively discussion/contribution of all the possible "forts - tents" etc. We then wrote a "story" about it on a big piece of lined paper as an example...with their suggestions for sentences...at least four. Then a picture of it. They were then asked to go to their seats and produce their own "story"/"picture" or copy mine/ours. They were all gung ho to do it with varying degrees of success. I let them come and ask how to spell key words they needed. I put the words on small "whiteboard slates" and sent them back to their desks with the word(s). It was very indiviualized and rather chaotic. They were involved and using their own language. The key was when they or I tried to read what they had written back to them. This was about 50% successful...but it was a first grade. I'd again give this effort an above average U.Q. but it was much more difficult to get these results.

In the P.M. I was shuttled to three different Kindergartens (one was even a Pre-K) where my challenge was more in the area of teaching decoding, reading rhyming words, and singing songs with the groups that used rhyming words. The key was to get them to listen and repeat those sounds and identify them when they saw them again. We played "Phonics Bingo" over and over again with four different groups. We dipped down deep into my "songs" repertoire. We ended up singing "Happy Birthday" and "Las Mananitas" twice in two different classrooms. Here, with these aged kids, U.Q. was very basic and verbal/outloud. Many/most were not coming from a very verbal family, not rich in vocabulary or even "word play" even making up nonsense words for rhyming. This has to preceed any kind of written expression in my book. What a challenge for these kindergarten teachers.

The next day I was again in another inner city school, third grade, D.I. class. This time the challenge was one of constant interruptions of "pulling out individuals for testing" every ten minutes or so. We again tried some "positive motivation" with "extrinsic rewards" (a special sticker) We called the list: "Ganadores" (winners) to replace the usual list of "warnings for getting in trouble" "Let me catch you doing something good or helpful." There was a great response with many kids trying to help me and trying to get noticed...in a positive way. Here the classroom was orientated to one front with the teacher/overhead/white bulletin board in the center. There was no attempt at grouping or getting them to work together. There was no "creative writing" assignment but a series of fill-in hand-outs to go over as a large group. I went through them by calling on individuals to respond in a very predictable way, so they had plenty of warning. It was hard to do much else with all the interruptions. Their highlight of the day was "Silent Ball" played with my "Balzac". I'm afraid I'd have to give this class, these 3rd graders, a lower U.G. because there was not much evidence of their attempts at "usage" of their language, Spanish (30%) or English (70%) as advertised in the lesson plan.

Yesterday, my final day of Usage Observation, was probably the most revealing and pathetic. It was a combination 4th-5th class (not D.I.) and again there were on-going interruptions for testing. However, the other big challenge was the "movement/shuttling" of 1/2 or more of the class every hour or so. This was an attempt to have a more homogenous grouping for teaching Language Arts or Math. I still have a room filled with desks and backpacks on the floor, with 34 plus in each group.
(hardly space to walk/get around to help and observe/correct spelling tests on the spot.)

The Language Arts Fifth Graders were being asked to all write a paragraph about "A Favorite Relative". This was first facilitated?by an "organizer sheet" asking for topic sentences and then supportive detail/reason sentences. They had to fill that out first, then write the finished paragraph in their spiral journal notebook. Of course, we got the questions, how many sentences was minimum? and what is a relative? It was a valid test of their U.Q. I thought and I was looking forward to reading their attempts at this assignment. However, we all had to do a "reading assignment" follow-up sheet. Earlier in the week, I guess they had read a story in their Reader about "La Bomba". They had to listen to the CD of it again and follow along in their books. This was no problem and it took about 15 minutes. The response sheet asked five multiple choice questions about the story and two essay question responses of a sentence or two. I corrected these sheets later and found that they responded to the multiple choice questions with ease but the essay questions were another "story" (pun intended) They didn't get what a "summary" was and only one or two even got close to summing up the "Bomba Story". They were mostly telling how they felt about it. The other question was also lost on them. i.e. the pivotal role of the friend/relative trumpet player in scratching the performance CD to cause it to skip and repeat. There were few capitals, punctuation marks or standards of usage.

I also noticed that their traditional Friday Spelling/Vocabulary Test had no usage component. They were asked to spell 20 words in printing or cursive with no capitals. They were asked to then match them to pre-written definitions on the same page. I asked them if they ever wrote them into sentences, one or two spelling words per their "made-up" sentence (underlining the words)? Nope.
This, at the fifth grade, is one of the best "usage" exercises and should be always given for homework first. I would give extra credit for two or more spelling words in the same sentence or exclamation, declaration or question with the proper punctuation. This would prove that they really knew how to use the words and their meanings. So, I'm afraid that this last class would get a very low or even no U.Q. A quotient is the name of an answer in division. When you divide by zero, in our schools, what do you get? RRR

Froggie Went A - Courtin'...

2008-09-27T09:26:00.000-07:00

Poem by Jack Prelutsky

The frogs wore red suspenders

and the pigs wore purple vests,

as they sang to all the chickens

and the ducks upon their nests.

They croaked and oinked a serenade,

the ducks and chickens sighed,

then laid enormous spangled eggs,

and quacked and clucked with pride.

This is the first poem, title poem, in a anthology of poems from the Poetry Foundation and its "Children's Poet Laureate" - Jack Prelutsky. This past week, I found myself four out of the five days in a cute, little first grade class reading books like this to my charges. When I got there the lesson plans were all laid out for the whole week with all the extra procedures and instructions that, "I was allowed to make any supplemental additions to those lessons." So...I have a "bag of tricks" that all subs must have full of stuff I like to share. This was going to be a "fun" week, I thought...

Well, I came to the end of the day (which seemed long) and then realized that I hadn't "covered" all the math. It was still in the pile on the desk. "Oh oh, now I'm in trouble," I thought. I decided to come in early the next day and see how I could fit in the missed Math. I noticed that the regular teacher had already been there. The lights were left on and her purse was still there. I hurried to plan "my plan" and then she walked in. She was very concerned to say the least. I could skip other things, but not Math. Those lessons were numbered daily and it was "tight". I assured her that it was inadvertant and that I would redouble my efforts to "catch up". The objective for the day was to teach "sums up to 4, 5, & 6". I had done that with a very popular game that everyone watched called "Gopher It". In it, you collected cards of nuts, carrots and apples by digging them out of a central pile. In up to three consecutive, elective turns, you could not duplicate a draw or you would lose your turn and what you drew.(a bit of gambling) They loved it and were adding their little heads off. I thought that "covered" the objective of the day without using the overhead transparencies, fill-in sheets etc. Wrong. Well, the next day I did plan to use everything including the "manipulatives" two-sided/colored coins for counting. Now we had to review 4,5,6 and teach sum of 7,8.9. & 10, 11, 12.

We, the regular teacher and I, went back to the office to get the roll sheet and check about upcoming assignments. Evidently, I was now not need on the following Mon. and Tues. and that had to be changed in the computer by the secretary. On the way we passed by the Principal's Office (my favorite one) and the teacher, in passing, told the principal that "things were better" she had run into me when she went back to her classroom. "Wheeew!" Yep, she had "told" on me. Boy, the pressure must be tight to use the "prescribed materials" with no creative deviation by a "master teacher" who likes to teach with games and songs.

Later on, in the week, I was informed by my next-door-neighbor teacher that I was to "walk" my class all the way to the playground at recess and keep them in line and quiet...even when I was taking them to the "exciting awards assembly". She never introduced herself or followed up on her "correction" of me, a lowly sub, or my "unruly class". I must say that another teacher in the first grade team did remind me of the "Fund Raising Assembly" and the "Disaster Drill" (probably planned) just before they happened. I thanked her. Another "team teacher" told me to bring my class right from recess to the assembly. I had decided to calm them down for five minutes in the classroom since I had checked with the "fund raisers" and they had said the assembly would start, ten minutes after recess. Guess what, we were late. They started early. We, of course, came in too noisily. I, mistakenly, had told the kids to quietly sneak down the hall and into the assembly "like Ninjas". The boys took me literally and were doing "summersaults" Big no-no! Oh, well...The assembly was led by one of most positive, encouraging administrator/leaders I know. Too bad "her wonderful attitude and ways" don't rub off more on her team of first grade teachers.

Part of the problem might be that wherever I go now on that campus kids of all ages are calling out my "name" in a friendly greeting. Why? I've been volunteering there in the Kindergarten for four years. One of the teacher commented about my "popularity" as we walked to recess. She didn't know that I had been doing that for four years. What do I do?...and still do?

I bring songs and skits and games as supplements to all levels. I try to have fun and make their learning fun. They seem to remember that. Case in point:

The Frog Suspender Poem/book reminded me of a wonderful song that I used to sing and act out with my classes:

Froggie went a-courtin' & and he did ride

*A-huh, A-huh

Sword & pistol by his side

**A-huh, A-huh, A-huh

Well, he rode down to Miss Mousie's door*

Where he had often been before**

He took Miss Mousie on his knee*

Said, "Miss Mousie will you marry me?"**

"I'll have to ask my Uncle Rat,*

See what he will say to that.**

Without my Uncle Rat's consent*

I would not marry the President."**

Well, Uncle Rat laughed and shook his fat sides*

To think his niece would be a bride**

Well, Uncle Rat rode off to town*

To buy his niece a wedding gown**

Where will the wedding supper be?*

Way down yonder in a hollow tree**

What will the wedding supper be?*

A fried mosquito & a roasted flea**

(veggie = 2 green beans & a black-eyed pea)

First to come in were two little ants*

Fixin' around to have a dance**

Next to come in was a bumble bee*

Bouncin' a fiddle on his knee**

And next to come in was a big Tom Cat*

He swallowed the frog, the mouse and the rat**

And last to come in was a big ol' snake*

He chased the party into the lake**

Well, you can imagine how much fun this was for them, and me. We read the poem Thursday and sang the song with dramatic action on Friday.(I just had to wear my red suspenders that day) We had to do it twice...and could've done it again. When the snake finally slithers in...there is panic and screaming. I'm sure we'll get complaints about that. Oh well, probably won't be invited back to that class/team again.

The first time I heard that song was from my dad on his old, covered, front porch in Kentucky. It ignited such images in me, I never forgot his lesson and the fun of that song. This, I think, is the way we pass on our "culture" and the fun of learning, rhyming, chain of predation etc. Pretty hard to "test" for this kind of stuff...don't you think? RRR

"Moxie"

2008-09-22T12:00:00.000-07:00

Meet "Moxie-Crime Fighter"

Ferocious Feline

My Grand Kids' Guard Cat

I would venture to say that most of the students and teachers I work with have pets. They love them and care for them more than their "homework". They teach them "lessons" that are just as valuable and important as any school curriculum "rubrics". Probably the biggest one is one of my most important "R's" - RESPONSIBILITY - These cute, little creatures rely on us/them to "love" them and protect them. They provide "practice" for bigger responsibilities as they grow up and mature.

If you want to get "instant buy-in" on a school assignment, make it one about the student's pet(s). Most kids love to tell you all about their pet and will write pages about them. They will bring in pictures, make posters and volunteer to bring them to class for a visit. In my long career, I have found it very useful to agree to those visits, for an hour or so just to be able to get through to a "reluctant" or uninvolved learner. I've had snakes, guinea pigs, ferrets, and many dogs and cats make the visit. Then, of course, everyone in the class, not just the owner, has to write stories about them and their care and feeding. We have had "Pet Faires" where they all bring their animals on a certain day/hour. This stimulates lots of verbal interaction and can even produce many a "math lesson" about their life-spans and costs of care.

When I first started teaching there was this article in the newspaper about "Room 8" This was a cat that had adopted a class room of kids and was allowed to come and go all during the day/semester. No one knew where it really lived or where it went at night or during the summer vacation. It kept coming back each new year. It was an inspiration to those classes and the kids actually cared for each other more because of that cat.

When I "student taught" I had a master teacher who wanted to give me his snake to start my first classroom with. I was all jazzed to do it...except that I would have to keep it over the summer in my garage. My young wife, we were newly married, put her "foot down". No snakes. It was either her or the snake. I had to find some other "classroom pet" to start out with. We had hamsters, mice, rats, fish, but no permanent pythons. One of those early years a kid brought in his "pet snails". We observed them "scientifically" and tried different foods on them. Several boys dared each other to "eat" one as "escargot". I tried feeding them oatmeal and water to get rid of the green slime that continued to ooze out of them. In the end, no one was actually brave enough to sample one, not even the teacher.

As a family, we probably had more cats as pets than any other animal. We had had some sad experiences with dogs and fish/aquariums. Two or three times I had my whole class writing daily journals to my "literate" cat. I had found a rubber stamp of a paw print...so all I had to do..."was leave out a bottle of ink...and my cat would dip his index claw in a spill and write little notes in their journals over the weekends and at night when his master, me, wasn't watching." Wow! Did that take off! Everyone wanted to write to my cat and find out all kinds of secret stuff about me. He would scold them, in writing (printing) about improper spelling and capitals and sentences etc. Many kids were eager to "suspend reality" to use their creative imagination and write to a/my pet. Sometimes their pet would write to mine. These were normally kids who had trouble writing less than a half page a day about their life, which I required weekly.

"Moxie" what a great name for a pet cat. (a cute kitten, right now) It means "courage in adversity". Boy, what I could do with that...in a classroom. What does your pet's name mean? Why did you name them that? What is it's personality? What could it teach you? Do you have "moxie"? Does it have "spunk"? Will you need it to get through school?...to survive life? RRR

Fund Raisers?

2008-09-13T15:38:00.000-07:00

Money makes the world go 'round,

The world go 'round,

The world go 'round...

Yes, it's that time of year again in our Public Schools. Don't you just love it. Sad to say, selling and collecting things for money is now, even more so,a vital part of the curriculum. From Kindergarten all the way to High school, students and their parents and relative/friends are "expected" to help raise funds for all those "extra curricular activities" that would be missing if the schools just relied on the taxes. "Now, kids, here's how you sell, sell, sell!" This is not the "hard sell", this is the "guilt sell".

When I first started teaching...back when dinosaurs roamed the Earth, selling stuff to help the school's budget was unheard of. Kids might be caught selling other "stuff" to each other, but, back then, it was rarely a "hard sell" if you know what I mean. Candy, gum, cinnamon sticks that burned your mouth, this was the merchandize. There was no "quality control" back then and my folks warned me not to buy or taste..."because you never knew where those sticks had been" (images of toothpicks dipped in dog dirt on the way to school before the sale). One of my sons used to sell "Jolly Ranchers" (sour candies wrapped up) to his friends between classes in Jr. Hi. Part of the thrill of it was "not getting caught". He then branched out to "widgets", as he called them. He found old bicycle chains, took them apart, cleaned and polished them and then linked back together in groups of three or four to make a "handy plaything". They sold, big time. Now, he's a "bench jeweler" and still makes good money. When I ran the student store as a 6th grade math project for the school, we got the "idea" to make money for our field trips by creating and selling (at that store during recess, before and after school) "Philberts". These little hazel nuts looked cute with little eyeballs and feathers, felt feet etc. They came with printed "care instructions". They loved to "sit on the corner of your desk and watch you work". You were cautioned never to put two, together in a "darkened desk"...They sold like hotcakes until the principal and several teachers "banned" them. We went on our field trip though.

Back then we had "Paper Drives" on a school-wide basis. Rooms competed against each other for the "grand prize" of a "movie" or an extra recess. It was at one of those cursed "paper drives" that my wife, in unloading our contribution of papers in the parking lot, lost her engagement diamond. It must've been picked up by the tread of the tires of the next car in line. Magazine sales were big at Jr. Hi. They probably still are. Discounts on magazine you could never ever get through...all for that good "cause" of "band uniforms" or extra orchestra instruments.

Yesterday, while I was subbing in a first grade, I had them coloring illustrations for their "free writing" (stories). During that "free time" I was instructed to "yank out the center of all the sales booklets going home" It was 4 pages on how to sell magazines. I guess the principal didn't want these K-4th selling magazines yet. There were "wonderful" and fairly cheap items of all kinds for sale and "glorious prizes" increasing in "value" for the more you sold...took orders and collected the checks/or cash. The assembly announcing all this was "very motivating" with lots of "audience response" (yelling) called for and gotten. Hover craft, heliocopters, electric cars (remote control and hands-on) were all there on display for motivation...if you just sold 15 or more items. Then the "whole school" would be eligible for an "X-Treme Party" with massive inflatibles on the field (not just bounce-houses) Well, there went the rest of the day...no I didn't let them see the booklets. They were stuffed in their backpacks to go home.

So now, we are not only teaching kids how to take more and more types of tests so we raise our pre-to-post scores and get more funding, we are also leading them into the world of "super sales" and using all the "extrinsic motivations" of that world. I would guess that the upper grades could have lessons on "bookkeeping" and adding up all the sales figures. They could plan and plot how to sell the most expensive items for greater profits and quicker numbers for rewards. Most of these kids don't have parents who work in offices. If they did, they could send the broschures with them and "big sales" would return, especiallly if their parent(s) were "bosses". This is the way it is done now days. Early training as little "capitalists". Don't you just love it? RRR

The Importance of Self Disclosure

2008-09-05T09:32:00.000-07:00

In our profession, as in many, a key factor is openess. If you want the students you work with to try their hardest and commit to their learning, your teaching and improvement, you must allow them to feel unthreatened, and free to "make mistakes" and learn from them. One of the best ways to do this is to "model" it yourself as a teacher and guide. In that initial example of self disclosure you let them know that they will not be ridiculed or deprecated in front of their peers. It is also very valuable to let them know about "you" and what makes you happy, your interests. I try to do this even as a "sub" coming into a class so I look more approachable and less intimidating. It especially works for the younger ones. When I goof, in front of them, I readily admit it and show no embarassment. I admit to my short-coming up front and assure them that I expect them to have some and do the same. A non-threatening environment is the best for learning and making new friends which is also a big part of school.

This past week I was pleasantly surprised to witness this going on at my favorite school with my favorite administrator. Yes, even principals could follow this advice: "Open yourself up more to your teachers and students. Be approachable and accepting of suggestions." This time I peeked in the office and had to wait to be acknowledged because a little 1st grader was sharing his little "bio-assignment" with the principal. This, I found out, is often done at this school. Reward and recognize a student(s) when they do something good by sending them to the principal. Usually it used to be only for something bad...and a tsk, tsk. Catch them doing something good and reward it, not extinguish it. I was told that this principal had recently told each class about her/himself in a sort of bio and how they got to be principal. Then they were encouraged to write back about themselves. Can you think of the positive presidence this sets for the future with this child?

Later that day I was in a class at another school. It was the first time I had volunteered there. I was visited by both the principal and vice principal, shall we say, "observed". With the former, there was no interaction with the students, the resident teacher or me...just checking to see if "I was following the lesson plan". With the latter, much more open and approachable. I was introduced as I was with my small group of "Math Game Players" and I actually shook hands. This is a big new school with at least 5 teachers per grade level.

When I was into my own career and actually studied for being "an administrator". The emphasis then was more on "school manager" not "educational leader or inspiror". What are the qualities of a good leader or motivator? For teachers as well as students? From my point of view, after a few years of observation and working for/under more than a dozen principals, I vote for the "more open and self-disclosing" leader. There can to some relaxed joking and teasing but mostly what you want and expect is "Earnestness" Truth in valid interactions and the absence of "threats" or negative consequences.

I was in my first classroom subbing yesterday. I couldn't help but notice in this 5th grade class, the absence of any of the above. There were at least three systems in place for dealing with discipline and disruptive behaviors: names on the board, warnings, clothes pins pinned in colored areas on a chart from green to yellow to red to black...all with increasingly negative consequences. There was a binder with pages of names, times and incidents already inscribed. On the positive side, there were "group points" for paying attentions and participating...but they were all confused and arguing about which group was which numerically. I even read them the seating chart with the group numbers. No wonder kids starting at these levels are increasingly turned off to the "class experience" of learning. I tried to add a bit of positive fun/games and play to a lesson plan which had none. We played "20 Questions" to reinforce "nouns" and we did some choral, dramatic reading with them after P.E. It was amazing how many didn't want to "risk" getting into character in front of their peers...even at this young age, 10+. This was at a "Middle School" where they are grouped with olders and rotate classes. Lots of "socialization" going on in between classes. Now that's when there is "self disclosure" to each other but I'm afraid it is more "role disclosure" and posing for each other. It might be better to leave these 5th's with their younger "home neighborhood schools" where they can be more themselves without such social pressure and intimidation. What do you think? RRR

Off We Go...?

2008-08-29T10:08:00.000-07:00

Off we go!

Into the wild blue yonder

Flying high

Into the sky

Yes, the sky is the limit as another school year starts. We all remember that feeling when we have that first day/week of school with a new grade, a new teacher and maybe, even a new school. Of course, we don't think of it as a "new spaceship" or "flying saucer" let alone a very challenging puzzle (another from the Rubik's people) where each of six sections splits and divides but also the top and bottom halves also rotate. I'm sure the metaphor is not lost on any of us... our puzzling public schools are again being called upon to "prove their worth" and come up with curriculum and assessments that define and limit the scope and sequence of each grade's subjects and lesson plans. They are minimal requirements strictly to be followed so the responsibility falls squarely on the teacher's and administrator's interpretation of what their student's basic academic needs are...at least paper and pencil needs. So forget about "flights of fancy" and "sky's the limit" when you are bound and evaluated on what in solely in the latest text books and their "test-able" matrices. Creative Rubrics are a thing of the past in most of our schools and woe unto those caught straying from the set grade-level agendas.

In this past (first) week, the above philosophy or point of view was very directly impressed on me as I visited a brand new school. State of the art facility all in very institutional blues and gray tones, I was impressed with how much had been done to make it ready in the last two weeks. "Twelve-hour days." I was told. I was visiting a teacher friend and offering my (volunteer services) once a week for an hour or so. I was welcomed because this teacher had seen me in action last year at another school site. I thought it best to "get the Okay" from the principal before I began next week. I was cautioned and warned that what I was to do and present, as a volunteer, had to be checked by the teacher/administrator ahead of time for how strictly it fell in line with that grade level's curriculum i.e. scope and sequence, lesson plans, "universal access". No "songs" or "math games" that might be too much fun, or off the "subject". I told the administrator what I had just done at another nearby school (and had been doing for the past four years, without complaint) i.e. "The Alphabet Song", "Do Re Mi Song" and "Magic Penny Song/Game". I didn't mention that I had also been asked to give six students a "pre-test" assessment what they already knew coming into the class. (minimal is hoped to show greater growth pre to post) There was a wariness and reticence in the acceptance. My reputation must be proceeding me. (maybe through this blog) It is no secret what I like to teach and how I like to sing with kids and get them to "enjoy" school and their learning. This, evidently, is not the role of a "substitute or guest teacher". Just follow the lesson plan "to a Tee". But couldn't this be a refreshing "act" or "gig" for an itinerant volunteer? We'll soon find out won't whee! Yes, Off we go! RRR

In The Good Old Summertime

2008-06-13T08:04:00.000-07:00

There's time in each year

That we always hold dear,

Good old summertime.

With the birds and the trees

And the sweet-scented breeze,

Good old summertime.

When your day's work is over

Then you are in clover,

And life is one beautiful rhyme,

No trouble annoying

Each one enjoying,

The good old summertime.

In the good old summertime,

Strolling through the shady lanes

With my baby mine;

You hold her hand

And she holds yours

And that's a very good sign

That she's your tootsey-wootsey

In the Good Old Summertime.

The 2007-08 school year is over today...Friday, the 13th. Most kids and teachers are counting it as a "lucky day" (not unlucky). This will be my last post for this school year. I'm undecided whether I will continue it next school year in late August. It has been fun and I have learned alot because it made me much more observant. The blogs effectiveness is still in question on whether it changed any mind-sets, opinions or practices in relation to its goal: to promote and be an exponent for the expanded 3 R's (cubed) i.e. less teaching to and for testing and more learning/teaching for the pure pleasure of it. I have observed the very best and the very worst in practices and rubrics and tried to report/journal on them. I have tried to suggest and summarize my beliefs and opinions about what our public schools (k-8) should be doing. Who knows if it will have any measureable or recognizable ripple in the mainstream of current curriculum.

Two days ago I had occasion to visit three of my favorite classrooms/teachers from this past year. I had to thank them and let them know they were a positive part of this blog. I also had to sing a couple new songs to two of the classes. In the one, I had to share "woody" my new ukulele. It was in this class that my old one broke in my hands while I was playing it. I shared a song that came to me while I was "reclining" in my new chair and feeling "retired". It is the song above. It is probably an old "wood-shedding" barbershop ditty. (yes, that's part of me too) I asked the kids if they knew when summer, as a season, really began. None knew it was the "Summer Soltice", June 21st, the longest day of the year for us. Most thought that summer started when they got out of school for the year...when I was I child, I did too. It was just a different feeling time, i.e. I could go barefoot, run in the sprinklers, play board games and go camping. They had a laugh when I tried to explain "tootsey-wootsey" as an old fashioned way of saying "sweetie-pie" or "honey-bun". (or whatever they say today) Actually for me, it was a time when I missed my "school friends" especially my current "girl friend". Now I'm with my life long "sweetheart" and we hold hands alot. I met her at camp in the good old summertime.

I also sang a new version of an old song they knew, "My Bonnie". I got these new words from my daughter-in-law from Va. She has recently been our house-guest. They go like this:

All rabbits have cute shiny noses.

I tell you this just as a friend.

The reason they have shiny noses?

The powder puff's on the wrong end.

Wrong end, wrong end...

It is cute and they had another laugh. One of the special teachers gave me the pencil you see above leaning against the hour glass. She was giving them out as prizes to her top students in music.(she was the Orff-Schulwerk teacher) It allows me to come back next year and "play any of her marvelous instuments". Oh joy! (my favorite is the biggest bass marimba)

The other teacher was in between classes and handing out yearbooks. She had some of the most creative art lessons that I had to interprete...under the stress of a few reluctant, recalcitrant and rambunctious students. I don't know how she does it everyday. I could see that the kids use her room and her as a "harbor" and "safe place" in that "storm of a school". Yes, I assured her, she could invite me back next year, even though I know I'll have to go where they send me on my "art prep period". (it is the law) "They own me for 7+ hours" and I may not end up where I signed up to go and teach. My lesson from her? Her level has to be a "nicer, kinder place" for these intermediate aged students. I saw the results of her kindness and "second-third-fourth etc. chances" that she regularly gave these stressed out students. Her rubrics were there, first of all, to help the kids find themselves and like themselves and Art.

There are other teachers that I have shared this anonymous blog with. They are also my favorites. They were trying to do the job on top of "testing" and teaching how to take tests. They are creative and inspiring teachers and I wish them well. I hope they don't get burdened down in the "testy" district's regs/standards and their obsession with proving their worth only on paper tests at the end of trimesters. School and Life Long Learning is so much more than that. Peace out! RRR

Current Events Time?

2008-06-07T08:17:00.000-07:00

With all that is currently and catastrophically happening in our world today, it is no wonder that this educational "time" has been stricken from the curriculum by most "upper grade" teachers. In all of the 4th through 8th grade classes I've worked, I've found no evidence of any awareness of the latest "news" local or around the world. It is just simply ignored and not part of the "standards" which are so required and tested for.

When I taught, back in the "prehistoric times" when "dinosaurs roamed the earth", I required a weekly "current event" oral report from each student. I had certain qualifications and limitations. It couldn't be about "gang violence, murder, politics, religion etc." It couldn't be about "adult subjects, i.e. child kidnapping, rape, porn etc. It could be about local news, environmental, science, national or international places, outer space, sports etc. They could bring in the actual newspaper clipping or a write up off the TV news program or radio.(most families don't get the newspaper anymore) They each had their day so we had about six reports a day. They were very brief and oral with only the "5 W's" and maybe a "how" for extra credit. i.e. who, did what, when, where, why and how? One sentence per "w" would do it. If they could use the map with Lat. and Long. they got extra credit. We had a bulletin board for their "news" and it was cleared, by the students themselves, once a week. It prompted great discussions and questions about our growing awareness of our city, state, country, hemisphere and the world. Yes, it was geography.

Just for fun this last week in a couple 5th grade classes I mentioned the "Triple Crown" which happens today. Only one boy even knew about it and it was because his father watches the "Sporting News Channels". They were so interested in it and whether "Big Brown" would be the next "Triple Crown" winner since it hasn't happened for 30 years. Many of the girls perked up when we got to talking about horses and the tragic result of the Kentucky Derby's 2nd place, (filly) winner. This got into a discussion about "euthanization" and the possiblility of running "Big Brown" too hard. He has had a bleeding hoof. Are they pushing these racing steeds beyond their capabilities? Just the oral exercise of "thinking on their feet" and organizing their thoughts about the "five question words" is a tremendous challenge for our youngsters. They would underline the "w's" in the article and/or assume one or two of them and that then would be open for discussion.

Now, most classes open with the "Daily Bite" which are 6 questions on the overhead to "edit" and answer. One or two are about punctuation and capitalization. One is about math (story prob.) and one is about U.S. geography. Then they might have a paragraph to write about a current topic the teacher thinks up, i.e. "What if "you are what you eat" were really true?" Then we get the usual question, how many sentences make a "paragraph"? (current ans. five sentences) I usually answer that it depends on the subject and what you know about it. Sometimes it is harder to write less sentences and make them more precise. (like this blog post)

I recently found a geographical quiz in the AARP magazine that I reproduced in larger, poster type title tags for a group quiz. The title of it was, "Organize This." Then it had 4 categories: Oceans, Seas, Lake and Rivers. Then there were 20 different titles of the same, 5 in each category. ie. Atlantic, Caspian, Nile, Michigan. I have tried it in 4 classes so far and it has been quite a revelation. 50% is the average score...maybe less. They are not required to actually locate them, just know whether they are Oceans, Lakes, Rivers or Seas. Wow! Is this a part of our knowledge that is no longer necessary?...except for nerdy Geo-Bee contestants? (most of these are home-schooled)

For this very reason, "Camp Gramma-Pa" is going to be a "themed adventure" again. Last time, last year, it was "Around the World in Three Days" (stopping in as many countries as possible for prizes) This year, "Seven Wonders by Seven Seas" (of course you can find many, many more for prizes, wonders can be ancient, modern, natural, engineering or undersea) Our two grandchildren are now eight and ten...perfect ages for this mapping adventure. We will emphasize traveling by water, sea, oceans, lakes, rivers, gulfs, bays etc. We are planning crafts, games, arts (fine and performing) all around this theme. ie. "Oceanopoly" (just like Monopoly) We'll have "Davy Jones Locker with a treasure trove" It ought to be fun...even for the grandkids! RRR

The Rejuvenating Huntington

2008-05-31T07:12:00.000-07:00

This past Thursday I had the invigorating experience once again of visiting the Huntington Library, Art Collections and Botanical Gardens with my wife and a "house guest". We hadn't been for quite awhile and had recently renewed our membership. What was extra special about this visit was the grand reopening of the main gallery/residence of the Huntingtons. It had been closed for the past two years for renovation.

We were not disappointed in any way. We got there about noon and found out it had been open since 10:A.M. This is also new. Normally, on a weekday, the complex is closed to the public until noon to allow busloads of school kids to have docent-guided tours from 9:A.M. I used to be one of those teachers with a busload of students. I loved it and mostly the kids did too. It was and is an inspiring place for many reasons. Even now, my wife and I come away from the place with renewed vision and purpose for our lives, even in retirement. She is an artist hobbyist and loves gardening and flowers. I am still an "semi-active" "guest teacher" for students/teacher in local schools kindergarten through eighth grades. I like to specialize in "the arts". This time, our "house guest" was our daughter-in-law who has an Arts Degree. She was thrilled to see this wondrous place for the first time.

It wasn't that crowded yet as we slowly strolled our way through the two-storied former residence of the railroad/real estate magnet and his art-collecting, English wife, Arrabella. The freshness and scale of the gallery is what first impresses. Then the new color coordination of the background walls is exquisitely complementary. Rich, yet muted greens and beiges which almost look like tapestries themselves surround the massive pictures, landscapes and portraits. Pinkie and Blue Boy are back in their same room but at opposite ends, further away from each other. They are still stunningly beautiful. There is more use/display of furniture, pottery and object collections than in the previous exhibitions. With such a vast storehouse of choices this is the current mix and it is truly well done. New to us was the display of the Stained Glass Windows of the ten virtues in a darkened hall stairwell. "Humility, Mercy, Generosity, Charity, Justice, Liberty, Truth, Love, faith and Courage are all depicted in life-sized human forms. It was awesome just to stand there and absorb them all. Diana, the Huntress, graces the entrance hall in all her naked beauty.

We then walked to the Japanese Gardens through the Rose Gardens and were surrounded by living beauty and design. We chose our favorite bonsai displays and touched the stones in the rock garden. We were tempted to sit and meditate in the Zen Garden. The japanese maples were especially fresh and delicately pruned. The ancestor stones place throughout were peaceful reminders of our own destinies sooner rather than later. The bamboo forests were whispery and gigantic. The wisterias were not yet in bloom and gave us a reason to return soon.

We then kept our reservations at the Rose Garden Tea Room. We had three different teas and "tons" of scones, finger-sandwiches, mini-salads, cheeses, and petite desserts. We were stuffed when we waddled out. My wife was slightly disappointed when she found out they were no longer serving a "creme freche" (frosting-like) dip for the strawberries and cookies. Oh well...we did notice that they had raised the price of the tea/brunch...it was worth it.

We visited the Scott Gallery next and found it was still unchanged. It holds some of our favorite Impressions i.e. Mary Cassatt. We went to the Boone and found it was closed for renovation so we headed to the new Chinese Gardens. We had watched them being conceived. What a peaceful and serenely beautiful place. We sat and just soaked it all in. We noticed the wood-carved buildings and displays that will be exposed to the weather. A docent named "Ask Me" told us that it was such hard wood and so well preserved with layers of varnish that it would do just fine. This is where the largest lake is located with several stone, hand-carved bridges. Every object, including the bridges and areas are poetically named, first in Chinese and then in English equivolents. ie. "Island of Allighting Cranes" (peace cranes?) There were several venues for refreshment and iced teas were being served and a small shop. The pine trees, which have been growing in this area for years, made this new place very authentic and mountain-forest like.

We then slowly walked over to the Conservatory, a gigantic glass house where we again experienced a "rain forest and cloud forest" It was very humid and close. Parts were closed for renovation and some of the displays needed cleaning and renewing or service attendants. There were no children running around but then, when we went to the Children's Garden, we saw a few younger (non school age) ones. The picture above is from this garden and is one of the favorite fountains of our grandchildren. We plan to bring them again this summer and have their crocks and bathing suits available. There are two or three "cloud/steam" displays where they can get pretty drenched. We worked our way back to the entrance through the camilia gardens all shaded by the live oaks along the side of the massive front yard of the mansion. This is outlined with statues of the Greek and Roman gods. The camelias were passed their prime and bloomed out.

We had to visit the darkened library which is probably the oldest building other than the residence. We saw the original Canterbury Tales Manuscript and The Guttenburg Bible. My wife likes the Jack London display and we actually talked to a docent/guard about the scholars who come daily and use this facility and all its written resources in vaults behind the scenes. (even the "stacks" up above on the railinged second floor). We made a brief stop at the gift shop next door and found we were able to resist any major purchases. (I got a booklet of 10 pirate tatoos for "Camp Gramma/Pa" coming up this summer)

We walked to the car in "cactus III" with very weary feet, full tummies, and exhausted eyeballs, but we were renewed and rejuvenated. For me, and I suspect for many a teacher/student, this kind of "field trip" is necessary and very needed periodically; especially at this time of year. I had just subbed in a class that had some very challenging issues and individuals. I was a bit depressed by their behaviors and lack of discipline and/or training. I was beginning "to take it personally" which was not very wise or productive. I had gotten a "complaint" about the class's behavior and my reaction to it. This is why I knew I needed "a renewing break". The Huntington has done just that over the years and now it was doing it again. Eureka! RRR

Duck! Duck!...GOOSE!

2008-05-24T06:29:00.000-07:00

It was turning out to be a blustery day. I was glad I had an extra sweatshirt available. Substituting on a rainy day can be a challenge. Of course you don't really know the kids and who might be the potential "stir-crazy" problems. I have several ideas for indoor P.E. in my "bag-of-tricks". I noticed that I was scheduled to have 45 minutes of P.E. out on the field with two classes of the four, 2nd grade rooms. It called for running a lap and playing that old favorite standby "Duck, Duck, Goose".

Before school, I was told I was early, I checked with the office for the phone numbers of the three other teachers named in the plan just in case we had to cancel because of the inclement weather. I later met them in the halls and at lunch. They fully planned to go ahead because two of them had a "free period" while the other two of us took their kids. That was valuable time for planning and paper correcting. The kids, from the moment they arrived, were reminding me of P.E. "Today was a day they had it." I could tell they wanted it badly and needed it. These types of day always seem to make them more "physically interactive"...especially the boys. I also noticed that this school went an extra half hour to allow for an extra P.M. recess just before P.E. I didn't have "the duty". Most of these schools now days have hired extra playground aides to handle all recesses. They dress in bright green vests, carry megaphones with sirens and "brook no guff"(?) from anyone. They are in charge out there. Kids freeze and squat at the ending bell/buzzer and, when they are quiet and motionless, key ones are to walk the equipment back to the cart. i.e. balls, jump ropes, hoola hoops etc. Then they are whistled to line up at their designated spot to march to their rooms or to the field, led by their assigned teachers. Most teachers show up on time. Straight, quiet lines are striven for as they return to their "salons of learning".

I've had 40+ kids for P.E. before. No problema. We usually warm up, stretch and run a lap. The we get to the assigned games. The weather was permitting, the grass was thick and unmowed, so we went for it. The boys were being so rowdy that I, early on, decided, on the spot, to separate the boys from the girls. We, of course, had our usual "I hurt myself at recess" ones and "I need to sit out or go to the health office"...and "take two other girls with me." Yes, there were even tears. So off they go to the office. (soon to come back, all better, only to "get hurt again" during the game). Meanwhile, the boys just couldn't help "dog-piling" on each other. I'm used to this having had four boys who loved to play, "kill the guy with the stick" on our front lawn. So I got the boys going first with making a big circle and starting the game of D.D.G. with the traditional chasing around the edge until you made it back to your original seat on the grass. They were "diggin' it". Then I went over to get the girls started. They were a bit more "delicate" about how to do it and what the "rules" were. After a while we felt the need to add some "creative alterations" to the game runles. i.e. If you got caught, then you had to turn around and chase the chaser back to their previous spot. If you didn't catch them, you were in the "mush pot" (or stew pot as a "cooked goose") Then you could say, "Quack, quack, honk" instead as you touched the top of each succeeding head. The girls were enjoying that version until I was told that the boys were "fighting" by tattling girls. Yes, they were piling on again. So, I broke up the big pile and gathered them and made them take another lap "since they didn't really want to play my civilized game". Moans...but off they went.

When they got back, I decided to introduce three "wrestling games" among them. "Bad decision?" We'd see. I had them pick a partner for "combat". They were game and groovin' on it. These were forms of "Indian Wrestling" that I have used, successfully before in such situations. The girls continued to play D.D.G./ Q.Q H. serenely just 30 feet away. The first "matches" had them lying side-by-side on their backs facing in opposite directions. They hook elbows and on the count of three, they touch opposing toes over their heads. On the third count, they hook at the knees and try to topple each other over on their heads and shoulders. They loved it. Next we had them stand toe-to-toe with right feet sides touching. They shake hand (the thumb-wrist way) and proceed to try and pull/push each other off balance for a "fall". They loved it. Lastly, they were challenged to engage in the age-old thumb wrestling confrontations. They hook opposing fingers in a hand shake and count out three thumb-touches going side to side. On the third touch, they try to pin the other's thumb for the count of 3. That was their favorite.

P.E. was over and they were all happy. Physical tensions were released and they could get their homework packets and go home. There's no denying they all needed this kind of "education" and it too is sadly neglected or omitted altogether from today's curriculum. We are missing the boat here. Let's educate and involved the "whole child" not just the "test-taking" pencil pushing one. RRR

The Last of the Orff-Schulwerk Teachers?

2008-05-17T06:50:00.000-07:00

This is a picture of the late Carl Orff. (1895-1982) He was a 20th-century German composer, most famous for "Carmina Burana" a very strange and stirring choral work that I have had the priviledge and challenge of singing as a tenor. He was also successful and influencial in the field of music education. He was from a Bavarian family that was very active in the German military. He served in WW I. He co-founded the Guenther School for gymnastics, music and dance in Munich in the 1920's. He is best know for his "Schulwerk" (1930-1935), translated into English as "Music for Children" It means "school work" and combines movement, singing, playing and improvisation. There is a great website with a video that further explains: www.aosa2.org/video3.html

This last week I had the thrill and honor of observing and participating in a local school district's class led by a local "AOSA Member" (American Orff-Schulwerk Assoc.) This was a 2nd grade class that I helped with for two days. The music class was only 45 mins. on Tues. It was amazing what was attempted and accomplished during that time. Evidently, in talking with this teacher/member, she has four local schools and spends 12 weeks with each sharing all aspects of the Orff-Schulwerk Method including all the percussion instruments, recorders, ribbons etc. and the the very precise, almost militaristic verbal stimulus/response that is called for. The kids loved it. She speaks and they respond in rhythm, cadence and inflection almost poetically. They were practicing for an all-school assembly/performance with parents invited coming up in June. (over 100 2nd graders I think) They did a rousing version of the Marine's Hymn with marching and American Flag waving. They did another folk tune using all the xylophones, drums etc. I felt honored to lend them my baton from the L.A. Philharmonic. She immediately improvised and had a student lead the whole number. Later I played along with my baritone Uke and even ribbon-danced with a rainbow ribbon I happened to have. The kids were totally focused, actually the best I had seen in my two days there.

You almost have to have a special room laid out just for this music class because of all the various sized instruments and extra stuff. You need space with no desk in the way to "perform" and move physically in response to the music and rhythm. It reminds me of "Push Back the Desks" by Albert Cullum. He was a drama teacher who inspired many a play production of mine. Teacher don't use him now and haven't even heard of him. There isn't much time for his kind of teaching or that of Carl Orff's anymore with all the testing requirements and the preparation for them. Too bad. Their ways are what made learning/teaching fun for me and the kids over the years.(1962-2000) There is very little of that "fun/discovery/creativeness" anymore I'm afraid...at least from my point of view and what teachers ask me to do with their lesson plans. Just a "hand-full" allow me to do some of my "stuff" (which is mighty close to AOSA) for even 10 to 20 mins. Sometimes I sneak it in as a "sponge" between two subjects or recess when there is time. Here again, the kids love it and respond in kind. When are we going to get back to "letting childhood be fun" in learning? Is this truly the end of this kind of teacher/learner? RRR

Las Cucarachas

2008-05-07T07:23:00.001-07:00

La Cucaracha, La Cucaracha

Ya no puede caminar

Porque no tiene

Porque le falta

Dinero para gastar

To help Celebrate "Cinco de Mayo" I decided to share this song with a couple classes. One is a "Dual Emersion" classroom. I wasn't able to sing and play it for them because they were "testing". In fact, I've gotten no calls so far this week because both the districts I work in are "testing" for the State's future money and recognition. I was able to sing it in my volunteer kindergarten class and they loved it. I suggested that they "act it out" with pantomime. They didn't know what a "cockroach" was. Here are the rest of the words...in English:

La cucaracha (x2)

Running up and down the house

La cucaracha (x2)

Quiet as a little mouse.

He gets in trouble, a lot of trouble

Snooping here and everywhere

La cucaracha (x2)

You must keep the cupboards bare.

Then one day when cook was baking

Wondered he, "What is she making?"

For it looked so appetizing

With the batter slowly rising.

To the edge he started skipping

Then he found that he was slipping

In the pie so hot and blazin'

Now he's just another raisin.

La Cuc...(x2)

Wandered in a dressing room

A lovely lady, a pretty lady

Couldn't see well in the gloom.

La Cuc...(x2)

Fell into her make-up bowl

When she had painted, she nearly fainted

Thought her face had grown a mole.

Later on when he was older

Then he found the nights much colder

'Til he saw a sleeve wide open

Snug and warm as he was hopin'.

'Twas the time and place for napping

'Til somebody started slapping

Woe betide the little midget

He had made the owner fidget.

La Cuc...(x2)

Met a little pekingnese

La Cuc...(x2)

Bit his nose and made him sneeze.

The little doggie, the little doggie

Though he dug and dug and dug,

La Cuc (x2)

He was safe beneath the rug.

Then one day when he was thinner

He just looked around for dinner

And he tumbled, never thinking

In the soup and started sinking.

"Oh!" the cook began to holler

Grabbed the butler by the collar

Out the window went the platter

But our little friend was fatter.

La Cuc (x2)

Woke up on election day

La Cuc (x2)

Heard the things they had to say.

A lot of lying and alibi-ing

Empty heads without a plan

La Cuc...(x2)

Said, "I'm glad I'm not a man!"

Then one day he saw an army

Said, "The drums and bugles charm me

Still if all the world are brothers

Why should these men fight the others?

Guess it's just for love and glory

Who'd believe another story

These are men so brave and plucky.

Look at me, boy am I lucky!"

La Cuc...(x2)

Wondered where his love could be

La Cuc...(x2)

Wandered on so mis'rably.

The bees and beetles and old boll weevils

Chased him off with many "Scats!"

First they would scold him

And then they told him

They were bug aristocrats.

Then one day while in the garden

He just said, "I beg your pardon,"

To a lady cucaracha

And he said, "Now I've gotcha!"

She was coy but she was willing

And for years their love was thrilling

They met at half past seven

Up in cucaracha heaven.

La cucaracha (x2)

Just the same as you and I

He got the jitters, the sweets and bitters

Lived and loved and said, "Goodbye!"

Here are some of the "facts"(?) about cockroaches I learned on Wikipedia. Some have a direct or metaphoric relationship to our Public Schools and their plight with all the "testing": They are seemingly ubiquitous, the ultimate survivors. They will probably be here long after we are gone as a species. It is popularly suggested that they will "inherit the Earth" if humanity destroys itself with a nuclear war.

Only about 10% of the homeowners in the U.S.A. feel that cockroaches are a threat to their family's health. Development from eggs to adults takes 3-4 months. They live up to a year. Females may produce up to eight egg cases in a lifetime (300-400) and only need to be impregnated once to lay eggs for the rest of its life. They are among the hardiest insects (largest too) and can remain active for a month without food or a limited amount (glue on the back of a postage stamp). Some can go without air for 45 minutes and slow down their heart rate. The first fossils of our modern "roaches" appear in the early Cretaceous Period. Their ancestors with external longer ovipositors lived 354-295 million years ago in the Carboniferous Period. Termites are in the same family. They are omnivorous and like warmer climates. They breathe through a system oftubes called tracheae and don't need a mouth or windpipe. They can survive sterile surgical decapitation for very long periods epecially if recently fed. (a few weeks) They retain a limited capacity to learn even though hampered by no feelers or sight. They can survive 6-15 times the radiation we can and only the fruit fly beats it. They are mainly nocturnal and exhibit emergent behavior. They can communicate and cooperate as groups and follow scent/fecal trail to safer places. They can associate vanilla and peppermint with a sugary treat. Their allergens appear to worsen asthma symptoms especiallywith inner-city children. Most common: American, is found in both North and South. Most exotic sounding: Madagascar Hissing and True Death's Head conger up images of dread and "tasty treats for "survivors on TV". Freezing and chemical may be the best pest deterants at this time. Sulfur burning and the "Vegas Roach Trap" may last up to ten years.

Here's the rubric. What can we learn from them? How are ourpervasive tests and the training for them hindering/turning off our youth's abilities to learn and adapt? Are we testing out of them any new emergent/learning-adapting behaviors? Does anyone care anymore? RRR

1000 Paper Cranes

2008-05-02T09:04:00.000-07:00

I just had the privilege of returning to one of my favorite classrooms. It was at their request. (the teacher's) I had asked her to call me back when she had completed her project of "1000 Paper Cranes" and teach me how to origami fold a "crane". The kids were so happy to see me again...mainly because I played "Silent Ball" with them. They have very little P.E....so they say. So I made them "a deal". Show me how to fold a crane and I'll let them play Silent Ball again. Mission accomplished.

The Story of the Cranes come from a book about "Sadako" in Japan, a victim of the Hiroshima/Nagasaki Atom Bomb attacks. It culminates with a "Children's Peace Statue" and a plea for World Peace. This is a pretty advanced subject for second graders. I'm sure their capable teacher has quite a connection and identity to the concept. She was the first teacher who had a mirror by the door at kid-height level. Above the mirror were the "Class Rules" - just two. Most classes I visit have at least 5 to 8 all stated in the negative. I wrote about them here previously i.e. #1. Be Nice. #2. Mine Own Business. Just that! Short and suscinct, to the point but all encompassing, (That's correct, no possessive, personal pronoun - your) These two simple rules, if applied world-wide could go a long way to stopping us from bombing each other.

I hadn't been to the class for a couple months and so I wanted to see/witness their progress with these simple, yet difficult rules for their age. I was amazed at how responsive and caring they were for each other and their teacher. I had prepared a song and poem for them and the teacher had given me the go-ahead for some creative "bird-walking" off the lesson plan. She had planned a poetry packet anyway. So as I was strumming away on my uke in hootenanny fashion, suddenly the neck broke cleanly off at the hilt next to the body of the the instrument. I had to hold back the tears with my shock. I think I had been packing too many extra songs and sheet music in the case along with a recorder and a rainbow strap. It just got too much pressure from the newer strings and snapped. Like a thoroughbred race horse, I had to "euthanize" her right there. It was sad. I'll try to save the strings for spares on my new one. I tried to get one today at the Folk Music Center but it was closed all day for the Folk Music Festival. The name of the song: "This Little Light of Mine" with all the verses fit to sing by Pete Seeger. Yes, I learned it in Sunday School with religious connotations but his version is much more "socialistic" and "love-child generation". I also included the Haiku from the previous post on Earth Week about "turning toward the light". My mottos: "Bloom where you're planted." "Turn toward the Light and away from the Dark." (just like plants which have no "brains or hearts")

Well, after a session with two or three girls of the class who knew how to fold the crane, and my trying to write down the steps, I thought I had it. After class, with the kids gone, the teacher came back as I was correcting some of her papers. (required). She sat down with me and we did it together, step by step. The results, you see above. It takes a certain kind of slick, glossy paper that makes nice creases. I must now practice and remember how to do them for our up-coming grandkids visit this summer. They want to have an "Oceanic/Sea" theme and that could include "waterbirds". We are planning to "sail the Seven Seas and discover the Seven Wonders of the Natural and Undersea World" It is a sequel to last year's theme: "Around the World in Three Days".

I now play a "game" with my primary kids I sub for. It is called the "M.Y.O.B. Game". It started with this classroom. At the beginning of the day, I bet them that I will probably have to remind them to "Mind their own business" more than 10 times during the day...to individuals and groups. They just love to "tattle and tell" each other what to do at these ages (6-9). The record so far is 17 reminders. The lowest, and winner, is just 5. They actually love to "play games" like this and usually rise to the challenge for brief periods of time.

An example of this in another classroom of 1st graders happened Friday last. I noticed that the name of a character in a story we were supposed to read as a group was "Makoto" and yet on the white board their teacher had printed neatly sentences about "Makato". This level is just learning to read and pronouce multi-syllable words. This was an interior syllable that was "wrong"...either in the book, or on the board. What to do? Many of them didn't want me to correct the teacher's writing on the board. But what about the book? Is it wrong so many places? They like to have a very "well-ordered" procedure and rule-driven world. Here was a challenge. Do we mind our own business? Or correct the board examples (about 4) or just call the book wrong and continue to read it wrong? I had quite an "argument" with one or two class leaders. This is what it is all about for me; being willing to discuss and decide with these "little people" as fully developing "personalities" and see what the consequences are. Learning rubrics can come in all shapes and sizes, in all kinds of opportunities. RRR

Earth Daze

2008-04-23T12:28:00.000-07:00

Yesterday was Earth Day. April 22, 2008. It was the 38th Annual Earth Day, starting in 1970. Even though there has been tons of media coverage on "Going Green", "Global Warming" etc. there was not much mention of it. The school I was "guest teaching" at had no posters or signs or activities that I could detect. Oh, pardon me, at P.E. time I did see two 5th grade classes playing "Cooperative Games". When I went over to inquire if they were "Earth Day Games" they looked at me quizzically and said, "What? Is it Earth Day today? Are these considered Earth Games?"
"Yes," I said, " they are cooperative and not competitive. Several groups of 4 or 5 students each had ropes attached to buckets filled with small plastic balls that they were to transport, without spilling to a bin. Other groups had ropes attached to beams for four students to stand and walk with using only the ropes to shuffle along. It was quite amusing to see the frustration and lack of cooperation they had.

When I mentioned it in the staff room at lunch time I got the same response. i.e. no knowledge and little care. One teacher thought they should plant a tree and one suggested they do it in combo with May 5th, "Cinco de Mayo". Gone are the days, I guess, when it was a big unit of interest and fun at the elementary level. In my experience, and I remember the first Earth Days, it was something to do and look forward to for fun activities, field trips etc. I was at a school that had an owl for a mascot so "Give a hoot, don't pollute." (Hootie, the owl with glasses) really meant something to us. A few years later I had a class who wanted to do a school project to recycle. We entered our efforts in the KCET Contest and won. The presentation was on TV from the Rancho Santa Ana Botanic Gardens. We devised a daily system for recyling the styrofoam lunch trays all schools used at that time. The company our district bought them from agreed to take them back in the original bags after use if they were cleaned off. We had daily rotated kids who volunteered to do that job from the trash cans with a hose. It got messy and they loved it...for awhile. It got the district to thinking about recyling other things too. Now I notice that most schools have a big jar of soda pop can top rings they are collecting.

When I asked the kids, yesterday what they did to "help the earth" I got some interesting responses and some non-responses. Some didn't know what I was talking about. I guess they were too busy at school practicing for all the state tests. A few mentioned grocery bags and newsprint/paper recycling. That was about it. They love to "Mind each other's business" and tattle etc. How about minding the business of our earth and it's ecology? How about seeking out the positive instead of the negative about each other and our small planet? How about taking an example from our flowers? A haiku? RRR

Phototropic blooms

Turn toward light naturally

Conserving their joy!

Lights! Camera! Action! (X7)

2008-04-19T08:52:00.000-07:00

Ah, yes. The familiar 3-word exclamation to signal the start of "Dramatic Performance". I used to love it. In my former career, whenever I announced it, "fun" was in store for me and the students. That chance to perform, make believe, be creative, take a bow usually always had the same effect/affect: great concentration, focus, intensity, and mostly teamwork. Former students would come back years later and confess to me that "our plays" were what they remembered and enjoyed the most.

Well, now days, school has changed for the most part. Rarely do I see in any lesson plans at any level the suggestions to "role play" or act it out, a kinetic kind of learning that really sticks with some kids, especially if they are in middle or intermediate school. It was my rare "treat" this last week to spend a day, yes, all 7 periods (45 mins. each) with fifth graders. They were cycled to me as the "Art/Music/P.E. teacher". I signed up to try this because of my past memories of fun with this age kid. Was I surprised. Getting 33 plus, darkly-clad, preteens every forty-five minutes to do the same lesson over and over again for seven times was enervating and challenging. After the third time I started to get a bit "testy" with their rude and disrespectful behavior to me and each other. I guess that is just par for the course now.

Anyway, as part of physical education, this teacher was assigned by her peer 5th grade teachers to teach a unit on "Drug Abuse" and this lesson in particular was very cogent: "Dangers of Tobacco Abuse and Truth in Advertising". Yes, they were right at the age when peer pressure (#1) and pop culture ads (#2) would have the most pervasive effect. What was planned was a two-page skit with the characters: "Coach" "Cigar" "Cigarette" "Chewing Tobacco" and "Dip". The plot: Coach had to pick a new team and he was being influenced by "ads". Each principal was trying to convince him that they would be the best for the team...pick them. As you can see, it was ripe for the usual jokes and sight-gags. Since I didn't know the kids, after the first period run I let them pick and choose the cast. That took longer but was more successful. They wanted to do it again. So I promised we would at the end of the period if we could get through the material, workbook page assigned etc. without the usual interruptions and disruptions. Most of the 7 classes were able to achieve this goal with one or two exceptions due more to slow and incompetent reading skills. This was even after they had heard it read once. One group couldn't finish in time, the bell buzzed, and they were out the door. Nothing interrupts the schedule at one of these "passing type schools" They spend most of their time in two core classes of Lang. Arts and Math/Sci. and then the electives are chosen for them. They are lined up and escorted to them with great reminstrance.

Obviously, with this brief set up, there were no "Lights or Cameras".(not in the shrinking budget) And there was very little time for dramatic action. It was more like "Reader's Theater" all lined up taking turns, being prompted every other line when they had lost their place in the script. Several had a hard time standing in front of the class for that long (10 mins. max.) Forget any characterization conveyed in the voice or inflexion. Just get through it with lots of laughs from the impolite "audience". It was plain to see they had had little experience at this sort of "learning" and it's cooperation and cohesiveness. Not taught, I guess, anymore.

Did they learn something about the "evils" of tobacco addiction etc.? Probably yes. Like: one out of four are still addicted to some form of tobacco. The difference between pouch tobacco (chew) and dip in the round tin. The "tar" from the glue on the cigarette paper. The mouth, tongue, lips, etc. damage/cancer with chewing. We talked about baseball players' habits and their outdoor work environment which permits spitting. One girl out of the approx. 230 kids admitted she had tried smoking and didn't like it. I think many more had and just wouldn't admit it. They were respectful listeners when I told them about my own loved one and his on-going battle with addiction. Nicotine addiction is much stronger than alcohol.

"Too Good For Drugs" is the title of the pre-packaged program. I taught "Dare" for many years at this level and younger. Before that, another colleague/teacher and I created the first "Drug Abuse" curriculum for a local school system and went to every elementary in the district with week series of lessons. These included local authorities like police and even a judge. I kept doing it three more years a a private school until some of the "cocktail drinking" parents got irritated with my remarks to the kids about "social drinking and smoking". My contract was not renewed. I also used a bit of drama/role playing in my lessons. They were enjoyable if not a bit scary to the kids.

At least this is one area of the curriculum that "administrators" have not been able to test and report to the voters. Tragically the tests are "real life" and in some cases final tests and fatal. RRR

Platform 9 3/4

2008-04-12T07:40:00.000-07:00

If you are at all familiar with the wildly popular "Harry Potter Series" of seven books and now, 5 or 6 blockbuster movies, you are probably familiar with the title of this post -"Platform 9 3/4". This is the "stepping off point" for J.K Rowling's literary vehicle that transports so many millions into her fantasy land of Wizards and Witches. It is an imaginary train depot platform between #'s 9 and 10 in a ficticious English city. The express train boarded there each year at the semester'start transpots aspiring students to "Hogwarts Wizarding School". What a creative idea for a whole book series. I read that she got the idea while riding on a real English train to Edinburough,(?)where she wrote the first books in a coffee house. She was also proposed to and married on that train. Trains in our culture are by and large gone as an icon or means of transport for people.

It strikes a chord with me because so much of my childhood and college days were spent on cross country trains. My dad worked for the Southern Pacific Railroad as a "Time-keeper" (payroll) and so we, as a family,got passes to ride across out beautiful country. It was a much slower pace of travel for time to sight see and to develop the art of conversation with fellow passengers and the hired "help". I went to Chicago to my first two years of college on a train by myself. I packed a box lunch of fried chicken that lasted for most of the trip and only ate in the diner cars for breakfast. I'd get off at short stops for drinks and fresh fruit. It was a great adventure.

But I digress again. My purpose in writing about this is that last week I worked in a classroom that had the "9 3/4" sign over it's door. I was intrigued and fascinated with the concept. It would've have been something I would've done as a teacher. When I retired I was reading the second book to my class aloud. (Chamber of Secrets, I think) They were spellbinding back then to me and the class. They reminded me of reading "Charlie and the Chocolate Factory" to my class when it first came out. Theirclass was all decorated and "themed" around the "Harry Potter Series". The bulletin boards were gray, stoney castle walls with parapets. There were "cubbies" for "Owl Mail" and several owl sculpture around the room. There were monster pencil sharpeners. I counted at least three that made a scary monster noise at the end of the sharpening. There was a pyramid of "Wizard's Chess" for an on-going tournament/club. Of course that class was almost wall to wall desks with 34 fourth and fifth graders and their smelly bodies cramming every cranny. Yes, it was a combination class. This had not stymied the obviously creative teacher at all. She had two lessons going on at all times and her retired Husband/Science teacher took turns with her teaching Science and Math. She also had a volunteer, German-Speaking Aide who came in weekly and taught German phrases to these, mostly Hispanic kids. What I was most impressed with was the extra attention paid to writing and reading skills. I could see the results of her effort post on the wall and in their attention to detail. There were on-going "hands-on" craft-type projects around the room also. There was great attention to detail and evidence of alot of "after-hours" work and loving care.
The kids seemed to enjoy the whole experience: i.e. the room, the suspension of "reality" and the teachers. This was the kind of teaching I was "into" and still am. You see very little of it anymore. Sure there was "test-prep" but it wasn't taking center stage...ideas and imagination were.

They had pictures and models of the heroic house elf "Dobie" from the Series. He was leading them through their American History/Exploration/Discovery Timeline. (the Gold Rush, Pioneers etc.) Little did they know, yet that this little house elf was one of the key characters in the series who helped save Harry on several occasions. He is an ugly little thing but loyal to the end. I'm invited back in a week so I can continue to update you on the progress of this classroom and teacher. Maybe there is some hope out there still. RRR

What!? No Music allowed?!

2008-04-05T08:52:00.000-07:00

"O Freunde, nicht diese Tone!

Sondern lafst uns angenehmere

anstimmen und freudenvollere

Freude! Freude!"

(translation)

"Oh friends, not these tones!

Rather let us sing more

cheerful and more joyful ones.

Joy! Joy!

(from the Chorus of Bethoven's 9th)

Joy to the World

"...singing joy to the world

All the boys and girls now

Joy to the fishes in the deep blue sea

Joy to you and me."

It's A Small World

"It's a world of laughter, a world of tears

It's a world of hopes and a world of fears.

There's so much that we share that it's time

We're aware, it's a small world after all."

Oh, What a Beautiful Mornin'

"Oh, what a beautiful mornin' Oh, what a beautiful day

I've got a beautiful feelin' everything's goin' my way"

Some Folks

"Some folks like to sigh,

Some folks do, some folks do;

Some folks long to die, But that's not me nor you.

*Long live the merry, merry heart that laughs by night and day,

Like the king of mirth, No matter what some folks say.

Some folks fear to smile,

Some folks do, some folks do;

Other's laugh through guile; but that's not me nor you.*

Some folks fret and scold,

Some folks do, some folks do;

They'll soon be dead and cold, but that's not me nor you.*

This has been a busy week for this "guest teacher". Yes, I taught everyday in a different school from Kindergarten to Sixth Grade. I had a wide variety of experiences from very positive and fulfilling to rather negative and limited. It also was April Fool's Day at a Intermediate School...that was fun! They were fake chewing gum and I told them about the great Swedish Scientist "Loop Lirpa". I'd call it a draw.

What was most shocking to me was the one school where the principal told me, "No music allowed here. Follow the detailed lesson plan exactly. We are having State Tests coming up soon and they need to practice them." Wow! I was appalled. Usually when teachers and administrators see me coming on campus with my baritone uke case they smile or comment favorably. One has called me the "wandering troubadore". Ha! This one was quick to assume that I took up time playing and singing songs with the kids and not following the lesson plans. I felt like telling him that I usually just used my music as a "sponge" or time filler for an in-between time or just before recess as they were cleaning up. But no, I said, "Yes, sir."

That's when it all seemed to fall into place about this particular school. I had been there before and noticed how drab, bare and dim the halls were. Every other light was out. Little of the colorful, joyous work was displayed. It was mostly a "ghost town" too, not many teachers in the staff lounge at lunch or even walking in the halls. The kids, out on the playground were the usual kids, loud and boistrous. But at "line up time" things got very serious and controlled. It was very safe and secure that was sure.

We all filed in, a third grade, and got busy on tables memorization and speed drills while we waited for the inter-com announcements for the day and the flag salute from "the principal". He started with a very sweet and sarcastic deriding of a 5th grade class who got caught yesteday "not listening quietly" "There could've been an emergency and then who knows what would happen?" They were told to sit out lunch recess on the tables and benches. All in a very sacarinely sweet way. (kids this age don't get/understand satire) Then he went on to exhort the teacher to teach and reinforce the "character curriculum goals challenge". Then the salute was led by two girls and everyone was told to, "Have a good day of learning."

Well, I had hidden my musical instrument case and had told them I would be following the teacher's lesson plan completely and exactly. There wasn't even a groan. These were amazing kids, and look/acted older for their 3rd grade age. They were attempting multiplication and division drills in 5 mins. or less and were practicing cursive. They got "table points" for being good and "on task". There were no "class clowns" as per usual, and the real academically needy ones were very quiet or shipped off to other classrooms for remedial help. We spent quite some time on our "practice test" on reading and writing and did it together. I was instructed to show them how "distractors" worked and how they can "trick" you if you aren't careful. I also showed them how to look back at the text if in doubt about an answer after narrowing it down to a 50-50 choice. I showed them how to keep their place on the scan-tron answer sheet with one hand (the pencil hand) and also keep their matching place in the test booklet and question stem. (they should alway match) I told them that when I went to U.S.C. I took a course for teacher on "How to write test destrators" with four or five choices. (A, B, C, D etc.) Yes, it is a science and you can learn it.

This is what many of our schools are teaching now. They are under the gun so to speak. This one is a very new and modern school with a lower attendance. I'm wondering if it may be closed next year for lack of funds or for "low test scores". I'd close it for "killing the joy of learning and living" just by not allowing any music, singing etc. This district has a roving Recorder Teacher that goes from 3rd grade to 3rd grade and she mainly teaches how to read music because of it's positive influence on reading and comprehension of math. There's not much joy there either. She is testy and quick to "pouce" on any and all "joyous outbursts" of tooting. Little humor is allowed either. I was playing along with the class and had my recorder sticking sideways out of my mouth. She looked at me and I said, "I'm pretending to be Kenny G." She momentarily smiled. The kids didn't get it. They are so innocent and open "tabala raza"? What are we thinking? What are we doing to them? What are we doing to our future as a nation? Can't we learn and sing about it? RRR

Hop Scotch and Other Learning Games/Tests

2008-03-26T08:36:00.000-07:00

Can you remember, as I can, certain rights of passage in childhood? These were little milestones of accomplishment that you looked forward to and/or back on with some pride or shame. These were usually physical tasks that proved you were "growing up" i.e. making your own bed; not just drying the dishes, but washing them; mowing the lawns and trimming; washing the car; cleaning your room or the garage; biking to school alone; being the ball monitor; being picked for a playground/recess sports team or being the captain; kicking a homerun in kickball; beating all comers in tetherball and hop scotch; dancing a square dance with a girl you asked etc. These are all from a bye-gone age now I guess. These were before TV and video games, DS and nintendo. They were alot more physically challenging and involved kinesthetic kinds of learnings/tests with more gross motor coordination as opposed to fine. Fine motor coordination came along later.

Recently I had the opportunity through some lesson plans I had to follow, to teach/observe a couple of these "games" as scheduled P.E. assignments. Usually kids concoct their own games and favorite pastimes during recesses and they have their own evolving and ever changing sets of rules depending on the participants, pecking orders etc. You see this when you are "on duty" and it is best to stay out of the "squabbles" that develop. However, P.E. used to be a time when new games were taught and new skills were introduced and "mastered". Not so much anymore, I'd guess.

At one school the kids enthusiastically voted to play "in-line soccer" rather than run around the track four times for conditioning for future physical fitness tests. This game is supposed to teach soccer skills such as trapping, passing and dribbling. Not! Mass confusion, mob the ball and kick each other's ankles. Some more timid kids were understandably reluctant to join the fray. I was to offer them "laps". After several injuries, tears etc. we gave up and went in with one room team claiming the sportsmanship victory (moral) with no malingering, complaining etc. It would've been better to play two half/pitch games with positions etc. Oh well, no training, charting plays etc. as ground work so...this is what you get.

At another school, after one lap around a mini field, a third grade was supposed to have "hopscotch relays" as a lead up to real Hop Scotch (at recess I guess) I have yet to see hopscotch played at recess anymore. I've seen wicked games of 4-Square and tetherball but not by the rules I learned and taught when I was a regular student and teacher. Some kids were so out of shape, leg muscle-wise, that they could hop on one foot/leg for 3 squares in a row. Some changed feet mid-hop (which isn't really a hop) There were no "laggers", in fact, they didn't even know what they were. (laggers were thown into a square and then you had to hop over that square and pick it up on the way back standing on one foot) Way too hard for this group. No practice and no desire to learn or try it. How sad.

In tetherball (ball on a rope attached to the top of a pole) with a circle marked on the playground with pie-shaped zones to not step in when hitting the ball on your side. Too complicated? You're right. Forget it for our kids now days. Just wrap the rope/ball around the pole as fast as you can in your direction and don't even pay attention to your feet positions. We had even introduced a "referee" to start the game with a "drop ball" (jump ball) against the pole and then they watched for foot infractions, hitting the rope etc. This was a real challenging game and took timing and coordination and mindfulness of more than one body part.

Could it be...that since there are so many more "paper-pencil" tests in the classroom that the traditional outdoor playground tests (games) have been de-emphasized or even eliminated? These games helped relieve stress and redirect aggression that might be seen in the classrooms. (like what I see almost daily) Kids are not now leaning to "play by the rules" unless they are supervised in some sort of league or coached in a sport after school. Some don't get to do this and so...it takes it's toll or their physical development and interpersonal skills. These are so necessary at the younger ages. One school had a P.E. Teacher (full time) that the classroom teachers sent their kid to, but he was more or less for "baby-sitting" with massive groups of kids of all ages and skill levels. Not good either.

Recently in the L.A. Times Opinion Section there was a short article by Camille Esch. She is an "Irvine Fellow" at the New America Foundation who specializes in Education Policy. I know of U.C. Irvine and their ground-breaking conferences and curriculum for teachers. I went to their Writers' Workshop Conferences twice as a master teacher. What I brought back from those week-long experiences was a love of journaling, writing on my own and allowing my students to do the same freely. We'd divide into small groups and read what we had written to each other for positive feedback and criticism. We also socialized and I - learned - how - to - line - dance - western -style. It was very physically and socially challenging for me, but it helped my writing and teaching. I went back the next semester and taught my students how to line dance, and journal.

I digress, but to prove a point. Her opinion article proposes that teachers be evaluated (partially) on their own students exam scores, pre- to post. The antiquated practice now is to only evaluate their "process" and teaching techniques and practices by subjective observation, not their "results". It is done by their "principal" mainly, not by peers or mentors. It doesn't cover outdoor education skills or results. It doesn't test the "whole child/teacher". This, to me is very incomplete and short-sighted. The article does qualify the results with the extenuating and overwhelming influence or lack there of, of parents, family, homelife, community motivations. Some students have a "headstart" in these departments but that would also affect their pre-tests. Growth could still be shown for an academic year with one teacher. Maybe some students would just learn how to hopscotch, play tetherball or start to develop the muscles and coordination to do such large/gross muscle tasks that would then lead to more refined coordinations and concentrations of learning skills such as "classification, catorization, organization, etc. Worth a try? RRR

"Do we have to...?"

2008-03-15T09:42:00.000-07:00

Back in the pre-historic times, when I taught and had my own homeroom almost all day, there was one saying I had to ban. It was, "Whatever". To me it was aggravating and usually killed the spirit of inquiry and learning for that individual student and anyone who overheard it. (most of the class) It was an attitude indicator that was not conducive to "caring" about one's work or the assignment. I warned them and then put their "name on the board" when I heard it. If this continued, I called the parents and in some cases, they also gave back the same attitude, if not the words, "Whatever". This, to some degree, must be congenital or inherited or part of the "upbringing" in many a home. When life is already depressing, or bad in the home, this becomes a "coping mechanism".

Now, subbing two to four times a week, I continue to see signs of this motivational problem; especially with the older ones. It becomes a "badge" or "brag" of peer identification. "I don't care." (just like Pierre) Other signs I see around the classrooms are "Whining" (crossed out) and "No Excuses". Schools and teachers now days are so frustrated with the lack of support from the parents, administrators, districts and state that these signs are only the tip of the much bigger iceberg. Budgets are always being cut or the threat is there. Staffs are being cut (or the threat) and some of our most promising young teachers, the ones who still have idealistic visions, are put on notice. They then become unmotivated and may even be heard saying, "Whatever!" I talked to one new teacher this past week who was pretty sure she was going to lose her new house (foreclosure) because of a notice or "no contract guaranteed for next year".

Lately I've heard another disturbing phrase: "Do we have to...?" or "What is the minimum we have to do?" Forget about "extra credit" or bonus assignments, just show or tell us what is required to pass. This is especially exasperating to a teacher like me. I usually respond, "What do you want to do?" "How much do you want to learn?" "How much do you want to challenge your brain to grow and learn?" This really frustrates these "non-eagar beavers". They are stumped and don't know what to answer, especially if their peers are listening to the conversation. I often wonder what they would answer if their parents were there observing? Some wouldn't care because they got that attitude and idea from them. Sometimes I even escalate the response to a "higher motivation".
One particular school has the overall school theme, this is at the Elementary Level, that "College Is Our Goal". They have posters, pendants and signs all over the hallways where kids and parents walk that promote Colleges. Just in transit to my assigned classroom I saw: Biola, UCSB, USC and CSULA banners, and all the colors and mascots. At the opening of each week's classes, students, as groups, are encouraged to lead competitive cheers and yells about these grandiose goals. This is all fine and well intended...but at this level? Most younger ones don't even know what it takes to be accepted at a college these days...even a junior college like Crafton Hills which mainly does preparatory classes for EMT's Firemen and other entry-level, technical jobs. (and of course, we just voted to cut their Jr. College budgets)

Anyway, when I hear the questions, "What do we have to do?" I sometimes say, "Do you plan to go to college?" "Which students do you think they are interested in?" "Minimum doers?" Those with the attitude of "Whatever, just what's required, do I have to?" or those who have striven to achieve and accomplish much more that was given or expected? Or... I might say, "What will your future boss, where you want to work, want you to do for him and his company?" "The minimum?" Does that promote business or a profit? "Right now, your regular teacher is your "boss" what do you think she/he would want you to do?" This usually gets a non-response, a blank look or "I don't know." It is just too much to burden "childhood" with. Why can't they just be kids and enjoy exploring and doing what they choose? Yes, some would do nothing but play...for awhile...or they might escape through constant super-absorbed reading, even during class and other assignments. Then when they get a frustrating challenge from their peers or their "school life" they just have an absolute "melt-down". This happened yesterday in the 3rd grade class I was helping. The child, a brilliant, academically advanced child, who just lost it and cried for a long time unconsolably. After it was over, I talked with him and he said it was also about problems at home and his little brother, who he hated. He was just unable to cope with the slightest set back, i.e. being put out in a game and then teased. This is pretty normal for most kids. He could care less about college or the distant future. He was upset by his problems of today. (yes, he took the challenge from me and did the extra credit, bonus assignments with confidence.) He wasn't concerned about what he "had to do" but loved the challenge academically. Where he fell apart was with the inter/intra personal challenges from his peers and the class/game rules. RRR

Finnish Finishing Schools

2008-03-09T09:41:00.000-07:00

In today's Press Enterprise, in the Perspective Section, there was a small article entitled "Learn from Finland's Schools" by Walter Gardner. He taught English for 28 years in L.A.U.S.D. and was a lecturer at the U.C.L.A. Graduate School of Education. I think the article was reprinted from the Providence Journal. He seems to have the credentials to be a bonified critic of our National Educational Policies, i.e. the infamous, "No Child Left Behind". ("no test left behind")

Having recently visited Finland this past summer, the article attracted my attention and hit a responsive chord. (I chose the blue and white "Rubic's Puzzler" above to represent Finland) My wife and I were immediately impressed, in Helsinki, when we got off the boat (cruise liner) with the tidiness and orderliness of the city. There was little or no grafitti, which we had seen in most of the Ports of Call, especially in the Mediterranean. The Baltic Countries were better, probably because so much of the year is dark and cold. We were fortunate to have chosen a bus tour to the countryside not far from the capital. Wow! It was just as awesome and pristine. The country folks we met and the native tour guide were so friendly and open. We visited a typical private home and had "coffee", toured the acreage and peaked in the homemade sauna next to the stream. We saw a field of yellow flowers that looked like mustard but up close we learned it was rape seed. We took pictures around an old maritime church, very austeer with hanging ships and stocks for those who "talked" in God's house. These were very stern and business-like people and yet so nice and friendly...duh, to us tourists.

I digress. The article's main points were along the same line, with these exceptions. Finnish Schools are not run on a "business model" as are ours. They are run and have policies for their on sake and are highly valued and honored as a "goal of life" not a "stepping stone" to "better things" as ours are. They were recently ranked #1 in Science and Math in a Program for International Student Assessment. And yet they don't universally "test" their students for the first nine years. They take a 10% sample in the areas of concern and keep the results secret from the public. Schools are not compared, nor students, and outcomes are used only by the Administrators to help schools and areas in need. Teachers and the profession are revered and honored and they alway have many more than needed applying to get in. Teachers enjoy their "curricular freedom" and have very broad, national guidelines to adhere to. Granted their a much smaller nation and very homogenius in make up, but shouldn't we, at least with a sampling group or two be trying to emulate their success? Their class size is about an average of 30 and their teacher make an average wage compared to their counterparts in Europe.

I know, you're saying they have nothing to do most of the late Fall and Winter but stay indoors and study. (land of the midnight sun etc.) However, some of our most successful and famous athlete are from Finland. We've had Olympics there, and not just winter sports. You might be saying they are so isolated from the rest of the world up there. Well, maybe they used to be, but now with the internet and their active border with Russia, Sweden, Norway and Estonia (via the Baltic) they are right in the thick of what's happening. In the far north, they have the Lapps and the reindeer, a whole isolated culture. They have the aurora borealis and, according to the latest popular movie on the "His Dark Materials Trilogy" - "The Golden Compass" they have exclusive access to "Dust" or some sort of entrance to "other parallel worlds"...yes, fantasy too!

We've recently heard on the news that the Danes are the "happiest" people, as a nation, on Earth. The study goes on to say it is due, in a major way, to their contentment and satisfaction with the "status quo" and Life as it is for them. The Swedes have a similar, "non-motivation" compared to Americans. Where do the Finns fit in here? Are they as curious and up for "life-long learning"? If they are not as striving as us, are they at least as forward-looking and progressive? Maybe it is all in their approach to "testing"- the types and frequencies. We seemed to be obsessed with it and then all the bragging and comparing. Can you imagine a "waiting list" to get into a Kindergarten in Helsinki? Years ago, I even observed one at the demonstration elementary school attached to U.C.L.A's Graduate Ed. program where the author lectured. Maybe that's where he began to see the "Northern Lights". RRR

Dual Emersion, Part Dos

2008-03-01T10:22:00.000-08:00

I'm happy to report here that I "guest taught" this past week in a Third Grade Dual Emersion Class that seemed to be fulfilling the mission, as I see it, of Dual Emersion. i.e. both Hispanic and Anglo students learning a second language and succeeding. This I observed and also found out by talking with the regular teacher. They had been together for almost three years with this dual setup and even though there was the usual "transciency" and turn-over, there were measureable gains in both languages.

My lesson plans were in English, thank goodness. The first lesson was from a reading anthology that was totally in Spanish. The CD was put on and they were supposed to read along. I wasn't really able to read that fast and didn't really get the story, even with the abundance of pictures. So, I had them explain it to me a bit in English. I had previously told them, and written on the board my old "saw" in Spanish: "He who gives, receives; He who teaches, learns." I told them that they would have to teach me Spanish and then they could learn it better and visa-versa. I told them that I liked it when they helped each other since we weren't doing any "tests". It was still pretty hard for some of them to "help" their seat mate without my reminding.

It was an easier day since we all had to go outside for an assembly about Martin Luther King Jr. This was the usual kind that visit elementary schools - "itinerant showmen/minstrels" who work for a fee from the special budget funds that are already in place. This guy was a "one-man-show" and had a "gift of gab" or elloguence that kids like. He had them most of the time with stories, poems, and speeches from MLK. He did alot of audience participation and calling them up to help perform. It was all good, except that the administrator had set up the assemble so that most of the audience had to look into the sun and it was getting warmer, even in Feb. His performance reminded me of one of my favorite poems by Langston Hughes, "Hold Fast To Dreams". I shook his hand at the end and asked him if he knew it. He said yes but started to quote a different poem.

I went back to class and wrote it on the board and talked about it, pointing out the metaphors and rhymes and meter. If it had been my class, in the "pre-historic" times (before Testing) I would've taken time right there to help them memorize it in a "verse choir". But no, back to the lesson plan.

We were also scheduled for the bi-weekly "flute-a-phone" lesson from the roving music teacher. When I taught them to our "upper graders" they were called "recorders" and were very helpful in teaching the beginnings to reading music, notes, time signatures etc.(a different, third language) These kids were actually pretty good with their left hands only. They hadn't learned the note position for the right hand which are much harder. I whipped out my recorder and played along. She even had me demonstrate toward the end of the session with the hardest song, "Mary Had a Little Lamb...Cha, Cha, Cha". It was fun. My granddaughter had just shown me her recorder from her school the past weekend. Hers was numbered and she got to take it home. These were in plastic bags and collected/distributed weekly. (personal germs kept personal)

In the afternoon we had another "reading session" with an English Textbook on Social Studies. It was supposed to tie-in with the A.M. Spanish Literature reading. This one we did "live" a paragraph at a time by calling names written on popsicle sticks. It went pretty well with many stops for discussion and helps with longer words. I tried to put up a Venn Diagram on what we read with initials of topics covered. It was mostly over their heads. In another class, with older students, I had attempted a form of Venn Diagram, as directed by the lesson plan. This time we used a sheet of construction paper folded in thirds with the middle third reserved for "Both" (traits that were shared)
Here they were responding to a sheet and a half on "Frogs and Toads" i.e. how they were compared and contrasted. Only one student in this "Dual Emersion-4th-5th Combo" had to write it all in Spanish. I had help from his mates with "Rana"=frog, "Sapo"-toad, and I came up with "Mismo" for both or same. This class had another major challenge, i.e. the 5th half, the whole time (PM) was being taught an entirely different lesson on Physical Chemistry from a "guest professor" "that they needed for the up-coming tests" It got pretty hectic at times and I don't know how they could listen to just one of the two teachers. At the end, we played 20 ?'s with both groups disguising it as "Science" i.e. "Asking questions" what Scientists have to do, hypothesize. They liked that.

In both classes, I was invited back. There were no "behavior problems". One kid, after several warnings, got his name written on the board by me. But then, just before dismissal, I offered him a chance to "work it off" by doing something nice for the class since he had disturbed it so much. He finally volunteered to put the chairs up on top of the desks for all the boys only. No dual loyalty with him. RRR

Dual Emersion?

2008-02-21T08:40:00.001-08:00

I No, this is not a blog post on baptism or scuba diving. It is not about the childish prank of "dunking" in the backyard pool. It is a practice I recently experienced which, I think, is just a ludicrous and archaic as the above word images evoke. It is still happening in our schools at all levels, and I'm not talking about swimming class or water polo. I can see the surface reasons for it, but, submerged, it is an iceberg that is disceptive and has many hidden agendas and consequences for learning our first language, English.

This time I was at a Kindergarten, probably in the oldest building in the city. It was not an oversized room, just a standard classroom that had to house both A.M. and P.M. classes of 20 each. It had two teachers who were not there that day. One was designated the "bilingual" teacher (P.M group) and the other was probably also bilingual but had the "traditional" class in the morning. They didn't overlap in anyway. They came and went separately and the teachers were hardly expected to interact since they had different students. There were two Aides who were also bilingual (Hispanic). They were in charge of the "paperwork", homework packets, home-going announcements, paper correcting and clean-up. One Aide, the P.M. one, had to take over and actually "teach" the Spanish lesson for the day since that sub, even though she had a Hispanic sirname, didn't speak Spanish. All during the A.M. session she hid in the back of the room at the teacher's desk, reading a novel. She was uninvolved in the class dynamics. I was expected to do the same thing during the P.M. session.

Well, I couldn't. After I had my lunch, I couldn't help but listen in. Pretty soon I was sitting in the room in a soft, deep rocking chair, just "observing". Then I went to one of the three kidney-shaped helping tables where they are sent for their "centers" time. This was during the Spanish lesson teaching the the initial sound blend "ch" and all the Spanish words that the kids could think of that start with that sound. Finally, I raised my hand and verbally volunteered "chimichonga". The Aide had to explain it to the kids because most didn't know what one was having never gone to a traditional "Mexican Restaurant". At the end of the session, when they were all packed up with their backpack to be picked up and "signed out", I called out "Adios mi chaparitas!" The Aide smiled.

During the "Centers Time", the only time they were allowed off the "communal lecture carpet", (yep, that's right, Kindergarters and no "free play time") they were all supposed to do the same "seatwork" about Spanish decoding, circle, X-out, or cut out and paste various letters and pictures etc. The Math assignment was rather tricky for Kindergarteners. The other sub (a first-year teacher without a "hire" yet) and the Hispanic Aide couldn't figure it out, especially in the "Second Language" While the kids were out for an extended recess, I was able to figure it out and prepare the three tables for it. It involved, in Spanish, comparative measuring lengths of different colored swatches with segmented, plastic blocks and then graphing them on a "bar graph" with that same color. THIS IS NOT A BEGINNING MATH ASSIGNMENT YOU GIVE TO STUDENTS WHO ARE JUST STARTING TO FEEL CONFIDENT "COUNTING" FORWARDS, NOT BACKWARDS, IN ENGLISH, LET ALONE SPANISH. Few kids got it at my table and one or two were sent to me from the other tables by the Aide and the other Sub for further explanation EN ESPANOL. I had to ask for some key words but I finally got it done with a combination of English and Spanish and most seemed to understand and do it. Unfortunately, all our time was taken up with it and we had no time to "Sing" with the Spanish-speaking kids at the end. (a request from the other Sub after listening to me with the A.M. group) I have several songs in Spanish that I love to sing with kids.

What I also noticed was that the 90% Spanish-speaking Aide had to revert to speaking a rather forceful English whenever the kids were not getting it or not paying attention. It was like a "punishment" for not "listening or understanding" it seemed. They kids were directed and "talked at" for 95% of the time by one adult or another. I later learned that this Aide went to this old school as a kid herself twenty years ago. "Nothing has changed", she said. (nada se cambio?)

I guess the reasons are mainly economic. I'd say they are also the ease of running it that way. But is it REALLY DUAL EMERSION? I think not. The English speakers are not challenged or asked to speak or understand Spanish and the visa-versa. They are kept separate. Music and recitation (poetry) would be two ways to bring them together. In this way they would both "value" each other's language and customs. In this way the dominant language, English, could be emphasized and phased into with more respect and "romance". The suborinate language, Spanish coud be equally valued and sung about so they wouldn't forget it. Right now, poor kids, they are just more mixed up. Que Lastima! RRR

PREAMBLE

2008-02-15T09:11:00.000-08:00

This next week my local school districts have taken the whole week off calling it "President's Week". This is new to me. This is not "Spring Break" or Easter Vacation Week but extra. They also take a week off at Thanksgiving now. I guess they add it all on at the end or beginning of the school year calendar. (when it is usually "beastly hot"...but now all rooms have A/C) Anyway, in preparation for this "Patriotic Week" this one school's 5th graders were being asked to memorize and perform, en masse, the Preamble to the Constitution of Our Country and "God Bless the U.S.A." (also known as "Proud to be an American") I subbed at one of these 5th Grade Classes this week and feel very qualified to "comment" on their "rehearsal" that I watched. I used to teach this level and do alot of Verse Choir and Choral Singing with them. By and large it is a lost and dying "performance art". (especially if "God" is mentioned.)

The first thing I wondered when I heard they were attempting to do it as a large group (at least 4 classes) is do they have an adequate "performance space"? Most schools don't now days. This school was trying to "pack" 90 to 120 kids of the 10-11 year old stature in a very small multi-purpose room by making them sit uncomfortably close to each other on the carpeted floor. There were protests and "behavior problems" of a on-going nature. Several had to be "moved" and resituated in a very strong disciplinary manner. i.e. spoiling the performance mood.

The next thing I questioned was whether or not they knew the meanings of the words and had they memorized all of them yet. This is absolutely necessary for a "top notch" performance. They should also be standing in "groups" not smashed together on the floor. Key words that should be memorized and understood for correct pronunciation and inflection are: Justice, domestic Tranquility, common defense, general welfare, Blessings of Liberty, Posterity, ordain and Constitution. Just the way the students were "herded" and "handled" both as a large group and as individuals left "much to be desired" and called into question if they had even gone over the purpose or meaning of the PREAMBLE. It was originally meant as an "Introduction" to the Constitution to tell the "Purpose" of it and the importance of it. Pre-Amble from the latin means "walk before" and this points up a school/class problem as I see it.

This school has a school-wide rule that all classes must walk places to and from the rooms in an orderly line on the lines of the black top if possible. Hands to yourself, straight etc. Well, I was "walking before" my subbed class from the Computer Lab to the Multipurpose Room when another 5th grade teacher stopped my line and verbally accosted and "abused" two of my students who were not quite lined up and "messing with a baseball cap" She was ready immediately to give one or both the dreaded "detention". They spoke for each other and finally the one, initiating the "extraneous actions", was "bannished" This kind of "treatment" continued throughout the rehearsal. Needless to say, this was a very "reluctant Posterity" who mostly were just trying to attain "Life, Liberty and the Pursuit of Happiness". At the ripe old age of 10-11 there is alot of "pursuit of liberty and happiness". This school's teachers (and aides) are so afraid and paranoid about any lack of "control" and "its consequencies" that they come down very heavy most of the time on most of the kids. Lots of referrals and detentions and intermediate measures are evident. During one of my stays I had two different kids who had been sent from other classes to "cool off" and do their work in my class at a separate table off to the side. Lots of hostility and agression ensues, naturally in such a negative environment. Not many attempts or programs to "catch kids (groups and individuals) at being "good", "kind", or even "random acts of friendship". And we wonder why our upper grade institutions, H.S.'s and Colleges are having to "lock down". Just this last week we had reports of "shootings" in 4 differnt schools at the upper levels. i.e. today Northern Illinois University, an Oxnard Middle School also. Kids are stressed and nervous going to our "institutions" now days. And we have the gall to say and go to the "rest of the world" and try force "liberty" and "democracy". Why don't we take care of our own "Posterity" first here at Home..."the Land of the Free and the Home of the Brave"? (if you have a hand gun) RRR

Waiting for a Kidney

2008-02-09T15:10:00.000-08:00

I've accepted 1/2 day assignments lately. I don't mind them. Less money, but less stress and responsibility. They are usually for 31/2 to 4 hours which includes a lunch period. Mostly they are in the P.M. and I can work in some music, drama, and P.E. which seem to be sorely missing from most curriculums lately.

This time I was asked to be there at 10:30 A.M. This is almost an hour early. I'd still have to work until 3P.M. and receive the same half pay. "Oh well," I said. "What the heck? Do I have anything better to do?" What I walked in on was just a bit unnerving...not shocking, but questionable. It was a "throw-back" to the old fashioned teaching and classroom. The teacher sat in one place mostly the whole time and the students were in two groups of ten at diagonals to her desk. She went off to the side for a brief time to have a line up of kids (ten) come up and recite the ten different rows (answers) of the 100 multiplication facts. These were just the ones who had completed all 100 in 7 minutes. This reminded me of my old habit of having my classes (mostly 5th and 6th) strive (goal set) to do the same amount in 3-4 minutes with less than 3 mistakes. These were third graders.
There was much bragging and "one-ups-manship" among these students and it was clearly irritating the teacher.

She spoke without much force but "lit-into" any and all who were "talking among themselves" or "not paying close attention" She had me wait off to the side and not circulate and help as I usually did. One student kept raising her hand for help and the teacher didn't seem to see her or come over to her. So...I did. I was rejected. She wanted "her teacher's attention". I had my usual penlight and pointed out a misspelled word she had copied off the chart done by an aide off to the side.(she did nothing else but the chart) The teacher went on to warn me of two of her "worst boys" placed upfront...while they listened. They had to keep a partially filled out "referral slip" on their desktop as a "reminder" of potential and future "detention" they had coming. Several other like slips were magneted on the white board along with lists of kids names with missing assignments or late homework etc. There was a place for "table points" (good points for groups"catch them being good") and it was mostly empty. Remember, this is third grade.

Soon she called me over to her "command seat" at the middle front and told me to take over..."I have to go to my doctor's appointment now." It was just about 5 minutes before lunch and line-up. On their way out she explained that she was waiting for a kidney and had nightly dialysis at home. She was rather matter-of-fact about it. She showed me the teacher's books she had stacked up ready for the afternoon's assignments. She had also written it on the board in smaller print, at the top, going from left to right, not up and down as usual. I asked her if I could slip in some music and class singing if we had time...no problem. How about P.E.? Oh, none today but they were allowed to have a "nutritious snack" when they came back in from lunch recess while they "free read" (AR) rather than mid-afternoon with a "wiggle break". OK. She also warned me about the "one girl" (who had raised her hand, unrequited) She was not allowed near the teacher's desk because "things had gone missing" recently..."sticky fingers" suspected...I later found her with a hand-full of colorful plastic rulers off in the corner shelves. I asked her what she was doing with them? She needed them. As it turned out the back of the P.M. Math assignment called EXCEL there were three problems of "measurement by cm's"...so I capitalized on that in a positive way and let her pass out rulers to all the kids and help them measure their lines. I later wrote a positive note to the teacher on how she was trying to help.

We "somehow" had time for a few fun songs, even about Math ("Inch Worm") and a game of "Silent Ball" at the end. They just love this game...sit on top of your desk and toss a balloon-ball around to get each other "out". Our "sticky-fingered" girl was in her glory. She was a different personality during P.E. like this...very with it and athletic...a kinesthetic learner. The kids wanted to know if I would come back tomorrow for somemore fun...I can see why. I had to warn or scold no one during my time there.

The teachers in the staff room at lunch time said she had been waiting for a kidney "a long time"...there were no other comments. RRR

Amate Illuminati

2008-02-02T08:00:00.001-08:00

This last week, I only subbed in my usual Art Class. I was busy during the most active days, Tues. and Wednesday and had several calls, but I turned them down. I needed the R and R. The two days in the Art Class turned out to be quite strenuous anyway.

The weather was quite cold and windy so the middle school aged kids were quite "squirrelly" (if that is a word) By Friday, they were "at each other, physically and socially" and it took constant vigilance and quick interventions. Last period Friday was the most challenging and took most of my depleted patience. On top of that, the district policy to cover classes without subs with "sub's preps" rubs me the wrong way. I was forced once again to cover a Pre-Algebra Class of 34 who didn't know what they were doing, mostly and had an incomplete lesson plan with missing parts. Lots of raised hands for "help" and we were running to them and bringing them other work so they wouldn't get up out of their seats and "socialize enroute". I was further frustrated because I was supposed to "clean up" the paints etc. for the next classes during art class prep time. We have "T.A.'s" (teacher assistants, students) but they don't really do that much in the cleaning department and there just isn't time during the period, even with a 10 minute clean up time. We were working with indelible watercolors in three periods and "cloggy poster paints" in two periods. They dry quickly in the pallettes and/or get washed out into the sink and clog it up.

The assignments were brilliant and very exacting for this age level. (mostly unappreciated by them also) "Amate" (Amatl) Paper is from the Pre-Colombian Mexican era. It is fibrous paper hand-made and dipped in brown ink. On this, or with this media the artist-student was suppossed to decorate it with simple, but beautifully colorful objects of "amor" i.e. birds, flowers, or skulls, snakes alligators. This is only done with about 5 basic colors. The rest are mixed. The wider, thicker brushes and too much water left much to be desired in most cases. Many of the majority of Hispanic Students were into it and doing their best. Several of the "perfectionist" girls were reluctant to start painting and quite disappointed with their results. Mostly they were more "into each other" and the usual "posing" and "primping". I made the mistake of allowing ipod listening "as long as it didn't distract and interfere with the art work". Good luck on that. They were engrossed in all their "tunes" and "raps" and were sharing earphones.

The other challenging assigment had to do with the ancient, medieval decoration and illustration of texts. i.e. Monks in Monasteries and those ornate capital letters. They were to use only their own initials and fill up the page with ornamentations and intricate decorations around them and within them. They were to do it on onion skin with watercolors. They checked out 3 "special watercolor brushes" at a time. It was very exacting and tedious work and these students, believe me, were not monks or nuns in the convents and abbeys. They could embellish the lines with black "sharpie" and "gold paint" They got carried away with this. Several thought they were done "early" and wanted to go on to the next project "rubric" I tried to challenge them to put some "secret codes" into their illustrati like the Da Vinci Code (a la Albino Monks) No luck, on takers. Most didn't know what I was talking about. So the next assignment was to decorate a gourd or make an "Ukranian Egg" Wow! First they were to pick a dried gourd from a double closet or decide to design and draw a pattern on an "Egg Template" Most chose the gourd. Then they were to sand it. Up until the last two periods we couldn't find the sandpaper. Then we realized it wasn't paper but a box of "crusty sponges". Kids argued and joked about the gourds. Good luck on that rubric.

One class was trying to "tie up a small boy" in a "knot". I told them about the "Gordian Knot" and "Alexander"...some interest. One class was so good, I offered popcorn on Friday if it continued. One of the "less popular kids" brought in a bin of microwavable popcorn before school on Fri. and I added my "Orville Reddenbacher" and they were happy for about the last 10 minutes shaing "paper towels of popcorn". I had to remind them to thank the kid they usually "scapegoat" and pick-on. (big at this age) One of the best "T A's" almost blew the whole thing by trying to get in a fight with I kid bigger than him. I had to threaten the big "R" (referral). Another girl got the same for "persistant refusal"...she wouldn't stop talking to her "friends, combing her hair and facing the back of the room. Yearbook digital cameras, usually borrowed, didn't get returned...one did. Oh yes, there is still a yearbook class, mostly on computer now. Most kids were playing games on the computers or making posters for the upcoming basketball game with the "arch rival" middle school. You can probably see why I'll probably be reluctant to return. There isn't much "teaching or rubrics" being done at this level, even in the best of times. RRR

"Be Nice and Mind Your Own Business"

2008-01-27T10:00:00.000-08:00

This past week I was the "guest teacher" in three different classrooms and levels. It was only a four-day week and one of the classes was two, half-days. It was a week of contrasts and some challenges.

My first assignment was my most familiar Kindergarten as the P.M. part of a "well-oiled" Team. These professional teachers have it down. The organization is all there and the kids are truly benefitting from it. I can see growth since the beginning for the year. The major assignment for both groups of 20 was to make a folded display of their traced (and cut out) hands, colored differently and touching when you folded them together. In the middle of this was their own written words on, "What they wanted to do to help others" like Martin Luther King Jr. did. We had "primed the pump" with stories and songs about him and his life. Most of them got it, even if it was just to "help" give their dog a bath. One little girl's father came to visit our table and help his daughter with the cutting and writing of it all. This was really good to see since the last time I was there she was "having a tantrum" (pretty regularly) toward the end of the period. He complimented her greatly and complemented her too. He had her write that "she" wanted to be an "asternot" and he apologized for his lack of "spelling skill". I resisted the temptation to correct it or him, but effusively praised him and her. I'm pretty certain that this was part of the solution suggested for her by her regular teachers and it would work better if he came when he could hear the assignment and then understand how to help her, besides just keeping her from "going off" on her peers when she wasn't getting her way. This is definitely a "rubric" that more kids need i.e. regular visits and help from their parents.

My next assignment was at a 5th grade class in a portable next to the parking lot of a different school. The emphasis at this school is, across the boards "WE ARE COLLEGE BOUND!" and they let you know it. It is all over on bulletin boards and even in their early morning, shouted chants and cheers before they even enter the classrooms. They seem to do it for each other as encouragement and reassurance. I noticed "Biola University" is centrally featured near the office where everyone has to pass. The young teacher I was replacing had pendants from UCLA around the room. I decided not to mention that I had gone to USC. This class was also working on their own essays on MLKjr. I tried to help with that. I told them about my sitting behind Coretta Scott King in church and one girl shared that her grandfather, still living with her, was hit by fire hoses in Birmingham. I also mentioned the "Blue Eye Experiments in Discrimination" and the "Evil Eye" (glass blue eye) I had in my pocket (bought in Turkey). They had an hour-long video after lunch to reinforce all that he taught and what we want to remember about him. Unfortunately I had two boys who had other "ideas" of what they were going to do at school with a "sub" It started by not getting along with the boy seated between them. (they were all Anglo and Hispanic) So, I moved them and separated them so they could "work" better. Soon they were moving themselves to other unoccupied desks and stll not trying to do their work. The one that was back-talking the most and bullying others was finally asked to leave. It is called "a referral" to the office. Soon the principal called for clarification of the offenses and asked me to send his remaining work. Later on I saw he had been placed in another teacher's 5th grade class. She had offered earlier to take "any students who gave me trouble" since she had "three empty desks" just waiting for them and "they didn't like it in her room". She also led the P.E. for the grade level at 8:15 A.M. i.e. calesthentics and four laps around the large field..."that'll tire them out." "These kids now days are so out of shape."

My third assignment was actually two half days at a Second grade in a portable way out in "left field" on a gigantic campus dedicated to Second through fourth only. I went early and ate lunch with the teacher and kids which is what they do there. I enjoyed it. They announce contest winners and awards during these luncheon sessions in a large multipurpose room. The principal came well recommended by my first of the week team leader. "He's so nice." The room and teacher of this second grade were a "breath of fresh air" for me. First of all, as you walk in the door, the "class rules" are posted. This is not unusual. There is usually a long list of do's and mainly don'ts in every elementary classroom. This one, however, only had two, hand printed, "BE NICE" #1 and "MIND YOUR OWN BUSINESS" #2. That was all that was needed they felt. I began to see why and what was the difference at this young age, 7 or so. It is so hard for this "age" to do just that. They love to be so "officious" and "rule-reminding" to each other and to their teacher. These kids were actually practicing these rules with some degree of success. It must be their teacher, I thought. I had met her. She gave me candy treats. She was very open to "new ideas" and even some of mine. She was reading "Sadako" a thousand cranes - to her class and had them drawing their responses to each chapter with sentences too. This is the story of the survivors of the Hiroshima Bombings. Pretty heavy stuff for second graders. She planned to challenge them to make 1000 origami cranes of happiness. We had fun with "The Magic Penny" Song and game, "Frere Jacques" as a "round" with a student leader, "Mr. Fox" song and story theater with masks, "Twenty Questions" and "Silent Ball" They loved it all. It was raining outside. RRR

A New Year

2008-01-19T08:41:00.001-08:00

2008, the "Year of the Rat", is finally here. It has been a long time coming for me. 2007 didn't end well. It was the "Year of the Fire Boar" (pig) full of clashes of fire and water. I can understand that. Hopefully, that is all going to change. "The Rat" is very productive and driven. I was born in the "Year of the Rabbit", my wife, "The Dragon". We had the most trouble with "The Snake".

We were reminded of all this "superstition" with our recent visit to Las Vegas and the Belagio. The whole place, especially their Conservatory, was decorated to honor the Chinese New Year. China, the largest and most populous country, will continue to have a major influence on our World's economy and environment/atmosphere. They must we reckoned with and dealt with, as a World Force, A Culture and Society and as Individuals. This is becoming very evident and pressing. We have certainly seen it in our own family. I now consider all this as "Life's Rubrics". Best learn from them, and not the hard way. Feng Shui will come in handy now and in the future.

Speaking of that, the lobby of the Belagio has changed radically recently. Right in the center is this gigantic stallion all sculpted in tiny, mosaic mirrors. It is awesome. They've cleared out everything else except for some couches nearby to sit and gaze at it. All kinds of tourists are flocking around it constantly to take pictures. I had trouble getting the "clear shot" above and had to go early in the morning. The ceiling is the same (Morano Glass Flower Sculptures) which are still spectacular. Behind the "check-in-out" counter is an alcove completely decorated in big, bright red ball ornaments hanging in groups over mandarin orange trees fully loaded and piles of oranges all around them. What symbolism! The "Year of the Horse" is not due for a few years (2014)...and the "Rat" and the "Horse" don't "get along"...not compatible at all, according to the Chinese calendar lore. Very Interesting! Why have that symbol, which definitely improves the Feng Shui there but is in conflict with with the current sign? They are having the current Democratic Presidential Caucus right there. Is it an omen? Hillary's people contested it, Obama's went for it since the "Vegas Culinary Union" has endorsed him.

From the balcony above the conservatory are the spacious spa and salon rooms of the casino. I had never been up there so...what the heck, I had just won a video poker jackpot from an attendant so why not relieve some stress. I chose the unique "Scalp, Hands and Feet" massage. Wow! Did it help with my migraine-type sinus headaches. Reflex-ology really works.

While I was sitting there by the horse waiting for my "gambling family" I heard the strains of "Fur Elise" from the lobby bar piano. I went over and asked, "Do you know "Traumerai"?, one of my favorites, with memories. The musician said, "If I cheat." Pretty soon, here come the familiar, melodic phrases of "pathos" and "longing". I was moved sitting there and teared up a bit. "What could've been"...it says to me. Further release from my massage I would guess.

Our favorite "coffee place" at the Belagio is "Palio". It is on the way to all their "Convention Square-Footage" with all the "professionally upward and mobile" stopping by for their caffine "pick-me-ups" The reason we like it is not just the stronger coffee (espresso) but how it reminds of our visit to Senea(?) Italy and the famous day of the "Palio" - an annual horse race in the town palacio. It is quite an event and one can get "trapped" in it and the crowds. The neighborhood "colors" (flags) and symbols are all paraded and bet on or against. Horses from these areas can win, by any means, I mean any...and even without a rider as the charge pell mell around the square. Del Mar Race Track near San Diego has their top-most restaurant/bar named the "Palio" probably for this very reason. It is open and you look down on the finish line with your bet tickets in hand. The symbols I chose from the ceramic hangings all the walls of the coffee shop are the most appealing to me now..."an owl", "a turtle" and "a snail" Atypical symbols for a race, don't you think? This is where I feel I am now in "my race", "my guest teacher career", my family and life. Easy does it, one step at a time...

In the last two weeks I've visited five different school's primary grades. I'll concentrate on these levels now, less stress. I've enjoyed them by and large. In one, I was told by the "observing principal" to "slow down", some of the weaker ones, academically, were not with me. I took it as good advice. What's the hurry? The lesson plan left by the regular teacher doesn't have to be on schedule and followed to "a tee". I'll take time to sing with them and joke with them. These times are precious and I'm so priviledged to be allowed to work with them...I alway have. RRR

'Tisn't the Season

2007-12-21T09:59:00.000-08:00

Even though this pyramidal shape could remind one of a christmas tree or, to be politically correct, "a holiday tree" it somehow doesn't, for me, this Christmas. We are having some major challenges to our "reason for the season". A testing one's faith and family commitments is on going.

It wasn't much better at my latest "guest teacher" (sub) assignment. I had promised a friend teacher that I would cover her class the 3 days that she helped produce an annual holiday show at her school and it, at times, was difficult. It wasn't the subject, Art, but the personnel and the administrative lack of support that made it all less than inspiring to that festive, holiday time usually experienced just before the annual two-week holiday haitus. Students at the middle school age are generally so into themselves and each other that they hardly give any signs that they are "festive" or joyful...even with "breeze assignments" in Art. The ones who would normally respond are far out-shouted by the two to three in each class that "take extra attention"...usually the negative kind. They come into class with their own agendas from the previous "passing period" and could care less what they are there for or assigned to do. They then force a confrontation which first involves warnings, chances to comply, then threats of "referral" usually 3X and then, with persistant refusal, and lots of time taken away from the "deserving students" they are given a note and asked to leave. This seems to be, more and more, standard M.O. with "subs". But not this one. Then on the next day when they see that "this one" is still there they don't want to come to class and report to the girl's V.P. in charge of discipline and complain with their calumny. This is where my sponsor teacher steps in and backs me and what I'm trying to teach/accomplish (her lesson plans) This works to a degree although they still wouldn't take any direction from me.

We got some beautiful projects from most of the students, 5 classes of Art with the same assignment: Make a small, black and white, newspaper collage to then decorate with pastels with copied or created pictures, landscapes or abstract designs. Most took to it and enjoyed doing the three-day process with friends, conversation and "tunes" in the background. They, of course, wanted "their choice of tunes" which never pleases everyone so the teacher had picked 4 or 5 CD's and we put them on "shuffle". I stuck in a holiday CD from "Manheim Steamroller"..."oo yuk" was the predominant response.

The one different class, "Yearbook" was asked to write a "critique" on the "show" or interview four of the kids ("student celebrities") who were in it and in their class. Here again we had to threaten a certain few who were trying their best to get out of the assignment or do the minimum; even when I made sure the assignment was from their regular teacher, not me. Finally I had to do the old "exit ticket" routine. i.e. "You get to leave the room when the assignment is given to me at the door with your name on it...even if it isn't done...like a blank piece of paper with your name on it. We had a few that were close to that. When I tried to read and grade them it a rude awakening to what writing skills most lack and don't even know it.

Another "Snafu" transpired on the second day first period. The Art assignment had rotated to "Prep Period" which means no students. Wrong for subs...we have to be available to "cover" for last minute cancellations until they find another sub or a "staff" person covers. This time it was me and I was sent to an "Algebra" Class. The regular teacher was there and doing the last minute lesson plans on his computer. He then explained the to me and handed me the attached packet of individualized assignments. Then another sub come in and relieves me so I give her the packet and the explanations I had just received. I'm not back in the Art room for 5 minutes when I get the call to come back to "algebra" the releaving sub was wrongly sent. But she in the meantime had mislaid the packet and assignment and handed me some "work to return" . Even with a "T.A", who was busily correcting papers, we could not find the original assignment page or packet...even sending the TA to find her and ask her or it. With 5 mins. left in the period and two whole class refusal do do a "supplementary assignment" "Oh we've already done that one" Yes, you may have but you didn't pass it...do it again...nope; we found the packet. I left copious notes to the regular teacher and praised the one student who tried to help me the whole time. I also stopped a girl from chasing another boy student around the room with scissors i.e. "running with scissors" and then she came up to my desk and threatenly operated the scissors rapidly and violently several time not two feet from my face. I wrote that up too. Her parting sarcastic comment as she left and the scissors were laying on the desk, pointing toward me..."Oh be careful, they might get you." Vicious! Most all the problem students, both classes, ones with real issues, were females who were performing for each other and the class.

It seems that at this level the females are much more socially "advanced?" and not really interested in assignments. Hormones are freshly flowing too and that's part of it. This is probably another school I will not return to unless requested by my Art Teacher Friend. She would like to get more of my "artsy ideas" and pick my brain for future times...so she says. We'll see if my "rubrics", although older and tested, might help in what I see as an increasingly challenging scope and sequence of art curriculum. "Have you tried shrink art, simple origami or even napkin folding?" I have. RRR

Row, Row, Row...Down Stream

2007-12-08T08:22:00.000-08:00

The five snap shots above are there to remind me of the full, fascinating and fantastic week and a day I just had. We were coming from the depth of despair with a family member's problems and went to the heights of hope and hilarity in just that brief amount of time. Life is funny that way and it's good to remember that. It can change so quickly if you are open to it, flexible and ready to "keep on...keeping on".

Of course, I couldn't resist snapping the vulture looking down on us in "Club 33" in Disneyland while we ate our sumptuous feast/buffet in that exclusive, upstairs restaurant. We had been invited by some Club 33 Members to the annual "Candlelight Concert" of Xmas music and narrative in the Main Street Square. Mr. Vulture reminded me, as I took pause, of where I had been the previous week with my son. Somehow he and we must "muddle through" these hard times with the hope that healing will eventually come and the "vultures" of death will not win too soon.

I was taken with the beauty all around me at this "Happiest Place on Earth" when I snapped the center piece of peacock feathers at my table and the tiffany dragon fly lamp shade at the "Craftman" Hotel Californian in Downtown Disney. Beautiful images are all around with just the barest notice, if you try.

At the entrance to The California Adventure part of the Park there is this gigantic landscape/mosaic that I also snapped at the urging of my wife. We live in a beautiful state and are so lucky and priveledged to respond to its sights/sites and weather most of the year. We also Soared of California again, our favorite ride.

The concert last Sunday, though very cold for us thin-blooded Californians, was pure joy for me. This is probably the first year that I haven't been associated with a Chorus, Chorale or Choir and sung the traditional carols. I didn't realize how much I missed it. (tears to the eyes) This was a massive group of at least a dozen local choirs (chamber singers, madrigals etc.) plus an orchestra and the Hand Bell Choir from Claremont Congregational (the best, I knew some of the ringers) Then there was the Biblical Nativity Story read by Jane Seymour in her crystal clear English accent. (this time she did no "Dancing With the Stars") What fascinated me most during the whole, hour-long, performance was the American Sign Language Soloist up in front, near us in a spot light. Her movements were so graceful and calming for every spoken and sung word. This also helped me get perspective and forget our troubles for awhile. (it was dark, with spotlights, so no photos)

The next day I was scheduled to work at my favorite Elementary school...as it turned out, all week. Four days in a great 4th grade class and one day in a 2nd. This was the first time I had decided to work/sub (as they call it "Guest Teach") for 5 straight days. Along about the 4th day I had to catch my second wind to stay focused and positive all day. The fifth day was a "rainy-day schedule" but hardly any different. No "stuck in the classroom" all day (recesses) with smelly little bodies. We got our usual breaks and the administration/staff did herculean duty.

It was a joy to be back with my favorite aged kids and explore some of my "pet rubrics" with them. They were shocked and pleasantly surprised at several of them. "Our regular teacher doesn't do it this way." Learning again (finally) became fun and challenging...even the 5, yes, FIVE, tests we had on Friday. We sang alot, played math baseball, did Venn Diagrams of the "!2 Days of Xmas" and the "Old Woman Who Lived in a Shoe" etc. We wrote about our dead pets when "Rontu died in Island of the Blue Dolphins". We did Victor Borge Punctuation (sound effects) on our Daily Bites. We had fun...or at least I did. Just before the 5 tests, I taught them my "new versions" of "Row, Row, Row Your Boat":(6 to be exact)

Read X3

A book

Best that you can find

Reading books

Is lots of fun

It helps improve

Your mind.

Write X3

Some words

Best that you can pen

Writing words is lots of fun

It makes you feel like

Ben (Franklin)

Play X3

Some games

Try so many sorts

Playing games is lots of fun

It helps to make

Good Sports

Ve X3

Bote

Rio abajo

Alegre X3

La Vida es su

Sueno

Take X3

Your tests

Try all that are given

Taking tests (can be) lots of fun

It lets you know

You're livin'

Swim X3

Up stream

Make school hard and boring

Hating school is not much fun

What's only worse is

WAR-ing.

So I'm fully ready to continue to flow and row "down stream" and enjoy what time I have left. How about you? RRR

The Twelve Days of Xmas Questions?

2007-11-30T13:02:00.000-08:00

Venn Diagrams are alot of fun. I don't know if "The 12 Days of Xmas" has ever been Venn Diagramed. I have tried it as you can see above. There is a bit of interpretation needed. If you want to check your answers against mine, I'll put them in the comments below. OK?

What has prompted all this might be interesting to you also. I think it qualifies as a "Rubric Cubed" on the syntax and rhetoric of the song/lyrics which can be taught at most levels from Kindergarten to 8th grade. Plus, it is just a "fun thing" to do for the holidays in a classroom. (rubics cubes shown = 13 not 12 i.e. 3x3=9, 2x2=4, 9+4=13 so extra cube is for the "null set")

Anyway, this festive song has been with me and my teaching ever since my sister taught it to me when she learned it in her high school choir. We loved it then and every year, by command performance, had to sing and share it with our family and friends. What made it special was the unique "hand/arm/body/foot motions" that go along with its singing. Every gift has its own set of motions that are comical and appropriate for that day. By the end of the song, the last reprise, back to the first day, if you do it properly, can't help but bring a laugh along with the audience...especially if you go faster and faster.

I just finished teaching it again to this year's crop of 40 kindergarteners and they just loved it. Hand motions while singing are their "thing" anyway. They may sing it as their part of the school's annual "Holiday Show"...you have to be careful now days and not say "Xmas Show".

My sister called last week and said she wanted to teach it to 11 of her choir buddies for a show they are doing this season. We reviewed all the motions over the phone, gesturing blindly and laughing. I'll soon get to go see her this season and maybe help perform them in memory of our childhood and upbringing. Yes, we were silly at times too.

This is what is missing in many of the classrooms I've been visiting lately i.e. a sense of humor, some child-like silliness. Play, a creative, playful attitude, can go along way in many a dry Science class. Most 8th graders are already fighting any/all regimentation to learn/teach any substantive material so why not make a game out of it? I recently brought out the 20 Questions Game for those who had finished their assignment (read the chapt. on Atoms and answer the study questions) This is what passes for Science now days. Those who finished, very few, enjoyed it and we mentioned the importance of Questions and Hypotheses in the Scientific Method. Most have trouble or aren't interested in asking any questions...especially if it gets them more paper/pencil work to do. Sad, but true.

Maybe there should be a Venn Diagram of the typical American school students and their reluctance to learn, question, collaborate, network vs. the other nation's students who are all somehow motivated to do the above and have some fun with their learning. It would be a rather lop-sided Venn I'm guessing. RRR

Dragons in the Knight's Armory

2007-11-17T07:22:00.000-08:00

"Fie on ye! Thy gauntlet has been thrown!...but let's not joust."

These were epithets wielded about for the past two days by eponyms and denizens of "Middle Earth" (local Middle or Intermediate Public School). Yes, I heard them and actually used them in my dealing, as a sub, with 6th, 7th, and 8th grade students of Art. I had been asked back to hold forth for a second round of "clashes" (classes) at this medievil institution.

Actually, for the most part, I had alot of fun with the assignments. The regular teacher had gathered supplies and media for "tooling metal armored knights" and fantastic dragons. Most of the kids "dug" it...especially the boys. Some, as usual, fought it, endured it, reluctantly...determined not to have fun with it. I did. These were the kind of assignments I used to give along with looking up family crests and coats of arms. Fascinating.

My first three periods were older students who had been challenged to tool a highly detailed knight in shining armor with a weapon or a shield. They could trace the outline and then fill in the spaces by pressing extremely hard with a rounded tool. Then they could put in patterns, like chain mail etc. There were no more than a half dozen who could really bare down and stay with it for two days. Most were easily satisfied with a very conventional knight that probably wouldn't last two rounds with a dragon. All my cajoling and exhorting to "buff him up" and "pump him up" did little good. I even xeroxed some design patterns as suggestions for "cross-hatching". One or two had looked up their family's coat of arms and tried to put it on their shields. It amazed me how many wanted to quit early and just sit and talk with their fellow classmates, or tease them, or insult them. One group was competing with each other as to who could tell the grossest "mother" joke. They were having a good time as they looked forward to a nine-day vacation. We only had two girls who insisted on "jousting" (verbally) with me, trying to avoid the assignment, talk of their problems "privately" and then cause an uproar with argumentation and threatening to have their mother come in...for what reason, I don't know...(to discuss how they were refusing to do any "work" (even art) because it was something an adult in charge had insisted that they try?) Or they would call you over to ask the same question again and again just to call attention to themselves and try to bug you. Finally, I just "referred" them and called their regular teacher. She wasn't surprised. One other student came up later and said they tried the same thing in other classes just to get out of work or do their own socializing. Only that one class was "tainted" attitudinally by them. As soon as their "fires" were snuffed out it was a calmer armory.

Two younger classes were asked to trace or draw dragons flying or in various threatening positions, border it and then paint it. About a dozen in all got to the painting and there were only two minor spills of paint that they quickly cleaned up. They were warned to wear a smock and that the paint was indelible on their hands. Here again, several boys especially just couldn't concentrate and complete the tracing. They ignored the suggestion to tape it down so it would wiggle and ruin the outline. One kid, after three attempts, made a paper airplane out of the "onion skin". Several took my suggestion to tape it to the window and trace with "backlight" especially since then they could see and gesture to their "friends" walking by outside. This was something they never had gotten to do before. I wanted to play music while we "created artistically" but there was no CD player in the rooms and none of the computers had been set up for sound from CD's. Pretty soon though, we had two or three cell phones that could play tunes for two minutes at a time. Wow! Then we had some dancing instead of doing their tracings. Oh well, it was creative expression. It was the birthday of one girl and she wanted her picture taken for the "yearbook"...room cameras were all checked out so I snapped her with my cell phone and tried to send it to the teacher's phone...nope. I'll try her email.

We discussed the use of armor in our society now days i.e. football pads, kivlar in the army etc. We skirted the issues of "dragon breath" and personalities that do exist at these ages. Some have already developed their own "armor" in so many ways with each other and especially teachers and other "caring adults" that it does bring out the "dragon" (well-meaning) in all us beleaguered subs. RRR

Gordian's Knot

2007-11-11T10:28:00.000-08:00

Alexander Cuts the Gordian Knot, by Jean-Simon Berthelemy (1743-1811)

The Gordian Knot is a legend associated with Alexander, The Great. It is often used as a metaphor for an intractable problem, solved by a bold stroke ("cutting the Gordian Knot")

According to a Phrygian Tradition, an oracle of Telmissus, the ancient capital of Phrygia, decreed to the Phrygians, who found themselves temporarily without a King, that the next man to enter the city driving an ox-cart should become their king. Ahmidas, a poor peasant, happened to drive into town with his father Gordias and his mother, riding in his father's ox-cart. Before Ahmidas' birth, an eagle had once landed on that ox-cart, and this was explained as a sign from the gods. Ahmidas was declared king by the priests. In gratitude, he dedicated his father's ox-cart to the Phrygian god Sabazios, whom the Greeks identified with Zeus, and tied it to a post with an intricate knot of cornel (Cornus mas) bark. It was further prophesied by an oracle that the one to untie the knot would become the king of Asia (today's Asia Minor-Middle East)

The ox-cart, often depicted as a chariot, was an emblem of power and constant military readiness. It still stood in the palace of the former kings of Phrygia at Gordium in the fourth century BC when Alexander arrived, at which point Phrygia had been reduced to a satrapy, or province of the Persian Empire. (Iraq, Iran today)

In 333 BC, wintering at Gordium, Alexander attempted to untie the knot. When he could find no end to the knot, to unbind it, he sliced it in half with a stroke of his sword, producing the required ends (the so-called "Alexandrian Solution", taken by the Hellenic Army IV Army Corps as their motto). Even though disputed by Plutarch, (pulled out not cut), either way, Alexander did go on to conquer Asia and fulfill the prophecy.

Now days, we have a toy puzzle, similar to Rubic's Cube, which defies solution. (pictured above) In the packaging there is a step-by-step procedural solution for taking it apart (untying) and then, equally difficult, putting it back together (retying). I enjoy these puzzles, not that I'm especially good at them but, I like the challenge. They are maddenly fascinating all at the same time.

Metaphorically, I can relate this "intractable problem knot" to the "mess" we, as a country, have gotten ourselves into in the Middle East. There doesn't seem to be a ready solution, easy or hard. Maybe our leaders should've "learned from history" and had an exit strategy before they blundered in to slice away with bold strokes.(like Alexander or some eagle) It now appears that the knots have grown and divided into "offspring knots"...or maybe they were there before all the time. i.e. Afghanistan and Pakistan a la the Taliban. These still and always have been "male dominated" cultures or "half-cultures" if you will...discounting the power and importance of their women in roles of leadership etc. (i.e. Pakistan's current struggle) Will stumble in there like Alexander and try to force our ways and values on them all? It reminds me of the scene from "Raiders of the Lost Ark" where Indiana Jones just takes out his six-shooter and dispatches the scimitar-weilding dueler. Why play by their rules? We have our own rules and values and they apply everywhere in the world. Right?

This same situation now exists in many of our schools, districts and classrooms. The systems are all knotted up in procedural rules and ineffective rubrics for learning and discipline. All we seem to have to "fix" them are TESTS AND MORE TESTS. The threat of tests are used everyday and kids have come to expect them. Why do anything extra or out of curiosity if it won't be required on a future test? There just seems to be only one solution to why kids can't or won't learn...finding the right tests or "test-taking behaviors" to train into them. When a "sub" (like me) comes in and questions some of their procedures, i.e. the reason or validity of them; many of the outspoken ones ask, "Why are we doing in this way?...We've never done this before...Our regular teacher doesn't ask or require this?...How many do I have to do to be done right away?" I can give you cases in point at almost every level but mainly at the older (upper grades). Very "closed minded" already by the 7th and 8th grade level, especially in Math. "Just show me/require of me the minimum. Don't make me go through it step-by-step in logical order. That will take too long and I won't finish by the end of the period or I might have to take it home for homework." If they don't get their way, when I insist they try a new or different approach, they try "the game of uproar" trying to get their classmates involved. I'm convinced that most of the regular teachers don't even care anymore and are just "covering the material" take it or leave it...most leave it. Too hard of a knot to untie, takes too long, and it isn't worth it. They can't see into the future of our country or even our state and the hopeless, passive, non-copers we are "educating". I just heard on the radio that California 4th graders are #48 out of 50 in Reading and Math. We wonder why that is? Just look at our schools, their lack of support and their lack of innovative approaches. They keep waiting for the "bold stroke" of decisive solution but are unwilling to try anything that might inconvenience or change their schedules and ADA. Maybe the Greeks i.e. Alexander, had a point or an edge or...a clue? RRR

Spotlight on Drama?

2007-10-31T08:14:00.000-07:00

"There's no business like show business,

There's no business I know.

Everything about it is appealing..."

In the four middle schools at which I've recently subbed, only one has a "drama class" elective. Some have "Art", some have "Instrumental Music". None have all three. What a shame. These are the ages that kids are beginning to blossom in their personalities and can be the most "dramatic" and expressive "artistically and/or musically". Instead in most of these schools they are scheduled to the minute and shuffled around to seven 50 minute periods with only the briefest of breaks in between. They are required to be there at the "crack of dawn" almost, when, as adolescents, their "juices" might get flowing alittle later.

That first period class is anywhere from 7:50AM to 8:05AM has them staggering in almost "zombie-like". They sit strictly divided on the floor of the double-sized drama room very quietly. As the day progresses, the groups of 35 plus warm up to each other and sit (on the floor) intermixed. They then are much more interactive and even confrontational (dramatically). It then becomes a challenge, as a teacher, (sub drama coach) just to get and keep their continued attention for more than 5 minutes. Fortunately I have a few "tricks" from my former "drama-coaching" days. I love to use and comment on their dramatic individualities and personalities. i.e. answering to the the roll call with a different verbal/nonverbal response from the previous student. doing verbal dexterity exercises for their upcoming "voice-over" skits (with mic) having them "give notes" to their peers that are positive and responsible.

The regular drama teacher was not sick but "paniced" with an upcoming "tech rehearsal" that the "Drama Club" (after school) wasn't really ready for. They had had to miss a week of school due to storms/damage to the local schools. She is a great, well loved drama teacher and each year strives to put on two "musicals" (Fall and Spring) ("Annie Jr. & Tom Sawyer") She does this...like a "business" and usually raises lots of money from it and before it. She involves lots of parents/volunteers and generates a ton of goodwill and PR for the school. However, yesterday I had to give her some time to "unload" to me about the lack of support from the school administration personnel. They won't even get her an in-tune piano, rented or bought. She raises the money and it has to go into the general fund. Athletics still takes presidence over all other extra curricular activities, then instrumental music. There is also an appalling lack of cooperation and team work among skill-related fellow teachers. i.e. music/art/ Lang. Arts They don't want their "classrooms messed up" or available "after hours".

First thing, over the all-school P.A. comes the Pledge of Allegiance, led by an "anonymous adult". Then comes the day's and week's announcements and promotions for "fund raisers" and contests etc. also done by an "anonymous adult". It all seems very hurried and business-like, not to "waste too much time" from first period. Where are the ASB student leaders and their enthusiasm? They could be coached on their "voice-over" mic skills by the drama teacher who, by the way, is teaching that very skill right now. Other Middle Schools in the area have that going at least. These formative years are so trying and hard for some kids socially and emotionally that it seems a no brainer to have them work on and practice these necessary skills with "room for goofing up" Screw the schedule! No wonder so many are hyper, up tight and increasingly hard to focus for more than 5 minutes. Reorganize the day to five or six periods that are slightly longer and allow time for more in depth, personality-developing activities and peer evaluation and coaching. They are more interested in that anyway. Scan-tron tests are quick and easy to grade, process and report on,(to the public) but what are they doing to our youth and our culture's future? RRR

Displaced Kinder

2007-10-26T08:17:00.000-07:00

I was alittle excited yesterday because I was finally getting to go to an elementary school that I had missed so far. They had the jobs but always called too late to be do-able. This was an early call (5:AM) and it was a Kindergarten...piece of cake, right? Wrong. It was quite different and rather depressing and frustrating.

The buses arrive late at this outlying site and so school doesn't start until 9AM. I was supposed to be there at 8:20AM. I set out at 7:55AM and then realized, in my excitement, that I had forgotten my badge. You've got to have a badge nowdays to get on campus. Security is tight. So, having never worked there before, I wasn't quite sure of the best and fastest way to get there. I called them on my cell at 8:20 and said I was on my way, in the area and was I correct so far in my off ramps and streets. Yes, but it was very hard to hear. The parking lot was full so I had quite a walk to the office.

Here again the school was being "retro-fitted" and it was totally in the state of fenced-off construction, holes, dirt piles, noise, and kids and teachers routed around it all. My K room was the farthest away portable next to a big mound of filler dirt that a "bob-cat" (mini back hoe/scooper) was periodically moving throughout the day. We closed the door to no avail.

This was another AM/PM double K with two teachers. The AM teacher barely greeted me and not cordially, "Are you full or half-day?"

"Full."

"Well, I'm going on a field trip this morning with mine and your's don't arrive until 11:40."

"No problem, how can I help you now?"

She proceeded to give me some "seat work prep" for the upcoming Halloween themed days. (mostly stapling and folding) She told me my aide would arrive at 10AM and could further help me prepare for mine. There was a typed "lesson plan" but it was rather sketchy and incomplete. Then we got a phone call from the actual teacher I was replacing and she tried to fill in some of the gaps. Her real reason for calling was to get the phone numbers of certain kid's moms who she was going to have to reschedule for conferencing or tutoring. I noticed the remains of a subbing summary from the previous Tuesday. Yesterday, Wednesday, she had been there to take her PM's on the same field trip to the "Pumpkin Patch". The aide later told me she hoped she wasn't having problems with her new home and the recent firestorms or with financial restructuring. Her voice did sound a bit stressed on the phone.

I was having problems finding all the materials for what she wanted done and the aide wasn't able to help much either. Her desk was a mess and so much of what was suggested again was "paper/crayon/pencil" heavy. The aide said to wait until the other teacher came back from the field trip and ask her. That made me feel a bit better and so I proceeded to set up some "alternate plans" of my own just in case...good thing...

The other teacher came back and was very cool, almost hostile toward me, the plans, what I did etc. I'm guessing she was miffed at the other teacher for "abandoning her" and was taking it out on me and "my kids". Her responses were brief if not curt and dismissive. She went to lunch and I was left to my own devises with the "aide" (bilingual) doing workbook prep in the back. So I forged on ahead and did the best I could to follow the plan and when in doubt...add my own...interests, specialties...biases etc. This would be music(Eng./Espanol) and math/lang. games. i.e. We counted the "days of school" (now 41) with pennies, not tiny paper clips on a distant wall. We sang and played the "Magic Penny Song and Game". They loved it but some had trouble counting their actual pennies past "one". Relating counting to actual things in sequence was still a challenge...forget knowing their left from their right.

I asked for help explaining the "centers" which were called for in the lesson plan and got no involvement or help from the other teacher who was busy on the computer and the phone calling non-cooperative hispanic parents. They were ignoring or refusing notes coming home because they weren't in Spanish too. The non-Spanish-speaking principal had refused (as illegal) this dual way of trying to get their participation in the school. This is usually not a problem at the K level.

The kids wanted things to be like they always were with their real teacher but they weren't and I wasn't getting any help to make them so from the teacher or the aide. ie. switching centers procedure, when and how. So, I forged ahead again...making sure they all had the "Magic Penny" game and a souvenir penny. Then I went to the math table and helped read the directions to those left there. The other teacher was three feet away and couldn't care less what they did.

I realized I was spoiled with my other K class and how well those AM/PM teachers worked together and helped each other for the good of their mutual kids.

Necessity being the "father" of invention...I came up with an "Rr" song for the letter of the day after the story in the big book (I couldn't find) and my own grandson's book on dogs, and a puppet show with "Tuggles" the Drug Fighting Bear. (yes, drug ed at this level) His message today especially to those who remembered to bring their "shades" (sunglasses) "Shade out drugs" "Stop and Think" This kids bearly (pun intended) knew what the lesson was about so we did some other "Stop and Think" activities i.e. crossing the street "Stop, Think, Look left, look right, look left again" and balloon ball...Stop and think before you throw it to your friend (the name you called out) They loved it all. The aide had long since left and the "uninvolved co-teacher" continued to ignore us. She did stop long enough to find the drug stickers in her desk drawer so I could pass them out at the end of the day, instead, as the plan suggested, in the middle.

I then walked six kids to their buses on the other side of the campus and she, reluctantly stayed with the remaining to be picked up at the door. The bus scene was chaos and the "principal" changed her tone of voice when she saw I was a sub, just observing, and was "without a clue" as to what to do. There was, overall a lack of joy or care with all the adults I observed dealing with the kids. Must've been the stress of the fires and air quality. This district kept open this whole disaster week, their neighbor district closed the whole week.

When I got back to the room the other teacher had already started her tutoring. "We wear many hats here," was her quote. One student hadn't been picked up and was near tears.

"Has your student left yet?" I checked, nope still there.

"Shall I take her up to the office to have them call?"

"No, I'll handle it."

"Is there anything else I can do for you in my time remaining?"

"No, I can handle it." (as a whole group of older students were dumped on her to watch)

Too bad for her, she didn't know, they used to be my specialty. RRR

What was old...is new again.

2007-10-13T10:53:00.001-07:00

This week I finally had the opportunity to work at this district's oldest school twice. Then I ended the week by working at its newest school. Comparisons and contrasts follow here.

First of all the setting for the oldest school was tree-lined and I mean big, old peppers. Beautiful. It is also on a divide city lane that is being widened. It was hard to park around the school what with all the drop off traffic and buses. First I was placed in a portable 1st grade. No problem except that the cooler weather had triggered the heater and it was too hot and humid in the room. I called for the custodian and we opened some windows until the district A/C men could be called. The other problem? was that this very neat and organized teacher had placed those plug-in room deodorizers all around the room and it was overwhelming at first...sort of a pine scent. Other than that, we had alot of fun with two switches AM and PM with other classes to make an effort at individualization. In the AM, I had two aides who came in and took small groups of 5 or 6 without a word to me about what or who. They seemed to know what they were doing. We did phonics analysis and primer reading together and I, for the first time, cracked out my "penlight" for highlighting the syllables, blends and sounds. It helped to focus these easily distractible 6 year olds. We also reinforced with mucho Espanol. I taught the rhymes I remembered for "la semana" etc.

This group also seemed very well adjusted to the program and knew/corrected me when I strayed creatively. They did like our song we made up, sang and memorized about the school. This is my signature move now at all the elementaries I attend/sub. This one was done to the tune of the "B-I-N-G-O" song with the name of the school spelled out. They loved it with the hand claps. We even had a scheduled P.E. i.e. run around the track for 10 mins. (I walked with them, "but teacher, you stay back there and watch us..." that would be no fun) Then the rest of the time on the new, jungle jim. I was impressed with this teacher's organization and use of chant for learning.

The next half day I was in the old wing of this old school. This was a much bigger room with a higher ceiling. This was a third grade and much more capable. I was warned about certain boy students but had no trouble and used their energy. One was a continuously sketching artist and gave me several drawings. This teacher, a L.A. mentor in the district, was very open to me doing my music and things and she had scheduled the weekly "music teacher" to come in for 40 mins. and work with their "flut-a-phones", actually small "recorders" in plastic bags. I was jazzed because I always bring mine in my uke case. Not to fast there...she, the "music teacher," had planned a "test" w/o names to see what they had retained about the "notation" of music. They hadn't learned the finger positions for more than 4 notes on the instruments and she was checking their comprehension/memory of "Every Good Boy Does Fine and F A C E" the lines and spaces of the treble cleft. She also wanted to know if they knew the whole note and the half note in writing, not in practice. She was very serious and emitted "no joy" in the process. She told me she had over 200 students in the district like this and went from class to class as a former "orchestra teacher" The kids were so disappointed they didn't get to play their tooters so after she left, we did. I played BINGO for them and they realized they hadn't learned those fingers yet. The music teacher was not open to any of my suggestions, which were few and in the form of questions. So my wish/dream that more music be taught in the schools again, was somehow tarnished and diminished with the introduction of her and her methods. Too bad.

Then, I finally got an invitation to the newest school (elementary) in the district, just opened this year. The floor plan was almost an exact copy of three other newer school in the district. However, this school had a big grass field on a lower level that the kids were actually allowed to use, even during recess. This first grade teacher was also testing and only needed me for half day. She lived in the area where the school was and was very enthusiastic about the school, the area etc. Her kids were darling and so helpful with the routines. They loved to tattle on each other and we worked on that, as ususal. What was new, unique and very educational about this teacher's regular routine was that so much of her early phonics and phonetics drill and trainings was not only chanted but "danced to" and "cheered to" The kids were really into it and taught me alot. The girls were better at it and took the lead. They also enjoyed helping me make up a new "School Song" for them to the tune of "This Land is Your Land". It just fit syllable-wise. This room, obviously had all the "modern conveniences" and computers, electronics etc. and yet she was going back to "kinesthetic learning modalities" Kudoes to her. I'd like to see more of this with this aged child. Muscle memory is so much a part of what we retain...even in Language Arts. RRR

Retro-Unfit Learning?

2007-10-06T08:14:00.000-07:00

I had quite an active week subbing this last week. I worked 4 out of 5 days and the free day, Monday, I volunteered at my favorite Kindergarten class. By week's end I was really tired and it showed as I tried to manage a "Lang. Arts/Social Studies" post at a local Intermediate School. They were two groups of 30+ sixth graders in a school that responds to them like adolescent "Jr. Hi'ers" (so they act like it) and they are not using their "academic skills" at the 4th-5th grade level. It was very depressing to see what passes for "education" there nowdays.

I had avoided going to this school once before by declining a 1/2 class while the other half was on a field trip. Guess which half was staying behind. I'm not seeking those kind of challenges anymore. This was a Friday assignment and usually the kids are even higher on that day. Fortunately I got there early and talked with the teacher. He was making "lesson plans" on stickies. It wasn't going to be hard: the final weekly spelling test, a quiz on a chapter already read? and a drawing/labeling of ship from the story. Then we'd have some "fun free time"...yeah, right! There is always a few at this level that do their best to do as little as possible and annoy (one of the spelling words) everyone around them including me. They do this by arguing and contradicting almost everything that is suggested. "Do I have to do that?" (I just want to do the minimum) They say this in so many ways but first of all with their body language. It was as though they were performing an expected "role" for each other. Then there were attempted "kick me signs" and the throwing of trash bits and snatching books from each other. Oh, it is a challenge to just stay somewhat "civil" in combating all this so the majority can get their work done and actually be instructed on how to do it better.

Of course the condition of the room and the teacher's desks didn't help. They were a "big give away" as to what kind of room it was when I walked in. First of all, I unlocked and walked in the "back" door...which was a "no-no". "We don't use that door." Desks were blocking it in straight rows. The front "captain's" desk and big cushy leather chair were the teacher's mess...and I mean mess. Paper and debris all over it and not in real stacks either. Some piles were being corrected? and had a rock paper weight on it, on top of an overhead projector, on top of a chair. A box of colorer pencils were on the floor for the "art work" later. There was a thick layer of dust on the big TV and DVD player on a big viewing cart nearby. There were some faded posters around the walls of a motivational? nature and two bulletin boards in the back with "student work" (writings) from the recent past. The back desk was occupied with a new computer from which the teacher could access emails to 50% of the parents to warn them of grades coming home soon and assignments not turned in. He was unsuccessfully trying to see if he had had any responses from the 30 email he had sent the previous night. He didn't really apologize for the state of the room but simply said that they were, "overdue for a retro-fit" as many of the the old buildings were in this district. There was a small A/C unit in one of the windows. I had worked last week at a school that was going through the process (retro-fit)primarily for earthquake prep with fenced-off buildings, noise, const. mess and all classes in portables around the edge of the campus. He was looking forward to this and wasn't planning to do much until it happened.

This had to effect the student's? attitude toward learning and the importance of it and how it prepared them for the future job market. But when you are 12+ and "cool" you aren't looking that far ahead. You are asking if you can go to lunch early. Many didn't come with a pencil and just sat there proclaiming it. I guess they thought I was going to bring them one...wrong! Like they were doing me a favor to even try to do the assignment. So...once again...I had to get "grumpy" as I like to call it and raises my voice. I had worn my "Grumpy Dwarf Hat" just for this reminder. I told them it was to remind me not to get...G r u m p y. But good luck with that. What I did do was challenge the "civil members" of the two core classes that if they could think of the 7 names of the dwarves, I'd give them a "good report" big deal! Only one even tried at the end of the period. She got them all except "Dopey and Bashful".

The basic words for the weekly spelling test were on the "ou" "au" "oi" dipthongs. Is this 6th grade? We tried some "bee activity" by having each sequentially spell out a word one letter per person at a time. We almost went through the whole class before getting one right. They were just not used to paying attention to one thing that long. (the length of a spelled out word) Sad, I know. It is just not a "value" for them right now...so why are we trying to do it? The story from their reading/SS book was about an old "square-rigger" ship and a girl trying to survive as a crew member on it...again, not much interest. Drawing a ship with labels did appeal to some, especially the boys. One girl stole a better sketch from my desk and was copying it...I let her, but said, "Next time, ask when you take something from the teacher's desk."

They perked up a bit when I offered to play my CD of Ben Harper, former English student of mine. They hadn't really heard of him. They liked the album cover picture of his group, "The Innocent Criminals" One class even got to use the 20 Q's globe and that fascinated many. It was able to guess their subjects (nouns) "A Pit Bull" and "A Motocross(motorcycle)" In lines going to and from the room, they are so busy dis-ing each other that they have to be stopped and yelled at (whistled at) by the yard proctors dressed in bright green vests. They are used to getting tough, and talking that way too.

What are they really learning from all this regimentation and institutionalization at such an early age? Might is right? Threat is supreme? Class behavior is to push the limit and do as little as possible under duress? Is there a better way to "retro-fit" these future citizens of our illustrious society? I think there is, but we don't have the money or the means to do it. They respond to individual attention and electronic/computer learning. We need to make more of this kind of learning of Lang. Arts (English) and Math, non-social for them and non-performing for others. The majority would respond and are, even now, trying to respond. But it is ruined by the few who want to have the negative attention which may be all they are used to from home. It is a sad, blue, dismal, unfit future I'm afraid. I loaned the teacher a copy of my "Readers' Theater" plays of the the ancient Greeks and Romans i.e. "Prometheus Bound" etc. and he was interested too. Maybe these "actor/acter-outers" could get into these ancient themes, their "choruses" and learn from a previous civilization what happens to "iconoclasts" "rebels" and "sociopaths" that we still seem to have with us. Can we learn from History? RRR

Tessellating Learning

2007-09-29T08:26:00.001-07:00

M. C. Escher is probably best known for his "tessellating art". Actually it occurs throughout Art History, ancient architecture, nature, modern art and computer graphics. This was the reason and subject of my latest "subbing" at a new,(for me) local middle school art class. My learning and theirs tessellated exponentially.

A tessellation or tiling of the plane is a collection of plane figures that fills the plane with no overlap and no gaps. The more intricate the compensating interconnections the more difficult to visualize and illustrate. This was the challenge for the day at three art classes for 8th and 9th graders. Many had made their initial "pattern templates" too complex for tessellation and they kept looking for familiar "figures" (flowers/animals/sea creatures etc.) and they were impossible to see, let alone tessellate. The K.I.S.S. rule applies here. (Keep It Simple Stupid)

The art teacher I was subbing for was hosting an on-campus inservice for other teachers from around the district in "Computer Graphics" and how to teach it to this age. Here the problem again is, too complex a software program for the antiquated computers that still reside at our schools. This is a continuing problem: technology can't slow down for our schools. The potential is there for exponential learning especially with something like tessellating. There are Math and Science connections aplenty. Historical and Religious ties are there too. I mentioned our recent vacation/tour to the Blue Mosque in Istanbul, Turkey and the "tessellating art" on the walls in the form of "worship" since "graven images" are forbidden in Islam.

Most of the kids were "into it" as long as they could socialize as they "traced and colored". Several had trouble doing both at the same time (like chewing gum and walking at this age) Very few actual behavior problems or challenges; which were easily circumvented or "tessellated".

Two younger classes (5th-7th) had a DVD on Performance Art as in "STOMP, OUT LOUD". They were somewhat fascinated by it and filled out the response sheet with incomplete sentences, no capitals or periods. (come on, this is an Art Class) We had some "sponge time" so we experimented with some of our own "performance art" They enjoyed that...because it made rhythmic noise. We also "tessellated our hands" with some meshing gestures which was also enjoyed.

I met a Physical Science teacher in the teacher's lunchroom and he took my card and agreed to call me. I like this school so far. It has a better overall spirit with less heavy-handed retribution visible. This is an unfortunate reality at the other middle schools. I had a "year book class" and they were full of "school spirit" and ideas for the annual. We had less "dominance testing" or fake illness complaints or runs to the restroom. These are valid meaures at this level I'm afraid. The motivation to "fit in" and adapt is primary at this level and so metaphorically "tessellation" in their burgeoning lives. Can they do it and succeed academically and in life? RRR

Having A Ball?

2007-09-26T07:56:00.000-07:00

Now that "Dancing with the Stars" is back on TV, I too feel like dancing and having a ball. These last two days have been just that at my favorite "subbing school". (if you don't count the bloody nose I got just sitting there)

Monday I was assigned to sub at the classroom where I usually volunteer. So...I thought, piece of cake, right? You would not believe how hard a kindergarten teacher works. You have to be on your toes (dancing?) You have to be quick to change direction and go with the moment. They come up and tug on your sleeve and have a comment, usually excitedly, that is totally off the subject. This is an all-day assignment with 40 kids. The first half starts at 7:50 AM but you are there at 7:15 preparing. There is your co-teacher who is responsible for her "PM" group of 20 little ones who come in at 10:40 with their backpacks full of homework and snacks. So there is an overlap of about 50 minutes where you have 40 little "squirmies" on a carpet squared off for 25 (each square is an alphabet letter/picture/color) Then the co-teacher attempts to teach this large group all about the calendar, colors, alphabet letters, and "news of the day" and still keep order and attention. She has me and an aide to do it but it is a constant retrieval of attention from the perripheral ones.

So I'm just getting going with my small group of six and the others are at their "centers" when I feel that unmistakeable nose running trickle and know I have a nose bleed. I have no kleenix and stride to the nearby office for it. None. Paper toweling will have to do. I'm now dripping "blood-borne pathegens" enroute. Kids are pointing. "Nothing's wrong," I assure them, "just a little nose bleed." Luckily there is the co-teacher and a parent so I can leave to the men's restroom and decorate that floor. I'm seriously considering going home or calling my wife to drive when I get it to subside enough to go back into the classroom with toilet paper sticking out of my nose hole. "Mr. B. what is that sticking out of your nose?" "Oh, just some TP." Needless to say, I was very cautious the rest of the day, especially with my breathing.

One of the kids had a birthday so we had his mother's bought cupcakes outside at recess. I gingerly picked up after the messy ones (most were not). After lots of "leg hugs" and sincere goodbyes I said, "Goodbye" to my 20 who had to be given directly to their waiting parents (in the shade, thank goodness) and then I got my lunch. The other teacher took over and I helped her, more or less as an aide. I had to stay until 2:45 so I cut out seatwork for the next day for the remainder of the time after the kids left. Mindless work but so intense with those precious little learners.

Tuesday I got the assignment off the website for a 2nd grade at my same favorite school. All Right! Maybe today I wouldn't bleed or have a leaky pen. This time I lucked out. The teacher was there and was pulling kids out to "pre-test"...she needed and got ($$) a sub to do this. On top of that, she had a "student teacher" so I just had to help her and observe. Another piece of cake, right? Well, maybe. This class had a "special student" who needed constant attention so he had his own teacher sitting right by him for 3 hours. I was assigned the 4th hour. Fun! I got him wrapped around my finger with lots of attention and praise. We did our assignments and then played games. He was happy and very good at it too. He didn't bother the student teacher or the kids the rest of the day. Earlier the class went to it's monthly, in-school library visit and he was all over the place during the story about Ben Franklin's inventions. Excellent library experience for most of the kids although they didn't have time to check out more than one book...have to keep to the schedule, especially if your are a student teacher. Here again, lots of "test practicing" in almost all assignments including the homework. Kids who came to me in small groups either wanted to get on with it or just "talk" (socialize and get to know the "sub with the guitar case"). We had "Team Teaching Swap" and my groups just wanted me to give them the "word-making cards" and let them copy them...no thinking, reasoning as to why certain blends and dipthongs made certain sounds (direct teaching, like I wanted to do) Two Hispanic girls glomed onto me and wanted to tease and "flirt"...they are 7 year old, 2nd graders. I had to walk away.

P.E. and our group of the 4 second grade classes was assigned to walk/run around the gigantic field. This is the one that I had never seen them use. There is a asphalt path around almost all of it and it is fenced off with high, sturdy iron-bar fences. There were two backstops but no base paths or marks. (seldom used) No soccer goals. Down at one end is the "primary/K yard" with a giant "toy" or obstacle course type jungle gym. Birds had taken residence so it must not be used on a regular basis either.

Afterschool I again had time so I started correcting the turned-in papers of the day and homework. No stamps, just happy faces with my marks. Soon four other 2nd grade teachers came in and they had a "grade-level" team meeting which was required on Tuesdays. I finished my papers with the student teacher and excused myself. I did hand out another "business card" to the next door teacher who said she needed a sub on the 17th. No problem. This morning, late (7:25AM) I got a desperate call from this same school secretary. I had to decline because I already had a job for today, half day at another school. Too bad...but I think I need a break with all this "dancing and ball-having". RRR