First Things First

your first day friend, Suzanne

Our days are numbered!  Kiddos will be walking into our rooms in a single digit number of days.  So where do you start?

Week 1
Relationships- Get to know your kids; have fun together. Some of my favorite "get to know you"s come from Teaching Outside the Box by LouAnne Johnson. She is the teacher that Dangerous Minds is based off of. She has students fill out an index card with contact info and include anything they think might help her teach them.  She collects each one from their desk and thanks them by name.  Then it's time for the first test of the year!!  She explains that the first test is on her.  She explains it to her students this way- "I'm going to go down the roll sheet and see if I have learned everybody's names.  If I get them all right, I win.  If I miss one name, you all get an automatic A on your first test, and you don't even have to lift a writing utensil."  *In looking back at this book, I'm reminded how awesome it is- totally a MUST READ!!

Get an Informal Baseline- Note student attitudes and work products in writing.  My favorite way to do this is to play Two Truths and a Lie.  Have each student write their 3 fun facts on an index card. Allow students to read their cards and then YOU guess. They love, love it when you're wrong, and the process of guessing helps you remember something about them and allows you a glimpse of their personality.  After each student has shared, have students choose one truth that they could tell you the story behind.  I provide this frame and then turn students loose to write. Again, notice who starts quickly, who is reluctant...

I would set a timer for 10-15 minutes to have students write.  This will be collected but definitely not graded. It's way too early for that!  This will help you see where you should start instruction and specific student needs.  

Click here for a lesson that perfectly blends relationships and information seeking. Teach commas in a series, and have students create getting to know you pitchforks for one another.  

**Pick a day in Week 2, and communicate the date and expectation that students bring a spiral or composition notebook to set up...drum roll please...interactive notebooks!!!**

Week 2
Ahhhh...week 2. I am happy to see you! Here is the return of some sense of normalcy. Schedule changes have subsided, classes are balanced, routines are in place, and we are ready to run!! So now what??

Interactive Notebooks- My #1 suggestion with interactive notebooks is to keep it simple. Not too many tabs; I certainly don't spend time numbering pages.  Check out our previous posts on interactive notebooks for tips and tricks:
I Heart Notebooks
I Heart Notebooks 2.0
Notebook Nitty Gritty

I spend a class period setting up notebooks, setting expectations, and getting a soft start.  Usually we start by creating different idea banks in our Toolbox section.

Shared Reading- If it weren't for dang schedule changes, I would start these Week 1. They are just too powerful to hold back.  You can read more about the science behind them here and access them here.  

Grammar Foldable- If I were the queen of education (which I'm having trouble finding the application form), I would have every student make a grammar foldable at the beginning of every.single. school year.  You can determine the depth and complexity that's appropriate for your grade level, but I have yet to meet a student who would be hurt by a little repetition in this area. Grammar foldable here.

We wish you the happiest of school year!  As always, let us know if there is ANYTHING (seriously, try us!) that we can do to help you and your students be successful!!

Hey There, New Teacher!!

your biggest fan, Suzanne

You did it!  All of that course work, training, planning, interviewing, and dreaming have led you to this point.  Your are going to be the teacher in your very own classroom!  That's a big deal!

If your now thinking to yourself, "Holy heck!  What have I done?!", you're not alone.  I clearly remember my first day of teaching.  We were about two hours into the day when I thought, "Man, when is their teacher going to get here?!"  I'm pretty sure my face went pale as I realized that their teacher was here...it was me!  

Teaching is one of, if not the most, rewarding profession!  Sure, there will be hard days, challenging students, and lessons that don't go as planned, but they's nothing that you can't overcome.  Especially with a little bit of advice.

Make Friends

These are little sweetie faces from my first crop!

Education is not made to go it alone. It's too hard! Making good friends can pay off in big ways. You will likely be paired with an official mentor by your campus.  Hopefully this is a great fit and this person truly invests in you and your classroom. Either way, find a person that is strong in your content. Listen carefully in department meetings and planning sessions.  Who is consistently asking good questions, bringing creative ideas, and tying ideas and suggestions to standards that are to be taught? Ask to spend a part of your conference period in their classroom. Ask to plan together once a week. Also figure out who is a dynamic teacher on your campus.  They don't even have to teach your same subject- good ideas are everywhere! You might hear music and laughter coming from their room or learning spilling out of their room and into the hallways. They can help you design lessons that are engaging and purposeful and manage behaviors and procedures. If you need suggestions, ask your administrators. You'll get mucho points for taking initiative! Another important friend- your custodian.  They are powerful!  Talk to them when they're in your room.  Ask about their family and any traveling they did this summer. They can also give you advice about being your new school.

Plan, Plan, Plan
You don't get to "wing it".  Sorry, if that sounds harsh, but I really mean it. Quality instruction doesn't happen by accident. Engaging activities take lots of planning and preemptive problem-solving. Higher order questions are premeditated.  Are you a new ELAR teacher? Yay, yay, yay!!  I'm so glad you're here. Now raise your hand and repeat after me- "I, {your full name here...yes, middle name too}, do solemnly swear to read all literature before teaching it in my classroom." This might sound like a no-brainer, but it deserves to be mentioned here. At NO TIME should you and your students be reading something for the first time together. And no, you reading the same short story when you were in high school doesn't count. No pressure, but there are eyes on you. It's just good leadership. People are looking at your lesson plans, coming into your classroom, and monitoring your scores in order to provide resources and support. Hopefully this support is being provided from the beginning to ward off potential problems. Being in the spotlight definitely means not taking short cuts.

Don't Be a Jerk

They're all big and grown now, but I still love them!

Relationships are key! Allow your classroom to reflect your personality. Have pictures of friends (that reflect your newfound adulthood and professionalism...{awkward smile}), family, cool places you've traveled, etc. around your desk. Proudly represent your college. Be kind to every student.  Greet them at the door. On those first days, you don't know them.  That means you don't know what they've experienced or how they work.  Respect that. Also, for some students, your newness is the best thing that's ever happened to them. It means a fresh start! Throughout the year, you will build stronger relationships. Tutoring is a great time to sit down with a small group and hear students as individuals. Also, learn what they're interested in and celebrate that.  Go to their games/concerts. If you can't, ask about them on Monday morning. Students are people too. They appreciate signs that you notice them and that you care. 

*I hate having to mention this disclaimer, but it's just the world that we live in: Before or after school, when you might have students coming and going, keep your door open. You never need to have a closed door meeting with a student. You just don't. Also, try not to spend prolonged periods of time with a student, particularly with a member of the opposite sex. This is best to protect you and your students. Also, technology- students don't need to be your digital friend or follower. You can create accounts for your classroom but keep them open for all to see. One last thing- protect your phone number. The is the #1 source of trouble I've seen. Be careful. Okay, enough of that...

Find Balance
It will never all be finished. But guess what? It'll still be there tomorrow. Set a cut off time. My personal one is 5-5:30. Yeah, even now. Some days I beat it and some days I leave after that, but it helps to have a time to start wrapping things up. You need something to enjoy outside of school, especially something that includes people.  Post-college can be a little lonely.  Don't worry- there's not something wrong with you. It'll get better. Find a great church, an intramural sports league, or volunteer opportunity. Also, take some time to relax. You are doing some of the most important and difficult work there is to be done- treat yourself like the VIP that you are!

I am so excited for you! My first year is still one of my favorites. There will still be some curveballs and unexpected bumps, but I truly believe that these little pearls of wisdom will set you off on a good start. And I 100% mean this...really...try me...if you need ANYTHING (resources, ideas, management tips, a listening ear) don't hesitate to let me know. Click on Contact Us at the top of the page, and I'm just a couple of clicks away. I genuinely want to see you succeed! You've got this!!

Employable 101: The Interview

hire me, Suzanne

Sweaty palms, heart racing, foggy head- I'm not talking about a first date.  I'm referring to my feelings before an interview (although my symptoms on a first date are eerily similar).

I wish I had a magic cure to make those anxieties go away, but alas, I can't.  The best thing you and I can do is walk in with the confidence that comes from being prepared.  

Here are some things to consider:
Dress to impress like yourself-  I recently had an interview and worried that I was sabotaging my chances by deciding against a black-on-black power suit.  Instead I opted for a bright, floral blazer that I justified the purchase of by rationalizing that I would wear it to interviews.  There's girl math somewhere in there.  I opted for the option When I showed up, I was so glad that I chose to dress like (the best version of) myself.  

Bring props- I'm not recommending that your dust off an old baton from high school or learn some magic tricks from YouTube.  Instead, bring items that show your educational philosophies in practice.  For me, these are interactive notebooks and shared readings.  Any resources that you've created, samples of student work, or tech tools are a great way to show what you have to offer.  If you are just starting out, come bearing resumes and impressive artifacts from your student teaching or course work.  Don't be crushed if you don't spend lots of time on this stuff.  The most important thing is that they get to know you, but having these items on hand can ensure that conversation doesn't lag.

Predict and practice questions- Interviews are nerve wracking!  Keep in mind, everyone on your interview panel has been where you are.  With that said, it is totally okay to take a moment to think before launching into an answer.  The silence will feel incredibly uncomfortable but much less than if you find yourself saying who knows what later.  Potential interview questions to consider:

If they're really tricky, they might even throw in: do you have any questions for us?  For Pete's sake, YES!  Have a question, and make it a good one!  Lori sat in on an interview that was going relatively well until this question was asked.  Her response, "Ummmm....(twirls hair around finger)...so do you like me?"  Uhhh...we did until now.  Needless to say, they decided to go another direction.  Spend some time on the school website.  Ask about their demographics, data management tools, or mentorship programs.  Your question says a lot about your interests and preparedness.

Practice a little Southern charm- Practice the lost art of the thank you card.  It shows that you are appreciative of their time and puts your name in front of them one more time.  

**Public Service Announcement:  If you are looking for a teaching position in the DFW area, join me at the Mesquite ISD Job Fair on Saturday, May 2nd.  Click here to register.  If you're there, be sure to find me and I'll introduce you to some of my friends.  I can vouch for you because Curly Classroom friends are good for students!**

Employable 101: The Resume

your curly friend, Suzanne

So, you want to be an English teacher?  Be prepared for ample reminders from well meaning friends and family about all those essays to grade.  Yes, the essays are there, but so is the opportunity to connect with students on a personal level and provide a creative outlet.  

My resume philosophy is more is more.  With the help of bullet points and size 10 font, I'm able to cram in my experience from three distinct teaching experiences. One of the things I love the most is that my points all start with vivid verbs.  (My students would be so proud!)  

Change your tense to reflect present and past experience.

If possible, include a section with leadership experience and honors.  Principals are looking for applicants who are willing to go beyond the four walls of their classroom.  If you're just starting out, no educational experience is insignificant.  You can upgrade this section as you gain more opportunities.  

Lastly, list professional memberships.  They provide great resources and can offer legal protection.  Lori and I have a major nerd moment when our quarterly ATPE magazine comes!  Don't have one?  Pick one and click.  If you are a pre-service teacher, many organizations will offer you a FREEE membership!  Future employers won't know if you've be a member for hours or years.  

Texas Organizations

• ATPE
• TCTA
• TSTA
• Don't forget content-specific organizations like TCTELA

National Organizations

• NEA
• AAE

Once you have a resume you're proud of, send it to everyone- your friend, your mom, your coworker.  The last thing you want is a resume with a typo.  

Make your personality and experience pop on paper.  Your resume will do just that!

The "Yes" Teacher

your curly contributor, Suzanne

Welcome back for another Relational Reality!  This weeks idea isn't so much an action as it is a mindset.  It doesn't need supplies or prep work.  The idea came from a blog that encouraged its readers to be "yes" moms.

Here's the premise:
When it comes to discipline or management, "no" prevails.  "No" is not bad.  Sometimes it is absolutely essential, potentially life-saving.  Nobody is trying to mess with these instances.  Instead, I want to talk about the non-essentials.  In our classrooms, and our lives, there is lots of gray.  There is no one right way and, in lots of situations, it simply doesn't matter.  That's where we are going to focus in today.  In these shades of gray (don't worry, I'm not going there), err on the side of "yes". 

An example:
It was a cold winter's day.  For real, I'm not talking Texan and translating a day in the low 50s as bone chilling.  It was the kind of day where you stayed up late the night before hoping school would be canceled.  Not that I would ever do that.  It's just hypothetical.  Everyone trudged into school with a snowflake-shaped chip on their shoulder.  The day proceeded as usual until after lunch.  That's when huge, fluffy, white snowflakes began to fall and cover the ground.  

Disclaimer: This was my first year of teaching, and I was likely still scared out of my mind.
The students began begging, "Can we go outside and play? Please!  Pretty please!!"  I got bogged down in the logistics- what if everyone doesn't have a coat?  What would their parents think?  Would the principal be okay with this?  My answer was no.  I continued on with my lesson.  Classic first-year move.  Bless my heart- no one was learning at that point.  I don't know why, but I still feel some guilt over that moment.  

My concerns were real, but couldn't I have found a way to make this a "yes" moment?  Sure!  We could have gone outside for x number of minutes.  We could have tossed the regularly scheduled lesson and searched our literature book for a snow/winter inspired poem or short story.

A "yes" teacher mindset does not promote chaos or a free-for-all.  A "yes" teacher mindset promotes memories.  It promotes laughter and shared experiences.  In those little instances where it doesn't really matter, choose to be that "yes" teacher.

• Yes, we can partner read today.
• Yes, we can play our vocabulary review game at the end of class.
• Yes, you can decorate your final copy before turning it in...

Party Favors

your curly comrade, Suzanne

I love to throw a good party!  And no party would be complete without a party favor(s) at the end.

Why shouldn't student teaching be the same way?  After all each school day is it's own party. (It's okay if you snickered a little.) I am so thankful to have had a student teacher for the fall semester, and I wanted to thank her for the time she spent with me and equip her to ride off into her own classroom. 

So what did I pick for her party favors?

1.  Well wishes from her students

2.  A journal to record ideas and funny moments from that first year- Seriously, thinking back on your first year, couldn't it be turned into a best seller?  I don't know if mine would fall under comedy or tragedy.  Totally depends on the month in question.

3.  A great set of brand spanking new Shared Readings you should all be excited about

4.  A t-shirt (if you happen to have previously taught at the school where she takes a job)

5.  Something cute and useful for her desk

and...

most importantly...

6.  A timer

If I could give every new teacher only one thing, it would be a timer Shared Readings a timer (but it's a really close call). Pacing is a tricky thing and has a major impact on instruction and management.  

Might I present some truisms that have stood the test of time...

"What gets measured gets done."

I don't think this was intended to be classroom advice, but it totally holds true.  If a student knows they have 45 minutes (or worse, doesn't have any time frame) to work on something, motivation is low.  It'll get done...later...after this other thing...probably...it's next on my list...whoopsie...too late!  

Students work best when given a specific time frame.  Student A might think, "Oh man! We only have 7 minutes.  I better get busy!"  While Student B rationalizes, "Okay.  It's only seven minutes. Who can't do something for seven minutes?!"  Either way- work is getting done, and your class is moving along.

"It's better to move too fast than too slow."
Hear me out on this one.  A student who is sitting there waiting is not learning.  In fact, they are likely talking to a neighbor, playing the drums on their desk, tearing something up, or planning to do one of the aforementioned.  

Here in lies the power of MOST.  It is time to move on when MOST students are finished with the task.  As teachers we so badly want ALL students to carry something through to completion.  It's a noble charge.  However, we are doing a disservice to MOST of our students when we force them to wait (brain off), receive instruction and continue working (brain on), wait some more (power down)...  Pretty soon they're going to opt out of rejoining the class.  For students who need more time, consider shortening the length of the assignment given so that they can stay close to the pace of the class.  I bet it would be okay if this student thought through the graphic organizer but didn't complete a final copy.  The thinking was done, and that's what matters most.

"It's not personal."
I feel so bad when I see a student working hard and have to cut them off.  In a reality where students must complete (and bubble) there work in a given time frame, they need to practice and become comfortable working under time constraints.  I've found that the timer makes me not the bad guy when the buzzer goes off.  They can hate it's little $4, plastic guts all they want, but we've got to spend the next 89 instructional days together!

Don't get me wrong.  I totally manipulate the time when need be.  There are times that I realize my pre-planned time frames were unrealistic and need to be adjusted.  Sometimes I quietly pause the timer and restart it when we're ready, and other times I verbally extend a "bonus" minute or 45 seconds when they are working hard but aren't quite there.  

Just a note: I rarely ask students to work for more than 7-10 minutes at a time.  It makes tasks manageable and keeps them motivated.  Even a larger assignment I will break into more measurable chunks.  My struggling students draft a pre-planned essay in 20 minutes using our 3-7-7-3 write rule.

Whether you've been teaching for 20 minutes or 20 years, focus on the pacing of your lesson, and you'll be surprised what all you and your students can accomplish.

Beep...beep...beep...
Looks like my time's up!