Parent Requests

The biggest issue when class lists are being formed for the following school year is probably this: Who makes up the lists? Who is it that determines the make up of each class? Who determines who will be in the same class as your child and who will be his/her teacher?

Many school districts accept parent requests, sometimes because it’s a tradition, and sometimes because it’s seen as a way of including parents in the big decisions regarding their child’s education. It’s hard to argue with these reasons because most educators support having their student’s parents involved. The question then, is whether a parent request is absolute, or if there are any shared guidelines for parents in the role they play in determining their child’s teacher.

In many schools, often smaller communities in my experience, parents have a clearly defined role in choosing their child’s teacher for the following school year. Mom or Dad may send a note to the principal, have a hallway conversation with their child’s present teacher, or have some other school employee pass along their wishes. Sometimes, a parent’s “wishes” are really expressed as an expectation or even a demand. Do parents have this right? If so, will this lead to more support from parents during the school year?

Tales From My Classroom

I was an administrator in a district that had a long tradition of accepting parent requests. One problem was with a teacher named Mr. H. Almost every parent wanted their child to have him as their teacher so almost everyone requested him!

The opposite of Mr. H was Mrs. T. She had developed a bad reputation in the community and, not only did she get few requests from parents, but parents specifically stated that they did not want their child in Mrs. T’s class.

There was a parent who had a long history of nasty comments and notes bashing teachers. Mrs. W. loved the word “sucks” in describing her kid’s teachers each year. She would stop in to see me often and we developed a good relationship. When I described this process to her, and explained how “some parents” just liked to be nasty and insulting and I would ignore those requests, she ended up writing the 1st courteous letter regarding teachers she had ever written. Not one “sucks”!

I was an intern in charge of class lists in a district where parent requests were not accepted. A teacher approached me about her own child, wanting her son placed with a certain teacher. After the principal reiterated that requests weren’t allowed, I explained  this to the teacher but she persisted and then went to the principal, who then explained to me that we had to “take care of our own”.

Should parents be allowed to choose their child’s teacher? If so, what limits or guidelines should be established for parents in this process?

If not, what reasons would justify not allowing this?

Forming Class Lists

 

 

Usually in the spring, sometimes in the summer, class lists are formed for the following school year. This may seem like a simple process with few serious consequences, but there are actually many variables in play. The process begins with who is going to make up the lists, and continues with contributing factors such as student ability, behavior, social skills, gender, and special needs to be considered.

In addition to the factors mentioned above, the views of parents are often part of this process, and this topic is complicated enough that I’ll address it in a separate post. It must be noted, however, that to find a balance between parents who know their children best and pay taxes, to educators who know students and learning best, is quite difficult.

Even if there is a clear process as to the formation of class lists, school personnel still need to determine when lists will be released and how the information is shared. Then, there is still the matter of changes. What happens if a teacher retires or budget constraints affect the number of sections in a grade level. What about new students that move into the district?

Tales From My Classroom

At my school, we had a system in place where teachers had ranked a child based on academic ability, behavior, and so on before teachers at a particular grade level got together to build classes of their current students for the following year. I thought this worked well until a teacher told me afterwards that a special area teacher had come in and dictated where all of her students should be placed.

After class lists were formed, the sharing of those lists was planned, with teachers being directed to not share that information until the appropriate time. I expected, as principal, that some “leaks” would occur, but one teacher brought her current students around and introduced them to their new teacher.

Sometimes class lists were determined and shared before the end of the school year and I found it very exciting to meet the kids who would be in my class next year. Once, although there was no formal time to meet those kids, I was walking by the cafeteria where the current 2nd graders were (I was a 3rd grade teacher) and a second grade teacher asked me if I wanted to meet my future students. I jumped at the chance!

How are class lists formed in your school or your child’s school?

Who should make up these lists? Should administrators do this or should teachers be involved? How about parents?

How, and when, should these lists be shared? 

Classroom Purchases- Part 3

 

Close to Home

It’s early June, and that means that any day now, there will be ads promoting Back-to-School sales for this coming September. I know it seems crazy to be even thinking about the next year for your school age children, but it’s going to happen and, although parents make other contributions to classrooms during the school year, it’s the purchasing of school supplies from the teacher’s list that carries the most weight in the classroom.

I don’t remember much of what I had to bring to school when I was a child except for 1 item. My Mom always bought me these really cool PaperMate pens, which were pretty classy. Now, teachers construct their list so individual students will have what they need for school, with other items included to address general classroom needs. Teachers add items to their lists that they were unable to purchase through other sources. For example, pencils and markers may be kept by each student for their own use, while boxes of tissues and white notebook paper may be kept as more of a classroom supply.

Tales From My Classroom

This may seem like a silly item to ask for, but tissues were on my list for the last number of my teaching years. When I began teaching, teachers sent students down to the nurse’s office for tissues when needed, but later on, nurses stopped supplying tissues. I then began asking each parent to send in two boxes and we often ran out before the end of the school year. By the way, we sometimes had students come in with boxes that were already opened.

Another weird item to ask for were baby wipes, which I used to clean my marker board. They worked pretty well (and smelled good) and when each student brought in a container, that gave me enough for about two years.

When I was in stores like Target, I could sometime hear angry parents voicing their “displeasure” with things that teachers had asked students to bring in. Usually, their complaints were related to costs and sometimes it was about a specific item. I usually walked away without saying anything.

I also asked for whiteboard markers because I used them constantly (this is pre smart board). I had kids up at the board all of the time, which they loved, and I always thought it was funny how they took a few seconds to choose the color they would use. I usually chose blue.

The first time I saw a teacher include plastic “shoe boxes” on their list I was surprised, but each student kept their personal supplies in one, with the shoe box stored in their cubby. When the class cleaned out their desks and cubbies every week or two, there was always this dash to throw all of the loose things into their shoe boxes.

What are the “oddest” items you’ve seen on a back to school list?

What changes could be made to forming back to school lists and going shopping for supplies that would improve the process?

Classroom Purchases- Part 1

 

Not to brag, but most years I had a pretty good looking classroom. I had posters and bulletin boards set up, student desks and chairs arranged the way I wanted them, an excellent classroom library, and supplies for projects stored at the ready. The reason that this isn’t bragging is because most of the items in my classroom were purchased with tax payer dollars.

Each year, in my experience, teachers are given a specific sum that they may then use to order supplies and equipment for their classroom. There are many differences between districts, not only in the amounts available to each teacher, but also in the methods used to purchase certain items. “Big ticket” items related to technology, for example, may be purchased in bulk, possibly through a bidding process. Administrators also order student desks and chairs, instead of individual teachers placing these orders. I remember purchasing twenty area rugs for classrooms as a principal so teachers would have a place to meet with their students informally. Other than these more expensive items, though, teachers ordered supplies for their classrooms from the many catalogues available during budget time. That is, of course, unless budgetary concerns lead to the elimination of purchases, but that’s another story.

Tales From My Classroom…

I worked in a district where teachers were expected to put together their order for the following school year in January. I thought that was crazy for a lot of reasons. First, you’ve only gone through half of the school year, so you don’t really know what you’re going to need or want for the following year. Second, teachers change grade levels, curriculum areas change, and teachers retire to be replaced by new teachers. Third, the number of sections in each grade level isn’t known at this time so there isn’t a clear understanding of needs for the following year. Finally, it’s just too weird to be ordering in January for the following September.

My first year as a principal, I encouraged teachers to be realistic in putting their orders together and aim for somewhere around $200-$300, but I don’t believe I put an exact limit on their spending. One teacher submitted an order of $1,700.  I learned my lesson and she learned that a small rural district doesn’t have that kind of money.

My very first year teaching, a colleague took me into the teacher’s storeroom where supplies were kept for teachers to take as needs arose. I remember picking up a pack of pens or a roll of tape when he interrupted me and handed me a handful of the item. When I left that district twelve years later, there were some items I still hadn’t run out of.

I would agonize for many hours as I went through catalogues and prioritized my needs. In the end, like most teachers, I spent every cent I was allowed and sometimes went over a little, hoping the principal wouldn’t notice. By the way, also like most teachers, I hated it when told to figure 10% would be for shipping so orders could only total 90% of the assigned amount.

One district I worked in had two methods for ordering. One was to go through catalogues and find things you wanted to list on your regular order. The second was to look at a typed list of standard supplies that the district purchased in bulk, such as a particular pack of pencils, a certain model of stapler, etc. and order from that list, with the assumption that my items ordered this way would be stored for me. I made use of that list my first year  until about half way through the school year when I asked for another of the three rolls of masking tape I had ordered. I was told the remaining rolls of tape had been given to other teachers who needed them. From that moment on, I made sure never to order an item that was on that list of standard supplies.

How is the ordering done in your school? What amount, if any, is allocated for teachers to supply their classroom?

As a parent or student, what items in a classroom do you think are ordered by teachers or administrators as part of the school budget?

Standardized Testing

 

When I was an elementary student, I vaguely remember filling out forms for tests called the Iowas or Californias. I guess that was where the tests came from, although I’m not sure and I have no idea what they were used for, or by whom. If my Mom got a copy of my results, I’m pretty sure she didn’t share them with me.

Standardized tests have come a long way since then, whether for bad or worse. Certainly  the administration, the make up, and the uses of those tests have changed. Maybe the simplest example I can use is the old Fifth Grade Writing Test that was administered in New York State a number of  years ago. Given to all fifth graders in NY State, it consisted of two days of testing, each one dedicated to students writing a response to a story topic. Most years, one story was based on a fictional topic, such as to tell about a day when you wake up and you are three to five inches tall. The other topic would be more realistic, such as describe your favorite place to visit. When the test was completed, each school district was responsible for scoring the two passages and reporting the results. Classroom scores were in the hands of teachers quickly and those results helped teachers to modify their instruction to address student weaknesses. Then, one year, there was a change. School test results were reported in the newspaper. From that moment on, in my experience, there was now a new attitude and focus towards the make up of tests, the administration of tests, the sharing of results, and how those results were used.

Tales From My Classroom…

A teacher in a room next to mine had two or three boys who generally put forth very little effort. On a testing day, they completed an essay in less than fifteen minutes, while most students took two-three hours. Needless to say, she wasn’t happy!

Kids reacted in many different ways to testing. I always felt I needed to be a “coach”, knowing which students needed to be prodded to do their best and which ones needed me to help them relax. One second grader in our school was such a wreck that she had to leave the classroom. Her mother explained that she had been studying non-stop so she would do well.

One year the principal had me ask another teacher for a sample essay question to practice with my students. The day of the test came and there was the exact same question we had already done as a practice test.

What legitimate purposes do standardized tests address?

Who should see the results?

What should the results be used for? Evaluating teachers? Determining student needs, including whether a child moves on to the next grade? 

Who should design the tests?

Student Performances

I always enjoyed attending evening concerts or plays when my students participated. One night, I had a seat in the front row, right in the middle, so I could get a good view of my kids and they could see me also. Big mistake. Our music teacher was directing and there was very little room between where she was standing and where I was sitting. If you’ve attended school concerts, the teacher directing is often quite animated in their motions and this particular teacher was moving so much that I spent most of the concert trying to shift my legs away from her and brace myself just in case she fell on me.

In most elementary schools, students get their first taste of performing in front of an audience, whether it be in a class play or concert. It’s great because it doesn’t usually require a major time commitment outside of school, yet it allows children to experience speaking, singing, playing an instrument, or acting. The downside is that these activities still take time out of busy schedules, whether it is a class using time during the school day to rehearse or specific individuals missing class time to prepare for an upcoming concert. The trade off here is exchanging academic learning time for experiences in performing.

Tales From My Classroom…

One year another third grade teacher and I decided to have our classes put on a play together. We chose a very difficult musical that included thirteen songs in approximately 6 languages in addition to multiple speaking parts. After countless hours rehearsing during the school day, we performed in front of the school and again in the evening for parents. It was a wonderful experience for our students, but the time spent….

When I was a principal, our district’s drama department performed “Peter Pan” and used quite a few of my elementary students in roles. This meant lots of rehearsal time both during the school day and after hours. The performances were wonderful and well received, but what I remember most was being a “flyer”, along with the Superintendent and the local mayor. As flyers, we were responsible for pulling the ropes that enabled the main characters to fly across the stage. The first rehearsal didn’t go quite as planned, although the Mayor did well. The Superintendent cut himself and I fell off my bucket ( I was too short to get my character high enough, so I had to stand on a bucket) when I started to pull my rope, fell to the floor, and couldn’t move because I couldn’t let go of the rope since my character was flying through the air. We got better the next practice.

During school concerts and rehearsals, students often had to sit or stand on risers (similar to bleachers) for rather long stretches of time. I remember one student fainting while standing and another vomiting. Luckily, I seem to recall that both of these occurrences happened during rehearsals.

Describe your experiences as a student performing in concerts, plays, etc.

What are your feelings regarding the trade off between class time for reading, math, etc. and the time preparing for performances? Is it worth it? 

Kids Say The Darndest Things

When I was a kid, I remember a television show starring Art Linkletter. He had children on and asked them questions about a variety of topics. Their answers, from their perspectives as children, were often quite funny, and sometimes priceless.

In the classroom, every teacher has experienced that time when a student says something memorable. It may be funny or sad or perceptive- it may even be one of those statements that parents would be mortified if they knew what their child said. Regardless, those quotes are often what encourage teachers to say “I could write a book…”

Tales From My Classroom…

Some of my third graders were discussing a school principal’s change in plans concerning retirement. The rumor was that he was treated unfairly. I overheard one of my students, a very sweet little girl, say “Mr. M. just got the shaft”.

A fourth grader was showing me his t-shirt, which was quite interesting, and remarked how his Dad took one look at it before school and said “What the heck is that!”. The student then explained how he changed Dad’s words a little.

A kindergarten child assured me that she was going to work really hard because her meds were working really good!

I was having a discussion about trains and asked if any students had ever been on one. Some students raised their hands and I asked one of them where he went. He told me “I’m right here!”

What do you remember students saying that you will always remember?

School And Student Giving

 

Giving to charities is a good thing, right? Teaching and modeling for students that donating money, clothes, or time is a good thing, right? With so many people struggling financially, serious illnesses affecting friends and neighbors, natural disasters around the world, and local emergencies, helping is a good thing, right?

Maybe it is, but maybe it isn’t. Schools struggle with the issue of charitable giving for many reasons. It seems like such a “no brainer” because kids learn generosity and those in need are helped, but there are so many issues that many schools have decided not to participate unless the beneficiary meets a wide range of requirements. One concern is the shear number of legitimate causes that need assistance. Similar to what most of us have to address as adults, you have to pick and choose- and a school has to be even more careful. Another issue is whether there is money being collected or items such as food or clothes. Money being collected by students leads to its own concerns, especially if individual students handle money and if there’s any door to door collecting. If items are being collected, who’s responsible for transporting those items to the proper destination? How about the pressures of donating and collecting? Are students being used to coerce parents? Is it fair to families who may not be able to give? What about causes that not everyone agrees with?

Tales From My Classroom…

In my experiences, which were mostly in small, rural districts, it absolutely amazed me that, no matter what the cause, students and their families went out of their way to give, whether it was money, clothes, or food donations. These were not wealthy communities, but gave without hesitation.

There were so many times that fundraisers or collections were organized that I don’t remember most. I liked the ones where the kids did more than bring in money from home. Some classes or grades would hold bake sales and we all know that food is a great motivator!

I have to admit that animal charities were among my favorites. Just about every kid loves animals and we had fun bringing in food, old blankets, or pet toys for a local shelter.

What charities or causes did you participate in as a student or parent?

With so many charities and important causes in need, how do schools decide which ones to be involved with?

 

 

 

Who Really Knows What Goes On In School?

If you really want to know what goes on in school, don’t ask a teacher or a student or the principal. Ask the school secretary.

The expansive role of the secretary is due, in part, to the physical location of the person, usually in the main office. Just about everything that happens in a school goes though the secretary in the office. This includes greeting visitors, handling all communications, and being privy to confidential information. Depending on the role the building administrator plays in a school, the secretary may be the “point person” on issues as diverse as student discipline, assigning substitute teachers, deciding whether recess is inside or outside, and checking report cards before they are sent home with students.

Based on the size of the school and the organizational plan, first priority for a school secretary may be to assist the building administrator. This can include a number of tasks, such as keeping track of meetings and other appointments, as well as acting as a “buffer” between the principal and teachers. One characteristic common to school secretaries is their knowledge of the families that are part of the school community. They seem to know not only the students and their parents, but relatives and neighbors of the families, as well.

Tales From My Classroom…

When I was taking classes in school administration, I had a conversation with a principal once who gave me some advice. He said to never work as a building administrator in a school where the secretary was “mean and nasty”- those words are a cleaner version of what he said.

A secretary I know was sent by the principal to tell a classroom teacher that the teacher couldn’t show a certain movie to her students because it wasn’t appropriate. It wasn’t something he wanted to do, so…

When I was a teacher many years ago, I had this habit of losing my attendance envelope, usually leaving it in a colleague’s room when visiting. A school secretary would often call out to me about it as I walked past the office with my students. Once, when it was missing for several days, I tried to crouch down among the kids, hoping she wouldn’t see me, when I heard that loud voice suggesting I was in trouble again. It turns out that Mrs. K had my envelope the whole time.

What do you remember about school secretaries you may have known when you were a student, as a parent, or as a school employee?

What should be the “job description” of a school secretary?

 

Black History Month In School

Henry Payne Editorial Cartoon

 

As I began this post, I realized that I know nothing about the origins of Black History Month even though I was an educator for thirty years. An exhaustive eight minutes of research led me to Dr. Carter Woodson in the 1920’s and the more formal declaration by President Gerald Ford in 1976 as the beginning of instruction regarding Black History. I don’t really remember teaching black history, specifically, earlier in my career and later on, it just seemed like another topic with a dedicated time frame, rather than part of the ongoing curriculum.

In most schools there is some type of series in social studies instruction and it would make sense that the role played by African Americans in United States history would be part of this series. Therefore, why has there been a need to designate one month to focus on black history? I suppose a way to answer that question is to ask yourself what African Americans and their contributions are part of the school instruction. After Dr. King and Rosa Parks, who else so children learn about?

Tales From My Classroom…

I started my instruction designed for Black History Month by asking kids to name famous black Americans. Names given were professional athletes, singers, television or movie stars, etc.- no scientists, politicians, authors, inventors, or military leaders. Students did know Dr. Martin Luther King, Jr. because we have his birthday off in January.

In order to learn about African Americans that were not athletes or movie stars, I would bring in biographies for students to choose from. The school library often didn’t have many choices, often offering the usual books on current stars, so I would go to a larger library in a nearby city to gather some. By the way, Dr. King wasn’t a choice, as he was the “go to” guy in many classrooms. Each student chose a book about someone and then presented an oral report after reading the book.

Truth be told, I didn’t know quite a few of the subjects in the biographies I made available, such as Mae Jemison and Madame C.J.Walker. I’m not sure what this says.

What is the purpose of naming February as Black History Month?

Should there continue to be a Black History Month or is there a different way to address the contributions of African Americans?