Docs Teach - a Great (Free!) Resource

Have you heard of Docs Teach? It's an online tool hosted by the National Archives that holds thousands of primary documents (and pictures, audio, video, maps, etc) along with a myriad of interactive lesson plans and activities based on those documents. You can even design your own activities based on documents of your choosing.

Think this could only work for history and government classes? Well, of course you don't, you know how interdisciplinary FACS is, but here's a random sample of items you could find:

• An activity about the School Lunch Program and the Federal Government, including photos from the Great Depression, original advertisements for the school lunch program, school lunch recipes from 1946, letters from PTA presidents
• Documents from an interview with a Montgomery Ward's executive as part of a Federal Trade Commission Home Furnishing Investigation on sewing machines
• A letter to FDR from a recently unemployed woman arguing that married women with employed husbands are stealing jobs from desperate single women
• Weekly family food supply plans published by the USDA in 1921
• Resources on Civil Rights, child labor, drunk driving, food labels, unions, taxes, interior design, architecture, social security, environmentalism... and so on

There's even an app, for you 1:1/BYOD/Cart people! My brief blurb doesn't do it justice - take a few minutes to browse around Docs Teach, I'm sure you'll not only be impressed but will immediately be able to think of all sorts of ways to use it in your classroom. Below is a short video to give you an overview. Enjoy!

First Year Mistakes

I've been thinking about some of the mistakes that I made as a first year teacher: partly inspired by a "Reflections" post I read over at Big Time Literacy (great blog, by the way, check it out!), partly due to an influx of emails I've recently received from FACS teachers preparing for their first year this fall. Why not share?  Here are three biggies that come to mind:

1. I assumed that students knew or knew how to __________.

The biggest mistake I made as a new teacher was overestimating what my students already knew or knew how to do; boy was this eye opening! Some examples:

• Measuring spoons and eating spoons are different
• How to tie a knot
• How to use a microwave
• 3/4 cup, teaspoon, tablespoon, etc = 1/2 + 1/4 
• What "boiling" means
• Trash goes IN the trash can, not in the near vicinity (okay, some snark in that one)
• How to summarize (this planted the initial seed for eventually seeking a Reading Specialist degree)
• What a textbook "index" is
• How to properly open a container
• How to wash dishes
• Proper way to hold scissors

I could go on for quite some time, but you get the idea. Over time I learned to assume nothing - though I'd get the occasional "duh" or eye roll, it helped immensely in making lessons and activities go smoother.

2. I didn't think out/properly explain how exactly I wanted students to __________.

Alternatively titled "Woefully underprepared in the procedures department." This is huge in any classroom; in a FACS course it can absolutely be your undoing. Now we're all familiar with The First Days of School (really? You're not? Stop reading this and go order it from Amazon - I've even linked it for you), so I did have routines in place for the beginning of class, end of class, etc, etc. But when you're in the thick of things, you have to give directions for so many different activities during a single class period - again, especially in FACS - and you don't have lovely pre-made posters on the wall or previously practiced routines to refer to for everything. Think it through, boil it down to a few short clear steps, and repeat repeat repeat. Even if it seems like something is the most obvious common-sense thing in the world ("...put your trash in the trash can..."), include it in the directions. Incidentally, when I mastered this, I became a master at transitions, even on the fly.

3. I didn't have a plan for ALL THE PAPER.


I thought a few file folders would do it: a grading folder for each class, a handout folder for each class, then maybe a couple more for school documents and other things. Right? hahahahahahahahahaha. Seriously, that obviously didn't work. if you've spent time looking through this blog, you know that I became a paper Nazi. What worked most brilliantly for me was never physically accepting an assignment from students or utilizing trays/baskets/etc - once I moved to having them keep everything in their binders or folders life became much more sunshine and rainbow filled. This came in especially handy with those students who accuse teachers of losing their work. First of all, I've known a LOT of teachers who do frequently lose work (if this is you, some tough love: GET IT TOGETHER! Once you establish this reputation, you can never dispute a student who says you've lost something, even when everyone knows they're lying through their teeth! Also, you make life harder for the rest of us). But even though I don't believe I have ever actually lost an assignment, when you have paper everywhere (even if you somehow "know" your system) it does not inspire confidence, and kids can/will take advantage. When students have to submit all work in a folder or binder, this argument is null. An actual conversation from last year:

Boy #1: I turned it in, you must have lost it!
Me: (looking him straight in the eye, unflinching)   I.     Don't.     Lose.     Things.
Boy #2: She's got you dude. This one doesn't lose stuff.
Girl: No lie, look at this place. you know she's not like {other teacher} or {other teacher}.
Boy #1: (hanging head and sighing) Yeah, you're right. What did I do with that thing?

You can't pull that line off unless you have a seriously established reputation for organization.

There are plenty of other mistakes I made that year and in subsequent years, but fixing those made a huge impact on both my quality of teaching and quality of life. How about the rest of you - first year mistakes to warn the newbies about?

Don't You Miss Having Summers Off?

One of the first questions I'm always asked related to my former teaching career is "Don't you miss having summers off?" The answer is a resounding NO. Why? Pay very close attention...

TEACHERS DO NOT HAVE SUMMERS OFF.

That is crazy talk that can only pass through the lips of people who have no idea what they're talking about. Summers off, p-shaw. Yeah, sure, except for:

• All of the professional development we need that schools won't provide subs for during the school year (or registration fees, travel costs, etc)
• Redesigning previous curriculum
• Planning new curriculum
• Studying up on new techniques, technologies, and standards
• Coaching summer camps, leagues and tournaments (school coaches are tied up year-round, not just the regular season) - not to mention fundraising!
• Packing/moving classrooms when you're unlucky
• Deep-cleaning/re-organizing classrooms when you get to stay
• Working summer jobs to make ends meet (some districts may offer to spread it out over a year, but remember teachers only get paid for ten months)
• Getting in as much "quality" family and friend time as possible, because you won't see them much August-May
• Mentoring new teachers
• Reading, researching, repeating............

This is my second summer "working," and I'm telling you, it is not a big deal. I have no pressure to cram everything in before I lose all of my free time again. I am not constantly thinking about all of the prep work for the next year that I still have to do and am running out of time for. And, I don't have well-intentioned (and often very ill-intentioned) people saying ridiculous things to me like "It must be so nice to have summers off."

 

For all of you teachers out there, I hope you are fitting in some fun along with all of the work you have to accomplish this summer. You deserve it after all of the hard work and sacrifice of the school year!

For all of you non-teachers out there, stop saying stupid things about having summers off.

PARCC, Social Media, AFT, and "Privacy"

So I'm taking a break from this (rather slow) description of my transition from teaching to the "other side" to ask this question: Why do people still believe that they have an expectation of privacy on social media???!!!! Perhaps like me you recently received this email from the AFT:

Warning: Rant headed right for you.

Now let me say straight up I am no big fan of Pearson or the PARCC, defending them is not my objective here. However, it makes complete sense to me that they would contract employees specifically to monitor social media for public posts regarding the test. This email (which conveniently provides no link to the original article by the way, including that hyperlink you see in the reference - it just leads to AFT's petition) defends the student by saying it "was nothing more than a tweet." It was upon reading that phrase that my brain began to bleed - TWITTER IS PUBLIC! 

Why do we keep waffling back and forth between telling students they need to careful about what they post on social media yet constantly defend their "right" to privacy? If you put something out there for everyone to read, then you have no control over who reads it. Period. You're "worried about a generation of kids growing up without a moment of privacy"? Teach them that social media is NOT PRIVATE! 

Really, how hard is this to understand, people? So no, AFT, I will not be signing this petition. Doing so would be agreeing that students don't need to think before they post, that they have a right to privacy in a completely public environment, that they need not be at all concerned about potential consequences of their actions. It would contradict everything I have tried to teach them about their online safety, which will just make them more vulnerable in the future.

And I realize that people will disagree with me on this, perhaps vehemently. I realize I may even get some angry responses. Why do I realize this? Because I understand that posting this in a public forum means that it is not private.

The Job Description that Led to Quitting Teaching

This entry is part of a series explaining my departure from teaching. In previous entries I discussed my primary personal and professional reasons for leaving.

As I've mentioned before, last year was THE BEST teaching year for me ever. I was really happy with my school and my great kids, and was working hard to not only continue the awesome year but to make the following year even smoother by polishing up every lesson immediately afterward. You know, things like rather than make the quick notes about what to add/change/etc, I revised the lesson plans to include whatever spur-of-the-moment improvements I came up with, added the ideas I thought of later, and made sure whatever supplemental materials I created were edited/enhanced/laminated/color-coded/whatever and packaged conveniently for use next time.

So when my husband emailed a link to a job description to me asking "Is this something you'd be interested in?" I was really annoyed. Really, really annoyed. 

But during my lunch that day I had time to pull up the description and look it over, and had to begrudgingly admit that okay, maybe I was a little interested. The job was in the Instructional Technology dept at the local community college (the same one my husband works at) - essentially, teaching teachers how to use technology to enhance their classes. After looking it over and later drilling my husband for what additional details he had, I figured what's the harm in applying?

While I was definitely enjoying the year, I still knew that being a classroom teacher was probably not going to be my long-term plan (for all of the reasons that I discussed in my previous posts plus more); I was thinking maybe another two years, then it would be time to start seeking a support position, most likely related to my Reading Specialist degree. That this opportunity was coming a little earlier than expected, well, we plan and God laughs, right?

I received an invitation to interview shortly after applying. I actually enjoy interviews regardless (which I understand is somewhat of an oddity), but this one was extra fun because while I was truly interested in the job by the time it came around, I had nothing to lose - if it was offered to someone else and I had to continue teaching at my current school, I was perfectly fine with that.

Coincidentally, that interview was exactly a year ago. Today we conducted a training for dual credit instructors from the local high schools (including two districts that I have worked for), which has given me plenty of prompts for thinking about the differences between my teaching life and my current life. Tune in next time...

The Best Year of My Teaching Career

First, note the difference between January 3rd of this year, and that of last year:

A difference of 51 degrees - holy cow!

Now let's look at an even bigger difference between this year and last year...

Last year (2013-2014) was hands down the best year of my teaching career. After the horrid year I'd had before, I fell in love with teaching all over again. My kids were fantastic, the school I was working at was great, the kids were amazing, I felt renewed confidence and energy... and did I mention the kids?

On June 2nd I turned in my signout sheet, my gradebook, my lesson plan book, my summer maintenance requests, my keys. That day I walked out with the wonderful feeling that I'd had the best year possible. And that wonderful feeling of freedom - not the one of being done with the grading, the planning, the paperwork, the phone calls, the test scores, the data. I had the one of simply being done. That day I quit teaching.

We all know how high the turnover rate is for the teaching profession, and chances are many of you are either seriously considering or beginning to consider leaving teaching yourself. Over the next few days I'll share my personal and professional reasons for my decision, and what life on "the other side" has been like for me.

Amazing Resource on Food Supply Disparities

Foods and nutrition teachers, here is an excellent article to use when discussing hunger, the global food supply, food insecurity... anything along those lines.

7 photos that reveal what families eat in one week

This article contains seven different pictures from around the world, each with a family sitting behind an entire week's worth of the food that they eat. There is a short blurb below each photo describing the family's food situation. This is an excellent visual and text-light way to help students grasp the disparities in access to food around the world - fantastic attention-getter!

"Anonymous" Teachers

I follow a LOT of teacher blogs, and a LOT of teachers on Twitter, and it's interesting to look at the differences between the ones that are "anonymous" and those that choose to reveal their identities.

Going all in is risky business, so props to those of you who take that full on. All it takes is for one parent/community member/school board member/whathaveyou to take issue with something you post, and it may very well be career-ending. Going "anonymous" gives you a little more freedom, especially when you need to share a less than sunshiney story about your classroom.

I keep placing "anonymous" in quotes because hopefully we all realize that there is no such thing on the web. Sure, I do all of the common sense things - don't give my full name (or use students' real names), edit my name and face out of pictures, edit students' faces out of pictures, so on and so forth. But, realistically, if someone really wanted to, they could find the real me.

And sometimes being the small world that it is people just stumble onto you. I've had people who have subbed for me find this blog ("I recognize those monkeys! And the stencils on that wall!"); I've had students say "Hey, I saw folder holders that looked exactly like these on Pinterest !" (though luckily they didn't follow the pin to my blog); it even turns out that my current boss's sister is a FACS teacher who reads this blog. And I know that this doesn't just happen to me - one of my favorite blog posts this year was when two bloggers I follow met serendipitously at JCrew - Sneaker Teacher and Roxanne from Books That Heal Kids.

We should all be careful, whether using legit names or not. At the same time, there are several posts and tweets (tweets especially) I read every week that are absolutely laugh out loud hilarious, but things you would NEVER say if your real name was attached to it. We all need people to be that brutally honest at times, because teaching is not all rainbows and kittens. It is hard. It is frustrating. It is overwhelming. And heartbreaking, and maddening, and infuriating. And the only people who get wanting to pull-your-hair-out-and-scream-and-cry-but-you're-too-exhausted-so-you'll-just-slink-away-and-find-an-alternative-to-the-copy-machine are others who have experienced the same thing. And the only people who get why you're so excited in August after what happened last year are others who have experienced the same thing. And the only people who get how much you still love that kid six and a half years later after he lifted a ball of yarn from your classroom and weaved it up and down the staircase blocking everyone and creating a total fire hazard are others who have experienced the same thing. And the only people who get how sad you still are five years later that that same kid didn't survive that car accident are others who have experienced the same thing.

So "anonymous" or not, do protect yourself, but do continue to share what's real - the good and sometimes also the bad. We all need to know that there are others out there who get it.

Ah, Young Love

Here's a discussion I overheard in the hallways of our local community college. To set the scene: Boy is trying to hit on girl who clearly isn't interested. Girl begins to lose patience.

Girl: How old are you?
Boy: Twenty. How old is you?
Girl (with attitude): Twenty four.
Boy: What dat mean?
Girl: A lot. Goodbye.

Poor guy was crushed, but I had to cheer for her to be smart enough to walk away.

Protect Your Handiwork

Here's another tip from the department of the obvious, yet took me a while to figure out that I actually needed to implement this procedure. I have these beautiful stand mixer covers I made for my kitchens, which were constantly getting mucky because the kids would just toss them wherever. I tried to get them in the habit of placing them on top of the microwave and out of harm's way, but to no avail - and somehow even those that followed through still managed to muck them up. So I started requiring that at the beginning of any lab involving the stand mixers, the covers had to go into a box by the ingredient table as soon as they were taken off of the mixers.

Problem solved. After the first lab with this new procedure, I never had to tell them again, someone would always remind the rest of the class to do it. Including me when I forgot to set a box out. Such a simple thing, but it works!