Tips for Teachers & Parents

What Teachers really want to tell parents.

This link will bring you to an article written by Ron Clarke, he wrote a book called,  "The End of Molasses Classes: Getting Our Kids Unstuck -- 101 Extraordinary Solutions for Parents and Teachers" 

After reading this article I thought of another good post that I could add for the beginning of the school year.  A few tips I have learned in the past to help the parents and the teachers.   In my past 5 years in the school systems I have come up with some great ideas which I found others use as well, and some that I have found myself seem to solve a lot of problems.  So here are my tips.  

Tips for teachers

Behavior Management.   

1. Respecting EVERYONE

 In my art classes I always told students that my room was a place of respect.  I called all my students Mr. And Ms. before their first time, as well as when they would ask me questions respond with yes ma'am and yes sir.  I do this as early as PreK and all the way up to working with adults.  I have found that the younger ones laugh a lot at first, but it is easy to deal with a disrespectful student.  The first thing I say is, "Do you feel respected by me?"  Most say yes, I talk to them about what I do that seems respectful.  This is usually the first thing that pops into their minds.  It begins with the name, it is a powerful thing, and seating charts really do help when you have 737 different students.  If you add Mr. or Ms. to that name you are showing that you respect that individual and it usually ends up that they will return the favor.  Basic golden rule; treat them the way you wish to be treated.  

2. The students should be the ones talking to the parents:                                                             When I have worked in any pull out classroom this has been my saving grace.  I always tell the students, "I didn't do anything wrong, why should I talk to your family?" Whenever a student acts up in class they have the 3 strike rule.  Strike one: a verbal warning from me, if it stops there, it goes no further. It’s between that student, and me not their homeroom teacher, not anyone else in the classroom.  Strike 2: they keep it up, I write down their name as a reminder and it is now and issue between me, the student, and their homeroom teacher, if they have a card program it usually results in a card change, but they need to know that their actions have consequences outside of my classroom.  Strike 3: THE CALL I inform the students that during sometime that day they will call their families with me.  I always talk to the student by asking them, "Why are we calling home?" They can usually tell you but students also need to organize their thoughts.  I help them figure out what they will say and then dial the number.  The call begins the same way, "Hi, this is Ms. B, I am a teacher at (said school) and I have (students name) with me.  Today we had a bit of a situation and they are here to tell you about it."  Pass the phone to the kid.  If it doesn't begin in crying, then the family hears it from their student's own voice.  This way it can't be said, "My child wouldn't do that."  Its also nice because if you do it once, word gets around, and kids know they will be held accountable for their actions.  

3. Send good notes home too. 

Kids will often act out for several reasons, and sometimes they need something attainable.  I have found with most kids who are disruptive, after a few calls home they aren't affected.  So what do you do then?   My solution is to give them something to work towards.  I used good notes home, they simple and on neon green paper.   Some kids only needed to have one good day to get one sent home, then it moved up to having 3 good days in a row to get one, and it would increase from there.  It just depends on the child you have and what their need is.  It's amazing what a free note on a green paper can do for a kid's self esteem.  Many will remember it for years to come.  

4. Keep a detailed log.

Many of us have had the parent who comes in and tells us we never heard from you.  Having a log of when you spoke with them, or sent notes home, or had any contact is hugely important.  Those documents are hard to hide.  Take detailed notes. If you got voicemail and it was full, write it down. If you called 4 times and spoke with the aunt, the grandma, the uncle, and the cousin, write it down.  It will help you if there are any disputes.  

Tips for Parents

1. Truly listen to the teacher.  

Sometimes we are so angry that our child has a grade they do not feel they deserve, or we are so upset about something that happened we don't want to wait to hear what the teacher has to say.  Take a notebook in with you when you meet with the teacher.  Write down questions you have about the incident or grade, and write down others that may come into your mind as the teacher is talking.  If you are angry, it always helps to take a deep breath and count to 10.  Simple I know, but remember many people have had a hard day.  Many teachers have had 30 kids yelling at them, been told new lesson plans are due, have after school programs they are running for free, and quite a few have a second job to get to.   So listen to what they have to say, take a deep breath and speak calmly, and write down the answers.   If you are unhappy with the outcome of the meeting, then reconvene with the teacher as well as an administrator later on in the day.   

2. Offer to help out before you are asked.   

Every teacher would love to have extra hands in the classroom.  It may be things as simple as taking down a bulletin board, or coloring a poster, or even cutting out some laminated tokens (here is a hint always leave a millimeter edge of laminate around the item ;) ).  Teachers need help, it is sometimes harder to delegate as so many things are going on, but ask if you can observe or help out one day.  Sometimes something as simple as sorting crayons into baggies so there are sets with all the colors of the rainbow (ROYGBIV) is helpful.  If you are thinking you don't have time, we understand.  I have often sent work home with parents who have worked nights to do at home and send back with their kids.  Sometimes the teacher just needs 50 circles traced on blue paper, or 30 triangles cut out of orange paper for a math project.  These are all take with you projects that you can do on your own time and return, no need to volunteer during the class time.  I promise though, if you reach out to the teacher, when something comes up with a grade or situation, it will be much easier for them to approach you with the details if they know you and your student better.  

3. Keep things professional.  

Sometimes talking with a teacher everyday makes you feel like they are your best bud.  You might want to share with the teacher some crazy story about your weekend, or invite them over for dinner.   If you are friends outside of school before your student is in their classroom this is fine, but no matter how close you seem to be, it is not professional for the teachers.  Today there are many hoops teachers have to jump through, and many obstacles and restrictions we are put under. In my current district teachers are not allowed to have any second job in which they come in contact with students that they have or have had in the past.  This means no tutoring, no private lessons, no story time with your Mommy and Me group, and hardest for many to accept, no babysitting.  This is something that breaks my heart, but in this day and age I understand.  Please, understand that it may not be anything personal, but with all the policies in place teachers have many restrictions.  They can't be your friends on Facebook, they aren't allowed to come to your child's birthday party, and I wish i didn't have to mention this but, the probably can't date a single parent of a student in their class either.  These rules are there to protect your students, so please do not hold it against the teacher when they deny a personal request.  

4. Donations are always welcome.  

Many teachers are always doing projects that they need little things here and there.  Often art teachers need old t-shirts for smocks, or newspaper, or magazines (as long as they are appropriate).  Other items often used by elementary students, egg crates (used for paint trays), Styrofoam anything (they make printing trays, paper plates, quart size Ziploc bags (perfect for marker storage and pencil storage), and baby wipes and Clorox wipes are ALWAYS appreciated.  Keeping things clean is difficult with 30+ bodies in a room per day, so if you can't do anything else and you can afford to or find things donate.  You can always ask the teacher if they have any donor's choose grants up, a website where teachers can post what they need where families and friends can donate a little here and there to fund their item.  These make the best gifts at Christmas, and you can even buy gift cards.  Many people would be surprised at how many teachers ask for items for their classroom for their own birthdays and holidays. 

5.  Smile, be courteous, and say thank you.  

In today's world, teachers have been kicked, dragged, and shoved around.  Parents will really get more being sweet and patient that gruff and rash.  It's amazing the difference a note (at times other then teacher appreciation week) will make to someone who's day has just been rough.  Remind them why they wanted to be teachers in the first place, share your students' growth with them.  

Master's Paper

Hello again everyone, I figured since I posted where I came from and information about the past two years.  I should also post my Masters paper which will mention many of the topics I will discuss on my blog.  If you would like to read it all I will inform you it is 29 pages, but it talks a lot about why arts education is important.  



Making the Cut:The Arts Role in Forming/Shaping Education
http://www.katrinaab.com/?page_id=415

How this current season my life began.

I have decided to begin from where my life changed course from my plan to what I now call God's plan because I have no idea where it will take me.  Feel free to read on and hear my story, its a bit long but I figure its a blog, I can write it all out.  At the end you will see what I am doing now, and understand a bit where I came from.  

June 2010

I had just finished teaching Art for the second year at an urban school in Chicago, IL.  It was a job I remember thinking many times, "I can't believe I am getting paid to do what I love."  It was hard work, but I really loved the kids.  Yes, I was one of many teachers who worked in 2 buildings, but I had a room, which was more than many.  I really didn't have a budget, so I wrote grants, applied for freebies, and begged fellow educators to run fundraisers.  I had started graduate school at the beginning of the year and completed my National Board Certification process.  My license was up for renewal, which by completing the National Board process and being in graduate school was a simple form which I began filling out in March to get ahead of things.  I called in may, as I knew the license expired at the end of June, and I wanted to get everything set.  When I called they asked me if my license said pending, which I said it did.  I was then told the state would take care of it and I could register it after things went through, I asked if I could be fired because of this, they said as long as everything was in order by Sept. 1st before the first day of school I would be fine.  So I relaxed and went on with my summer.  I checked the status often, nothing changed.  I assumed it was taking the state a while to get things processed.  

Fast forward to August 16th, 2010.  2 weeks before school started I e-mailed my principal asking if I could bring in my stuff to get things set up for the first day. I was always proactive, liked to have everything set before it needed to be so I could help others get their rooms set up later.  What I received was unexpected, "Dear Ms. B. I would appreciate if you could call me at your soonest convince, we have some matters to discuss dealing with your future at (enter urban school name here)."  I called and was told since my license was not renewed on time I was no longer employed.  I explained that the state told me I had until Sept.1 to get everything processed.  I was then told if I could get everything straightened out they would see what they could do.   It was hope.  

I called the state and did a few extra steps that they didn't tell me on the phone when I called in May.  By August 18th, everything was fixed.  I called my principal explaining, she said, "Oh well I am sorry I already started the process of interviewing music teachers, we don't have an Art position number.  If we did then we could try to do something."  That day I went down to the city office and asked for my letter, it was sent to an old address, so I still hadn't even received my termination letter.  I opened it up and read, "We regret to inform you that your position had been cut due to program reduction..." This was not what I had been told.  I then got brave and walked up and asked, "My principal had told me it was due to a licensing issue, if there is still a position for me could she hire me back?"  I was then told, "Yes if there is a position number of course."  I had e-mailed a friend about my situation that worked for the board, she immediately sent me my position number which was listed as vacant, and as art.  I called the principal and said, "Hi, I went downtown and they said the position was vacant, and a friend at the board gave me my position number, they said it hadn't been filled, here it is."  I was met with, "I am really sorry but we have already placed a music position in that place, the paperwork has already been filed."

For many people, this may be confusing, why not both Art and Music?  Well in Chicago Public Schools, if a school has up to 750 students then they are allowed 1 part time Art or Music.  If they have 751 they are allowed 1 full time Art or Music, or one part time Art and one part time Music.  The school I worked at had 747 students.  Many principals will hire an Art teacher for 2 years, find a way to let them go before they receive tenure, and replace them with a Music teacher for 2 years.  The cycle continues so that by the time the students leave their elementary school they are able to have both.  

I was left with nothing 2 weeks before school began.  I began each day at 7:00 am, with a box of resumes and a list of 5-15 schools I would drop them at.  I went to over 70 schools handing them a resume and saying, "I will take anything you have, an aide position, a tutor, clerk, whatever, I just want to work with kids."  In October I got a call, a school on the north side of Chicago was looking for an Aide position and wanted to know if I was interested.  I said yes.  After the interview I was offered the position of paraprofessional aide in a self-contained classroom for students with Autism.  I would be paid 50% of what my salary was previously, the same as unemployment was giving me, but I would be working with kids.  I agreed took it and was actually surprised when I got there to find out that this school, although art was all over the walls, did not have art. 

I was happy to be working, we could make due on the salary, I worked odd jobs here and there to make up what we needed.  We couldn't really save, but we could afford what needed.  I love working with kids, and I will admit working with these children has opened my eyes to so much.  I again was able to think on my feet, the job kind of required it, and work with kids again.  

In November I found out that I had been achieved my National Board Certification in Art.  This is a great accomplishment; it was envisioned in the same sort of way that doctors can become board certified.  I was so impressed that my school decided to include my name when they made announcements that morning about the teachers who had achieved, even though I was only an Aide.  Later that day several said, “Wow, so you’re really overqualified for this position then met me."  I nodded, but I was working with kids, so I was happy, and I was beginning to realize what it was to work for a school that really appreciated their workers.  

Around this time I got in contact with a group another group of Art teachers who were let go and were working as artists.  They called themselves "Art Teachers Redefined."  I sought them out and basically begged to join their group.  After meeting them I fell in love with Art again, the passion, the emotion, the therapy that goes into expressing what thousands of words could say in a picture.  We all would get together and vent, and enjoy being a part of something again.  

Spring 2011:  

After working with the Artists, I finally completed my masters program as well.  I now hold a Masters of Interdisciplinary Education in Curriculum Design from National Louis University.  I hope to be able to use this to someday publish some books about curriculum, and how we need to integrate the arts into our curriculum.  Who knows, maybe parts of this blog will appear in a book someday. 

Summer 2011

This summer I applied for around 150 jobs.   Jobs as a photographer, jobs teaching art, commissioned artwork, working with murals, interior design, museum work, if it had to do with art I applied.  I got called in for approximately 10 interviews, 3 of those being second interviews.  Some schools were amazing, and they seemed impressed with me.  2 even said they would begin calling my references that night, and would call me to talk about paper work.  I got rejection letters from those schools a week later.  Others were more concerned with what I could do for after school projects and how long I was willing to stay at night rather then what I would teach the children in the classroom.  This summer really opened my eyes to the state of education.  Many friends and family told me, "It seems you have been around the block, and these schools want someone they can force to do more then the job expects.  They don't want someone qualified, they want someone to watch kids and have them make cute things."  It's very sad, but this is the state of education.  When it comes to "the specials" many want a babysitter who will watch kids before, during, and after school.  It doesn't matter if your good, you won't be there next year anyway.  They don't want anyone who will question, just do what they ask, so much for strong leaders. 

So now I am back working as a paraprofessional aide, in a school which is struggling but who respects their staff.  I feel honored to know that there are still schools out there that will work to give kids the best.  Many of the aides at the school have Masters; they are only required to have an Associate.  The school cares about getting quality individuals surrounding the students in every way possible.  They care about the education.  Yes, they do not have art, but they do have a library with over 7,000 books, a Physical Education Teacher, a Music teacher, and a Drama/Dance teacher.  The parents care and want to be involved.  I am sure that if the money were there, there would be an Art class. So here's hoping that someday all schools will have the money for that.  

In the future I will be writing about issues that are happening, little reflections about articles dealing with education.  I will push to integrate arts into classrooms of schools without arts education, and art teachers to step out and work with the teachers in their schools to integrate into all forms of the curriculum.  I will talk about the importance of why your students need to know how to be creative.  We must begin to form a generation that will value the Arts, that will push for the importance of quality education with out fear of having test scores that are to low, that will respect the schools and teachers and aides of schools, and that will change what we see currently.  I hope that you all will join me as I go forth on this endeavor.