Education

All posts tagged Education

Well, there you go, part II

Published July 17, 2017 by Lynda Christine Rodriguez

Before anyone goes ber-bonkers looking for part I, I won’t be posting that until tomorrow. But the follow up is fresh in my crowded head so I’m going to put that one up first.  I can explain my process if you want, but I don’t think it’s very interesting.

Today I was meandering through my errands because it’s beastly hot and I didn’t really want to get anything done. As I walked from one place to the next, a woman called out to me and said, “Did you teach at Metro?”

My first teaching gig was teaching a theatre class at an alternative high school. I wasn’t a classroom teacher, but I was part of the curriculum for a psychology/health class. I taught basic acting and playwriting.  My students ranged from an emancipated sixteen year old who was trying to graduate as quickly as possible to go to college to a lesbian couple who was bullied out of their high school. Some students were former gang members and/or returning after dropping out.  Many of my students used the class as a way to process the bizarre events of their lives.

The woman who called out to me was a student of mine about twenty years ago.  We talked for awhile; she has raised four kids, three of her own, one adopted from a family member. She has finished court reporting school and is working and investing in her future.

She told me a little about her kids and the things she tells them about education. As I listened to her, I realized that I had heard some of things before; they were things I recall saying to different classes.

I told her I remember every student I have ever taught.  (I do, I’m just terrible with names.) I do remember her. I remember wondering how she would turn out and if she would survive high school.

She did. She graduated from high school and faced some challenges and is working very hard to instill the value of education in her children.

So there you go.

It continues

Published March 16, 2017 by Lynda Christine Rodriguez

(This is the rant, continued.)

So what else is 610 going to do?

I’m so glad you asked. Bill 610 will repeal the Elementary and Secondary Education Act of 1965.  Let’s break it down a bit further. This Act  is the main K-12 law. (For those of you who don’t know, this means kindergarten through twelfth grade. This law affects students from the ages of five to eighteen.)

The latest version of this Act is called Every Student Succeeds.   If this law is repealed, equal opportunity protections for students would go away. This would largely affect Special Education students.

How would this madness happen? Well, under the current law, any school that receives federal funding, which is every public school in the United States, must have resources available for Special Needs students.  This includes Individual Education Plans. This means that every student who has a disability as designated by their school would be affected by the removal of this law.

For the uninitiated, disabilities range from the obvious, like a wheel-chair bound student, to a high functioning student with Asperger’s Syndrome.  There are also 504 designations which covers just about everything else in the alphabet soup of diagnoses. With out this funding the programs in place could suffer by losing qualified staff to dissolving completely.

In my school  of 81 students we have two students who are directly being served as a result of Special Education funding. One of them, let’s call him Marcus, has Tourette’s Syndrome. He also has several cognitive and developmental delays. This means in addition to being a squirrelly 12 year old, because all 12 year olds are squirrelly, he also has the Tourette’s ticks  and motor control issues. He also is on the academic level of a third grader.  His under-education is a direct result of of the mishandling of his case at his previous schools, meaning he was lost in the crowd and was too difficult to handle in a classroom of thirty-five students.  So instead of educating him, his previous schools isolated him.

Now that he is in smaller school, his disabilities were easy to spot and deal with. Fortunately many of our students are kind and welcome him into their large group activities. Marcus has a teacher whose sole job is to work with him as a result he has mastered the sight words of a grade level very close to where the rest of his classmates . He can already out perform many of them in basic math.

I mentioned Carl in an earlier blog. We are awaiting  a specific diagnosis for him, but for the time being he is also working with our Special Ed teacher. Carl is on grade level, slightly above it actually, but emotionally he has regressed to a five year old.  When he gets overwhelmed he gets violent.   (I can totally understand this; there are days when I want to get violent with some of my students.)

With out Special Education funding, both of these students would be isolated, possibly institutionalized. Neither of these students’ families can afford private education. Bill 610 would effectively doom these children to a life behind grey walls where they would be managed by indifferent under trained staff.

It is a head shaker, especially when you consider how many kids will be damaged by this.

Damaged kids become damaged adults.  I don’t want to know what will happen after that.

 

 

Challenges, part one

Published March 6, 2017 by Lynda Christine Rodriguez

My students are working on research paper. It is the second semester for Sixth Grade English, so I don’t think I am asking too much for them to pull together some thoughts and academic rigor and organize said thoughts into a specific format while  using complete sentences. (I know, I also want to flap my arms and fly to the moon.)

They have known about this paper and I have had due dates, etc as we go through the process, so they know they have a rough draft due next week. I even gave them extra time because we lost a whole week because of a mad woman who was not me.

I am also required to make sure they have a unit of grammar and a unit of vocabulary each week.  You would think these things could happen concurrently, at least I thought that.

Last week I did a quick review of nouns.  I spent the first six weeks of school reviewing grammar and sentence structure in an old school way, with examples and interpretive dance. Imagine my chagrin when only three students could define a noun.

I wanted to scream, “Did all of you have a simultaneous brain injury?” I did not.

One of my students was home schooled and my colleagues and I are discovering that there are gaps in this child’s education. These gaps include major portions of math and the mechanics of writing and grammar. It doesn’t help that this student is extremely dyslexic. He was educated holistically, which means his teacher (mom) decide what curriculum they studied based on his interests.

Home school is fine option, especially for students who have special needs and other issues. I have a cousin who is homeschooling her son because he has several life-threatening allergies and the public school in their area doesn’t have a full-time nurse so there is no way for her to ensure that her child can access his medicine during the school day.

Holistic education is great if you have access to master quality teachers and if your child has the kind of discipline to stick to the topic and not just Bumble off into the distance.

Guess what kind of student this is?  

I don’t mean to pick on the Bumbler. He’s a sweet, kind child. He has the best of intentions and he is very smart. (He’s on very late and he’s won several awards.)

So last week when I was having my noun related tantrum, one of my colleagues asked the Bumbler, “Have you ever learned nouns before?” The Bumbler said, “I’ve heard of them, but I never cared to learn.”

That has stayed with me. “I never cared to learn.”

I find this challenging, but not in the way most people do.

Dis(associative)

Published July 10, 2016 by Lynda Christine Rodriguez

Have I mentioned lately that I am not a big fan of being told what to do?  Well, I am not. It is in that spirit that I approach teaching the legions of  balky, high spirited and clinically quirky children who have made up most of my classes and tutoring clients.

(I realize that being a resident of North Texas I might be ignoring a band wagon and/ or soap box by not speaking about the horrifying  events that happened last week leaving scores of people terrorized and five Dallas Police Officers dead, but I am numb and I am trying not to think about it so, instead I’m going to focus on the good parts of last week.)

I am back to tutoring the same two children I worked with last spring.  I am reading the Phantom Tollbooth with one and A Little Princess with the other.

What I am enjoying is introducing both children to a whole different universe. A world that makes sense in itself and a sensibility long gone.

I am, however, finding it challenging to help a modern child understand the concepts and historical significance laid out in A Little Princess.  How to you tell a child who is a very literal thinker and whose most challenging literature to date includes the books in the Dork Diaries series? (I am in no way slamming that series, Rachel Renee Russell has hit  upon a very clever, and may I say addictive thread of fiction.)  The inciting incident in A Little Princess involves the British occupation of India. The school Sara Crewe attends does have a similar social stratta to that of Nikki Maxwell, but no one in at Nikki’s prep school gets their ears boxed for being slow to perform a task.

A Little Princess is on the summer reading list for the school Child A will be attending in the fall. She is also supposed to read The Lion, The Witch and The Wardrobe.  I have no idea how to begin to approach the concepts with her over this one.

The challenge I face is directly related to the information that is accessible to children 8-12. I have been boning up on my middle grade fiction so that I may be better informed when I load books into the reading pit that I plan to have in my classroom next year.  I do enjoy the Dork Diaries, probably more than I should, but the other books in this particular genre of first person narrative fiction that also includes The Judy Moody series, Junie B. Jones and the I Funny series tend to dumb things down, IMHO for the reader.  (I will freely admit that I do not like Judy or Junie and I might actually jump out a window if either of these children popped into my classroom.  I would warmly embrace Ramona and Beezus and even Susan of the Boing Boing Hair. I have not read the I Funny series, mainly because I don’t think James Patterson needs my money.)

The other child I teach is not a reader, which is why I am reading to him.  He is very bright, kind and sensitive child, but he’s not that great about listening for detail. I am reading him The Phantom Tollbooth two chapters at a time and it is a book best heard. We discuss the figurative language as we go along and we are going to do a fun, comprehensive activity when we finish the book.

Now he understands complicated concepts and ideas, so much so that I think it hurts his perspective.

Speaking of perspective, having to speedy-quick adjust my comprehension and attitude to work with these two students has helped me put a wedge between the pointless cruelty that abounds in the “real” world.  And who wouldn’t choose to jump in the car with Milo and Tock and perhaps ask Sara and Becky if they would like to rescue Rhyme and Reason.

The choice is, as Child A would say, Easy Peasy Lemon Squeezy.

 

 

 

 

 

Well, there’s that

Published March 14, 2016 by Lynda Christine Rodriguez

I didn’t get hit by a train today.  And I had pancakes with my Amanda Friend.

I have spent the rest of the day noodling around trying not to stress eat because my genuine concern over the national state of affairs is making me twitchy.

I know it’s because I have time to think and breathe at the same time this week and because I don’t especially feel like being productive. I have been researching a few things for a project in which I will have to keep my writing voice and tone upbeat and encouraging.  And I like to stay informed so I cruised over to a news site and looked at the education tab. I couldn’t help but notice that a large percentage of the headlines are Trump related.  One of the larger subsets of the Trump business is the violence that is now breaking out in relation to his campaign. I am in no way saying that Trump is responsible for all racism and racial violence, but his incendiary remarks are certainly shaking the nuts out of their tree.

There is an allegation under investigation in Kansas where a Hispanic and  Muslim man were both beaten by an assailant who shouted “Trump! Trump! Trump!”

I would laugh it weren’t so tragic.

I am trying to keep my mind off of things because I have many others things about which to stress, not the least of which is my finances and the fact that I may be meeting The BF’s Kids this week.

This in and of  itself is a mind blowing concept because

a) I have a BF, which also means that I am someone’s GF. (I guess since no one has appointed me queen, that title will have to do.)

b) Since I haven’t dated anyone in over two decades (I don’t really count the guy I told I thought I was dead inside or the guy who turned out to be stupid.)  so I’ve never met anyone’s kids.

c) I might actually have to keep a smile on my face in the awkward and uncomfortable.

I know, I know, I’ve taught Public School; I can handle anything.

I need to do a bunch of creative writing in the next few days, because I have the time. My subconscious creates best in an environment where my attention is divided, so I have been searching out documentaries, etc to keep that brain beast entertained.  I have come across one that examines genocide.

Because that will certainly keep me from getting worried.

 

I can handle 43

Published August 25, 2014 by Lynda Christine Rodriguez

But the room can’t.

It was a long and insane day. I  still love to teach. I met some great kids and have some challenges ahead of me, not the least of which is that I have someone in each class that has the same name as EH.  At least no one shares a name with the Adulteress. That would be infinitely more challenging.

There are some things I had forgotten about organized education, such as the scheduling which changes on a daily, sometimes hourly basis.  (In fact the only thing permanent about the schedules in a public school is that they will, indeed change.

I did a lot of advance planning, and then left my notebook and flash drive at home.

That is par for the Crazy Drama Lady course.

There are many wonderful kids and I did say something that I usually keep to myself, “It’s never too late to be amazing.”

I have a class with 43 students in it. I can handle a crowd that size, but the room is too small. I’m afraid someone is going to pop out with an audible “Woop!” and I will get in trouble for making an unsolicited hilarious noise.

There are worse things.

And there are better things. Like tomorrow.

I have to go rest so I can be amazing.

So, this is happening . . .

Published July 14, 2014 by Lynda Christine Rodriguez

As I have said/screamed/raged/guffawed, I am preparing for my teaching certification. In the state in which I reside (insanity?) this is about a million times more complicated than it needs to be in a world where there are so many terrible teachers who cruise their classrooms for dates and/or abusing  students with indifference or inferior education (I have a lot to say about this.)

I am studying for one of the tests that reviews the basic components of learning English. This isn’t as mind-numbing as it could be, because a lot of this was covered in some of the coursework I have just completed.

A portion of the review struck me with such resonance that I had to underline it for future reference.  (This is the Academic equivalent of screaming “Hells to the Yeah!”  I would do that, too, but I didn’t want to startle the cat. She’s had a rough week.)

“The cognitive model of language acquisition, developed by Piaget, asserts that individuals develop linguistic skills in order to control their environment .” -TExES Mometrix test preparation.

(Here’s a bit  about Jean. I don’t know how accurate the information is but the picture of him is mighty cute. http://en.wikipedia.org/wiki/Jean_Piaget) i

There is a wonderful story by Dan Simmons called Vanni Fucci isAlive and Well and Living in Hell. (Google it, it’s worth a peek)

In the story, an inhabitant of hell, according to Dante’s Inferno, appears on a televangelist show to request that someone rewrite a description of hell. It seem in the reality of the story, until the universe create hell because Dante described it.

So, more Piaget.

The reason I used the qualifier “In the reality of the story” because I want to avoid anyone who might smite me, and because I agree with Piaget. We do create our own reality with our language. Actor Boy says he watched me and my dad have an entire conversation through a series of eye rolls.  My Amanda friend only speaks with a Texas accent when she’s talking to me.   I know a dog named Styner who could say, “Bitch, Please:” much better than Ru Paul. (You have to watch the attitude around Yellow Labs)

We create our method of communication  so that we can establish order in our own little patch of the universe.

So my house isn’t messy, I’m creating a fortress of solitude out of books and pens and paper.

Works for me.

Lots going on. More on Method and Madness soon.