An Amazing Moment

I know. I know. It’s been a long time since I have written in this blog. It seems like each year there are more hoops and or initiatives to jump through and less and less time for my own life, let alone a hobby. I am an inveterate writer who has become flooded with work. I think about writing all of the time, but do not have the time to entertain the stories and concepts I want to write about. Today I had several ideas to write about. I became adamant that I was going to write in at least one of my blogs today. Of course, this would be after school hours.

What was the best moment of today? Well, it had been a phenomena that I had heard about: everyone on task, digging deep into a book, a real page turner, but that’s not all: I was able to sit with the students, relax, and chill with them. I looked around several times and thought to myself, is this really happening? I was able to READ with them. No walking around checking to see if they are on task etc. This class was running on autopilot. I had students in reading chairs, students with their legs propped on chairs, and students reading on the floor. I also joined the prop-my-feet up agenda. The kids thanked me for a great class.

Tomorrow we will discuss the book. I did not want to interrupt their new found pleasure. Reading teachers try to get each student hooked on a good book or a good reading series. I saw the fruit of my labor today. I had so many kids appreciate the time given to devour their book that I am going home patting myself on the back!

Teenage Brain Research Reveals an Interesting Explanation for Risky Teenage Behavior

My class is reading and analyzing David Dobbs’s (2011) National Geographic article: “The New Science of the Teenage of Brain" (pgs 42-59). I found this text rather informative and intriguing.

Advancement in Teenage Brain Development
Going back 2300 years ago up until recently today, parents and society have had a negative spin on the teenage years. They ask the commonly asked question why do teens behave the way that they do? They have been caught up in observing and trying to understand their risk taking behavior, their need for novelty and social networking with peers, and their desire for excitement. Since the 1990’s, medicine and technology, married in a closely knitted relationship, has given inquiring minds more insight on the teenage brain, which goes beyond merely making observations and drawing conclusions.

Teenage Brains are Being Rewired
Scientists discovered that the brain goes through a rewiring process between the ages of 12 and 25. During this lengthy time, there is a rewiring wave that begins in the back of the brain and moves towards the front. Teenage brains have the ability to reason like adults, but they are interested in risk taking, novelty, and excitement. This desire actually prepares teens to leave his or her safe world and go out into a world that is unknown. While teens are busy learning to take risks, even calculated ones, this may be why so many teens die taking risks or engaging in destructive risk taking behavior, such as drug abuse, which infects their adulthood.

The Adaptive-Adolescent Story
Scientist now accept the “adaptive-adolescent story” to explain both teen behavior and brain activity and development. Teens are undergoing a reorganization of their brain. Teens require their peers to make sense of their world and to take the final exit of risk: moving out. Parents can’t understand it, but they may remember how it was like. Thus, scientist say that teens can appreciate that their parents once lived in a teenage world and may listen to their parents if they stay somewhat connected but allow their teenager some independence.

To read more about this fascinating topic go to:
http://ngm.nationalgeographic.com/2011/10/teenage-brains/dobbs-text

*Photo taken from google images

The Late Work Conundrum Dilemma

There has been a debate going on for decades between teachers and administrators: should they accept late work? I think it goes MUCH deeper than this question. Isn’t about the students learning the content? If they need more time, should they be able to have it? If they decide to get on board, don’t educators believe in second chances? Does zeros promote responsibility? Do zeros motivate most students to achieve? Well, this week I found myself in the late work conundrum trap, but I am embracing it. It’s funny how rigid I used to be when I first taught. I am reaching far more student with understanding and love than I ever did.

This week I sent out 50 letters to parents and students letting them know that there is missing work and that it has to be turned in to show mastery in the content and skills for quarter one. I offered my services after school once again. I am sure that there will be several types of responses, both good and bad, but I hope that parents understand that the last thing that our students need is to passed on to another grade without gaining the knowledge and skills necessary to function in the adult world. It’s a lot of work for me to take late and missing work at the end of the quarter, but I am there to serve my students and parents. If that is what they need, I am willing to extend myself.

Some students need more time. They may or may not have put it off, but once they do decide to do it, I can go back in and change their grade. When a student does not complete their work, I believe there has to be a reason. There are many reasons; nevertheless, if they need more time, I will give them an incomplete on their report card until they complete it with mastery.
Folks, what does a zero do? It does a lot of things and none of it is good. None of it gives the correct message. Most high school students could care less about a zero, but what they do care about is if the teacher who has invested in them wants them to grow and succeed. If the teacher gets this across, one is more likely to get more work and growth from his or her students. Since I sent out half of my entire class load, I have a lot of work to do building relationships etc. I am not giving up! I will keep trying to reach them and help them to see the importance in what they are doing.

True, students are not adults and do not understand what they will need to be able to do when they get out there in the real-world, but parents and teachers do. In short, we are on the same side and want these teens to be successful both short and long-term.

You don’t have to agree with me on this. We can agree to disagree!

Suspense and Horror is the Hook

This month my 11th graders are reading Bram Stoker’s 1987 Dracula. I stumbled upon this book as an 11th grade book choice when I took over another teacher’s assignment right before the school year started. It looked rather large; I wondered if the massive size of it would intimidate and scare my students. Yes, they were a bit apprehensive about it; but once we got going, they were excited and at the edge of their seats. This is because there is much left for the mind to ponder and think about it. Though they will tell me it’s not true. This book is setup the way things used to be. It reminds of the movie Psycho. You don’t see it all, but man, if your imagination goes wild….. you are terrified! Also, the story is being told in the genre of real-time horror. As one reads Harker’s journals, it appears like it is happening as he tells the story. This too adds to the tension and reality of Dracula’s evil presence. It is nothing like the horror genre of the McDonald's generation. There are no secrets or things left to question. You might say it's the silver platter generation getting all they want served up blatantly. This type of in-your-face horror ruins it for me. I need suspense and things left to the imagination to truly appreciate a book or movie. Funny how the kids are realizing the same thing.

Anyway, I am reading it on Mondays, Wednesdays, and Fridays with them. On Thursday, many of my students came in saying, “Are we going to read Dracula today?” They were telling me how much they were looking forward to it. I was delighted that they were enjoying the text and learning all at the same time. They have not complained about their Dracula comprehension quizzes, and they are doing quite well with them. My classroom copies of Dracula seem to be disappearing each day. Though a hardship in the long run, I guess this is a sign of a loved book!

FCAT Retake Anxiety: It's Real for Both Teachers and Students!

In order for my students who are taking the Reading FCAT retakes a week from tomorrow, today I downloaded the ePat Launcher software. They will have one practice test. Though I have been creating online testing simulations, the students are concerned about not being on this software to practice many times.

Since this is not a new concept, I am perplexed with the idea that we do not have more practice tests in the new online testing format. Why isn’t FCAT Explorer converted into the new format. There is a big difference between taking an online test and pencil paper test. Are the students, teachers, and parents the only ones who understand this? I feel like a skipping CD. Is this more about money and less about student success? I have to answer this question with a mighty YES!
Let’s not forget that our paid is tied to these new online tests too. Teachers feel their hands are tied. Students feel like both their hands and feet are tied in knots. What else can I do to make them feel better? I praise, encourage, teach them with whatever tools I have, and I hope for the best.

Teachers feel powerless often to the laws, policies, and new testing requirements and procedures coming down. We seem, for many, to be the last people constituents want to listen to or respect now days. I hope someone reading this will email or call our state representatives and our governor and tell them enough is enough! Write the president too! Flood the White House. Now is a good a time as any!

Here is a complete email list. Click here!

Highlights of an Engaging Week

#1- This week we practiced taking an online FCAT, as we prepare for the FCAT retakes. With no software to practice with as of yet, students open a pdf FCAT file I have linked to my website. They open a word pad document and adjust it to be on 1/3rd of their page. It is less than 30 days away. I don't want my students to fail because they are not used to reading the test online and typing notes instead of writing them. I hope that teaching them how to set up these practice tests will lessen their test taking anxiety and help them to pass this test. I mean really. How is it possible that we did not have practice software at the start of the school year? As usual, we do what we can and hope for the best. Changes are being made with little thought in regards to the people it will effect. Nevertheless, one must move on and try to remain hopeful.

#2I have been looking for ways to make vocabulary learning concrete. Too often students try to memorize the words the night before or as they are coming in the doors. I want them to learn the words and be able to use them in their future. I know this if they can write a sentence for each one using a context clue. No short-term multiple tests for me. This is a bear to grade, but it's worth it to me.

This week we I took teacher made quiz cards and allowed them to play the Kagan review game: Show Down. I put a neat spin on the game. For every time the WHOLE team was able to spell the word or write the definition, they got to wad up their papers and "shoot" them into the trashcan. I was telling them all week to get ready for the opportunity to make shots with their papers. Tell your team mates to study and get ready. It was a win-win.

Attitude Changes Everything

This week has been full of challenges. The mark of a champion teacher is one who can easily roll with and through the punches and do what needs to be done. This means making many adjustments with lesson plans, changing test dates, making MANY parent phone calls, doing an extra review, etc. This also has to be done at the drop of hat. For me, that "hat" could be a phone call, email, student, parent, needing supplies, etc. I seem to notice there are a lot of hats as the years go by and etcs. Hats are hoops I often have to jump through, but sometimes it calls for problem solving creative solutions to make it ALL possible.

One challenge I am facing is dealing with the cuts in my pay and the cuts in the budget. This cut extends to the amount of school supplies I can purchase from the school warehouse each year. In the past four years, it seems that teachers are being asked to take on more of the expense of education themselves. There are being asked to print from their printers less, provide pencils and paper, books for their classroom libraries, rewards, etc. The problem is that many of us, like the rest of country, have had budgets cut down to the bare minimum. There is no extra. A fellow teacher had her car taken away last week. Another friend lost her home. We are feeling it too!

So this year, I decided to do it as cheaply and effectively as possible. I asked each student to bring in three supplies for classroom supplies. And then I gave a huge list of supplies to pick from. I even told them they could be pulled out of closet, 1/2 open packages of lined paper, etc. I did not ask them to buy a bunch of extra stuff for their child: one duotang folder and a compostion book. The two can be purchased at Walmart for under a dollar.

The response from both students and parents has varied. Some argue that their child always brings their own supplies. I do not see this very often. I'd rather help provide for the ones who are also struggling to make it around us; I also do not want to single out students for not coming to class prepared. They may not be prepared because they are living in a garage or car. I'm telling you. Things are really bad! Do we have to rub in their struggle, or can we become part of the solution?

I am also trying to promote a sense of community in my classroom. When students enter, there are supplies are the table and ready for their use. They don't have to worry about borrowing a pencil. I know you are probably thinking that students walk of with these supplies. On the contrary, they are both respectful and grateful. No everyone does not like the way I handle supplies, but my attitude about it changes everything. I am going to focus on what WE CAN do and not on what we can't do. I am willing to look for creative ways to enhance every child's education. I am not going to leave any children behind because of the lack of supplies.

Native American Folktale Presentations

This week we continued to read Native American Folktales in class. The students were given a choice between two folktales to read, analyze, create a script (retelling), and incorporate each person with either a speaking part and or playing some type of instrument or make some type of sound to improve the overall quality of their presentation. We watched a short folktale presentation last week. In short, the students had an idea what an authentic folktale sounded like; they had a clear target!

This activity was another hit in class, but breaking down either "Fox and Coyote and Whale" and "Coyote and Buffalo" proved to be quite a challenge. Though this is not an FCAT preparatory class, I incorporated many reading skills and strategies throughout the lesson. In the end, some students performed a more traditional retelling and others made the folktale more present day.

Magical Moments #1- 9/3

Dear Readers,
I plan to write one entry a week. It should post by Monday evening each week.

This week I am writing about a magical moment that happened this week in my English 3 course. I was given the idea by one of our drama teachers to incorporate music into telling and reading Native American Folktales. I have to admit that at first I was thinking that my students would accuse me of going back to elementary school, which is where I first started teaching. Nevertheless, I trusted her and got the instruments yesterday morning before my first English class!

It was a hit in all three of my classes. They read the story and enjoyed using the instruments. It evoked a discussion about cultural, religious, and historical perspectives, which are objectives for this course. Once again, I saw bright-eyes, engaged learners, and adventure on my students' faces. It's the little things that can spark the interest for learning. Finally, they experienced it and that made the difference.

Blown Away

Today I had the privilege to sit and learn from a dedicated, literacy minded, and caring staff as a facilitated the training. We began to talk about literacy and how to incorporate literacy strategies in our classes; I was blown away by the responses of our staff. We created a lengthy list of ideas to use in our classroom. The sharing went on for a long time. Again, I am grateful for NPHS’s dedicated staff and leadership. It was a difficult year last year, but it was good to come back, hug some necks, talk education shop, and put some new plans and goals in place for the sake of our students. We went home today having our minds refreshed. We had to time to collaborate plan, which is something NPHS teachers have been asking for.

If your child attends or plans to attend NPHS, you would be happy to know how much NPHS staff cares about your child and wants to help them succeed.

Back to School Already!

Approximately 70 teachers reported to NPHS yesterday to analyze our school data, get acquainted with our new gradebook program, and collaborate and plan with department members. I came home exhausted but somewhat excited about the new school year.

This year we broke the data slides down into four teacher groups instead of a lengthy data report. We had teachers analyze the data and make recommendations on how to improve stagnant and declining scores, as well as how to continue to improve the areas with gains in informal presentations. It’s hard coming back year after year and hearing the “score” news. Often sitting in those seats listening makes me feel like I have to do more. I wonder how much more can I sacrifice of my life for students and the school. Having said that, this year I felt like we were in same boat together and many content area teachers were making suggestions about what they could do to help the English and Reading teachers, the school grade, but most of all, our students! We then took those recommendations and worked on the school improvement plan (SIP).

Our department collaboration was about how we could incorporate the things that staff recommended. Many teachers began to use focus calendars, resources, and textbooks for the new school year!

The gradebook training was an overview, but after I left there, I knew I had so much work to do to get my gradebook ready that I had a migraine by the time the day was done. I’m teaching a new subject this year, which I am excited about, but it means new planning and a lot of work.

I went home exhausted but look forward to today’s sessions!

Walking One-Fourth of a Mile in a Teacher’s Shoes

Before I became a teacher, I pointed the finger at a fair amount of my children’s teachers. I did not understand why they did not have it all together and ready to go in the way that I am given to detail. After all, they don’t work all year long. What is it with these teachers?

Now that I am a teacher, I understand why there are a fair amount of teachers who are running around like chickens with their heads cut off as they go back to school. They may have spent a good part of their summer planning for the schedule they were given at the end of the school year, but all of sudden and unfortunately a few days before school starts, they have to teach other classes. Forget the trainings they took and paid for out of their pockets.

Now the teacher is pressed for time. They have to rewrite their syllabus, get the course description, guidelines, and benchmarks. They may even have to purchase materials like a classroom library. You mean they don’t provide one? Um, no! This is just the tip of the iceberg. They have to run copies, set up the grade book, and get new materials. They have to get ready for a whole new subject and get their new materials ready, as well as set up their classroom and go to meeting-after-meeting and training-after-training once teachers report. Some teachers are asked to move their room that week too. By the way, it is not in the janitor’s job description to move boxes. So, teachers do that too.

I do not fault our schools or the administrators. I want to make that clear! It’s the almighty dollar talking. If the numbers drop, a teacher has to go. Now they have to move teachers around based on what they are qualified to teach. In fact, sometimes teachers are not able to teach the subjects or grade level they love because of numbers and tedious staffing changes.

There are so many things that wear on teachers, and this is just one of them. So now I look at teachers and teaching much differently. I appreciate all of the hard work they do! You have no idea what it is like to be a teacher unless you do it. In fact, I invite Governor Rick Scott to shadow me and teach for two weeks. I guarantee he would change some of the laws he just passed. I have to remember that he is ignorant about being a teacher. He has to be. He has not walked a mile in a teacher’s shoe!

There has been a ruckus of information in the news about job cuts, benefits, changes in they way that teachers are assessed etc that I am finding it hard to muster up the gusto to go back to school with a smile on my face. The teacher supply allotment is cut every year. For a while there, every morning I would be greeted with another negative email about cuts, the union, etc. Often, I feel very unappreciated, but I keep going because I do it for the kids and not for the dollar.

Good thing I have saved every thank you note from my students and put them on the wall in my teacher closet. When I think about quitting, I go there and feel better! Then I can do it all over again because I do it for the kids!

Cheese and Change Analysis: A Vacation Farewell and Book Review

Dear Readers,

I am taking a quiet vacation by the sea. It will be place to reflect about the changes that are happening in education and in my life, while breathing in the salted air and sitting in my beach chair. I do a lot of thinking when I go to the ocean. This year I have change on my mind more than ever!

Change is something that is always happening; but everyone’s reaction is different. I just finished the short but delightful read: Who Moved my Cheese? by Spencer Johnson, M.D. and it can be read in about two hours. I recommended it to everyone, as we all encounter change. In fact, change might look something like this: Someone got the job you were told you were going to get; it’s not fair. Or, you have been at your job ten years; how can some newbie get it? Or, what are you going to do with the pay cuts and or hour cuts; how will you make it? It’s not fair! And or, you just lost your home; now what? What about job description changes and you no longer get to do things you love to do? What about health changes that force you to change? These changes all effect our personal lives and professional lives. In fact, I have experienced all of them!

To help you understand the concept of the cheese, here is a personal example. A very dear friend died in January, and I had to move on to live a whole life. Holding on was keeping me from moving on; she was the cheese Dr. Johnson was talking about. There was no getting her back. I had to look to my friends and family, but also hope for new cheese. Let me explain. I thought Malory, my son’s girlfriend who passed away this past January, was going to be his wife. I had envisioned grandchildren from them. I kept holding on to those memories. Reality set in; I had to let them go. Do people really hold onto things like this? Yes, and it keeps us from growing and moving on. I have to be open to a new girl friend from my son Drew. It’s time to move on I kept telling myself. My son’s process of change and healing is much more involved than mine. Nevertheless, he will move on and find new cheese eventually. In short, even death effects us and is change.

Change is always happening in education, but what do teachers do with the new initiatives and laws that come down the pike. Some wait and do nothing. I admit there are a lot and one has to choose or prioritize which ones they will follow. I myself follow the laws and the ones tied to may pay first. It’s a no brainer! When the new stuff comes, many stakeholders say the pendulum will swing back and forth. You’ll see. Just wait. I have seen this to be true. However, there are so manner change resistant people who are unwilling to get on board that we are in the severe crisis we are in today. Now we are being forced to comply with mandatory testing and accountability policies. Also, there are so many directives coming from the “top” every year: New ideas, new programs, and new ways to make things better. The problem is someone keeps adding to our plate and never takes anything off. Yet, still our attitude to change may be resistant. Some of us overcomplicate the issues/ changes and expend emotional energy worrying about how we will all do this instead of making a plan and taking action. If we are not careful, we will not perform well. It’s a sad day that we have to perform to get paid. Many people are for this idea, but let’s remember that teachers are not the ones taking the tests, coming to school (if they do), doing the homework (if they do), paying attention in class (many secretly texting instead). So here is my emotional workout, but I could be doing my lesson plans to the Instructional Focus Calendar and try to keep up with changing cheese. One of my friends saw this change coming and decided to leave this country and go to Europe where they value the teacher and education. She saw that the cheese was disappearing. She did not wait much longer; she took a leap of faith and looked for new cheese or old cheese. It’s all about perspective. For teaches who are deciding to stay and understand that the cheese has changed and its benefits, they are looking for additional jobs. Some of us will now work three jobs to keep this cheese alive! Some will be forced to leave a labor of love. In the end, the change has to be embraced. It will eventually be embraced by all. Why wait?

Do you still want to know more about change? Then read the following book review and summary from http://lifetofullest.com/who-moved-my-cheese/ and or buy it, borrow it from the public library, or sit in a BAM store and read it. Me, I’ll be back in about two weeks. I’ll be at the beach wrapping my mind on the changes for next school year and many other changes I need to face in my life. I’ll be devising a plan and looking for new cheese!

I included the text from the above link for easier reading below!

Who Moved My Cheese was published in 1998. A parable written by Spencer Johnson which describes change in one’s work and life. Who Moved My Cheese was included in the New York Times business bestseller since release and remained on the list for almost five years and spent over 200 weeks on Publishers Weekly’s hardcover nonfiction list.

When Change Happens
One of the constant things in life is CHANGE. Each day brings a new life and a different experience for us. But our daily routine task, from the time we wake up until the time we lay down in bed again, creates a cycle that leads us to comfort. Such comfort creates lax and negligence in our character that make us forget that life is constantly changing. Then when change happens, we stress out, react, complain and be beaten up.

Even if it’s hard to admit it, in school, at home and in the community we live in, we were taught to believe in following rules and sets of standards that being curious and creating change is not acceptable. That being obedient, doing what is told and what is “right”, is the key to success and happiness in life. The attitude of obedience and resistance to change is brought by many in their professional and personal journey in life. That’s why it is hard for majority to handle and accept change. Upon experiencing change, our initial reaction is to resist it. Either because we are afraid to lose the comfort of what we currently have or the fear of the unknown.

The Fable of Change
The book Who Moved My Cheese is a fable that teaches an amazing way to deal with change in your personal and professional life. Below is a short synopsis of the fable:

There were four characters; two mice named “Sniff” and “Scurry,” and two little people named “Hem” and “Haw.” The four characters lives in a maze (which represents environment) and their activity is to look for cheese ( which represents their life’s happiness and success).
Each morning, Sniff, Scurry, Hem and Haw wear their most comfortable shoes to run and search the maze to find cheese. They search each day until they found Cheese Station “C”. The four were so happy and glad to have found Station “C” which is filled with cheese. Hem and Haw, human as they were, become comfortable having found Station C. They thought that the Cheese in Station “C” was more than enough to sustain their needs in a lifetime. So the next morning, Hem and Haw lazily gets up every morning and walk to station “C” without their running shoes on. On the other hand, the two mice “Sniff” and “Scurry” still eagerly runs to Station “C” to search and find their cheese.

Then one morning, as Hem and Haw lazily walks shoeless to station “C”, they’ve arrived and found it empty. Hem and Haw became furious and angry. Unprepared, the humans have counted on the cheese supply to be constant. They rant at the unfairness of the situation and were mad to those who stole their cheese. They wanted justice. They wanted the cheese to come back but they went home hungry. On the other hand, when Sniff and Scurry found that Station C was empty, they are not surprised. They noticed the cheese supply were decreasing, they have mentally prepared beforehand for the tough but foreseeable task of finding new cheese. They’ve easily accepted it and moved on to search for new cheese.
The next day, Hem and Haw still walks to Station C hoping to find their cheese. Hoping that things were the same as the past. But they failed for the cheese was gone and will not come back. Beginning to realize the cheese less situation, Haw proposed to search for new cheese. But Hem is dead set in his closed mindset and rejected the proposal. Meanwhile, Sniff and Scurry have found “Cheese Station N”, a new supply of cheese.

Hem and Haw are still lacking of cheese and blame each. Wanting to change, Haw suggested once again to search for new cheese but Hem rejected it again. He didn’t want to change, he’s already comfortable his old cheese and he’s also afraid of the unknown, the new cheese. He just wants the old cheese to come back and he’ll be happy again. After many days in denial, Hem and Haw remained without cheese.

One day, having discovered his weakening fears, Haw begins to laugh at the situation and stopped taking himself so seriously. Haw realized that he should simply move on and enter the maze to find a new cheese. While walking down the maze in search for new cheese, Haw took time to write on the walls of the experiences and lessons he’s getting in search for change, of new cheese. Haw did it for the intention of giving a guide to his friend, Hem, just in case he finally accepts to move on and find new cheese. First he wrote, “If You Do Not Change, You Can Become Extinct” Still fearful of his new quest, Haw wrote “What Would You Do If You Weren’t Afraid?” . In his journey he realized and wrote down “When you move beyond your fear, you feel free.” Then one day, Haw finally found Cheese Station N and realized it was better and tastier than Cheese Station C.

Wanting to remember everything he’ve learned, he wrote to the largest wall in Cheese Station N the following Six (6) Important Lessons on Change:

Change Happens. They Keep Moving The Cheese
Anticipate Change. Get Ready For The Cheese To Move
Monitor Change. Smell the Cheese Often So You Know When It Is Getting Old.
Adapt To Change Quickly. The Quicker You Let Go Of Old Cheese, The Sooner You Can Enjoy

New Cheese.
Change. Move With The Cheese
Enjoy Change. Savor The Adventure And Enjoy The Taste Of New Cheese

Are You Like Hem? Even we don’t admit it, we act like Hem. When change happens in our lives, we get angry, we blame others, we lose hope and resist change. Start Embracing Change Who Moved My Cheese have helped me a lot in coping in a negative change that previously happened in my life. After reading Who Moved My Cheese , it gave me a lot of new insight on why change is good and how it can lead me to much better things. Now as I look back, I can honestly say I’m really happy to the change that reversed my life to embrace positivity and life live fully. You too can create that change in your life. If you don’t know where to start, begin having courage to embrace change by reading Who Moved My Cheese .

http://lifetofullest.com/who-moved-my-cheese/
http://www.amazon.com/gp/product/0399144463?ie=UTF8&tag=livliftothe0f-20&linkCode=as2&camp=1789&creative=9325&creativeASIN=0399144463

Heist Society Project: Check!

I have completed only one of my items off my to-do list, but what an accomplishment! I finally finished the book: Heist Society, which I was asked to read and write 50 comprehension test questions. I did not care for the book, which made it very difficult to do; however, I persevered. This is one of those life lessons I try to instill in my students and my own children: I don't have to like something to do it; I just need to buckle down and do it. So, I am relieved that this off my to-do list. Now I can focus on other things.

I also had a great time at the school today, despite having air for only two hours. It's tough working in the heat all day, but I was able to I help another colleague set up some of her room, put away a lot of print shop orders, set-up some of my room, and do some planning. She and I talked about new policies and procedures, as well as how we might set up each day of the week by task.

The tech person helped me with my laptop. I explained that I was unable to access files and do some of the work I needed to do. He chuckled that the laptops should be checked over the summer for updates and maintenance, but the reality is that teaches have to keep working in their lessons and skills over the summer. There isn't enough time do what they are asking during the school year. He was very nice and helpful.

All in all, it was a very productive day!

Anticipating Tomorrow: Work Day at the School!

I am happy to report that I am going to work tomorrow at the school, and I am excited about it! Yes, it sounds crazy. But when you collaborate with people who are creative, kind, funny, energetic, and knowledgeable, it’s a great place to be. So, while this entry is short and sweet, I wanted my readers to know that most teachers enjoy working on their craft and classroom during the summer. It’s their passion. So, tomorrow is right around the corner, and I can’t wait!

The Summer To-Do List: Teacher Leaders Work in the Summer

I have been getting a plethora of questions lately regarding whether or not I have fixed work hours this summer or if I am working at all. It’s a tough question to answer in casual conversation. I don’t think many people understand the heart and life of a teacher leader.

Here is a snap-shot of my summer log. In fact, it may resemble many other teachers around the globe. We work for our students and also to improve our subject area, the way in which we deliver our instruction, up-date our technology skills that keep changing, learn new standards and rules coming down from the legislature, the Department of Education, and the district. The list goes on, and it keeps us busy. A great amount of teachers take this a step further and volunteer to do other jobs that are essential to the school running. As the cuts continue, teachers are being asked to dig deeper. Some don’t need to be asked; they step up to the plate. These are teacher leaders.

THE LIST:

1. I begin with working on professional development for our school, which is a big job. True, I get paid very little for planning, preparing, and teaching PD opportunities, but it’s a passion that I have. I get to fill a need and be happy at the same time. It’s a win-win. I enjoy helping teachers improve their craft, as well as make it possible for them to earn recertification points. Yes, I have to put everything into a system, keep track of points, and verify all of it; but, it’s worth it. I hope to get a lot of things inputted before school resumes. This way my phone should ring less, and I will have more time for my students and to grade papers.

2. I am making 3X5 cards for each ACT word with the definition, part-of-speech, antonym, synonym, example, non-example, and a sentence using the word on it. I think I have 60 out of 300 cards done. I hope to have these laminated. This way my word wall can be interactive. I can also use these for fun review games that reinforce learning. Did you know that much of the research out there says students must come into contact with a word at least ten times, if not more, to learn it?

3. I am still waiting to hear my FCAT scores, so the next project was put on hold. I can no longer put it off. So Monday, I will be meeting teachers to work on planning and a homework booklet. Though we spent the last two-weeks of school hashing things out, we still have a lot of work to do!

4. I want to infuse even more technology into my classroom this year. I attended an Angelweb course this summer and plan to scan one of workbook resources in so their FCAT practice can resemble the new online 10^th grade reading FCAT.

5. I am also hoping to have time to put together a list and maybe even a training on online test taking strategies. I have already sent out a few emails to reading retake teachers asking them what they have been doing to prepare their kids for the online Reading retakes. Do they have any flipcharts they can share? I am hoping they will be able to help us get a training together. All in all, what this means is that if teachers have not moved away from the traditional textbook type teaching class, they are in trouble. I am thankful that I have already using blogs for students to read, interact, etc. I use Gale library, an online library, in several class and homework activities. Students are getting accustomed to reading on-line text. I think I am head of the game or jumping through prehoops here! If you are a teacher, you know what I mean!

6. I am reading Heist Society by Ally Carter and writing test questions to put in to our district resource in Angelweb. Like Accelerated Reader, students can read a book and take a test on it. I need to write at least fifty test questions. I dislike this book immensely and will myself to finish this task!

7. I also would like to work on combining our English Department lessons and resources into one place. I did not volunteer, but secretly hoped I'd have time to help. We agreed on a Focus calendar and many other policies as a department. How nice will it be if a student is moved to my class that I will know what skills have been taught, what Coach lessons have been finished, and a writing portfolio with reading assessments will come with them! How awesome it will be that our grade books will start looking the same. I am not sure how far I will get with this last task, but it is in my heart and I hope to have it at least started.

8. Update my website by putting in all assignments for the 1st quarter in the My Calendar page, all ACT words and test dates for the year (I hope). I actually had to come back in here and add this in; how could I forget my website work?

I have been working on a lot of school projects over the summer, and I have a life too! I am a writer of three blogs, a grandma, mother, wife, sister, and friend to many. I am involved in leadership activities outside of school. I love the beach and playing Bunco. I am watching a house over the summer too. That’s two houses to keep clean…. Oh my! How is it possible? My passion for teaching, mentoring teachers, working with stakeholders, and the hopes to be a part of the reform of our education system keeps me going!

Synergy in the Making: Consulting Success!

I spent three days with six incredible and talented educators last week. I was doing consulting work with two other teams of teachers from two other states. The early morning flights and pranks we suffered at the hotel were well worth the investment of time. There were many take-a-ways from this trip, both in product and relationships. I have always believed that when you give teachers time to work together and create something that they will do it and do it well. The time spent together, as a result of teamwork, was like a productive educational glue that fostered the development of a creative substance, which united this team in vision and purpose. The synergy was amazing!

Working collaboratively with a team of educators to create a unit of lessons that were technology packed and rigorous over a span of two days was eventful. The entire process, from start to finish, was a learning process for all of us. Each person brought a skill-set to the table and every stakeholder was eventually open and willing to dream big. No one was concerned about who said or did what; there were no department politics. There were no administrators of support staff hanging over our heads watching us as if we needed to be babysat. Both of these can scenarios happen, though rare in my district. Teachers were open and felt safe to talk about what has worked and not worked in their classrooms. The dialogue rich days helped teachers to support each other and brainstorm about their students’ needs. This project has just begun; yet, I know that we will continue to talk about our creations and critique them. There are aspirations to involve our classes in pen-pal type chat via classchatter.com and other innovative ideas. While we do not know if the money will exist to keep this project going, I am sure that this group will continue to collaborate via email and use other technology tools to engage their students as a result of our first face-to-face meeting. It is also good to gain others’ perspectives. Sometimes if you’re swimming in the same classroom fishbowl year-after-year, things start looking the same and fresh water is needed.

The other take-away was the friendships that were planted. Little things like when one of the Louisiana teachers gave me crackers to sooth my aching stomach; she showed thoughtfulness and that she cared. One of the Virginia teachers took the lead on our project on day one. This was just after we had all been pranked-called and up most of the night waiting for the police to show up to report it. He did not have to take the lead, but I am so thankful that he did. Also, my prank lasted the longest; one of the Florida female teachers let me sleep in their room. I had soaked all of my sheets to stop the radiation that was penetrating my room, which was the joke. We had spasms of laughter while trying to navigate with the tom-tom; one of the teachers pulled out her phone, AKA back-up navigator as we paced the state police station over and over. These are just a few of the highlights from of our trip and time together. It’s hard to imagine that I was thinking of not going. I’ll never forget the events of this trip, our products, or the amazing people I met!

Sitting in the Seat as a Learner: An Important Reminder and Positive Consequence of Professional Development

I was recently at an awesome education technology workshop over the past two days. For the most part, things were fantastically orchestrated. I learned a significant amount of new skills, though I am not yet adroit in them. I was enticed by the view of it all!

I entered a well fashioned smorgasbord, and they delivered! In fact, I learned so much that by 11AM, which was two hours in, my head was swimming with new ideas. I felt a slight tightness in my chest at this time on both days. I knew this was because I wanted to do everything I was learning next year; I knew the time and dedication that it was going to take! Anxiety sunk in, but it did not discourage me. I was up for the challenge! We went from class to class, my friend and I, almost skipping, but definitely walking briskly, and collaborating every step of the way. We felt we had the new techy tools to make it happen: Motivate and engage our students with technology, which is an important and essential step to acquiring skills and knowledge! On the other hand and on both afternoons, we had the opposite experience each day. I have to ask this question: Have you ever been frozen in a classroom and unable to gain a thing? This is what happened.

To give you some background and to take some of the blame off the presenters, I think some of them may have been from a company and not in the classroom very long. I say this because of how I felt in a few of the classrooms I visited. I am writing this because I just wrote about the importance of reflection in my past entry and not to slam the workshop. Every experience is one to learn from. In short, reflection is a powerful tool!

I learned a lot being a student in the seat again! Don’t ever tell your students from the gate; this is not a beginner course. You should have learned this first. So, I can’t stop for you. Instead, tell and assess what students need before they enter your course or before an activity begins. Give help and hope along the way. From the start, the trainer told me I would not be successful without saying those words. It was the other negative and hurtful words I heard. What happened? I shut down. "Why try?"; I thought to myself. It sounds like a poor attitude, but this is what I was feeling. I was thinking: “This is way over my head; I better not raise my hand; she is going to embarrass me and tell me something like I already told you that I CAN'T help you.” This is one of those powerful reflective moments I wrote about last week. Forgive me (I thought in my head). I said a prayer. God help me never to be like this in my classroom. I don’t want any student to leave my classroom feeling this way.

The other poignant moment I had was when I knew what I was talking about when addressing the trainer, and the they were not listening to the problem I was experiencing. I know she was trying to, but she was trying to solve my problem before I finished telling her what was wrong. You've been there before, and it is in those moments that you can shut down.

She kept saying, “I am only here to show you this _______. I can’t teach you to do __________________.” Ughh, I can hear her whiny voice right now as I was sitting in my seat simmering and thinking: “Listen, I know how to do the other things you are talking about, but my laptop is not showing what your screen is showing. How can I get the buttons to be the same so I can learn and practice like EVERYONE ELSE?” I tried to get help three times with no avail. I was about to erupt!

I am working on being patient and not snapping when I feel this way. Since I had a premonition that I was about to embarrass myself by going off on the instructor, which would also embarrass my husband, friend, and NPHS, I decided to time myself out of there ASAP. I could not sit there and swallow my frustrations anymore. The pot was about to boil, and I did not want to burn or scar anyone, including myself. So, I got up, walked, and counted to ten in the hallway. I returned, but decided to just sit it out and not open my mouth. I sat there and thought about my students. “How many high schoolers have walked out of my classroom because they are frustrated about something or any others for that matter?” True, it may not always be an educational reason, but what if we were able to pay MORE attention to the signs and help them adjust or get the support they need? All in all, I felt no safety or life-preserver, life-line, or any other support there to help me. It was over.

In reflection, I never want to be the teacher that students are saying, “I hate that class” for the above reason or any reason for that matter. I want students to feel safe in my room. I have a lot of work to do on improving my classroom environment. I learned a tremendous amount being a student in the seat again! I will never be the same after these past two days and neither will my friend! Even though I do reflection sheets at the end of every year, I think I learned more by this experience than the action of distributing, reading, and analyzing the year-end surveys! I have to say that I am sorry if any student has ever felt this way in my classroom. I will try to do more to ease my students when they feel frustrated. I will and do buddy them up with someone who is savvier to help if I can’t be there the entire time. What about you?

Looking Back To Thrust Forward

A teacher’s job is never done. Even if they are not physically in their classroom planning, they are reading books, going to trainings, making activities, dreaming up relevant activities, and wondering about their students; this is what they do over the summer. Teachers also look back and reflect! If we never look back and reflect, we can never truly go ahead. I go through this process mid-school year, at the end of every schoolyear, at the end of a project or endeavor and or class, and somewhat regularly with relationships. Looking back is a powerful tool!

I often tell my reading students that they have to pause and reflect on what they have read. It’s a time to gather their thoughts, evaluate, make judgments, question, wonder, and do so much more. How often do we take the time to pause and reflect? Masters teachers do it almost on a moment-by-moment basis. Yet, we need to stop, pause, and reflect. You may think I just contradicted myself, but reflecting goes on all the time. Take the idea of training for a marathon. There are just certain times- like when you are about to make another lap on the track and you have to decide if you will slow down, speed up, do an extra round, take a break, have a quick drink of water- when you need to make a quick decision. On the flip side, going into the race, you have devised a thorough plan. At the end of it all, you will evaluate each step. Look for places where you can make changes to beat your time etc. So, preparing to run a race is a lot like getting ready for a schoolyear. When the run is done, one must look back!

At the end of the year, I give my students an evaluation to fill out. Though I try to put myself in their shoes, I do not know what they experience entirely sitting in the seat across from me all year long. I am attempting to peek into “Johari’s Window” by evaluating my total self. Thus, I need to try to see my “blind self” that is seen by others, but not seen by me. I am not talking about my “public self”, which is seen by others or my “private self” (what I see and know). And yet, while what I can see and know that people see is an asset, I am also looking for things that are hidden: That which I can’t see because of where I stand, which is in front of the classroom. I am looking for things I need to work on and improve. From my view, I may think I am fair about grading, but if many of the kids say I am not on the evaluation, I have something to consider and fix! I can also apply this philosophy as a school leader, church leader, friend, wife, mother, and grandmother. Thus, I believe that surveys and checking in are good ways to evaluate, reflect, and look back. We can also be good listeners and soak in the positive and the things we need to work on!

Teachers are also making decisions and judgments almost every second. The pace is fast day-in and day-out! One must take the time to look back and consider how things went. The end of a quarter or unit is a good time to look back. Another good time to look back or look in is during and after a class, training, or workshop. What components do you incorporate currently, and which ones can you add? What does not line up with research? It’s like cleaning out your closets or doing spring cleaning. This idea can apply to a marriage workshop, relationship class, or enrichment course.

But wait a minute; I never talked about looking forward. This is when it gets exciting! This is the part of the journey where you get to make choices and decisions. You get to decide how to make it better! You are in the driver seat. In fact, that is where I am right now. I feel such a ball of energy welling up for all of the things I need to do to close out this schoolyear and get ready for the next! I have embraced change by reflecting and looking back, and now I am ready to move forward full steam ahead! I have posted goals on my desk for next year because I don’t want to forget my top-three school goals over the summer. I am also checking the stock of my overall soup. Change is in the air! A teacher’s job, a person’s job, a mother’s job, a friend’s job, a leader’s job, a _________ job’s (fill it in) is never done, but if one wants to move forward, they have to pause, reflect, and look back!

Blogging Extravaganza & Other Highlights!

Students are learning to blog quite well. They are becoming proficient in making posts, commenting, and working with many technologies. We are right inline with Sarasota Schoold District's IFC (Instructional Focus Calendar). This is just a selection of events from this week!

I have been infusing human rights and civil rights content into my blog. We have been working on critical thinking skills, as well as high level activities and questions from WEBBS Levels of Complexity and Blooms Taxonomy. I am learning that when I incorporate technology into my classroom the kids are more engaged. I am including a link though you cannot post a comment unless you are a member of the blog.

It's also been a great week because "Pocket Poem Day" was a success. My fusion classes prepared a Readers Theatre on the Elizabeth Barret Browning's Poem "How Do I Love Thee", otherwise known as "Sonnet 43".

We also worked on choosing which option we felt we would choose to stop genocide. These innovative projects will be done this Monday. Students had many choices to explain their option. They had to use Movie Maker software to illustrate a poem, song, essay, and or rap. They also had to include music in this project! Some kids were so tech savvy that they got this done in one class period!

We also participated in the Day of Silence, supporting Invisible Children in Uganda and the Congo!

Spirit was going on too! All in all, I am very proud of my students!

Igniting Students' Interests

What was it that got you interested in your career or what you wanted to do before you left high school?

Teachers also look for ways to help students come to that conclusion before they graduate There are so many programs and courses, like drama, creative writing, band, and psychology to stimulate our teenagers minds and to give them an idea what they might be doing if they had a career in one of those areas.

This week a history teacher sent around her students to inform classes about the Peace Corps, as well as a personal hygiene collection to send to Africa. I gladly welcomed them to come in and speak. It is important to get children involved in things they feel passionate about. Having them come in went right along with the human rights stuff we have been learning about too! This also helped them think about their future. Is Peace Corps something they may want to do? I am always looking for ways to ignite their interests for their future!

Breaking the Silence: 4/25

Watch the video below and find out about how we many of us will break ....the silence tonight at 8 pm!

I will be in a class breaking it by myself. :(








I also included pics from the day as some students and teachers observed this day! We took notes on the movie: Invisible Children and talked, using white boards, how we can make a difference here in the USA and in Uganda. We will take a school photo in the courtyard at 2:05.

http://vimeo.com/22753414

Day of Silence 4/25/11

Dear Readers,

About a month ago, Invisible Children came to our school to update us on their progress in Uganda. We found out that they have been instrumental in stopping the fighting and injustices going there. They have also begun to raise money for "Schools for Schools", in which many children are getting a second chance. However, we learned that the fighting continues and is spreading to the Congo. They have no means of alerting the people when an attack or ambush is coming. I also learned that a billed was recently passed to help fund an alert system, which should help decrease the lives lost in this terrible unjust war.

The silence has already begun. I began this evening not talking at 7pm.


This nonviolent protest or "speaking out without speaking"will continue until 8 pm tomorrow night. I am doing this with my classes because of a cause we have become aware of. Below are pictures of classes who could not get into the auditorium to hear Invisible Children's presentation. They were on their seats and wondering how they could get involved.

Tomorrow, I will wear my Invisible Children t-shirt. I will not speak unless the office calls into my room. We will watch the movie: Invisible Children and take notes. At the end of the day, we will take a photo in the school courtyard to document this event.


I am excited about this event because my students are. They have been learning about injustices going on in the US and in the world. They are learning that they can make a difference. This is one way they can get involved!

To learn more about this cause and or how to get involved, click on the link below:

http://www.invisiblechildren.com/homepage.html

Our Voice Counts!

Dear Friends,

Read the article below and hear another teacher from across the US singing the same tune.

http://www.washingtonpost.com/blogs/answer-sheet/post/public-school-teacher-13-reasons-im-outraged/2011/04/20/AF6BLMFE_blog.html

It tells us that we must keep speaking out. I also enjoy this blog. Please favorite it!

Sheree Shatsky Reports Why FL Citizens Should Move to Ammend the State Constitution and Allow For the Recalling of Present & Future Governors

From Floridatoday.com and written by Sheree Shatsky, read about why Florida citizens should move to pursue an amendment to allow present and future governors to be recalled......Never in my nearly 50 years of calling Florida home have I witnessed a governor as focused in tearing down the state as Rick Scott.

His refusal of $2.4 billion in federal funding for high-speed rail trashed a project years in the making, instantly vaporizing up to 30,000 much-needed jobs. If that’s Scott’s idea of a sound business decision made in the best interest of the state, he should read a Henry Flagler biography.


The business tycoon’s Florida East Coast Railway paired his vision with the Flagler fortune and, as a result, provided a sound transportation system that led to the birth of a little city called Miami.


Scott also tossed aside the much-anticipated computer database aimed to track illegal distribution of narcotics from pain clinics. He claimed the law enforcement tool “didn’t work.” However, late last week, Scott changed course, telling Congress that Florida soon would implement the database as part of broader reforms.


After transferring his $62 million investment in Solantic urgent care centers into a trust held by his wife, Scott got busy lobbying his own health care reform, as reported by the Miami Herald:


“Drug testing state workers, switching Medicaid patients to private HMOs and shrinking public health clinics,” all business decisions initiated by Scott that could benefit both Solantic and Mrs. Scott’s pocketbook.


Likely the worst affront is Scott’s systematic draining of Florida’s lifeblood by targeting the pensions of public and state employees, the very people who have devoted a lifetime to improving the quality and efficiency of our everyday lives.


It’s the governor’s way of driving off any sense of community and connecting people together.


If these Scott decisions aren’t grounds enough for Floridians to actively pursue a constitutional amendment to allow recall of a Florida governor present or future, I honestly don’t know what are. What I do know is 19 states have the ability to recall a governor as well as other state officials.


Florida could round out that figure to an even 20. However, we citizens do have an option:


The impeachment of a governor is current law in the Sunshine State.

Sheree Shatsky works for Brevard Public Schools. She lives in Melbourne.

After the Silence, We Need Strong Voices | Teaching Tolerance

"Last Friday hundreds of thousands of students nationwide observed some sort of vow of silence to bring attention to the injustices taken place." NGLT Day (National Day of Silence-anti-LGBT name-calling, bullying, and harassment) was observed by a small amount of students at North Port High School in North Port, Fl. I first became aware of this evnet on FB. This was a great opportunity for me to show clips from TeachingTolerance.org's video: "A Place at the Table" where the idea that one should be respected and valued for who they are and not for their skin color or sexual preference.



After the Silence, We Need Strong Voices | Teaching Tolerance

Learning About Tolerance and Blogging: All in One

I am very excited about my next unit on tolerance. The website: Tolerance.org got me going on this topic. I have spent the weekend creating blogs for each class to join, learn, and post-in. I think that using technology and a topic they are interested in to facilitate learning is a good place to start. I am enclosing my 8th period's link to their blog. Remember that I am still setting it up!
Literacy Leaders 8 Blog

A Peaceful Sit In: Students Protest the Privatization of Public Schools and Say No to Charter Schools

For my friends and family who say that they are not trying to privatize education....... this is a must read! Like I said. Pay attention people! They are trying to pull the wool over your eyes. There is a much bigger plan here in the works.

Reprinted from http://defendpubliceducation.com/2011/04/16/detroit-students-occupy-catherine-ferguson-academy-high-school/

With support from hundreds of Detroiters, students at the Catherine Ferguson Academy occupied their school for several hours after school on Friday April 15. Their peaceful sit-in was in protest of the proposed closure or charter school conversion of their school along with dozens of other Detroit Public Schools. Throughout the day, supporters brought food, water, sleeping bags, art supplies, baby items, and words of encouragement, and rallied outside the school.


Students and supporters created posters and discussed their reasons for the protest with each other and media, posted videos and tweeted to gather more support, and made plans to stay in the school as long as possible. When agents of the Emergency Manager Rob Bobb appeared and gave the first warning to leave, the occupiers secured themselves in the library and read their demands (listed in press release below) and gave inspiring speeches via loudspeaker to a roaring crowd outside who continued chanting even over police sirens.


Just a few police cars arrived at first, including a K-9 unit. Supporters blocked them for a while. When they did eventually get in, they gave a warning to all inside to leave or be arrested. As the group circled together and decided to sit down, police announced everyone was under arrest. The first person taken into custody was a professional film-maker who had recorded footage of the entire day. Her camera and film were confiscated by DPS police. Two mothers with their young children were given the choice to leave with their children, but then as they were walking out, officers took the mothers into custody as well and said they would turn the children over to protective services. (The children were released outside to the school principal and home with their mothers within hours.)


The occupiers sat down as police put the cuffs on. Police brutally dragged and choked several protestors, using excessive force on Ashley, a very petite student, choking and slamming her against the police car. A supporter picketing outside was also slammed down onto a car and arrested. All protestors were ticketed for being unauthorized persons on school property and released.


I’ve never felt such solidarity as I did riding to the police station with two students chanting for the entire ride, “Public Education is a right! By any means necessary, we will fight!” and hearing over the police radio that 60 of our supporters were on their way to meet us at the station, then walking out and seeing the crowd and being surrounded by students in a great group hug. It was especially encouraging to see how integrated the crowd was. As the chant goes “Black, Latino, Asian and white, for public education we will fight!” One supporter told me, “this is just the tip of the iceberg. We’re ready now.”


As their teacher, I am humbled by the courage and determination of the students, and encouraged by the outpouring of community support. Several people have said things like “those girls are lucky to have you” and “they learn so much from you”, but the truth is they were leading me all along and I am lucky to know them.


All supporters are asked to sign our petition, committing themselves to support actions to public education and boycott any charter school that attempts to take our schools and displace our students.


OCCUPATION AT CATHERINE FERGUSON HIGH SCHOOL!


STUDENTS AND SUPPORTERS SIT-IN TO DEMAND THAT NODETROIT PUBLIC SCHOOL CLOSES


Following in the civil rights tradition of Dr. Martin Luther King and Rosa Parks, Catherine Ferguson students — along with their babies and toddlers, teachers and supporters — have begun a peaceful occupation of Catherine Ferguson Academy (CFA). CFA, located at 2750 Selden, is a Detroit Public school that is slated to be closed in June. The students who are sitting down have five demands:



•No School Closings
•Keep All Detroit Schools Public – No More Charters or Privatization
•Reinstate all programs and services that have been eliminated, including art & music as well as counselors & social workers
•Student Control of Curriculum and School Character to assure that every Detroit school provides equal, quality education for all
•No discipline or retaliation against any of the participants in the occupation
Catherine Ferguson Academy (CFA) is a Detroit public high school for pregnant and parenting teen girls– the only one of its kind in the nation. Providing an excellent education and services for both the teen mothers and their children, CFA has received international attention, numerous awards and is the subject of several documentaries.



“When people at my regular high school realized that I was pregnant, I was told my chances of being a success in life were over. At Catherine Ferguson, they told me they wouldn’t allow me to be anything BUT a success. I love CFA, and I am prepared to fight to keep it open, not only for myself, but for all the girls who will come behind me,” said Ashley Matthews, a junior at CFA.



With approximately 200 students who come not only from Detroit, but also from the surrounding suburbs, every year Catherine Ferguson achieves a 90% graduation rate and 100% of those who graduate are accepted to two- or four-year colleges, most with financial aid.



“If this school closes, or if any of our services are eliminated, I believe that over half of CFA students will drop out of high school because they don’t have anyone to watch their baby while they attend classes,” said Dalana Gray, who is a senior at CFA. Also, this school benefits our children, because the early education program teaches them a lot that they wouldn’t learn if they were kept at home.”



The school provides pre-natal and parenting classes, and offers high school student mothers the opportunity to finish their high school education immediately after giving birth by providing on-site daycare, early childhood development services, and pre-school for their children, as well as on-site medical, dental and social services, so the young women don’t have to miss school to attend appointments. What also makes CFA unique is its organic garden and farm with chickens, goats and a horse, which the students maintain as part of their science education.



Nicole Conaway, a science teacher at CFA who decided to join her students in the occupation said, “As a teacher, I can find another job, but for my students, if Catherine Ferguson closes, there are no alternatives. The same can be said for many of the students at other schools on the closing list – the Day School for the Deaf; Rutherford, which is the home of two autistic programs; Moses Fields, which educates many learning disabled children, and several neighborhood schools that are the anchors for their communities. It’s time to say: no more. ”



”The massive school closures that have been carried out in DPS since 2004 have led to the depopulation of Detroit and to the deepening financial crisis of the district. Public schools are being closed to make way for charters and are part of the national attack on public education. Today Detroit– tomorrow, every city in America. The parents and students of Catherine Ferguson are fighting to maintain the right of every student in our nation to a free, quality public education. Every supporter of public education should do everything possible to support their fight and make sure they succeed”, said Shanta Driver, National Chairperson of By Any Means Necessary (BAMN), which is helping to organize and coordinate the occupations.