Us against Them

Every day there is a battle in every public school in America.  It is us versus them.  'Them' is not the students.  'Them' is not the parents.  'Them' is not even the politicians who make laws and policy that hurt, rather than help, the public school system, students, and teachers.  Us versus them is special education teachers versus general education teachers.  

That's right, everyday teachers battle each other.  We fight so many battles, but choose to add one more to our ring - each other.  While this battle is larger in some schools than others, it happens everywhere.  It is greater at the high school level than at the elementary in most districts.  I have taught in enough schools to know that no district is exempt from this battle.  Most of my experience is at the high school level, which is where my perspective comes from.  However, I have substituted in elementary schools and middle schools and know that this battle wages there as well.  

For simplicity, please allow me to use the commonly accepted abbreviations of sped for special education and gen. ed. for general education.  

Sped teachers carry the heavy burden of ensuring all students on their case load succeed.  Caseloads can be as large as twenty-five to thirty students.  Gen. ed. teachers have the burden of ensuring each student in their class(es) succeeds.  Gen. ed. teachers can have up to thirty students in an elementary classroom and up to one hundred and fifty students per day at a high school.  When the gen. ed. teacher places the burden of the sped students on the sped teacher the gen. ed. teacher’s burden is greatly reduced.  Gen. ed. students can also struggle and be defiant.  However, there is a much lower percentage of these students that have issues compared to sped students.  Sped students struggle; that is why they receive support.  Sped students take more time and one-on-one instruction.  If a sped teacher has five students in the class it is just as much work, and usually more, than a gen. ed. class with twenty-five students.  

With the push for inclusion, sped students are often in gen. ed. classes.  The battle ensues when the gen. ed. teachers still sees the sped students as the responsibility of the sped teacher.  It becomes a matter of, "Those are her kids, they are sped."  Additionally, gen. ed. teachers often do not understand the idiosyncrasies and backgrounds of sped students.  They expect them to act just like everyone else.  Sped teachers often hear complaints and accusations from gen. ed. teachers.

"Are these accommodations and modifications really helping the students?  It's not real life?  Aren't we just enabling them?"

"Letting her just drop classes is not right.  We're teaching her that she can just quit things that she doesn't like."

"I offer help, but he never comes in."

"Why should sped kids get special treatment?"

"He's capable, he's just lazy."

"She walked out of class.  I don't allow that." (Even though the student was taught to leave class instead of getting into a confrontation.)

"He is just a bad kid."

"He refuses to sit down."

"She has no respect for the rules or authority."  

Instead of labeling students as your kids or my kids teachers must start treating all students as our kids.  When a gen. ed. teacher does not understand a sped student, or does not know how to reach them, they should ask the sped teacher.  Sped teachers tend to know students better because they get more time with them.  There are some gen. ed. teachers that know a student better.  Sped teachers need to consult with gen. ed. teachers when they know more about a student.  Some gen. ed. teachers are amazing at working with sped students.  Not every gen. ed. teacher is against the sped teachers.  However, there are enough to make this battle real every day.  

Teachers have enough battles every day.  We do not need to add another.  Instead of blaming, shaming, and attacking each other, teachers must start working together if we are ever going to improve the education system.  Instead of throwing more onto the heavy load that sped teachers carry, offer to help them carry it instead.  Ask, "What can WE do to help this student be successful."  Instead of blaming, ask "I don't understand the situation, can you explain it to me?"  Understand that the disability the child faces makes things more difficult for them.  They have to work harder, and they get frustrated.  They are not like everyone else.  Embrace their differences, use their strengths and interests, and include sped students as a part of the whole, not separated.  Sped students and sped teachers already feel isolated and alone.  Include them as part of our students and work together for the greater good.  Many hands make light work.  The same can be said for many minds.  

Teachers need to come together and work together for the good of every student.  

Staying Positive

The first week of school has come and gone.  The biggest challenge of the first week was staying positive.  Like most teachers I had bright visions of how this year would go.  The adaption of the Positive Behavior Intervention System (PBIS)  gave me great hopes for a better school year.  Being a member of the committee I was ready to launch and enforce the system in my classroom.  The first day started out rough as three students came in upset about their schedule.  Students seem to think that scheduling is easy and they should be able to take what ever courses they want to.  After looking at our course matrix, the students quickly learned that there were no other options.

The kick off event went well, even on a hot day in a building that only has air conditioning on the ground floor.  Every student received the same message and expectations.  I was again greeted with negativity by students through out the day.  One student demanded that she be allowed to leave for work stating that I approved it last year.  I had to clarify what was discussed last year and refer her to administration as I can not approve that kind of request.

The rest of the week became more difficult as temperatures rose in my classroom - an upstairs interior room.  I continued to change schedules for students and teacher assistants, finding the right fit for everyone. I reminded students to do the homework already assigned to avoid getting behind in the first week of school.  I had to remind students to stay awake.  Phrasing everything using our expectations, and providing reward tickets to students doing a good job was helpful.  I believe in the PBIS system and look forward to seeing the change it will make in our school.

 I messed up on Friday.  Seventh hour I got a student working, and then worked one-on-one with a student that really needs the intense assistance.  At the end of the hour I quickly gathered my stuff and went to the English class that I co-teach.  I was thankful that another teacher let us move downstairs to her room for the hour as I was nauseous, had a headache, and was feeling dizzy.  I later deduced that I had heat exhaustion.  In my haste to get to eighth hour I left a student in my room sleeping.  I was not aware of this until I went to look for him after being notified that he was not in his eighth hour class.  I have since talked to the assistant principal, acknowledged my mistake, and laid out the steps I will take so that it doesn't happen again.  One of those steps was to get rid of the bean bag in my room.  I like my room to be comfortable, but that was just inviting kids to sleep.  One of the expectations in my room is to stay awake.

Here is the list of expectations the students and I created:

	Academic Support	Transition Wednesdays	Teacher
Be Responsible	Do your job and work Let others work without distractions Pay attention to your assigned task Follow cell phone rules Follow the dress code Clean up after yourself Ask for help when needed Use passbook and ask for permission to leave the room Keep candy and food out of the classroom Only have water in the classroom Stay awake	Pay attention to your assigned task Complete the assignment on time Participate in discussion and activity Follow cell phone rules Clean up after yourself Use passbook and ask for permission to leave the room Keep candy and food out of the classroom Only have water in the classroom	Follow through with expectations and consequences
Be Respectful	Be quiet Leave other people’s possessions alone Speak at an appropriate level Use nice words Be nice Help others with problems Listen instead of blame Use good manners Treat others the way that you want to be treated Use appropriate language Respect other people’s preferred seating	Be quiet and listen when others are speaking Speak at an appropriate level Consider other people’s opinions Use appropriate language	Provide independence to students
Be Safe	Keep your hands and feet your yourself Keep your things put away and off the floor Remain seated until the bell rings	Keep your hands and feet your yourself Keep your things put away and off the floor Remain seated until the bell rings	Keep floors clean and clear

 

Happy New Year!

Last year got so crazy that I was not able to keep up on this blog as often as I planned.  I am hoping to do better this year.  Here are a few things I learned last year:
1. Connections are key - without creating relationships with the students you will get no where.
2. It's not personal - students can hit you where it hurts, emotionally, but it's not personal.
3. Students with disabilities have amazing abilities.
4. Stand up for these students, you might be the only one that will.

As a new year approaches I am looking forward to a few things as well.
1. Our school is rolling out the Positive Behavior Intervention System (PBIS) - I am looking forward to seeing how this helps the students I work with.
2. I have three new teachers to work with.  I am the only high school special education teacher returning from last year.  This will bring challenges, but I am excited about the women I am going to be working with.
3. We have a new superintendent and curriculum and instruction director that I am excited to work with.
4. I know the students I am working with well.  I co-taught English 11 last year and really got to know the students that are seniors, and on my case load this year.
5. New English texts - I am co-teaching English 11 and 12 this year and am excited about the new text and resources we have.

This year will bring many challenges.  I have a caseload of twenty students, but most will not be in my classroom.  I have two at alternate settings and nine at our Alternative Learning Center.  My district is building a new high school that we will move into next year, which will include much discussion and planning this year.  I am on the PBIS committee, the Professional Leadership Community (PLC) Leadership Team, it is our IEP audit year, and I will be mentoring two of our new teachers.  It will be busy, but rewarding.

Bring on the new year!

Full Moon

Ask anyone in health care or education and they will tell you that the crazy effects of the full moon are real.  While medical researchers have not found a physiological connection to prove this, many have enough anecdotal evidence to make a good case.  Having been a science teacher when I began teaching, I like to have scientific evidence.  However, the effects of the full moon have become evident to me.  The moon phases control the tides, and are related to menstrual cycle and pregnancy.  My mom, an EMT, and my sister, a nurse, are also convinced of the effects of a full moon.

This week, as the full moon glows I have had several students melting down.  On Monday I had one crying in a meeting about her need to come to school, one crying while beginning to experience a panic attack, one crying because of an English paper grade, and one crying after receiving her transcript.  On Tuesday I had a student freaking out because he didn't know how to complete an assignment.  Thankfully it's a short week, with conferences at the end.

Watch out for the full moon this week!

Shut-Down

After several very difficult weeks of many trips to the office and colleague challenges as well, I decided that I had to do something different to make it through the days.  I am a passionate, and  energetic teacher.  However, this has been leading to great stress and taking actions of others personally.  If I am going to get through this year I need to shut down my emotions.
.
.
.
.
.
.
This technique of shutting down didn't last long.  Shutting myself down, emotionally, made me feel empty, and guilty of not doing a good job.  The day that I let  my guard down, it all came back against me.

I teach to help kids.  So many of the students I work with have no one reliable to talk to.  When a student comes to my room to talk, I do all I can to make time to talk to them.  My room is also crazy most of the time with several students talking, and not usually appropriately, others needing help with school work, others needing to go to the bathroom, to their locker, or get a drink.  This craziness often means that I don't always get the full story form kids, I help them first, figure out where they're supposed to be second.  This lead to a tongue lashing from a colleague about students not being in her class.  I addition, I was talked to about not letting general education students hang out in my room.  I would like for every teacher to spend one full day, by themselves, in my classroom and really help the kids.

In addition, a student asked me about obtaining the Plan B pill.  I learned later that I had to report that because she is only 16.  I agree with statutory rape laws, and consent laws.  However, teens are going to have sex.  I would rather they talk to me, than not, because I have to report it.  Thankfully, the student turned 17 the next day.  The officer still had to report it to social services (under 18 in Wisconsin) but was most certain that it would not become an issue.    

I would love to start an area hotline or even in person crisis service for teens that is anonymous.  In addition to that I would also like to start one for parents.

In addition to the challenges I've had this week I had two parents e-mail me about their children.  Both parents are at their wits end with their children and asked me to help.  I have my own children that need me.  I don't know how many more I can take under my wing.  My momma duck wings are quite full.

For anyone that helps others, while it may be tempting to shut off all your emotions, it is not worth it.  Those that you help, need all of you.  

Homecoming

This is a little late, but I must post about our Homecoming Week.  I know that the chaos, and change in schedules that Homecoming brings reeks havoc on my students.  However, I never would have imagined that it would be this bad.  Not only was it homecoming, but also the end of chapter one in several different classes.  In addition to the activities and schedule changes, there were several tests given.

My students have not yet settled into the new Above the Line, Below the Line, and Bottom Line system of expectations and consequences.  In addition, the change from an unstructured summer, to the structured school year had not yet settled in for students.  This created the "perfect storm"of behavior out bursts.  

One student refused to take a test.  He got so angry that I had to clear the room.  Partially because he was shoving chairs and kicking things, and continuing to escalate.  The other reason was to remove his audience.  It escalated to the point of almost calling the police.  After calming the student down we agreed that he could complete the test t he next day, because now he knows what the expectations are.  We assured him there would not be another chance.  

One student threw his books across the room, as I was discussing the need to take a test on Monday.  He declared that he does not take tests on Monday.  He did choose not to take the test.  I have had to get tough on students thinking that they can take tests when ever they feel like it.  The problem with this is that while they have a test sitting, waiting to be taken, the class moves on.  One of two things happen, and neither is positive, nor helps the student learn.  Either the student keeps up with the new material and forgets the material on the test, or they study for the test, and take it, while getting behind with the new material.  It makes for a constant game of catch up.  I made it clear to the student that if he chose not to take the test, he was choosing to give up his extra time, and choosing to receive a 0 on the test.  

Another student was swearing and had to leave the class one day.  He was angry because he couldn't leave class to read during reading tim in class.  This is another change, because there simply is not a teacher available all the time, and because when students leave class to work, nine times out of ten, they don't work.  This student had chosen to hide out in the locker room, instead of return to class, and had received detentions for this.  

To top off the week, Friday morning staff and students arrived to find an absolute mess at the high school.  The trees were t-peed, which is common,  There was old furniture on the front step, the senior prank.  But, the problem was the lower level windows were covered in peanut butter an flour, there was broken glass all over the front steps, spray paint, and american cheese on windows.  Some areas had been egged and paint-balled.  To top it off the surveillance camera had been sprayed with silly string at the start of the destruction.  As soon as school started an announcement was made that we would operate on a regular schedule, and the parade and pep fest were cancelled.  Administration spent the day gathering and questioning students that were involved.  In the afternoon an new announcement was made that the pep fest was back on.  

There was argument among staff about this change.  Some claimed that it's not fair to punish everyone for something a few did.  Some did not believe the damage was that bad and had a "kids will be kids" attitude.  While it could have been much worse, and it was unfortunate that the entire student body had to suffer there are two reasons I disagreed with the change.  The first is that, in order to make a statement and assure that this would not happen again by a following senior class, all students needed to suffer consequences.  Second, I would have approved of having a pep fest, had it not been taken away in the morning.  However, once you take something away, it shouldn't be given back.  This provides mixed messages.  This tells the students, if you whine enough, you'll get your way.

The homecoming example is the biggest problem with trying to enforce consequences for students, especially my students.  While, I agree with giving a student a second chance to complete a test because he was unaware of the expectations for taking this test, clear consequences have to be followed through for clear expectations.  All students know that the damage caused to the school were clear violations not only of expectations, but of the law.  

The key take-aways from this week include: change is difficult for many, but especially students with emotional-behavioral disorders; expectations and consequences need to be made clear; and consequences must be followed through with, or it sends mixed messages.   

Week one is complete and I made it through.  With a new discipline policy and several students who have turned 18, I knew it would be a tough start.  I made certain that students were clear on the expectations of the year as well as the consequences.  I learned a lot last year, and wanted to start this year with clear expectations.  We had some heated discussions, especially about rights and rules when one is 18.  Some students believed that at age 18 they should be allowed to have their cigarettes on them at school.  I explained that if I brought cigarettes in my purse I would also receive a fine and get in trouble.  It simply is not allowed on school grounds whether a person is 8, 18, or 80.  I hope they heed my warning and follow the rules.

I have five students this year  that are at high risk of not graduating.  I teach in a small school, with less than 100 students per class.  If five students do not graduate, that will put a big ding on the school record which has been 99-100% graduation for years.  But, more important, it would mean five students that won't be able to get a job, who may end up in jail, on welfare, homeless...the consequences of not graduating high school are endless.  Some students realize this, but others can only see today, and cannot comprehend the consequences of not graduating, because life is fine today.  I talk to them a lot about their dreams, and what they'd like to do in life.  Helping them see a future is crucial in helping them complete school.  I had four students that did not make it to school everyday, in just the first week.  I texted those that I had phone numbers for, called one's mom, and I stopped at the work place of the other.  They have to know that I care, and I notice.  I have put out an incentive of a pizza party if they all graduate.

During an all school assembly one of my students responded to the choir teacher's request to stand up by simply saying, "no."  Its amazing how much power that word can have.  The choir teacher does not accept that, nor do I.  The choir teacher informed me of the situation and her plan to speak to her.  I greatly appreciated her information and warning of a possible melt down.  The student held her composure, but wants to drop choir.  I am going to let her drop it.  I want her to graduate, and choir is an elective.  It may even help her to drop the class as she will have an open hour to work on credit recovery.  

I also had one student arrested on a warrant on Friday.  The student is not on my caseload, but a friend of many that are, and he comes to talk to me often.  The worst part is that he was arrested during an all school assembly.  They were discreet, and I didn't actually see it.  However, I was also not notified of who it was.  This set off several of my students that were upset about the situation.  I wish I had known, before I had to deal with the anger of other students.    

In addition to academic support classes and transition activities during class I am also supporting an English 11 class.  The class has several students that have challenging behavior issues.  In addition, there are students that simply struggle with English.  The English teacher has not been known for having compassion with these students in the past.  I was looking forward to teaching with her to help model how to work with difficult students.  The first week has been great.  I have already seen a change in the teacher from last year.  She is positive and engaging the students.  I have praised students for their work as I move around the classroom.  There are three teachers in this supported class, which I think is helping students to complete their work.    

This week I set clear expectations and consequences, and continued to establish relationships of trust and respect with my students.  I calmed some first week anger, changed schedules, and followed up on attendance issues, and gave praise for completing work in the first week.  I hope this sets the tone for the year.    The first week is down, the year is off and running.