Extended Day Training (Danielle Clark)

Question: Dear Danielle,
You spent a couple of years at Chets as an extended day teacher before you "officially" joined us! I've already thought that would be a great training ground for future teachers. How did that experience help to prepare you for the "real world" of teaching?
Cindy Tsengas

P.S. - I've been impressed with you during the past couple of years!


Thank you Cindy:) Extended Day was a great place to tart my future teaching career. it was the perfect place to practice my upcoming lessons for my pre-internship classes and a great way to learn classroom management! I would stay after wide-eyed at the great Chets Creek teachers and their amazing classrooms everyday trying to soak in as much as possible. Extended Day also taught me that children need structure, if I did not structure my afternoon and have some daily routines the three hours of Extended Day would feel like six. the one area that Extended Day did not prepare me for was parents. In Extended Day you get to enjoy your students and their smiling faces and then when their name is called over the walkie you send them on their way. when i finally go the fantastic opportunity to do Elizabeth Conte's maternity leave I learned how valuable parents were to my classroom as well as the challenges they brought. After my experience Elizabeth's room I felt confident about beginning my career as a professional educator. overall, I know that being an Extended Day Instructor has profoundly impacted my professional career as an educator, and I loved every minute of it :)

Danielle

Getting Back to the Classroom (Julie Johnson)

Question: Julie Johnson--
How is getting back into teaching after being away from it for seven years? How have things changed for the better? How is teaching second grade compared to kindergarten?

Dear Maria,
THANKS for asking! First I want to say I absolutely love being in the classroom again after being away for 7 years. The love for the children and the love of teaching have always been there. It's nice to fulfill that love again. I have learned so much from the whole Kindergarten team. They are such a great group of team players that have made my transition very smooth!

Things have defiantly changed for the better since I last taught. The technology and resources at Chets are incredible. It is nice to have different means of teaching every child's different learning style.

The primary grades are critical times in a child's intellectual, social, and emotional development. Kindergarten is not that much different from second grade because I am focusing on these developments.

:) Julie J.

Vocabulary (Maria Mallon)

Question: Dear Maria,
Rumor has it that you are the Vocabulary specialist! Could you please share some of your strategies that you use? Are they adaptable to the upper grades?
Can't wait to learn from you,
Christy

Dear Christy,
I don't know about being a vocabulary specialist but I do love to teach children now words new words and how to use them. Our team was fortunate enough this summer to work with dayle and start our own Unit of Study featuring vocabulary from our Star Books(to download the entire unit go to the Vocabulary widget on the left side of the blog, http://timmonstimes.blogspot.com/). These are selected books that we read several times a month to our pre-emergent readers. These books include: The Three Little Pigs, Caps for Sale, The Three Billy Goats Gruff and several other classic tales. Within these books, we found a wealth of vocabulary words both written and implied from the story. The words are not necessarily the longest or hardest to pronounce, but words that the children may use in their every day language and/or writing. For instance, this week we just finished "A Pocket for Corduroy" and some of the words were: patiently, dilemma, damp, and hesitate. We learned how the words were used in the story, gave the children some examples and non examples of using the words in certain scenarios and showed them a picture of what the word means. The follow up comes when I use the words as many times during the day as possible. For instance, during the recent fire drill I told my class while they were waiting to go back in, "I like how patiently you are waiting." This gave them a situation to remember and hold on to the word. I also chart the situations they tell me when they use the word at home. A child told me this week that he had a dilemma about what Halloween costume to wear, red Spiderman or black Spiderman. I also send home a list of the new words for the week in my newsletter.

To try it out, go through the book of the month and find four words that you think your students would benefit from knowing and find two inferred words from the story. Write the six words on index cards. Find the definitions of the words and give some examples of how to use the words. Work on two words a day. I copy the cover of the book and put the index cards under the cover for quick reference. Use the words in the classroom and you'll see how quickly your students will use them and how impressed other people will be when they hear your students speak and see these words in their writing!! Don't hesitate. :)
Maria

Top 10 Things I Appreciate about CCE (Cindy Tsengas)

Question to Cindy Tsengas...
(this is taking a big RISK by the way Cindy...)

1. You saw education "on the outside" for a few short weeks this year, Cindy. Some of us have never been classroom teachers any place other than Chets. How are things different as a teacher "out there"? What do we have to be grateful for that other teachers might lack? In other words, what do we take for granted?

2. How does being a co-teacher in a classroom compare to being a safety net/ resource teacher?

3. How did you work your magic with the safety net children you taught? They all did fabulous! Please, tell me your secrets!





I'm all ears!
Love, Karen



I can't tell you how much it means to me to be wearing Tink for this week. I know it sounds weird, but i keep on touching it like it's some sort of talisman!

Like you Karen, Stahlman was an inspiration to me when I first was introduced to Chets. She had such a vision that was shared by so many dedicated people! That vision and foundation has grown exponentially with our beloved Susan. the only way that I can answer how I saw education "on the OUTSIDE," is to tell you my top 10 things that I appreciate about Chets Creek...

1. The over 24,000 items that we have in our Media Center (though at inventory, it's a bit overwhelming!)

2. The incredible way that everyone shares information not only within our school, but all over the country.

3. The way you can find 40 cars in the parking lot, on any given day, during the summer, because teachers are inside preparing for the new school year!

4. The way everyone goes to extremes to embrace whatever our new theme is (We are so over the top!!)

5. The wonderful communication that we enjoy.

6. The way that we treat each other as a family, so when the going gets tough, we are all there to support each other (Betsy, we so love you.)

7. The incredible way that each of you wants every child to be a success, no matter what their abilities.

8. The support that we receive from our business partners.

9. The traditions that we have here: Literacy Festival and parade, Kindergarten Pow Wow, cookies with Auntie Claus, 1st Grade Sleepover... Please, stop me!

10. The thing that I appreciate the most about Chets is the welcome that I received upon my return from the "OUTSIDE." I am so very blessed to be a part of this family. I hope that you all understand what a truly unique place this is.

Now for the second question... for me, being a co=teacher, after being a resource/ safety net teacher, is really stepping out of the box. I have so much to learn about... tests and report cards, dealing with parents, grading papers, dealing with parents, teaching mini-lessons, dealing with parents (I can's believe how many conference it's possible to squeeze in). but, I've been given the wonderful opportunity to learn all of this under the capable wings of Jenny Nash and Joe Montisano. They have both been so open and welcoming. We are all still tweaking our system, trying to figure out how to best meet the needs of our children.

As for your last question, I have always loved working with the children who need a little extra attention. sometimes they just need to know that there is another person who is on their side. sometimes they just need a little self confidence. I get so excited to see these kids soar! having been many of the children Media specialist, they already know me so we already have rapport and trust. I am like a second mother to them, and I will hound them relentlessly to follow through on their responsibilities. somehow or another, they all know that I really care about them and I believe they can accomplish anything.

Our children are all such gifts from God! Many of them have been given burdens to carry that would break an adult's spirit. If I can help them be happy and function to the bet of their ability, I feel that I've done my job at the end of the day. I am forever grateful to the leadership and mentors that I have had here.
Cindy Tsengas

Sharing The Stage (Christy Constande)

Question: Dear Mrs. Constande,
I was in your classroom last week and got to see a great lesson that you and your co-teacher taught together. :) I just started co-teaching this year and was wondering how we could smoothly transition into "sharing the stage" like you and Ms. Anderson do so wonderfully!
Thanks for the advice!
Vicky Sharpe


Dear Vicky,
Sherrie and I believe whole-heartedly in co-teaching. Co-teaching allows each of us to have our areas of expertise, but to also learn new practices to make our own teaching stronger.

When we first began it was trail by error. Through training and in service we have learned how to teach collaboratively. I think 4 things are important for the model to work between the two teachers: trust, knowledge, and flexibility, and planning.

Sherrie and I have total trust in each other. I trust her with her content areas and she trusts me with mine.

We learn about the different content areas through planning and practicing it day in and day out. We actually sit down and determine who is going to say the connection, teaching point etc...

In all areas, we discuss who is working with a small group, conferencing or facilitating.

We also must be flexible. Time is precious, but sometimes she will need more time or vice versa and I just have to know I'll get more time later.

"Sharing the Stage" is important for the students. They need to see you both engaged in all content areas, and it's powerful for you as the teacher to see the "whole" child's strengths and weaknesses in all content areas.
Hope this helps,

Christy Constande

Relationships (Karen Morris)

Question:
Okay, Karen, now it's your turn. Many people probably don't realize that you are such an awesome caregiver. You often cook meals for those in need, you're very thoughtful with birthday cards, you never forget to thank someone that's helped you out (usually including a Starbuck's card for their troubles). My question is, why do you do so much for others? Especially when your time is so full, keeping track of your kids, running back and forth to the ball park, organizing play group activities, taking Sarah to Spanish classes, etc. etc. etc.

As much as I do love to write to people, I've pondered this question all week and actually procrastinated journaling this response. I guess it is the questions of "why" that threw me.

I can easily answer the how do you... ( write notes, remember to thank, etc...) I work late every Wednesday night (unless something big is going on - like tomorrow night...Halloween). I go home and make dinner and by 6:35 am back at school.

I stay until 10:30 when the custodians lock the doors. Although I really only have about 3-1/2 solid hours - I get all kind of things done because there are no interruptions! I work on lesson plans, write Target team referrals, catch up on my diagnostic and assessment notebook anecdotal notes, etc. And... I always spend the last 1/2 hour "loving on people" (as Stahlman used to say). I try to write "noticing notes" (to Chets grown-ups - teachers, staff, parents, etc.) or positive post cards... I really like my Wednesday nights and suggest this to anyone - especially if you have other obligations (like small children at home). My husband also gets a night to work late (and I catch up on laundry and whatever at home) and other than that we generally don't bring a lot of work home! I know this doesn't exactly answer the question that Lori asked...

So I guess I'll have to jump right in, "Why do you do so much for others?" I have been fortunate to work for good bosses in my employment history. Before teaching, I was a social worker and an Administrator and can tell you how each of my supervisors led by the example of running a tight ship and meeting goals, but complimenting worthy team members along the way. Shortly before delivering Sarah (and changing careers) one of the most rewarding professional moments came. As the Director of the Full Service School program in Jax, I was put in a position to apply for staff bonuses because our program exceeded its goals. I was able (right before Christmas) to sit with my 6 Full Service School Coordinators and 6 secretaries (and my secretary) individually and give them a $1500 check (each). It was completely unexpected and a big surprise. What a great day that was! (Social Service organizations don't get monetary recognition very often).

And then I became a teacher. A Chets Creek teacher. And I met Stahlman...

Stahlman (Dr. Terri Stahlman for those who don't know her well) built Chets on relationships, risk and rewards and walked the talk. She gave me a note on my first day of school (in Feb. 2000) with a pen that was both inspirational and motivational. She pushed me like I had never been pushed before - I remember one particular year after FCAT scores came out sitting in the conference room defending, analyzing, and reanalyzing my scores to her (not because she asked but because I felt I owed her an explanation). You would hit the bottom - feeling completely overwhelmed (and perhaps peeved because you didn't get a TS on the newsletter, but an "edit" instead...) and she would build you up with a note. It would highlight how she noticed your bulletin board, or it would thank you for helping at Arts Extravaganza, or it would say "Hang in There with Suzy Jones..." It would say I NOTICE you (and sometimes she would attach a $100,000 bar and tell you that you were worth more...) or if you really needed it - you would get a Starbucks card.

Stahlman's notes said - I appreciate you. And you would climb, climb, climb the next hill and move the next mountain.

Why do I try to build others up? Because someone built me up (or I wouldn't be here.) People told me I could do it. People told me I was on the right track - or that I'm doing a good job.

I like to cook for others or gift others because it makes me feel good to help people )I guess that's a selfish reason). I'm also lucky that I can - my husband is very supportive of me.

I believe in relationship.
Karen Morris

Organization (Lori Metzger)

Question
To: Lori Metzger (Mentor Extrordinaire)
I always say that I used to be very organized, until I became a teacher!! You are known around the kingdom for being extrememly organized and having a spic-n-span classroom at all times. Please share some pearls of wisdom, maybe some simple things you think every teacher could do to get even a little bit more organized. Maybe you could also address dealing with the infamous beast of paperwork!

You are awesome and amazing! Beth


Organization is my specialty! I'll share my paperwork secrets here in this magical blog.

First, create a filing system that works for you. In my file cabinet I set my folders that correspond to each reading and writing skill or strategy that I teach. For example, I have folders titled main idea and sequence in the reading section of the drawer and I have folders titled setting and character development in the writing section of the drawer. Everything that I come across for that skill goes into the folder, but only one copy. That way the folders aren't bulging full of extra papers that I don't need.

I also have a set of weekly files labeled Monday through Friday. I try to organize the papers that I'll need for the week in these folders. If I have a test run off that I'm giving on Friday, I keep it in the folder and pull it out after school on Thursday.

My secret to being organized is my third set of files. Before the school year begins, I take a copy of the school board's yearly calendar and Chets Creek master calendar: I use four different color packets of construction paper, one color for each quarter. I fold the paper in half and use one page for each week of the school year. So this week's packet has the following dates on it: Oct. 22, Oct. 23, Oct. 24, Oct. 25 and Oct. 26. Next to the date I write anything important, such as early release, WOW days, picture days, tests that I know I'm giving, etc. Inside the construction paper I slip anything in that I can get ready ahead of time, homework and test papers, blank progress reports, field trip permission slips, etc. It does take some time to plan ahead but I don't find myself scrambling at the last minute for papers I need. I keep my construction paper files in milk crate in my office. Stop by if you'd like to see how it works.

One last tip is something I read years ago. I learned to touch a paper only once (if at all possible). For example, when I received the ballot for the Teacher of the Year, I stopped and grabbed a pen and filled it out right away. Then I turned it in.

I hope these organizational tips work!

Lori Metzger