Reality 101: CEC's blog for new teachers

John: New Year, New Classes

I felt good coming into this year. I was teaching the same three classes I taught last semester, and I learned a ton from last semester. I had a new behavior plan I was ready to use. My long range plans were all finished last semester. I had begun developing individual lesson plans. My class sizes were smaller. I was better prepared. Even the grass was greener.

I said the class sizes were smaller, but one of them was much smaller. When I left last semester, I had five students enrolled in my third period class. For a high school class of students in non-diploma classes, I prefer 5-10 students. Any less and it seems too quiet. Any more and it gets to be too much to handle. Of my original five, I slowly began losing students, each for a different reason.

John: The Other Teaching Responsibilities

I have just completed the week of inservice at my school. I appreciated all of the uninterrupted time in my classroom to prepare my room and my materials for the upcoming year. I am excited about implementing many of the new ideas I have for my classes.

One new idea that my wife gave me is using desktops as dry erase boards. Who knew you could use dry erase markers on desktops and wipe them off easily with wet wipes? Call me easily amused, but I thought this little known secret was one of the coolest teacher tricks I had heard in a long time. I thought it must be too good to be true so I went to Google to see if the internet had any wisdom regarding dry erase markers and desktops. Come to find out, lots of people out there have successfully used dry erase markers on desktops. Still a little nervous about ruining my room’s desks, I drew a tiny dot on a desktop, and to my surprise, the dot wiped off easily! I now have all kinds of ideas for using dry erase markers in my class this year. I think students will love this idea because of the novelty it presents.

Jerry: First Day of School Excitement

While you are reading this today (Aug. 21), I am enjoying my first day of classes with my new students. My day began around 7:45 a.m. when they started exiting their buses and happily making their way into the school building for breakfast. Attendance has now been checked, the Pledge recited, and they have arrived in my classroom. We are learning about our daily routine and making preparations for our engaged learning. Before I move forward, however, I need to back up just a bit and tell you how I got to Aug. 21, 2012.

Last week was a fun week. As I have mentioned elsewhere, I was hired in to my current position with about 12 weeks remaining in the 2011-12 school year. Thus I really did not have to prepare a classroom for my students’ arrival; it was more like the students prepared for me. This year is different.

Danielle: I Want to Have My Cake, and Eat it, too.

It is so strange to be back at school for inservice week. On the surface, it would seem as though not much has changed. With little exception, the same faces are sitting in roughly the same places in the auditorium. We go through the same, "Welcome back, don't stand on desks, success is our only option, no personal e-mails, open door policy, blah blah" speeches. We sign in on the same sheets, have our pictures taken by the same photography studio, and spend what precious spare time we have setting up our rooms in the same hallways. This is my sixth inservice week at the same school. It shouldn't feel so awkward. It's just that this year is so... not the same.

Kaylie: Establishing Strong Communication with Thy Fathers and Mothers

Typing this post is testimony that I survived the first week of school. I’ll give a brief Sports Center rundown of the highlights:

• Thrilled that my returning students quickly settled back into the classroom routine.
• Met seven amazing, full-of-personality sixth graders.
• Was informed that I will likely receive another student in the upcoming weeks along with an individual assistant for that student.
• Discovered I have an IEP to write for a student I’ve known for approximately four days.
• Had one of my students accidently activate the fire alarm in the cafeteria during lunchtime. 

Needless to say, I did not set my alarm clock on Saturday! Oh, and on a personal note, I got engaged this weekend! I’ve definitely been blessed with an exciting week!

John: A Student’s Outlook on Going Back to School

I went to Wal-Mart recently and saw something that always makes me excited: school supplies. Fresh pencils, crisp notebooks, and brightly-colored folders always make me excited for a new school year. Students and parents eagerly scour the aisles with lists of school supplies required for each grade level. Kleenex® for all those snotty noses, disinfectant wipes for other messes, and of course, an apple for the teacher is all part of the back-to-school routine.

The beginning of the year can be the most exciting time of the school year for some students—and teachers. Sure, summer is ending, but the beginning of a new school year also means a fresh start. You have perfect grades in every class, you may have a new teacher (or new set of students), and you may even be moving up to middle school or high school! While the back-to-school time can be very exciting for students, it isn’t always exciting for some of them.

Jerry: Fear and Trepidation in Ohio

My first summer vacation is nearly finished, which means there are a lot of thoughts, emotions, and ideas fighting for space inside my head as the new school year approaches its commencement date.

I was hired as a moderate/intensive intervention specialist with about 12 weeks left in the 2011–12 school year to work with two students: a young man who has an autism spectrum disorder and a young Amish girl whose diagnosis is still a bit of a mystery. By the time the school year ended, I had picked up two more students: a female high school sophomore and a male kindergartener. I really had no time then to think about how I felt. I had a job. It was time to get busy.

Kaylie: New Year, New Faces, New Toys, New Ideas...

In less than two weeks, summer will be over and a new school year will be firing up. Everywhere I go it seems like people are asking me, “Are you ready to go back?” I’ve been answering them pretty adamantly with an “Absolutely!”

Don’t get me wrong, I love my summer break and try to live it up to the fullest during my time off. These past two months have been jam-packed: a trip to Arkansas to meet my boyfriend’s family, where I did some amazing hiking; early morning runs (followed by naps sometimes lasting until noon); a trip to church camp; pool time; an epic adventure to Idaho, Yellowstone, and the Grand Tetons; an attempt to increase my domesticity by cooking a new recipe every week; the Batman movie marathon, which ended in me becoming an avid fan; a building project for my parents; Vacation Bible School at church (which involved me dressed as a panda); and, of course, the occasional days of in-service and professional development.

I need to go back to school to recuperate! My students are not the only ones who thrive on routine and I am definitely ready to settle back into mine.

Theresa: New School Year, New Classroom

I remember a veteran teacher once telling me, “You know, teachers who are really good at cleaning up classrooms tend to get their classrooms changed a lot.”

That seems to be the case with me. Once again, it is time to set up my classroom for the year, and once again, I am moving to a new classroom. It seems that I am one of those teachers who is really good at turning an ugly classroom into a very functional and inviting space for my students.

I loved how big my first classroom was. There was so much space that my students could spread out and work or read without disturbing their peers. There were tons of extra desks and tables that made it really easy to designate spaces for centers and other classroom activities. Granted, the dingy carpet was held together by various layers of duct tape, but I did not mind. Some deodorizing spray, carpet squares, and throw pillows were all it took so you did not notice the carpet.

Jessica: Have You Hugged Your SELPA Contact Today?

Every county (in California, at least) has at least one Special Education Local Plan Area (SELPA). This group is collectively my one-stop-shopping experience for all things special ed. In fact, my SELPA regional contact is the person who first told me about the Council for Exceptional Children, so you know they’re awesome! During the last two school years, I attended trainings in specific curriculums and effective instructional strategies, IEP writing, and assessment administration — and they were all FREE.

Recently, my SELPA held its annual special education orientation to kick off the school year. While the target group is special educators, any educators within the SELPA were invited to attend. It included a presentation on how the different divisions within SELPA work together to make sure we are providing appropriate services to our students with exceptionalities, as well as a reminder about our new IEP forms and the Student Study Team process.

Allisence: 5 Things Making a Comeback

I love the way Converse All Stars look, but I’m not such a fan of how much they cost, so I bought some look-alikes. During a recent visit home, my dad took one look at my shoes and commented that Converses were “in” when he was young because they were affordable—and now everyone’s paying $60 for what should be cheap shoes.

This got me thinking about all the things that are making a comeback. Supposedly the current economy is causing everyone to subconsciously reminisce about happier times. I don’t know about that, but I do know many things besides ’70s clothing seem to be enjoying a comeback.

So here’s my list of top five things making a comeback this school year.

Chalkboards. While the rest of the nation seems to be moving toward SMART Boards, I’ve been blessed with a chalkboard. You know, those dusty green wall-hangers kids with sensory issues don’t like? That being said, my school is at capacity this year, so we’re using classrooms that haven’t been used for years. Guess I’ll have to limit the black clothing. . . .

Theresa: Stocking Your Classroom with DonorsChoose.org

Back-to-school has always been one of my favorite times of year. I look forward to seeing the great sales every Sunday. Who doesn’t love crayons for 25 cents, notebook paper for a penny, and rulers for 50 cents — the deals just keep coming!

However, what I really love (and hate at the same time) is when the teacher catalogues start coming in the mail. I will spend too much time drooling over things I wish I could have in my classroom. I mean, who doesn’t want a traffic light decibel reader or a wireless Eggspert in her classroom? But then reality sets in when I look at the prices, and I begin to wonder if there is some magical classroom out there that actually has all of these great things. Or do all teachers drool at the catalogues as I do?

Allisence: Designing My Dream Classroom

There’s a story that during the Vietnam War, a certain prisoner survived the torture of being in a cell all alone for years by planning, in incredible detail, a dream house that he would build once he returned home. In his head, he knew exactly how many nails, how many 2x4s, and how many tiles he would need. When he got home, he built that house and, in terms of the materials he had estimated in his head, was only off by one plank of wood.

This summer, I’ve been pretending to have a smidgen of the ability that prisoner of war had and designed my dream classroom. I’ve planned out, in incredible detail, all the cute little students, where each table and desk will be, and the collaborative general educators I’m going to be working with next year.

Megan: A Final Goodbye

“How lucky I am to have something that makes saying goodbye so hard.”
 ~ From the movie Annie

It’s summer in Chicago! The weather’s warm and everyone’s outside. After months of cold and snow, Chicago comes alive in summertime.

Everyone always says that time flies, but this year it seems especially true. It feels like only weeks ago that I was applying to become a blogger for Reality 101. Just setting up my classroom, excited for the year to begin. Nervous as I started my master’s program. And here I am, a year later, and I feel like I’ve experienced so much in the past 12 months!

I’m very sad to say goodbye to this blog. I was so excited to become a part of something I felt was so worthwhile for new teachers. Thank you to everyone who read or commented on my blogs. Your thoughts have meant more than you know!

Megan: The Gift of Time

Kids spell love T-I-M-E. ~John Crudele

There are many things that require credentials. You can’t drive without a license; you can’t teach without a degree. Yet the role of parent—the most important role in a child’s life—requires no preparation at all.

People often ask me if my students with emotional disabilities are placed in my classroom because of their families. I explain that while family factors have to be ruled out when diagnosing students with emotional disabilities, families actually play a huge role in a student’s success.

This year’s students are a prime example of that. I have more kids in the custody of people other than their parents than any other year I have taught. Most of their parents/guardians are rarely home and are often frustrated, overwhelmed, and unsure how to help their students. I call home and get no response. I send home daily communication journals, same thing. I try setting up conferences and no one RSVPs. Only two sets of guardians showed up for Open House.

Melissa: What a Difference a Year Makes

What a difference a year makes! Last year was my first year at my school, and I was hired to teach something they hadn’t had before: a middle school self-contained classroom for students on the autism spectrum. At first, I was scared to death. I heard horror story after horror story of what I was getting myself into. As it would only be my second year of teaching, I was most definitely freaking out. However, as odd as it may sound, I always had a peace about the mission that lay before me.

That first day was utter chaos. There was crying (not me) and confusion (definitely me), but we got through it. I had six students (all boys) and two paraeducators (also both boys), all in one teeny-tiny room. It quickly became known as the “man cave” and we were only a little sad when we got to move to a bigger room in November. We slowly morphed from homeroom-bodies into a grand exodus venturing out to other parts of the building. By the end of the year, my self-contained class was spending about half the day in general education.

Fast-forward to this school year: I was totally excited and prepared for the first day to roll around. I have the same six students and two paras. We all know each others’ quirks and quibbles . . . very well! We got down to work the first day and haven’t slowed up one bit.

Jennifer: The Field of Change

When I was growing up, my parents used to tell me that I never fully appreciated what was happening at the present moment because I was always too busy making future plans. The Aesop fable about the prepared ant and the lazy grasshopper had probably traumatized me to some extreme, and I strongly believed that the more I planned, the less uncertainty would come my way (talk about an unlikely candidate for a career in special education!).

The second I entered this field, all my preconceptions about the wisdom behind solid scheduling and relying on daily plans leapt right out the window. My days were filled with multiple unscheduled visitors, single-student behaviors that served as intermissions for the whole class, and lesson plans that worked SO MUCH BETTER in my head than in practice. I realized that if I didn’t learn how to be flexible and accept constant change, I was going to end up another statistic in the “education career overturn” bracket.

Kathy: Getting the Job

I wish I could tell you that I searched for my job in an organized fashion and followed all the “rules” on  how to land that perfect position. That is not my story, however. I had done little more than think about going back to work. I went through a divorce (his midlife crisis turned into mine) and became a single parent of a 22-year-old daughter with special needs and a 12-year-old son.

Every morning my to-do list read something like this: lose weight, make colonoscopy appointment, fix up my new house, forgive the ex, and get a job using my degree (which, by the way, I earned about 25 years ago). I wonder why it took me almost two years to get around to getting a job? I did get that colonoscopy, though!

Ellen: Year Three -- Expectations Realized, Revisited, and Revised

One of the simultaneously great and challenging things about teaching students in the type of self-contained program that I do is that I have some of the same students for more than one year. This is my third year in the field and it’s my third year teaching two of my students, my second year teaching two others, and my first year teaching my two kindergarten students.

There are eight elementary schools in my county that provide self-contained classroom services for students with moderate to severe mental retardation (called “MOD/SD” programs here), one for each “cluster” of geographically close high school/middle school/elementary school pyramids. At each elementary school with this program, there are typically two classes and the students are divided by age, ability, or a combination of both. At our school, we divide students into the two classes based primarily on age, with my class comprising mostly grades K-3 and the other class containing students in grades 3-6.

Katie: New School Year, New Responsibilities

Welcome back, students and teachers! This year started off with a bang, and I’m nervous yet excited to be the new lead teacher in the second-year classroom at FCLC. After one year as the co-teacher in the first-year room, I thought I was well prepared. However, as September drew closer and closer, I realized there was much more I still would need to learn this year — and in the years to come.

Luckily, I know most of my students well because I was with them in the first-year classroom last year. The children, their families, and I have built trusting and comfortable relationships and we are all eager to grow and learn during the 2009-2010 school year.

Keeping it Real

By Elizabeth Stein

“Reality 101” is the perfect title for this blog. As you begin your teaching career, your belief systems (your reality) merge with the real world (the reality of others). It can be quite overwhelming when your ideas merge with the thinking of others. As a special education teacher, you will be expected to collaborate with many colleagues—and not all will have the same belief systems as you. You will work collaboratively to make recommendations for students, or teach alongside a general education teacher who may not share your passion or philosophy, or talk with a parent who is not fully at the acceptance stage—and you may be left feeling a bit dizzy. If so…CONGRATULATIONS…you have entered the real world!

Hello fellow special educators! Welcome to one of the most rewarding professions. Let’s break here for a quick introduction…

I am a special education teacher in Long Island’s Smithtown Central School District. I teach within inclusive and resource-room settings. Teaching education courses at the college level is one way I love to share my passion for teaching and learning. Writing is another way. Thus far, my words have been published in the March 2008 edition of NEA Today. In addition, you can read my article, Teach Kids to Think and They’ll Want to Learn, in Educator’s Voice, Volume II, published by New York State United Teachers (NYSUT).  I am also pursuing National Board certification in the area of literacy.

Keeping First-Year Stress in Check

By Barbara Baditoi

It’s the second week of school. The first week was a dream and hopefully the students will continue to be motivated to learn, while you do the job you were hired to do – teach. You have assessed all your students and know their strengths and weaknesses. The IEPs have been carefully scrutinized, and a plan established for monitoring goals and objectives. You are friends with everyone in the building and you know where to go for assistance.

Although building- and division-mandated meetings are over for the moment, you still need to learn how to write a computer-generated IEP, the alternative assessment training is scheduled for two days at the end of September, and the mentoring class is once a month. You also need to take two courses this year for additional certification.

Our close and happy friend, STRESS, starts creeping into your carefully planned schedule shortly after school starts. It can’t be avoided. The first year of teaching is always challenging. 

So much to do. . . .

By Barbara Baditoi

What needs to be accomplished during the first week of school?

• Conduct student observations and informal and formal assessments.
• Review the syllabus. Provide an outline of the first and second quarter.
• Lay the groundwork for the curriculum.
• Give state- and-district wide assessments, if required.
• Help students learn the layout of the building, including the cafeteria, office, clinic, school counselor, specialists’ rooms, etc.
• Establish classroom expectations, routines, rules, and consequences -- some of which are student generated.

Finally, a chance to fix up your room!

By Barbara Baditoi

It is now Thursday, and your open house is Friday. You have spent precious time this week completing required teacher activities -- and now panic may be setting in. Sometime during the week before school officially begins, elementary and middle school students will visit the building to meet their teachers and view their classrooms, while rising and transfer high school students may attend open house to pick up their class schedules.

Although your room should be inviting, warm, and welcome, remember that classroom atmosphere and environment is generated in part by the tone of the adults and students in the room. That will come as the year progresses. For now, you need to organize the desks, computers, SMART Board, and so on; decorate the walls; and post room and school rules.

One of the first questions elementary students ask is “Where do I sit?” Clearly post visuals and names to help them locate their desks and other routines and procedures they will need to follow. Put up weekly and daily class schedules and, for students with more severe needs, post individual schedules. Curriculum-related material, including state- and district-wide goals, should be readily available. Parents will be pleased to know you will be following a district- and state-mandated curriculum appropriate for their child. Prepare packets of material about your classroom for the parents and include important items such as the bus schedule and the cost of lunch.

Paperwork, Paperwork, and More Paperwork

By Barbara Baditoi

Although you are desperate to set up your room, the first week of school is often filled with meetings (staff and team meetings, IEP meetings, state- and division-mandated professional development, curriculum development). Other than required meetings and professional development, what do you need to focus on this week?

Reading the IEPs of your caseload students should be a priority; these snapshots help you plan the curriculum to meet IEP goals and objectives for the year. What is the percent of services your students receive? When are the IEPs due and do you need computer access to the IEP program or training on IEP forms? What about assistive technology? Do you have what you need, or should you visit with the AT or PT specialist? The IEPs will also help you determine the initial layout of your room or, if you are co-teaching, provide you with a task to complete with your co-teacher.

Writing a letter to parents is also a must during this first week of school. You can send it via e-mail or you can hand it to them when they bring their children to the open house activity at the end of the week. What do you want parents to know about you, and what do you want them to tell you about their child? If you will have a self-contained class or resource room, you might want to contact the parents by phone to allay some of their tension about the new year. High school teachers can create a document that highlights academic and social goals for the year; save room for the students to provide personal information.

The Art of Networking

By Barbara Baditoi

Do you remember when you were a student heading back to school? Loaded with anticipation and wonder, students are often anxious to figure out who is who, what is what, and where everything is. First-year teachers are the same and, even if you are in your second or third year of teaching special education, you may still be going to a different building, meeting a new co-teacher or paraprofessional, and sorting through unknown faces and names on your team.

School faculty lists read like a “who’s who” for the building. Secretaries tell you where your mailbox is located and point you in the direction of the clinic room assistant, who discusses which of your students require an EpiPen or seizure training. Walking down the hall to your room, you are greeted by returning teachers and stopped by nervous new teachers. Before you put down your growing stack of papers, you are summoned to the “back to school breakfast” and first staff meeting, where you will find more new faces. If you are a first-year teacher, your mentor helps by introducing you to colleagues. You have met the building administrators, but what about the speech and language clinician, occupational therapist, physical therapist, social worker, psychologist, school counselor, custodian, and behavior resource specialist?

Can You Believe It's August Already?

By Barbara Baditoi

Dr. Barbara E. Baditoi has just retired from 29 years in public education. Her experience includes ED/LD classroom teacher, co-teacher, department chairperson, behavior and autism resource specialist, assistant principal, and division-level administrator of special education. She is an adjunct professor in the Graduate School of Education at Marymount University and is currently writing two books for CEC.

Have you been shopping lately? Bathing suits are on the clearance rack, it is hard to find beach towels, and aisles are filled with back-to-school items. Can you believe school will start at the end of this month for millions of teachers across the country? 

Perhaps you are anticipating your first or second year of teaching special education students, or you are still waiting for that magical phone call offering you the position of your dreams. Either way, there are only a few days left before the new year begins.

The last line ... it's up to you to write

Thank you all for allowing me to share some thoughts with you on this teacher blog during the month of August. Many of you are already back at school; my new school year will start on Tuesday, September 2nd.

So, what's been running through my head as I approach this new school year? Well, the first thing I have to overcome is the night before the first day of school. Thus (and with apologies to Clement Clarke Moore), I submit my efforts at sharing my reality -- tinged with humor.

However, you already know that I give homework... and this is your task. After you have read the poem, YOU finish the last line!

(If any of you are so inclined to add a verse or two, I would be delighted!)

My best wishes for a school year that fulfills most of your dreams... always leave room for serendipity!

And... here it comes:

‘Twas the night before school
and all through the house
the cats were all sleeping
and so was my spouse.

My Dirty Dozen

Aha... I thought that might catch your attention.

Hi, all -- I've started to compile a list of helpful hints for new (or veteran) teachers. Please help me add to my list. This could be very helpful for many of us, as well as the rookies entering our profession. I’m starting all of us off with my fave dozen … and trusting you all to add to this important list. Thanks! Sheila

1. Introduce yourself to the building principal, assistant principal, counselor, and nurse at the first opportunity in the new school year. Find out the names of the building secretaries, custodians, and food-service workers. They will be counted among your best friends.

If it's still summer, then why am I here?

Hello, all!

I'm not really supposed to be here yet. My official start date is August 1, but I'm the kind of person who needs to check things out in advance to be sure they work - or at least to be sure that I understand what I need to do to help them work. So my first official post is born a few days prematurely.

I'm honored to have been asked to be the blog mom for August. August is a wonderful month. We can still enjoy the lazy days of the summer and travel or visit with family and friends ... we can wrap up a successful summer school session... and we start to think about returning to the classroom as we nurture and develop those new ideas and thoughts of things "we should really try to do someday."

Thank you for this wonderful opportunity to share some time with you in cyberspace. But, who am I?