Reality 101: CEC's blog for new teachers

John: Being the Early Bird

I am not a morning person by any stretch. I have been a night owl for as long as I can remember. In college I could do all-nighters regularly, but waking up for an 8 a.m. class was impossible. My morning routine often consisted of staying in bed until the absolute last possible minute, rushing through the shower, throwing on the first outfit I came across and running out the door to get to work on time. I’m never late, but it certainly wasn’t a foundation built for a successful day.

I recently read an e-book by Laura Vanderkam called What the Most Successful People Do Before Breakfast: A Short Guide to Making Over Your Mornings—and Life. The book was extremely helpful for me, and I highly recommend it if you are unsatisfied with your hectic morning routine. In the book she suggests three things that should be done before the rest of the world is awake: nurturing your career, nurturing your relationships and nurturing yourself. I have applied these three categories to my morning routine and have found them to be very beneficial.

John: 2013 Convention Recap

Journeying to Mecca is an integral part of the Muslim religion. “Hajj” as it is called is one of the religion’s five pillars. Every year millions of people make this journey. Many Muslims consider this trip mandatory once in the lifetime of every believer. Likewise, Christians often consider traveling to the “Holy Land” to be a spiritually enriching experience that makes their faith become more alive.

Both of these trips are powerful for the participants. They are a time of spiritual renewal, connecting with other like-minded people and a chance to grow towards a goal.

At the risk of sounding hyperbolous, I guess what I am trying to say is that for special educators attending CEC’s Convention and Expo has a lot of similarities to these religious pilgrimages. The Convention gives participants a chance to be mentally renewed, connect with like-minded professionals and grow in our pursuit of educating students with disabilities and/or gifts and talents.

Kaylie: Inspired by Inclusive Education

Don’t you love coming across a novel, poem, movie, or song that you first encountered years ago and really enjoyed or that had a lasting impact on you? You get to have that great experience again and reminisce about what was going on in your life the first time you heard or read the piece? This happened to me this week.

I’m a nerd, so it came as no surprise that what I came across were two articles I had read in grad school. The articles both discuss inclusive education for students with moderate-severe disabilities (i.e., my students). There were so many “highlighter-worthy” statements that I just had to pass along.

Kaylie: The Reason for the Season

As soon as December arrived, the Christmas activity planning went into full swing. Everyone is in full holiday mode—scheduling parties, programs, luncheons, etc. Many are also looking for opportunities to give and spread joy during the season. 

One of the first phone calls I received regarding Christmas activities was from a large corporation in our town who does an annual philanthropy project. The majority of employees from this company take money from their paychecks each month to put toward the charitable cause chosen for the year. For the past two years, their project has been to buy gifts for every student in self-contained special education classrooms in our county. That’s six classrooms! And it doesn’t stop there. They spend approximately $100 on each student, buying them things they need, as well as things they want.

Kaylie: A Conference, a Coworker, and a Contingency

Although I am a middle school special education teacher, I’m also a Board Certified Behavior Analyst (BCBA). When I first began grad school, it was actually my plan to work primarily in this field, not as a teacher. Now, of course, I cannot imagine life without my students and classroom. However, I do want to keep my BCBA license and, in order to do so, must keep up a certain number of continuing education units (CEUs). This pursuit led me to the Tennessee Association of Behavior Analysis (TABA) Conference last Thursday and Friday. Held in conjunction with the TABA conference this year was the Tennessee CEC Conference. As usual, I was looking forward to two days of listening to professionals and experts talk about my greatest passions and interests: special education, behavior analysis, and people with disabilities.

John: Singing Lessons

One of my favorite lessons is coming up next week. I love using music in the classroom. The vast majority of my students are major fans of this genre. When I can, I like to incorporate the strong interest my students have for music into my lessons.

I went to a workshop last year on using music in the classroom and decided I wanted to use music to reinforce the material I was teaching. I was surprised by how many songs reference job skills in some way (strong work ethic, staying in school, supporting a family, being responsible, paying bills, etc.). While listening to my students talk about favorite songs, I found one that incorporates many of the skills we talk about regularly.

Jerry: The Voice of Gladness

“No one can say, of course, except each for himself, but I believe that it is possible to say at least this in general to all of us: we should go with our lives where we most need to go and where we are most needed.” (Frederick Buechner, Secrets in the Dark, p.39)

I like that quote, a lot. Buechner is, maybe, speaking of something else, but I think he is also speaking in an, albeit, roundabout and unbeknownst-to-himself kind of way, about special educators; our calling; our day in and day out among students who are differently-abled. Maybe you are not so much into thinking that what you do every day is a calling—something that you did not choose, but something that chose you. Maybe you are.

Kaylie: Strength to Stand

Three IEPs in a single week. Students involved in custody battles. Parents informing me that their children cry every Sunday night before school resumes on Monday. Two eligibility and reevaluations to complete. A disastrous, rainy field trip to the annual county fair. Behavior plan backfires. And all of that in the past two weeks.

I know that being a special educator is difficult. I understand that there are days, weeks, and even entire school years that don’t go smoothly. But when you love the students you teach and are passionate about their success, tough times take a toll on you. If my kids aren’t doing well, I’m constantly evaluating and processing what I can do to fix the problem.

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.

Danielle: Summer Reading--It’s Not Just for Kids!

Knowing that I was starting a whole new position when I left school at the end of May, I had all these grand designs that I would do lots of planning and develop lots of ideas during summer break.  Reality set in a week later when I returned to start teaching summer school. I was teaching six different courses in a day—three at a time in the morning and three at a time in the afternoon. The resulting chaos isn’t relevant to this discussion, except (of course) for the honing of my differentiation skills (three courses in the same room will do that!), and the severe lack of planning for my new job as the K–12 gifted and talented coordinator my school. Sigh.

Richard: Until Next Time...

Thank you for following the Reality 101 blog for the past year. Your input has been vital to my growth as a first-year teacher. As I write my last blog for CEC, I am editing lessons for next year, collaborating via e-mail with colleagues and reading a few more professional development books all before I go to a leadership summit in a few days and begin the school year in two weeks. 

Many of you who follow the blog were pre-service teachers and are now anxiously awaiting the first day of pre-planning or your teacher induction exercises. I applaud you for dedicating your lives for at least the next 200 days to an often thankless, demanding, low paying, highly regulated, and fiercely stigmatized profession. I understand you do it for the students, those who cannot advocate for themselves, resting their futures in your hands.

Jessica: 2012 American Librarians Conference

I recently attended the 2012 American Librarians Association (ALA) Annual Conference. This being my third big conference in one school year, I think I can officially call myself a conference junkie. What can I say, I’m a new teacher and I still have a lot to learn. This conference caters to librarians, but since its overall purpose is to promote the message that reading and having access to resources are important, I attended it.

As a rural district, the local library can be a huge – and free – resource in helping to meet unique student needs. I attended a number of workshops and panels in the educator’s strand, which gave me a number of brainstorming points to consider as I enter my next year of teaching.

Richard: One Down, Many More To Go

It seems as though a few days ago I was packing up my classroom, and yet I have just a few more weeks before pre-planning starts and school begins again. I am very excited for what next year holds. I have spent my break reading and immersing myself in education literature to find inspiration and ideas for next year. I have reflected on last year and have begun to develop goals for next year.

My first goal is to create an environment that approaches behavior proactively rather than reactive. I admit this is still a work in progress, but I want to eliminate the points/rewards programs that are so popular in EBD rooms. I plan to transition to teaching the behavior explicitly and holding my students to that standard regardless of if they are having a bad day or forgot their meds. I feel as though they need to learn now, when they have a safety net that those excuses and that mentality will not be there when they are older. I think this will take a significant effort and interfere with some instruction, however if my students cannot manage their behaviors, it won’t matter how well they grasp the content.

Richard: Reflections of My First Year Teaching

This year was my first year teaching and the last year of my masters program. I still remember the first week of school when I had to excuse myself from the room and find a quiet place to reflect on if teaching is really what I wanted to do. I had just restrained a student, my other students were putting me through a vetting process, and I didn't feel as though I was doing well. I am so very happy I was able to come back to the classroom, get control, and pass their test.

I have learned a lot this year about teaching, which no teacher education program can prepare you for. I have learned how to cope with the stresses of the educational bureaucracy while teaching students with EBD. I have learned to maintain excellent grades in school and have some resemblance of a personal life. I have learned how to advocate for children in a manner in which no party feels defensive and I am able to mediate nearly any situation with students, parents, teachers, or any combination.

Theresa: Marching in Red

I seem to be getting the reputation of being a big activist when it comes to protests, marches, and rallies. After the NATO conference here in Chicago, one of my co-workers came to me and said he watched the news all weekend to see if he could catch a glimpse of me on TV. While I’m all for a good protest and march, the NATO marches were a bit too unpredictable for me.

I recently had the opportunity to be a part of a historical rally and march. On Wednesday, May 23rd, the Chicago Teachers Union (CTU) held a State of the Union meeting at the Auditorium Theatre. Leaving the house on Wednesday morning, I said to my dad, “Watch for me on the news tonight.” While I know that is not a normal thing people say to each other, my dad looked at me all decked out in red with my “Proud to be a CTU Member” button on and said, “Okay.”

Richard: Going Out with a Bang

As the year wrapped up for my students, I was able to take them on two exciting field trips within two weeks of each other.

As a motivator for good behavior during testing, I took them to the infamous Georgia Aquarium. We started our day in the park with lunch and explored the aquarium. Most saw aquatic animals for the first time, touched sharks, and asked so many questions. My students are often labeled as lost and are not included by many teachers because they are misunderstood. It has been part of my mission to dispel that myth and this trip helped to do that.

Theresa: Taking Learning Outside the Classroom

I feel like I have been going nonstop these last couple of weeks—between wrapping up the state audit, all of my new responsibilities as union rep, and keeping my students busy and interested in learning this last month or so of school. To break up the weeks my students and I have gone on three fieldtrips in the last two weeks, and we still have one more coming up this week!

While taking a group of students with special needs on a field trip can be somewhat hectic, I know it is worthwhile because they get so much out of it. My students rarely leave the neighborhood that they live in, so any time they leave it’s like leaving the country for them.

Theresa: Welcome to CEC 2012 Convention & Expo!

Greetings from Denver, the Mile High City!  I am very excited to be in Denver for the CEC 2012 Convention & Expo. My experience so far has been very welcoming, everywhere you look are huge signs that say “Denver Welcomes CEC!” I am so excited to be a part of the largest group of special education teachers gathered anywhere--5,000 strong. It’s also great to be celebrating CEC’s 90 years of serving children and youth with exceptionalities.

I can honestly say that I have been looking forward to the 2012 CEC Convention & Expo ever since I found out I was selected to be a Reality 101 Blogger. Getting ready for Denver hasn’t been as easy and carefree as I would have hoped for. I had 15 fourth graders to prepare for my absence (one of whom is Juan, just back from his extended stay in the hospital). So with lesson plans done, and extra work available if needed, I left my classroom in the capable hands of my substitute and the teacher assistant. So far I heard there has been a surprise fire drill, which threw off my to the minute lessons plans. However, I’m just glad it was a fire drill, and that my classroom didn’t actually catch on fire in my absence.

Allisence: How Deep Are Your Roots?

In the early 1990s, Brian Andreas, an American artist began collecting stories. He innovatively used the Internet of that time and collected thousands of stories from around the world. These stories eventually grew into colorful, hand-lettered prints—the foundation for StoryPeople.

One of Andreas’ prints is called Deep Roots. The story says this: When I die, she said, I’m coming back as a tree with deep roots and I’ll wave my leaves at the children every morning on their way to school and whisper tree songs at night in their dreams. Trees with deep roots know about the things children need.

Theresa: Wishing for a Jolly Good Measure of Ability

As the days keep getting shorter and colder, and the snow starts piling up, I know that can only mean one thing…it’s time for my least favorite season. I know you must be thinking winter, and while, yes, that is my least favorite season, it is not what I’m describing here. I’m talking about testing season. In the span of two weeks that we have been back from winter vacation, I have had to take three days out of my schedule to administer standardized tests. The sad thing is, that those three days are just the beginning. There are at least another two days coming up in the next couple of weeks.

Jessica: Recipe for Learning

As we creep towards winter break, I have begun calling family and friends who I will be seeing on my days off. Several of my friends were in the process of buying ingredients for, or making cookies for, holiday cookie parties when I called. In case you haven’t been to one, a cookie party is where everyone brings a several dozen homemade cookies to a party. At the party, you taste everyone else’s cookies, and then you leave with a handful of new cookies, as well as new recipes to try out. I love these parties, but regrettably, I wasn’t invited to any holiday cookie parties this year. It’s not a big deal, though, because I’ve been waaaaay busier this year than in previous Decembers.

In addition to my regular job duties, I am the director for the winter program. For the past several weeks, I’ve been working with the entire student body on reading lines, singing songs, and making crafts and costumes for a winter program involving forest animals explaining the meaning of Christmas, Hanukkah, and Kwanzaa. As I near performance night, I know there will be mistakes. The sound system may produce ugly feedback. Students may exit to the wrong side. Someone will probably forget their lines. But it is what it is. I have reached the point where I have fixed what I can and accept what I cannot fix.

Theresa: I AM a Teacher!

“Oh, you’re not a real teacher.”

“Thanks for turning in your report card pick up attendance sheet, but yours doesn’t count.”

“Since you’re not a real teacher you don’t get a new computer for your classroom.”

“You’re so lucky that you only have10 students in your classroom at a time.”

Those are just some of the typical comments I get throughout the year at my school. I feel like I really have many obstacles to overcome just in how I am perceived by my coworkers as a special education teacher. I have learned not to take too much offense when one of my colleagues or administrators makes a comment similar to those above, but it still stings a bit.

I understand that what they are trying to say is that since I do not have a homeroom I do not get the same things or have the same requirements as does a teacher with a homeroom. One of my colleagues was recently asked about her classroom, “Why do you need to use all of this space? You’re just a resource teacher.” She later called me to vent about her experience, and I told her that I wish this were the first time I was hearing things like this, but it wasn’t.

Allisence: Talkin' the Talk and Walkin’ the Walk

ap•pre•ci•a•tion [uh-pree-shee-ey-shuh’n] noun 1. gratitude; thankful recognition

One of the things I really appreciate is that my school is an International Baccalaureate Candidate School, and one of the things I appreciate most about the IB Primary Years Programme is the IB Attitudes. We want our students to be global citizens who exhibit  respect, independence, confidence, tolerance, enthusiasm, curiosity, creativity, cooperation, empathy, commitment, integrity, and appreciation.

As a school, we're focusing on appreciation this November — I'm guessing because it goes along well with Thanksgiving. As I was trying to prepare an initial lesson on what appreciation is and how we go about exhibiting that attitude on a regular basis, I was struck by how little appreciation I really show.

I can honestly say that I am extremely appreciative of my students, my aides, my fellow co-workers, and the simple fact that I have a job, but I'm also extremely positive that I'm appreciative of all these things only on the inside. I'm pretty sure nobody, except those of you reading this right now, has any idea how appreciative I really am, which is really sad.

Theresa: Send Me a Postcard!

Reflecting is a big part of teaching, and I’ve never been really good at “formally” reflecting on my teaching practice. Some of my best ideas, reflections, and brainstorms come during my car ride to and from school or when I’m out walking my dogs. So, as I was thinking about how to reach 30 bilingual 4th graders (six of which have IEPs) during my co-teaching, I came up with a great idea: POSTCARDS! You’re probably asking yourself, how is a little 3x5 piece of paper with a picture on it going to help you teach? Trust me, it will!

My 4th graders are studying the states and regions of the United States in social studies. I know that my students rarely get the chance to travel outside of the Chicago area, and if they do, they don’t take fun random trips around the country, but, rather, go to Mexico to visit their families.

My plan is to expose my students to all of the content of States and Regions through postcards. I made a quick call to my dad, who had just left that morning for a trip to North Dakota. I begged him to buy postcards wherever he stopped, once I explained it was for my students he quickly agreed.

Jessica: From Hopeless to Hopeful

That feeling of being overwhelmed is a recurring theme with my fellow bloggers, and I am compelled to throw my hat in the ring.

Here’s the deal: No matter what I do, I wish I could do more.

I work with my students, both individuals and small groups, all day long in varying push-in and pull-out sessions of 30 to 80 minutes. I hope I’m helping them, yet I always have that feeling in the pit of my stomach when the words “OK! I’ll see you tomorrow!” escape my lips. It’s that feeling that tells me, Gosh, I wish I had more time with them.

Allisence: No Hope for Balance

Despite previous bouts of self-doubt and concern, I feel like my aides and I are finally starting to gel. Weekly AIMSweb progress monitoring has given me solid data that my students are making progress in both reading and math; my district’s special services director just informed me I’m getting a SMARTBoard this week; and somehow I’m still alive after a month of juggling writing lesson plans, doing paperwork, being a part of committees, and finishing up grad school.

Yeah, I’d say things are going pretty awesome right now. I know you’re thinking I just cursed myself as soon as I typed those words. I think so, too. But aside from that, I will share with you my biggest worry. My absolute biggest worry at the moment is that there’s no hope for balance in my life.

Allisence: Inspiration from a Haboob

If you live in Phoenix — the city of 100-degree temps even after midnight — San Diego sounds like a dream. It’s by the ocean, it’s within driving distance, it experiences perfect weather all year round, and it’s not the desert.

My lucky, lucky parents happen to live in San Diego, so a friend and I road-tripped on over to the City of Perfect Weather for the Labor Day weekend. While we were there, we went to the beach, saw wild dolphins jumping around in the ocean, and ate both seafood and home-cooked Chinese food. It was pretty much a perfect long weekend and a great escape from the desert heat.

On our 5.5-hour drive back to Phoenix, we were hit by a haboob. What’s a haboob, you ask? Well, a haboob is a type of intense dust storm commonly observed in arid regions around the world like the Middle East and, of course, central and southern Arizona. While I’ve experienced haboobs and dust storms before, this one hit me especially hard: 1) physically because I was driving at the time and 2) mentally because it reminded me that while I’m able to escape from the desert on a whim, none of my students have that option.

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?

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!

Brad: Songs of Summer

Shortly after the last day of school, I spent some time in the Midwest and managed to visit friends and family, get married, then drive north and relax for a few days — all before returning to Alaska to begin teaching summer school.

Teaching summer school is enjoyable because it’s an opportunity to work with a new set of co-workers while instructing students who are often at a very different educational level. Much of it is teaching the very important skills of basic communication, social interaction, and participation. So much of what we do in life depends on our skills in these areas and committing to improve any areas of weakness.

One tool I use to develop vital communication and participation skills is music. At its most basic level, music is a medium that allows us to choose the way we’d like to respond. Some of us hum along, some dance in their chairs, and others even sing (some in tune, some out of tune). Wherever there’s a crowd of people gathered, somebody inevitably chooses to communicate through song. Individual reactions vary, usually depending on who or where you are and what type of music you appreciate. At any rate, many of my students with severe intellectual disabilities connect to and respond well to music.

Each morning our students gather for circle time, where we review the day of the week, the weather, and the daily plan. I happen to play guitar and harmonica, so we also take a few minutes to sing songs and react to the music. I notice that when I talk and play guitar, most students are much more engaged and connected to the topic of conversation — and they’re also more likely to communicate with others when prompted.

Megan: End of the Year

So let me say before we part
So much of me
Is made of what I learned from you
You'll be with me
Like a handprint on my heart
And now whatever way our stories end
I know you have re-written mine
By being my friend...
~ “Wicked”

The end of the year is approaching so quickly!

I cannot believe how the past 180 days have whizzed by (nor how, at other times, they have seemed so slow). My mind is consumed with all the successes of the year and how much more I wanted to get in. I have to say, I couldn't be any prouder of my team or my students.

This week, the final AIMSweb benchmarking report came out. My little guy with selective mutism who only knew two words and was "significantly below average” at the start of the year? His scores are now average! I have never been so proud of “average” in my entire life. During the benchmarking he made numerous vocalizations in the library, with many people around, and I almost started to cry.

Every new crop of students shows me something new about myself and helps me grow. So now I sit here thinking about whether I've made as big an impact on my students this year as they've made on me. Three of my students will move on next year, and I'd like to think they'll remember their time in my room fondly. Before I would have said “no way,” but now. . . .

The teacher across the hall from me is an ED/BD veteran—she's been teaching for almost as many years as I've been alive. Recently she shared a story that made me wonder how much my students really do remember about their teachers. A few weeks ago, this colleague of mine came home to a voicemail on her answering machine asking if she was so-and-so from such-and-such school in the ‘80s. The caller said she was a former student and left her number, saying she wanted to see what had happened to her former teacher.

Sheena: Our Passions as Our Professions

As the end of the school year quickly approaches, I realize that attending the CEC 2011 Convention & Expo was exactly what I needed at this stage in my career. Countless amazing, inspiring, and dedicated people were placed in my path, giving me the perspective I needed to move forward on my journey.

As I attended sessions and asked questions about the realities of co-teaching—my favorite subject, as you all know!—I was shocked to hear veteran special educators both acknowledge my professional concerns and encourage me to continue on the path. Their positive and supportive responses were just the consolation my young, passionate teacher’s heart needed.

Brad: Greetings from the CEC 2011 Convention & Expo!

When I joined the Council for Exceptional Children, I did so because I believed that the organization was consistent with my personal mission as a special educator. Like any member, I’ve read CEC literature by mail, clicked on articles within the CEC SmartBrief, and paged through the scholarly research articles presented within the journals. All those facets contribute to what I know CEC to be – but none of it has compared to the experience of attending the annual convention (this year, in National Harbor, Md.).

Throughout the first full day of the convention, I’ve had the opportunity to meet and interact with teachers, administrators, professionals, and scholars. I’ve participated in break-out groups that have included pre-service teachers, university-level emeritus-scholars, and every professional level in between. I’ve listened to the perspective of professionals in the field who have been publishing since before I was born. I’ve also shared some experiences of my own with students who have yet to teach in the classroom.

Melissa: Uncommon

As many of you know, my students and I have been on the same path together for two years. Now there is a possibility that my lane will end, while theirs continues on.

When I was offered my current job, I was given the choice of two positions. One was a permanent, mainly co-teaching position. The other one, the one they really wanted me to take, was the self-contained autism spectrum disorders teacher, a new position that was only guaranteed for two years because it was funded by economic stimulus dollars.

Being the crazy idealist that I am, I took the ASD teaching position because I truly felt (and continue to feel) that was what God wanted for me. Do I ever regret not taking the other position? Nope. Not even a little bit. I have had such a blast these past two school years, I wouldn’t trade it for the added security.

Also—not that I am even close to being the world’s best teacher—I think I am who my students needed. Our personalities just mesh. We like each other. Rarely a day goes by that I don’t have at least one episode of laugh-until-I-cry over something hilarious one of my students says, or an oh-my-gosh-they-are-SO-smart moment when I am just blown away by their deeply intelligent thoughts and questions. We’re just a match made in heaven.

But now there’s a chance we’ll have to break up. It makes me sad not just for myself, but for my students. I really do love these guys. Who’s going to take care of them next year if there’s no one in my position? Who will advocate for them to get what they need? Who will make sure their accommodations are being carried out and working for them in the general ed classrooms? Who will be their soft place to land when they need it, and who will push them out of the nest when that’s what they need? I want it to be me, darn it!

People ask me every day if I’ve heard whether I have a job next year. I’ve decided to stop worrying about it. Do I check the job listings in neighboring districts? Yes, and it makes me sad. I feel I am where I belong. I don’t want to start over somewhere else.

Megan: Let The Job Searches Begin…

“Real success is finding your lifework in the work that you love.” ~ David McCullough

It’s finally spring! A time when thoughts turn to sunshine, flowers, Cubs games, and . . . job searches?

I am a very blessed girl with an amazing job that I know I will have for at least the next school year. However, talking to friends and co-workers as the year winds down brings back memories of sleepless nights, tedious hours filling out job applications, and the stress of wondering where, and if, I’d have a job in the fall. I remember it all too well.

When I tell people how I found my first job, they look at me like I’m nuts. All throughout my undergraduate program, I’d been very vocal about my desire to work with children with emotional disorders. It was my passion and I connected any project I could to students with ED/BD. I was also fortunate to have incredible professors and advisors who listened to me and supported my endeavors. As my December graduation date approached, I assumed I may have to sub for the remainder of the school year, or perhaps continue my job as an educational sign language interpreter.

Then an alumna from my college e-mailed my advisor; she was now an assistant principal of an alternative school and they were looking for a mid-year teacher, as they were opening a brand-new classroom. Did my advisor know anyone who may be interested? My professor thought this position was exactly what I was looking for. I called the assistant principal, interviewed, and was hired within a week.

So if I have one piece of advice for new teachers, it would be to make sure you communicate what you’re looking for! You never know who is listening and who may end up connecting you with your dream job.

Megan: How Do You Measure a Good Teacher?

“A good teacher is like a candle — it consumes itself to light the way for others.” ~ Author Unknown

How do you measure a good teacher? Recently I have felt like I can’t turn on my TV, listen to the radio, or pick up a newspaper without seeing a story about the state of education today. It’s hard not to take it personally when commentators always seem to have an opinion on what teachers need to do to “change.”

In the past few weeks, I have stayed late at work on many occasions, particularly on Fridays (as I know countless other teachers do). I enjoy the quiet of the building as I listen to music in my room. I relish the chance to make copies without standing in line and the ability to run to and from the printers (yes, I run in the halls).

Last Friday, there were four teachers in the building after dark. It was like a little after-school club. I started talking to one of my school’s new teachers, and I was blown away by all the fabulous ideas she had. She was so creative!

So I began to wonder . . . She and I are very different teachers, yet I’d like to think we are both good at what we do. There is no cookie-cutter version of the “perfect” teacher — so what is it that makes certain teachers great? What qualities does the “perfect” teacher possess?

Megan: My Special Education Fairy Tale

Once upon a time, there was a little girl who dreamed of being a teacher. . . .

This week I covered a unit on fairy tales. As my students brainstormed all the fairy tales they had ever read, I realized that sometimes my role is to be my classroom’s fairy godmother: perky, cheerful, bestowing little nuggets of knowledge into my students’ receptive (if not always eager) minds.

My room feels even more like a living fairy tale when one of my little friends refuses to answer a question unless we add “Princess” to her name — and I can’t even make up the fact that sometimes she wears a tiara to school (I might, too, if I could get away with it). And I conjure Cinderella as I frantically try to fit little gym shoes on little impatient feet before PE; one boy thought it was hilarious that I called him “Cinderfella.”

Some days I am so beloved that one student actually exclaimed, “Miss M, I love you more than chocolate cake!” That’s a serious compliment from a second grader. And other days . . . well, apparently I am meaner and nastier than any evil stepmother, warts and all.

My class has been settling into new routines, with new successes every day. I love the magic of the moment when a student does something new that I’ve taught them. I was so proud when my littlest guy, who only got one word right on that first spelling test in August, got all ten grade-level spelling words right on last week’s test. He was so proud to see this represented on his self-monitoring graph. When another student who typically cries before any daunting task said, “I love reading tests! I know I can do this!” I wanted to cry, too. If my student with selective mutism would only talk to me, I’d call it a day.

Sheena: Past and Present

My restless nights as a Peace Corps volunteer in Niger, West Africa, were spent with a pair of portable speakers and Nina Simone’s wisdom. Her songs became my ray of hope and comfort as I lay under the moon and a mosquito net, covered by the blanket of the night.

I joined the Peace Corps in 2006 because I needed a change from my comfortable, mundane life as an office assistant in the United States. As a young, Black college graduate, I knew I did not want to get stuck in a meaningless existence. I wanted to contribute to society in ways that really mattered.

Lurking in my subconscious was this lovely, precious dream that Nina Simone so desperately wanted the world to believe in. This was the American Dream that I, in my youthfulness, was fearless enough to pursue. I made the bold decision to travel, learn new languages, and gain experience in international development. It was exhilarating to announce that I would give up air conditioning and clean drinking water for two years to make my humble contribution to the world.

With Simone’s commanding, lyrical voice at my side, I “opened my heart.” However, on my journey through the harmattan sandstorms of West Africa, I would be forced to ponder how this dream differs for individuals depending on their cultural and personal needs.

Melissa: Happy New Year! Anyone Know What a “Noob” Is?

Like my fellow blogger Megan wrote in her last post, one of the best things about being a teacher is that we get two New Year’s celebrations. We have our Happy Back-to-School New Year in the fall, as well as the “regular” Happy New Year celebration in January.

New beginnings are fun; each one is a fresh chance to try something different, take a chance, and just celebrate life. This year, as usual, I find myself making a shiny new list of resolutions. I have made the following resolutions to round out the remainder of the 2010-11 school year:

Megan: New Year, New Beginnings

“Here’s to a new year and another chance to get it right.” ~ Oprah Winfrey

As a teacher, I feel like I get two New Year’s. Of course, every August full of anticipation and excitement. But the calendar also gives me a second chance in January, when my engine is usually not running at full steam. I welcome the opportunity to reflect and make a fresh start half-way through the school year.

I’m not a fan of New Year’s resolutions. Rather than make a list of things I probably won’t follow through on past January 15 (like maintaining my gym membership or giving up “Jersey Shore”), I instead make a list of goals for myself. I don’t set start or end dates; I just hope to complete them by Dec. 31.

First up in 2011, I plan to heed some advice from my grandma. She once told me that you can spot a good mother when every one of her children thinks he or she is the favorite.

I am not a mother, but I think the same rule can be applied to teaching. So my goal this year is for all my students to think that they are my favorite. I’ll admit there are days I am at my wit’s end, but my job is to make sure they never sense that frustration. I’d like to never again hear them say, “No one loves me.” I want my students to feel loved and secure in my room, like they are indispensable to our classroom family.

Brad: Finding Anchorage

Well, I’ve made it through another winter solstice here in Alaska. This means that we’ll finally be seeing an increase in light and eventually warmth over the next six months. During the last two months, the first periods of the school day typically passed in darkness. The sun didn’t begin to rise until between 9 and 10 a.m. And the last month or so, the sun regularly set around 4:30 p.m.

Not unexpectedly, many of us have a difficult time remaining alert and focused through such prolonged periods of morning darkness. I think I can speak for most Alaskans when I say that I’m truly looking forward to the growing light of the New Year.

Although I teach in urban Alaska, I’m still continually amazed by the beauty that I witness here -- and even the ways I sometimes take it for granted. For example, the first snow on the Chugach Mountain range is always momentous, both in its stark signaling of the end of summer and its pristine contrast to the mountain’s rugged face.

Megan: More than Just a Job

“Follow your bliss.” ~ Joseph Campbell
 
Maybe it’s just my perception, but lately when I’ve met new graduates or people thinking about going into education, more and more of them are considering special ed. I’m always excited to meet other potential special educators. But oftentimes, their answer as to why they chose this particular field troubles me: “It’s where the jobs are.”

I am so enthusiastic to get more people involved in special education. I’d recruit any good teacher I could by talking about all the perks: lots of hugs, moments where a student reads for the first time—I could go on and on.

But as many of us know, special education is not for the faint of heart. While I whole-heartedly feel I am in the best profession, it is not a job that one should go into simply because there is a shortage of positions in other areas of education. I often hear people say they are going to use their special education degree to get their foot in the door, then switch over when something else opens in their district. This boggles my mind. I don’t find special education to be a stepping stone; it’s a path unto itself.

Brad: Leap of Faith

 A few years ago, I sat in a wooden chair and fielded job interview questions from an administrator of a rural Midwestern school district.

“How do you teach a child to read?” he asked. I recall telling him I’d start by finding out the child’s interest and by developing a rapport with him or her.

“How do you know a student’s made progress?” he said. “After all, sometimes it can be pretty hard to tell.” I wasn’t sure how to answer this, so I fell back to what I’d read about grade-level assessments, parent input, and comparing the pace of progress to that of a student’s peers. I rambled, then stammered. By the time I’d stopped speaking, I felt as though I was figuratively, in addition to literally, in the principal’s office . . . in trouble.

The administrator took a long moment to reflect on my answer. Finally, he said, “I taught special education for 15 years and I found that there were times I didn’t know, or couldn’t find out. But that didn’t keep me from trying.”

Throughout the last week, I’ve been inundated by paperwork, parent phone calls, and delivery-of-service questions with respect to my caseload of students and their schedules for next year. These are the times when I wonder how it’s possible to teach a student the breadth and depth of curriculum I’ve imagined for them—the one I truly believe they deserve.

Megan: “I’m Thankful for You”

“If the only prayer you said in your whole life was, ‘thank you,’ that would suffice.” ~ Meister Eckhart

As the holidays approach, it’s time to take a break from the hustle and bustle of work and home and reflect on the things we are all blessed and thankful to have in our lives.

I’ve recently had a rough spell at work. I have five amazing students, and as individuals they are the coolest kids I know. As a group, however . . . Well, in the words of my social worker, “It is like putting Steven Tyler, John Lennon, and Michael Jackson in a band together. Great as individuals, but as a group, they might not make beautiful music.”

Sheena: Waiting for Superman

I was deeply moved after seeing the new documentary “Waiting for Superman.” The end of the film brought me to tears and I couldn’t stop thinking about how unfair and unequal our education system is, especially as minorities and children in poverty continue to fall behind their more proficient peers. How is it that a world leader like the United States is consistently outperformed by the educational achievement of other developed countries?

The film did not mention special education at all and I was left wondering how these radical, forward-thinking dream schools, like the KIPP School, engage and educate students with disabilities. Do these schools use co-teaching? How do they set the same high expectations for all students? How can I get a job with Geoffrey Canada to help make a difference?

Melissa: Happy Halloween?

My husband and I finally purchased our three-year-old’s Halloween costume, which made me think back to enjoying Halloween as a child myself.

I remember celebrating Halloween in elementary school. We always had a party, ate lots of candy, and wore our costumes. The costume thing is a big deal in North Dakota because it’s almost inevitable that it will be so cold, the only thing people will see while you are out trick-or-treating is your heavy winter coat, not your brand-new Halloween get-up.

I remember bobbing for apples in fourth grade and how gross we all thought it was because somebody else’s spit might have gotten in the water. Middle school brought about the witch- and ghost-themed worksheets, as well as the more sophisticated version of dressing up, with items such as spider web earrings and monster-covered socks. Even in high school, one of the best parts of being a senior was finally getting to go to the seniors-only Halloween party. I fondly remember my costume from that year: a “holy cow.” (Yeah, my sense of humor has always been a little weird.)

Melissa: Work-Life Balance?

Is there such a thing as true work-life balance?

In college, I was busy with classes, homework, and my job. But as busy as I felt, I still found it pretty easy to make time for a football game or a movie. Then I graduated and got married. I was busy with my first year of teaching, in addition to figuring out how to blend “his” and “hers” into “ours” in our new little apartment. Fast-forward five more years to having a baby and starting to work on my first master’s degree. Work, baby, classes, baby . . . and baby some more.

Today I’m still a wife and mommy, teacher and student. But another role has come to the front lately: daughter.

Kathy: Having Students Speak for Themselves

There is one session from the CEC 2010 Convention & Expo that has so inspired me: “Project My Voice” is about helping young adult students make a video about themselves. It gives them the opportunity to show what they can do, what they like and what they dream of doing in the future. 

I love how it was presented.  The speaker has a sister who has special needs.  She started by telling us about her sister.  Then she showed us the video of her sister.  I was amazed at what I learned about this special person that words could not capture. 

One scene is of the young woman playing cards, but you soon realize that she looks at the cards before dealing them and gives all the best cards to one special player.  Think about what skills that requires!  I had underestimated this young woman. 

Jennifer: Discovering DISES

I have to admit, it has been a little difficult to write about the CEC convention after looking at pictures of the flooding back in Nashville. With my own camera I took light- and people-filled photos of the Gaylord Opryland identical to those now captured by various news outlets and YouTube clips, showing the water that has overtaken the grounds. It is altogether heartbreaking and so eerie to think that less than two weeks ago, we were all together seeing old friends, making new ones, and having a fantastic time.

I have incredibly fond memories of this year’s conference. I learned so many new things and was introduced to a wide array of opportunities to grow that I had not previously known of. One of the eye-opening presentations that I attended was for and by CEC’s Division of International Special Education and Services (DISES), entitled “Becoming International.” I am embarrassed to say I had no idea that DISES existed before—a good reminder to get the most out of my CEC membership by investigating everything available to me (they didn’t tell me to say that, I promise…).