While re-exploring and relearning much of Geometry this year to teach it to my high school students, I myself wondered why I learned and used radians when I was in high school. This post captured my attention and is really interesting and insightful…ya know, if you’re interested in why we use radians instead of degrees. There are [bad] drawings, too! Thanks, Ben, for the awesome work!
I remember when I decided to become a teacher and I was so nervous that I was going to mess up or screw up my future if I didn’t do everything perfectly. I wanted to share my top 13 tips to becoming a great teacher since I’ll be starting my second year soon and feel like I have it all down and can share my wisdom. I wish I had a list like this going in to guide me, so I hope this helps anyone pursuing a career in education!
- Go to an education school.
- Duh! After 13 years of elementary, middle, and high school, put in the extra 4 years of undergrad, and another 1-5 years if you’re going Masters level. To be really safe, you might as well go for a Doctorate. You’re spending the rest of your life in a school setting, so why ever leave? Hopefully you’ve known since before graduating high school that this is what you wanted to do because otherwise it’s really hard to get into it.
- Student teach and do everything perfectly the first time.
- You don’t want your cooperating teacher, supervisor, or students to think you’ve never done this before or that you make mistakes. That would be super embarrassing.
- Pass certification exams.
- If you can’t pass these tests, what are you thinking being a teacher? Tests are the epitome of your intellectual abilities, just like they are the epitome of your future students’.
- Apply and interview.
- Only after you have those pieces of paper (degree(s) and certification(s)) are you ready to apply to schools! Where do you want to end up? Do you want to teach at a public or private school? Urban, suburban, or rural? Once you fill out the applications, rock those interviews. Make sure you mention how much better and progressive your new-age philosophy is in comparison to those tenured or “veteran” folks. Also, don’t pay attention to what the school represents or how the people interviewing you make you feel. This is all about you impressing them, it’s not a two-way street.
- Accept the job of your dreams!
- You’re obviously going to get hired at the perfect school on your very first shot, love everyone you work with, and love all the students you teach. You’ll most likely stay at that school for the rest of your teaching career until you retire with a healthy 401K at the age of 65.
- Enjoy all of the free time.
- Teachers teach. Super easy, right? Some other minor time commitments include lesson-planning, leading clubs, coaching, covering after school study halls, lunch duty, parent-teacher conferences, department meetings, division meetings, while also keeping a very normal life and healthy relationships outside of school. Oh, and all of this results in a massively growing bank account. Don’t worry, you’ll find time to eat, sleep, go to the bathroom, and shower. It’s called summer vacation. Which reminds me…
- Never take a sick or personal day.
- School cannot go on without your presence. What will the kids do without you there to teach them? No. It’s just not acceptable. You have winter break, spring break, summer vacation, and all other holidays off. Don’t be greedy.
- You also shouldn’t be leaving school before 8pm most nights.
- If you are, you obviously don’t care enough and are not putting enough time into making yourself the best teacher.
- Set up your room perfectly and completely ready for the first day of school.
- Martha Stewart won’t have nothing on you and your perfectly squared and hung posters, your immaculately clean and organized desk, and every desk and chair neatly arranged. No eraser or holepunch out of place, no clutter whatsoever. Make sure everything is set so that everyone knows you have your life together.
- Plan all of your lessons for the entire school year before school starts, if you can.
- And make sure they’re fool-proof and perfect so you don’t ever have to go in and edit; that would be such a waste of time! Make sure every single one is dynamic and exciting because otherwise none of the students will learn a thing. They won’t even realize you’re in the room unless you teach with pizzazz.
- Always be happy and smile.
- Never show any emotion other than happy because you don’t want your students to think you’re a human being. You need to be their role model and show them how to be happy all the time. That’s how you deal with absolutely everything: happiness. No crying, no complaining, no nothing. Don’t even talk about feelings or emotions.
- Do everything yourself.
- Don’t ask for help or ideas or advice because you don’t want your co-workers, supervisors, and students to think you’re incapable of…anything. Troy and Gabriella and the gang sang that “we’re all in this together,” and while that might be fun and catchy, this is real life, not a Disney musical movie.
- Take this list and laugh at it because it’s a complete and utter bunch of ridiculous, flippant nonsense.
I’m not going to lie and say I haven’t thought about all of these at one point or another in my pursuit of teaching. I know the majority of them are totally ridiculous, like showing no emotion or the one about sick or personal days. But sometimes we as teachers feel a duty to stick it out even when we feel like we got hit by a bus. And free time? HA.
I also know that some people do try to plan their lessons way in advance and it works for them; BUT they are also aware that they will be going back in to edit those at some point to accommodate something that could be done better next time. And then there are people like me who plan pretty much a day or two in advance because that’s just how I work and I’m better at last minute ideas than trying to think of something for next week or next month.
Some of the tips are somewhat a tiny-bit helpful, like 1 and 2. Going to school to learn how to teach and gaining experience during student teaching is important, but don’t think you have to get a Masters or Doctorate and that you can’t screw up while learning how to teach. That’s what it’s there for. Heck, you might realize through those experiences that teaching isn’t for you, and that’s awesome! Plus, you might end up wanting to be a teacher after years of working in a different field, and that’s awesome too!
Obviously, most states nowadays require certain degrees and certifications in order for you to teach, but those don’t make great teachers. It’s experience in the classroom that makes great teachers. And an innate desire to teach. And there’s some innate talent that goes into it too. Point being: tests and schooling don’t solely make great teachers.
I’m hoping there was enough ridiculous sarcasm throughout all of the other steps that you realize this whole post is a silly guide to becoming the most unhappy and stressed out person on planet Earth. Teaching requires flexibility and collaboration and mental/emotional/physical strength. And a happy hour or twenty with co-workers…which could also be considered collaboration. Without those, you’re going to get burned out so quick.
I’ve learned so much from my prior long-term sub positions and first year of teaching (last year) and I am still preparing to learn for the next 30+ years in this field. If you try to do everything right the first time without preparing and being okay with making some mistakes or incurring hiccups or complete derailments, you will hate teaching. Obviously we all want to do a good job, but learning from mistakes is sometimes the best medicine for our egos. And that’s true for all walks of life and professions, not just teachers.
Let me know if you have any other ridiculous ideas that you may have actually had about the teaching life, or just some facetious teacher thoughts, and if you can relate to any or all of these!
When this blog goes up, Tom and I will be participating in the Color Run 5K in Queens. Honestly I’m not feeling it at the moment (T-11 hours until it starts…no turning back!), but I’m excited because a bunch of my teacher friends will be doing it and a few more will be cheering on the sidelines. And then we’ll hang out and chill (literally, as in icing our sore, out of shape bodies) for a while after the race. Here’s Tom and I at our first and only other 5K two summers ago!
Anyways, a consensus of students and teachers at our school [and probably any school in America] would say that the past two weeks were hell-a long. They’ve been stressful and busy and long and…well, I mean, that’s typical for teachers at the end of May with final exams and reports coming up. We are down to 5 school days until final exams start. Like, what?!?!?!?
Last week, my Algebra I class continued with linear functions, focusing on figuring out if a point lies on a given line and finding the equation of line given the slope and a point on the line. This past week, we found where lines intersect (AKA solving systems of linear equations) by graphing and by substitution. They took the unit test on Thursday, and we started reviewing for the final exam on Friday.
I was so relieved when I finished creating, printing, and copying review sheets for both of my Algebra classes because that meant I was set for the next week. It also means that I have a pretty decent foundation to create the final exams. This week will be devoted to reviewing/studying for the final, so it’s pretty much just autopilot from here on out.
For Algebra II, I’m really happy to be able to say that my students have been using trig functions (all 3!) to find a missing side and a missing angle. I originally was only going to cover sine with them, but once we did some problems together, they told me that it was really easy. So we then worked through cosine and tangent problems and they have been doing so well. We even did some word problems with trig functions (you know, the shadow of a pole is this long and the angle between the ground and the top of the pole is the much, find how tall the pole is…). We also learned the Law of Sines because they were doing so well.
They took their unit test on Wednesday and we started reviewing for the final exam on Friday. Except they’re all seniors except for one and they seem to have checked out, so not much was accomplished during the last period on Friday. Oh well, I see them all 5 days until the final exam, so I think we’ll be okay.
Math in Everyday Life has been heavily focused on finding tax (we stick to 10%) and the total amount of a purchase with tax included. We’ll be reviewing in that class too so they feel comfortable going into their final exam.
Over the past 2 weeks, we had a Performing Arts Night and the school musical (it was Annie this year and the students did phenomenally!), I judged the middle school science fair, I attended a professional development conference in Times Square, and Mary and I have worked out four out of the five school days both weeks. Yeah!
As much as I’m looking forward to the end of the school year, the end of the stress that is at its peak this time of year for teachers, I will miss the routine and the people I get to see and interact with every day. It’s so convenient and easy to see these people I care about because we’re all under the same roof for 8+ hours everyday and we’re all dealing with similar issues. So as much as I’m feeling overwhelmed and can’t wait for June 19th (official last day for faculty), I plan on enjoying and savoring these next 3 weeks before people start scattering for the summer, some to return in the fall and others who will begin new adventures elsewhere.
This week was low-key because the majority of the freshmen were gone for most of the week. It was also weird because Tom was also gone for the majority of the week. And what’s funny is that both the freshmen and Tom were in Europe – students were in Berlin and Paris, Tom was in Brussels.
I also realized that we are down to 26 school days left until finals start. Twenty. Six Days. Sure, with finals and stuff, there are 33 or so school days, but still. That’s crazy! My first year teaching is coming to a close!
You know what else is crazy? I had an interesting and hilarious conversation with one of my students about my age. Now, if you know me, you’ll know that for years I’ve had people think I was still in high school based on my looks. Since September, one of my junior boys has commented on how young I seem, how it feels like I’m his age, and how it’s weird that I’m married already. But this week, another student (a sophomore boy) actually thought I was a lot older.
It all started when he was playing a hip-hop song from the 90s that everyone has heard before, but I have never actually heard the song in its entirety – I only know the chorus. So he started playing another song – ‘Jump’ by Kris Kross – and said that if I didn’t know this song, I was definitely not a 90’s kid. I told him I knew it, but I was still pretty young in the 90s.
“Come on, what were you doing in 1993?” he asked, thinking I’d say I was in high school.
“I was four years old; I was born in 1989.” I responded.
“What?! I thought you were born in the 70s! I thought you went to Woodstock and stuff,” he said while laughing. Obviously this kid was joking about Woodstock (I hope…I told him that it was in 1969) but even if I was born in the 70s, I would be pushing 40 by now.
So I said, “Oh? I’m sure you also think I fought in World War II, then?” He just laughed and could not believe I was only 25.
It was so ridiculous. Then he showed me this video of a guy who actually thinks he can sing and dance and things got even more hilarious. Fair warning: it’s painful. Yikes.
So my Algebra I class finished up their ethnic statistics projects on Wednesday – the four of them each presented their projects and the information that they found during research. When the freshmen came back on Thursday, we began our linear functions unit by taking the unit pre-test. We then began the unit by talking about coordinate points, how to write them, plotting given coordinate points, and identifying what a given point was.
My Algebra II class finished up our absolute value unit and will begin reviewing for a test this coming up week. I’m thinking our last unit is going to be trig – we’ll go back to the Pythagorean Theorem, then talk about finding missing angles using trig functions, etc.
Finally, my Math In Everyday Life class worked on giving directions given a map. I screenshotted an image of Google Maps that showed directions from school to a local supermarket and also to a subway station. We then tested their directions and how well they did by following their instructions and seeing if we made it to the store correctly. They’ve realized that they need to be more specific, use left/right instructions, and also use street names. We also continued working on number bonds and they’ve gotten SOOOO much better and faster at identifying the number bond of a given number.
One of the highlights of my week (aside from Tom returning Friday from Europe!) has been that I worked out four times after school. This is actually the second week in a row that Mary and I have done it successfully! And it feels great! I’m so happy that I have a co-worker that I can work out with and trust to push me while also pushing her. We have our set routine, but this week we switched it up by trying a Tone It Up High Intensity Interval Training (HIIT) video.
And it kicked our butts. And thighs. And shoulders. And while we complain a whole lot afterward (and sometimes during) workouts, we still keep it up. We’ve both noticed a huge difference in the way we feel and look since we’ve switched from the elliptical to the treadmill, doing speed intervals for 20-30 minutes (level 11, baby!!), so it makes all the pain worth it. Here’s to another four days this coming week!
But first, a relaxing weekend with my husband…cheers!
First off, happy weekend!!!! I hope everyone got a restful sleep last night and slept in this Saturday morning. Even just 5 minutes later than weekday wake-up time. Take what you can get!
Let’s start off with the good news: I recently found out that I will be teaching Math classes full-time next year! After teaching 3 of my own Math and co-teaching 2 Chemistry classes, I’m SO ready to be teaching all Math, all the time. I mean, I went to school for Math and that’s my end goal, so I’M PUMPED!!!
This week has been strange because the majority of our freshmen and a few of our faculty are off on the yearly trip to Europe. My wing of the school is super quiet because the teachers next to me are on the trip, and the students that usually walk past my door aren’t around. It’s been kind of lonely, but also very peaceful.
On Tuesday, my co-worker and I took the remaining six freshmen plus two other students to the NYC Transit Museum. It was my second time there and it was much more enjoyable this time around. The students had a blast sitting in the old train cars, playing with the different interactives, and just being out of school for an hour or two. I got a lot of great pictures and the kids enjoyed themselves so much.
Check out some of the old ads that used to be in the cars. My, how times have changed! Or maybe not: ’84 out of 100 women prefer men who wear hats’.
And then there are these ones that have just been aesthetically changed. I see the ones on the right everyday, but look at how far they’ve come from the 50s and 60s! Although, it seems as if people have not changed…
Also, did you know we used to have a ‘GG’, ‘LL’, and ‘KK’ train? A lot of the double letters were dropped, so we have a G train and an L train, but we don’t have a K train at all. And, look: an H train!
Anyways, my Algebra I class went from nine students to four with the freshmen gone. On Wednesday, I gave the remaining students a project about their ethnic backgrounds. They are to choose a country of their ancestry to research, create a poster, and present to the class (of four). The project focuses on the statistics of a country (such as population, economy, and climate) but they have the freedom to include some history, pictures, personal stories of visits to their countries, etc. The students seemed really interested in the project, got right to work on their computers, and worked quietly the entire rest of the class! It was fantastic!
My Algebra II students made the connection for transformations of a graph (in this case, absolute value functions) when a constant is added or subtracted within the function or outside the function. It was great. I used Desmos graphing calculator to allow them to see the graphs and make the connections, so they were a lot more receptive seeing as they’ve already graphed a bunch of functions and disliked it a lot.
I’ve decided to begin a “reading maps and giving/receiving directions” unit for my MIEL class. I started by getting them to write down directions from my classroom to the lobby. As they read their directions to me and I followed, they quickly realized that their directions weren’t as clear, specific, and thorough as they needed to be. We will work on that!
Yesterday (TGIF!!!) I joined my co-worker to take the small group of “left behind” freshmen to the American Museum of Natural History. We ended up with only five freshmen boys on our trip. Due to an “investigation” up in the 100s of Manhattan, we ended up taking 3 different trains to get there when it should’ve just been a straight shot on the C train. We missed our original exhibit time, but they ended up giving us tickets for a later time, so it worked out fine.
We ate lunch around noon outside, looking over the planetarium. I had some funny conversations with a couple of the boys, including them asking me about if I use social media and if what they were saying would be shared with anyone. I told them if it was funny or interesting enough, then maybe. And if it was ever about anyone getting hurt (hurting themselves, hurting another person, another person hurting himself or herself) then I would be obligated to share it with someone at school. Luckily, it was only the silly social media commentary, so that’s okay.
After lunch, we went to a 3D movie about a chipmunk in the forest and a grasshopper/scorpion mouse in the desert and all of the predators and harsh conditions they have to endure to survive. No cute, furry creatures were killed during the movie (thank goodness) but I can’t say the same for the scorpion (good riddance).
I was so exhausted by the time we got on the subway for the trip back to school. And I went right home after school because this week kicked my butt. Even though it felt pretty low-key with the freshmen gone and the weather getting nicer, I worked out FOUR DAYS IN A ROW this week (high-five Mary!) and have started coming down with a cold or something, so sleep has been pretty sucky too. Here’s to a restful (and apparently gorgeous weather-wise) weekend!
I started reflecting on my teaching (and school days in general) back in November. Two of my coworkers and I went to a professional development seminar at a Day School in Manhattan to hear Rick Lavoie speak. This guy is awesome. After spending the day listening to his stories (both humorous and heart-breaking), my colleagues and I agreed that we would love to have him speak at our school because it would benefit our K-12 faculty a lot.
Long story short: Rick served as an administrator of residential programs for children with special needs for 30 years. This experience has provided him with a “living laboratory” in which he developed and refined his methods and philosophies related to the education of children and adolescents with special needs. He has now delivered his message to over 500,000 parents and professionals throughout North America, Australia, New Zealand and Hong Kong.
Rick’s main focus for this day was Strategies that work (and those that don’t) with struggling kids. I have 4 pages worth of notes from his presentation and still remember how much of a story-teller he was. Anyways, some of his strategies were…
One that I personally liked that would benefit my students and myself was the one where I would write daily reflections. His story for this strategy was that a teacher came to him for help because one student (student A) would come to her English class some days and be completely off the handle. There wasn’t a pattern that the teacher could notice – it wasn’t during certain times of the day (the schedule was the same every day) so it wasn’t that he just had a candy bar for lunch or anything like that.
The teacher started writing daily reflections in hopes that this might show a pattern, but no pattern seemed to come out of it. However, when Rick checked out the reflections and compared the days where the student was especially a handful, he realized that another student was absent on those days. It turns out that the two boys were partners in Science, the class right before English. They were in the dissection unit and student A hated dissecting things, so he always relied on student B to dissect while he took notes. On the days where student B was absent, the teacher forced student A to perform the dissections himself and it caused him to get really anxious and it would throw off his mood into the next class – English.
How cool is that? That you can find a pattern from just a reflection and note of who was absent a certain day!
It’s difficult to remember to do it daily seeing as my free-time and prep periods go to (duh) prepping. Or talking to and/or venting with co-workers. But it’s so helpful and calming, especially when it’s been a particularly difficult or stressful day. I recommend teachers try it out, recording positive and negative interactions between students, their own interactions with students, and how their lessons went.
The reflections don’t have to be essays or epic sagas; it’s actually better to keep them as bullet points: short and sweet. Who was absent? What was the lesson on? How did it go? Is there anything you will change the next time you teach it? What are some positive or negative interactions that occurred during the class?
As I write this, I am officially on spring break. That’s right, I don’t have to work for 2 weeks. Although, teachers’ work is honestly never done. I don’t just say that to sound philosophical or righteous. I say it because it’s 100% true.
During these 2 weeks, I will be entering grades and writing some comments about said grades for upcoming third quarter reports because they are due the Monday we come back from said break. I will be planning lessons that I will teach the week we return. I will be looking through student outlines about organic compounds for Chemistry. I will be grading a recent test I gave my Algebra I students. And so on, and so forth.
Then again, I don’t have to go to school for 2 weeks. As mentioned in my last post, I will be going out to Long Island today to see my in-laws and Tom’s cat, Finster. And that’s only for a couple days, which leaves me with a whole bunch of time to do whatever I want!
Backing up, though, let’s talk about this week…
Monday was long. I was at school for 13 hours straight because we had an inaugural Language Festival at 7pm. It was fantastic. Students in Spanish and ASL (American Sign Language) classes prepared skits, stories, and songs via real-life interactions, videos, and writings. They did great and it was wonderful seeing our students do such awesome work. Great job Language Department!
That day I had started reviewing with Algebra I students for the functions unit and continued reviewing with Algebra II students for the linear inequalities unit. My plan, as long as everything went smoothly, was to give my Algebra I class their test on Friday (I know, awful teacher giving a test on the Friday before break) and to give my Algebra II class a take-home test to do over break (again, awful).
BUT Algebra I students were totally understanding, especially since they had a long period on Friday, so of course it wouldn’t take the entire 70 minutes, and once they all finished we would just relax on the day before spring break. And Algebra II students appreciated the ability to use notes (no classmates, other adults, or the internet) for this test because some of the material was very difficult.
Tuesday was fine, more review for those two classes, and I kept going with number bonds in MIEL. Everyone in the Math department met during lunch and we started really getting down and dirty with the logistics of our inaugural Pi Day celebration. We started planning a while ago, but this week was crunch time. We began delegating tasks, getting the big picture taken care of, and started getting some details worked out.
Wednesday: again, more review, more number bonds, and more meeting during lunch with Math department folk. Excitement was building – not only for spring break, but also for our Pi Day plans! I sent out an email to students about becoming Pi Day pie judges – it would cost $3 to be a judge and it would be a first come/pay, first served basis.
Thursday: you guessed it; reviewing and reviewing and number bonds. Thursday was our regularly scheduled time to meet during lunch as a department, so we figured we would get the rest of the details taken care of and be all set for the next day. But, instead, it turned into a meeting about next year’s classes and how many of each section would have to be created based on how many students would be going into each level of math. Something pretty shocking and bothersome came up about my schedule for next year, so that kind of threw off the rest of my day.
We ended up meeting again right after school to make last-minute plans before Friday came around, and we each had a job to do. We needed materials for pies to be thrown at teachers, we needed a plan for the pie-tasting competition, we needed some emails sent out, and we all needed to create our page of math tasks for each of our math classes. That night, I created my “Pi Day tasks” sheets, and baked two pies – pumpkin and pumpkin chocolate chip. I was super unsure about how they turned out because the filling seemed runnier than I remember it being when I made it with Mom as a kid. Hopefully that meant it would be more (ew) moist?
Friday: THE BIG DAY! I was so excited to see my Pi Day t-shirt in my mailbox, just in time for the festivities. Unfortunately, Friday was so nuts, I don’t have any pictures of said shirt! All of the math teachers either bought or made a shirt for the day, but I don’t think we got a picture of us at all! Sad.
Anyways, for my classes, Algebra I students took their test and we ended up with about 15 minutes left in the class, so we played “Man in a box”, the Quaker version of Hangman. They all seemed pretty confident, so we’ll see when I actually start grading them! Algebra II was really chill, even though we went through two word problems dealing with systems of linear inequalities to prepare them for the take-home exam. We had a few minutes left after we finished, so we watched “Mean Tweets” videos on YouTube.
MIEL students worked on more number bonds and then we went on a walk and talked about our spring break plans. My next period (time before lunch) I had a free/planning period, so I was racing around the school collecting pies people had baked so that I could set up the pie sale in the kitchen/cafeteria. We had a great spread – (from bottom L to R) chocolate cherry, pumpkin and pumpkin chocolate chip; (top L to R) a mixed berry yogurt-y one with a lemon-y crust on top (student-made), apple, black-bottom oatmeal, and another apple.
Students had been informed about this since the beginning of the week, so they were aware that if they wanted a slice of pie, it would cost them $3. In the email I sent out, it said each slice would be $3.14, but we would give them a discount for Pi Day and give it to them for $3. All money raised was going to an organization our school has been raising money for since February – Red Hook Rise. “Its mission is to provide sports, educational and physical fitness programs that empower and educate youth.”
So we had a lot of students come during lunch to buy pies, and thank goodness my colleague Jen came down to help because it was insanity with cutting and serving and taking money and explaining all the pies and preparing the plates for the judging later on. Overall, it was a success.
I missed most of my next period co-teaching because I was cleaning up and then was seeking a colleague’s advice on the situation that had come up during our math department meeting the previous day. I’m not going to lie, there were tears. As of right now, I’m hopeful that the situation will be worked out. Fingers, and toes, and legs, and eyeballs crossed.
THEN. IT WAS PI DAY TIME!!!! For those of you who have made it this far, thank you! Glad you made it! I would offer you a cup of coffee or tea, but this feature of teleportation is not possible. Yet. If you’re confused on what Pi Day is, let me briefly enlighten you. If you recall from your days of high school (and maybe even middle school) math classes, you may recall the number π (pi). It is an irrational number, meaning it is a decimal that goes on and on and on forever and ever without repeating. It is the ratio of a circle’s circumference and its diameter (circumference ÷ diameter) and there are a few fractional estimations, but they match up with a minute number of decimal places.
π = 3.141592653… Mathematicians (and now computers) have been able to calculate pi to trillions of decimal places. Every year, March 14 is considered Pi Day because March 14 = 3/14 is like 3.14. This year (technically today, Saturday, but obviously we had to do it Friday) was Ultimate Pi Day because not only would it be 3/14, it would be 3/14/15. And going further, at 9:26:53, it would be the absolute ultimate time on the ultimate day of pi. This exact sequence of this date and time will not occur again for 100 years. It is a once in a lifetime thing!
Now, going back to Friday, I ran down to the gym because I was one of the MCs. Once everyone came down, I began explaining to everyone what they would be required to do. They were to get into their math class groups and find the teacher they were assigned to. That teacher would have a folder with their tasks in it, so they were to complete as many of the tasks as possible in order to possibly pie a teacher. The teacher had an answer key but could not give them any help other than to tell them whether their answers were correct or not.
During the 10-15 minutes that they were all solving their problems, the math teachers set up the pie-ing station. We laid a plastic covering on the gym floor and started filling empty pie tins with Cool Whip. I also cut in every few minutes with a corny math joke to keep people entertained. Students started filing back in the gym, having answered the questions and/or realizing time was up. Then the pie-ing began.
Five of us teachers signed up to be pied – me, John (another math teacher), Vicki (Spanish), Will (music), and Kirk (Director/Principal). Three ponchos had been made out of some more plastic sheeting, so we took turns – John, Vicki, and Will stood in for 3 rounds of pie-ing, and then Kirk and I switched in and endured 4 rounds of pie-ing.
There were plenty of pictures and videos taken during this time, so here are just a few…
This first picture is a prologue to the video that comes next…
This first video is from Sue who got an amazing shot IN SLOW MOTION!!! This video shows John getting a pie straight in his face. This is actually round 3 I think, so this is the first pie that actually made it right on one of their faces.
Thanks to Jeannine for the following picture of students who are totally ready to pie us:
And this one. It’s a gif, so you have to click on it for the full experience. Believe me, it’s worth it.
This video was submitted by a student and it shows the two pie-ers totally cheating by coming right up to Kirk and I with their pies. This was the last (thank goodness) round of pies, so it ended on a messy note.
As we were cleaning up, students made an announcement about student government. I ended up getting a total of 8 students that signed up and paid to judge the pie-eating competition, so during this time those students tasted the pies and voted on their favorite. And guess who won? My pumpkin chocolate chip!!! Woot! I had whipped cream in my hair and on my clothes (and in my nose from that last pie) but I didn’t care.
Everything went as planned, although it was a bit hairy the entire time with last-minute hiccups, but it was a blast. Messy, yes, but the students and teachers alike enjoyed every second of it. Plus, we ended up raising about $80 for RHR! Not bad, not bad at all.
Overall, this week was beyond overwhelming, beyond stressful, but beyond fun, exciting, rewarding, and tasty (I got to eat a lot of pie and whipped cream). I have the best crew of teachers to work with and the best students to be pied by…although some of them are total cheaters. Now I’m off to go do anything I want for 2 weeks!!!!!
This week was seriously never-ending and super frustrating. But thank goodness it ended on a high note and I can’t complain too much. So I’ll complain just enough.
You know when you spend a bunch of time on something only to realize that all of that hard work (physical, mental, and emotional) was a waste? That happened a lot this week.
Students and adults alike who don’t want to/can’t be helped even after spending so much effort on doing everything in our power (within reason, duh) to get something accomplished. That’s the most frustrating of everything that happened this week, and I was ready to pull my hair out. It didn’t just start this week either; it’s been culminating since September, but this week just exhausted me beyond belief. I mean, I was physically drained by Monday afternoon, each day becoming more and more drained.
I’m human, so I’m not perfect either – you wanna know how many times I created a lesson, typed up the note/worksheets, and made copies only to realize that I had made some sort of mistake that wasn’t easy to just have the students make small edits? Too many. For example, in Algebra II, the coordinate grid I included on the word problems didn’t work with them (totally Desmos’ fault because why, oh why would they only put 3 grid lines between 0 and 5?), so then I had to re-make the grids, re-print, and re-copy the notes. I know it sounds like I’m complaining about stupid little things, but as a teacher without much time to spend doing something more than once, it’s annoying. I just made so much extra work for myself because I wasn’t careful and instead I hurried through. Dumb-y.
This week was all about introducing functions to my Algebra I class – we talked about what functions are, practiced filling in function tables given a function rule, and on Friday we learned how to create the function rule given a full table. They’ve been doing really well, and even those students who struggled in the beginning have improved so much!
Algebra II focused on solving, graphing, and answering questions about systems of linear inequalities word problems. They’ve been really disliking this mostly because each problem is very involved and takes quite awhile to solve. But they’ve also liked it because they get to use colored pencils to color in the shaded regions.
My Math in Everyday Life (MIEL) students finished their budget component this week; I asked them to each choose two jobs: one was a job they really want to do in the future, and one in a fast food restaurant. They chose movie actress, veterinarian, TV sports broadcaster, ASL interpreter, and surf-lesson instructor for their desired jobs. For fast food, they chose places like McDonalds, Starbucks, and Five Guys.
They were asked to find the average salary for each of their two jobs, and from there we calculated the monthly salaries. I then gave them a list of expenses they could choose from and the corresponding prices (estimated, of course). They could choose things like owning a car versus buying a subway ticket every month, owning a pet, having a cell phone, having cable TV, and other things.
When they added up their expenses, they then were to calculate the amount left over every month when subtracting expenses from their salaries. They quickly realized that they were spending way too much, even with higher salaries at their “desired” jobs. None of them could afford their desired expenses when working solely at fast food (which we calculated came to about $15,000/year or about $1250/month).
My student who wants to be an actress realized that with the starting salary, she would not be able to afford her expenses, so I asked about where she thinks the term “struggling actress” comes from. She made the connection that usually actresses are also waitresses, and that’s because they can afford their expenses if they work two jobs. This was true with her acting and fast food salaries combined. It was really cool for them to see all of this and realize that they can’t always have everything once they’re out on their own.
Finally (FINALLY!), yesterday was Friday. We had a student-faculty basketball game after school to raise money for an organization in Red Hook – people had to pay to play and to watch. I signed up to play but was actually quite nervous because I’ve never been good at basketball. I’m better at the endurance portion necessary for running back and forth, bursting down the court to knock the ball out of students’ hands. I don’t think I played horrible, but I didn’t play amazing; I did a good job on defense, and also almost made a basket.
But it was really cool being in a different setting with students, seeing their talent up close, and having fun with them while also getting to be aggressive with them. Teachers won by about 5 points, still holding the championship 2 years running now (it started last year, so teachers have had it from the beginning). We also had a great crowd including a bunch of awesome teachers with signs and other paraphernalia to cheer us on. It was a great time.
This week is going to be crazy – we have a volunteer project Monday, regular day of school Tuesday, half-day with parent-teacher conferences following Wednesday, full day of P/T conferences Thursday, and a regular day on Friday. Only 2.5 days of lessons to prepare, but P/T conference days are exhausting. I’m just hoping it’s not as frustrating as this week was.
I hope everyone had a great week; what was the most (or least, we can be positive here!) frustrating or fun thing that happened to you this week? It’s good to let it out, get it off your chest, and seek help of others – I’ve learned that big-time this year working at my school with some amazing co-workers acting as my rocks to vent to and lean on.