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Friday, March 6, 2015

Virginia is For Book Lovers Blog Hop

(SPECIAL NOTE TO VIRGINIA TEACHERS!  Make sure you check out 
the info on the SOL FB pages at the very end of this post!)

I am so fortunate to have formed some wonderful friendships with an amazing group of Virginia bloggers! And while we have come to know each other well and found lots of things we have in common, the one unifying interest and topic of conversation is what goes on in our classrooms. Every few months or so we like to come together to share what we love so this time around we choose our love of books.

Each of us will share a book and resource that we LOVE to use in the classroom for this very special hop. Not only that, but you'll find a book giveaway on each page of the hop, with a super huge giveaway at the end!

Since I can't make a decision to save myself, I am actually going to share 2 freebies and books! The first freebie is derived from my Scaredy Squirrel Literacy Pack for one of my all time favorite books. A school year would not be complete without Scaredy Squirrel:)

The second book is a special treat because it was written by a teacher! As a matter of fact, the teacher who teaches just down the hall from me! The book, Kevin and the Seven Lions, is the first book in the Kevin series written by Martin Tiller.

I'm giving away a copy of both books in the Rafflecopter below! And the Kevin book will will be signed with a personal message from the author!!

First up - Scaredy Squirrel

Scaredy squirrel is a neurotic, obsessive little creature after my own heart.  He likes things just so and gets really nervous when things stray too far.  I love this book for the classroom for so many reasons.  
It sure is nice for the kids to see a book character they can identify with.  All kids have fears and some of them are irrational - just like Scaredy - but that doesn't make them any less real.

And in the end, Scaredy doesn't make some earth shattering 180 degree turn around and all of a sudden all is right with the world like some books.  He makes a change for sure, but it is a slight change.  Kind of like real life.  We rarely make full 180 changes when we are working on our issues.  We chip away at them little by little.  Scaredy makes us feel good about moving towards a goal even if it's a baby step:)

I also use Scaredy  as a mentor text.  We label pictures, make lists, schedules, and step by step instructions.  The illustrations in the book are wonderful catalysts for our writing!  I have compiled a bit of a sample of my Scaredy Squirrel pack so you can learn to love Scaredy as much as we do:)
Click on the picture to grab the pack.

Next up - Kevin and the Seven Lions

Kevin is a typical third grade boy, bright and capable, but VERY distracted!  He would much rather daydream about lion taming and aliens than do multiplication facts.  But his teacher has a solution - she channels Kevin's creativity into a notebook and he begins to write about all the things he imagines.

I created a small pack of activities to use with with this book so your students can channel their creativity, too:)  Of course, I threw in some comprehension activities, too, so we can use a fun book to hit those skills!
Be sure to check out the two sequels to this book because your kids are going to love Kevin:)

Don't forget to enter the giveaway below for 
Scaredy Squirrel and Kevin and the Seven Lions.

Also, one lucky winner will win ALL of the books (that's 20 wonderful books) in our hop! Imagine receiving 20 wonderful books for free on your doorstep and sharing them with your lovely students! Enter at the end of the hop for the chance to win!
a Rafflecopter giveaway

Thanks so much for hopping by! 
Click below to turn the page to see what The Meek Moose has to offer:)
The Meek Moose


Recently, I moved to fourth grade and found that without 20 years of materials in my cabinets like I had in my first grade classroom, materials to teach the SOLs were often hard to find.  So I set up a series of private FB groups just for VA teachers.  They are a place for Virginia teachers to share ideas, resources, links, and ask questions of each other specifically related to teaching VA SOLs.  There are 5 groups for different grade levels and the links are below.  If you would like to join, just click on the join button and I will add you to the group!  Please feel free to share this link with teachers in your schools.  The more teachers involved, the more sharing there will be!


Monday, February 16, 2015

What Invented Spelling Can Teach Us About George Washington's Birthplace

My own children wrote before they read.  When they were 3 or 4 years old, they wanted to write their name or label a picture they had drawn or help with the grocery list.  Since they already knew letters and most sounds, they used invented spelling to try to get a word on paper.  All before they could read a word.
Watching this unfold was a profound experience for me as a teacher.

As a teacher, I can only see a small portion of a child's learning begin to unfold, and I see the same short, 10 month portion of development year after year.
It's like watching tadpole after tadpole grow two back legs, but never seeing the frogs leap from the pond.

But as a mom, I got to see the whole process from the very start.  And it was amazing!

The connection between writing and reading that I saw my own preschoolers make at home was the connection I wanted my students to make at school.  Unfortunately, at that time, the educational pendulum was swinging away from a language arts program which included a balance between phonemic awareness, phonics, literature, and writing.  Everything was chopped up into separate bits and taught in isolation.  Ugg!

So, like all of us do at some point in our teaching careers, I closed the door, and did what I knew what right:)

Reading and writing is a complicated matter, but kids really need to make their own connections and discover relationships between sounds, letters, words, and writing in their own way.  That requires that kids get to play and explore with reading and writing outside of he implicit instruction they receive during lessons.

Hence, invented spelling found a happy home in my first grade classroom:)

Of course, embracing invented spelling leads to some interesting writing.  Aside from the discovery learning aspect of invented spelling, it can also be entertaining for teachers:)
I leave you with a few papers from former students containing noteworthy examples of invented spelling that I have kept over the years...
 George Washington's birthplace.  Hmmm - still true, I suppose...

Peanuts. Maybe we should have worked a bit more on ending sounds.

Translation: You shouldn't have scared Goldilocks like that. 
Be nice to Goldilocks. Papa Bear, you should work on your anger issues!

Ok, so no invented spelling on this one, but I just 
had to share this amazing drawing of a spaceship:)

Tuesday, January 13, 2015

Challenging Kids? Yeah, I Got A Couple of Those

Yep, I've got one of THOSE kids this year.

A doozy.  A handful.  High maintenance.  A kid who not only requires my extra attention and support, but often demands it in her her own special way.  A kid who needs my hand on her shoulder, my presence near her desk.  Redirection, reassurance, praise, consequences, love, tough love, compassion, aggravation.

We all have at least one kid like that every year.  And Lord help us during those years when we have several (or lots) of THOSE kids.

Now before you get upset with me for being insensitive in calling out kids with issues, you must know that not only do I teach kids who are super needy, I gave birth to at least one amazingly high maintenance kiddo.  He is a doozy.  A handful.  Sometimes disruptive.  And definitely requires extra time and attention from his teachers.

And I send him off to school each day knowing that his teachers now have at least one of THOSE kids.

Now, I have mixed feelings about this whole thing. I get so aggravated that I have a kid in my class who monopolizes my time.  I also get how important it is to challenging kids and their families when teachers invest that extra bit of time, love, and patience.  But, I have two other 'typical' kids who go to school, don't cause any issues, are well behaved, do their work, and get along just fine.  I feel for them, too.  The ones who have to wait while the teacher once again stops to deal with the kid who is melting down or disrupting class.  Trust me, I get it on all fronts.

Now What?

This leads me to the ultimate question - what do I do about it?

For my son, I have tried to be a partner to his teachers and provide as much support as I can.  I do what I can even though I got an email today that said, " Jonathan is sharp with his computational accuracy and number sense and can solve most of the problems we are doing quickly.  I have tried to explain that the goal of the lessons is not only that he can determine the numerical answer but that he understands the process to solve more complex and abstract problems that he will see in high school math courses.  A couple times he has become argumentative about writing his work and refused to do it on the assignment despite  working with him." 
Now, I know enough teacher speak to read right between those lines! :)  All I can say is Bless that teacher's heart!
(If any of Jon's teachers are reading this - THANK YOU! You are appreciated beyond your wildest dreams:)

For my other boys, I have tried to teach them to be tolerant, patient, and kind when others are having trouble.  And always keep a book handy just in case it takes a while:)

And in my own classroom, I must find a way to balance the need of my special kiddo with the needs of the rest of my class.  How can I help her find success and make progress while being there for everyone else?  I don't think there is any one right answer to that one, but I do my best to make it work.

Goal Setting Focus

One way I have found helpful is with personal goal setting and systematic praise.  I use very simple, fairly open recording sheets to help kids focus on a specific target goal and keep track of each time he or she met the goal.

The one piece of this that I have found to be the most helpful, the most powerful, is that nothing is taken away for not meeting the goal, only praise for success.  The child soon begins to feel those happy, warm feelings of success without the sting of failure clouding the focus.

There is definitely a time and place for noting when kids don't do as expected, but this isn't one of them.  This is only for helping kids to internalize a new target behavior.  Here are a few helpful guidelines that I have discovered to be very effective.

I have seen this work wonders with a kid, even in as little as one day.  They can't wait to fill in those circles and fill up that sheet.  It may take an hour, or a day, or a couple of days.  It all depends on how often you see the desired behavior.  And once that sheet is filled in, start another one right away with the same goal.  Keep going until you see that the goal has been internalized and will be met without constant reinforcement.  Then, you can start on a new goal.

In terms of rewards for completing a sheet, you just have to look at each individual kid for that.  I do not give tangible rewards to kids as a rule, but there is always one kid who responds really well to that, so just be open.  Last year, I had a kid who wanted to call home.  The student I am using this with this year really likes a note home to mom or lunch with me and a friend in the classroom, or even a couple of fun pencils.  She has an amazing voice and once her reward was to sing the National Anthem on the morning announcements. 

I hope this can help with some of your challenging little people.  They're the ones who need us most:)

If you are interested in the goal setting and behavior sheets, they are available HERE.

Sunday, January 4, 2015

Do you Understand? Umm, I think so...

Our school is moving towards standards based report cards next year.  I had no idea what a contentious and multi-faceted subject this was until I put a 'what are your thoughts on standards based reporting?' post on my FB page.
Oh my gosh, there are a million ways to do standards based reporting!  Some love it, some hate it, and some have, at least, come to accept it.

At any rate, I know I will have to go there next year and I am glad my school system shared with us in advance instead of springing it on us next August.  (I know you've all been to one of THOSE meetings!)

One of the things they have told teachers to do in advance is to ready the kids for the change over. They want the students to understand and use the system before it starts, so we have been asked to begin using a common language based on the standards rubric.  It is a 4 point scale ranging from 1 (no or little understanding) to 4 (mastery).  We are to ask the kids to self assess after lessons using this scale.

I thought about how to make this whole thing work without spending a ton of time or causing even more confusion, so I decided my kids needed a visual of the rubric.  I made a chart that serves both as a reminder of what the scale means and as a reminder for me to actually use it.

I must admit that it has been very helpful for the kids and for me.  Sometimes I use it as an exit ticket and have the kids write their number of understanding and a quick sentence explaining why they chose it.  Sometimes I just have kids hold up their fingers to show me their number.  In any case, I get a quick overview of how the class feels about their understanding the concept or the lesson.

I also made small, quarter sheet copies for the kids to keep in their desks and to share at home.  If you would like a copy of the rubric (it is in both color and black and white), click on the picture:)

And if you have any advice to share to make our transition any easier - please leave a comment!  I need all the help I can get!
Clip art by

Thursday, October 16, 2014

Fall Fun with the Virginia Teacher Bloggers

As sad as I am to see summer go, I must admit that autumn in Virginia is beautiful.  We are so fortunate to have four distinct seasons, each one with it's own beauty and benefits.

Autumn in central Virginia is usually still rather warm, with temps in the 70s and even the 80s some days.  My children wear shorts right on into November most years.  The nights cool down a bit and it's nice to sleep with the windows open.  No AC and no heat, just nice breezes blowing through open windows, frogs and critters singing throughout the night.

This weekend, all my boys and I will hit the pumpkin patch and bring home our jack-o-lantern fixin's.  Here are some pics from previous pumpkin trips:

We went to the pumpkin patch on Saturday morning!  
Here is this year's pic:)

And now to share a little pumpkin fun!
Word problems are so important for our kids.  They need to have daily opportunities to solve all different kinds of word problems.  And not just any old problem we come up with on the fly.  

Did you know there are four different types of word problems?  
And 11 subsets?  Take a look...

But who has time to come up with several new problems every day?  And to make sure all the different problem types are covered?  I do!!  And I am sharing a part of the new October Daily Word Problem packet.  I hope you can use it and if you like it, the whole 60 page packet is available on TpT HERE, as well as several other Daily Word Problem Packs.

Click the picture to get the freebie:)

And now on to the next stop in the hop for another Fun Fun Treat:)

Friday, September 26, 2014

Never Too Old For Paint And Glitter

When I was moved from first grade to fourth grade this year, someone said, "Well, no more fun stuff for you!"  All those fun games and crafts that we do in first grade replaced by study guides and test taking skills and note taking.  Ugg.

So, I decided early on that I could not survive that kind of boredom and I did not want to have that kind of classroom.  I packed up all the paints and brushes and glitter and moved them to fourth grade!

And you know what I discovered?  It is SO MUCH EASIER to use paint and glitter with fourth graders!  They can follow directions and not make a gigantic mess!  Then they clean everything up all by themselves at the end.  It's amazingly easy!

So today we explored the parts of a flower and pollination with glitter:)

After we labeled the flower parts and put them all together, we added pollen (glitter) to the anthers. We noticed how the glitter got on our hands and we transferred it to our desks and faces and chairs and everywhere.  We were pollinators!

We pollinated all the flowers and learned the parts of the flower in the process. 

We had a great time and they even worked through indoor recess to finish it!  The power of glitter. :)

Tomorrow - fractions and paper plates and stickers!

Sunday, August 24, 2014

Take A Number and Get in the Crazy Line

Sunday morning.  10:05 am.
Mom and three handsome, smiling boys sitting nicely in the church pew, filled with the love of God and basking in the presence of the Holy Spirit.
"The Lord be with you."
"And also with you."

Rewind 10 minutes.

Sunday morning.  9:55 am.  
Mom and three disagreeable boys driving to church.
(Dad is conveniently home sick:)

Stop touching your brother!
No you may not take your iPod to church.
Joe!  That is not a church word!
Did you even brush your hair?
I said no name calling! God does not appreciate you calling your brother a butt face on the way to church!
Leave him alone!
Oh. My. God!  Stop that crap!  We are about to enter the House of the LORD!!

It's like driving around a circus full of monkeys.

But we leave the crazy in the car and when we get to that church door - we take a deep breath, put on a smile, and enter ready for what we came here for in the first place.  And at the end of the service, we are renewed and ready for the next battle.

Which will probably happen in the car on the way home.

I know you've been there.  It may not have been church - it may have been a trip to Grandma's or to the supermarket or cub scouts or whatever.  Inside the car, all the crazy in the universe descends upon your family and you start to wonder if the jail time would be worth duct taping them to the hood.

Then, you arrive, shout out the last threat of violence or loss of the xBox, leave the crazy in  the car and everyone pulls it together.
Ready to go.

As I reflected on all of this today, I realized two things.

1.  I do this everyday on the way to work.
I let go of my crazy.  (At least I try.)
My son's last minute 7a.m. panic "I have to print my homework right now and the printer won't work!"
Did I put a fruit in Joe's lunch?
I hope that insane administrator leaves me alone today.
I swear if I have to fill out one more data sheet, I'm going to...

I need to leave it in the car, take a deep breath, put a smile on my face, and enter that classroom ready.
My crazy will still be sitting there in the car waiting for me when I leave school.

2.  My students can't always do this.

Emotion rides in with my students every day - fear, worry, anger, hunger, aggravation, anxiety, excitement, silliness, confusion...
Only they don't leave it in the car.  They bring it in with them.
In all it's glory and splendor.

I feel pressured by the pace of the day, the pace of the curriculum, the drive to meet assessment scores, the urgency to move on.  
Pressured to ignore all that emotion spilling out all over the place and get ready for that danged test!

I need to stop.

Stop. Take a deep breath.

Take the time to acknowledge the feelings, to help them work through it, to be ready.


And all you legislators and administrators and educational  "experts" need to take a number and get in the crazy line.
Your cut scores and NCLB and rigor will have to wait until I sweep these emotions up off the floor and help some kids deal with some stuff.
My kids can't learn until they're ready.

And I am going to help them get ready.


Wednesday, August 20, 2014

First Year Flashback

I am linking up with my friend Laurah from The ESOL Odyssey to take a look back at my very first year of teaching 20 years ago, and possibly pass along a few words of wisdom.

What age group and subject were you teaching?
I was teaching third grade at an inner city school right in the middle of the public housing projects. The kids were street wise, living in poverty, and immersed in a very violent and scary world. Driving to work, I would watch numerous drug deals in the neighborhood as the children walked to school. Shootings were so frequent, many children slept on the floor for safety, and I would have to put duct tape over the holes in the Plexiglas windows on some mornings. If we heard gunfire during the day, we would step away from the windows and keep on teaching. There were drugs, knives, used condoms, and all sorts of other fun things found on the playground. Parents sometimes would have physical fights in the school or on the sidewalk outside of school. The swat team was in my school on more than one occasion. When I started, I was the only white person in the entire building including students and staff. I was in absolute culture shock. But the community came to trust me and accept me (every single parent came to parent conferences that year!) and those teachers were wonderful to me – the young, fresh out of college, blonde haired white girl who had no business there. They took me under their wings and taught me to be the tough old bird I am today.

I am forever grateful for the five years of invaluable experience I received in that place and I carry those children in my prayers to this day.

What was your first classroom like?
My first classroom was not very big since the school was built in the 60’s – your basic cinderblock rectangle. The real story was under the classroom. The school was built on an old landfill so there was an issue with methane gas being released. There were vents outside the building but we also had methane detectors all over the building. We also had high levels of carbon dioxide. The school system’s grand solution to this problem? Open the windows.

Were you given supplies or materials?
I remember having most of what we needed. We had a computer lab which was a pretty big deal back then.  In the classroom, I had an overhead projector, a dot matrix printer and an Apple IIc that had a big 'ol floppy disc drive.  There were some textbooks and I made lots of games.  I think I was in complete survival mode and managed with what we had. The children brought nothing and every student in the school received free lunch.

What was the hardest part of your first year of teaching?
The children. Their lives were absolutely dreadful. They knew about things they shouldn’t know about. They lived in fear and hunger and want. I remember buying dozens of mittens and hats when it got cold and even a few pairs of shoes for some kids. It was heartbreaking.

What was the best part of your first year of teaching?
Survival. For some reason, probably ignorant youth, I had no fear. I was determined to make it work in that place and that is what I did.

What do you know now that you wish you knew that first year?
I am glad I did not know then what I know now. At this stage in the game, I have come to know the ugly truth behind the power and politics of education. Even though I have the ever-present optimism of a teacher, I also have a twinge of cynicism that comes with age and experience.
My teaching may not have been top of the line, but my younger self had only optimism and fearlessness. Hope and possibility. Not such a bad way to start out in this profession.

I just realized that I really have no magical words of wisdom to share with a new teacher. There is no right answer. Be grateful for the journey and lift up the children who are along for the ride.

If you would like to link up and share your first year memories, please click here!!

Monday, July 28, 2014

7 Ways Teens and Toddlers Are Exactly Alike

My thoughts today do not come from the teacher in me, they are mommy thoughts.   Although, I'm sure many teachers will be able to relate.

My youngest son is almost 5, so I was growing a bit nostalgic about the toddler years.  Those cute baby faces with big, rosy, squeezable cheeks,  the emerging independence, earth shattering excitement about a butterfly or a worm, and the sweet kisses freely given.  Ahhh, the good 'ol days...

Yes, I also remember the terribleness of those toddler years, the tantrums and "No!" and the exasperating dawdling.  But it was only a part of growing up.  That part is over now.

Then, my oldest boy turned 13.  

I know those of you who have teens, have raised teens, have taught teens, or even just seen teens in a mall are shaking your heads right now saying, "Bless your heart."  

The moment my sweet, intelligent, thoughtful, helpful, respectful, responsible 12 year old boy turned 13, all his brains drained right out of his ears.  Gone.  They were replaced by hormones, clinical level distractability, questionable sanity, and something that smells funny.   

Wait!  What!?  Where is my boy?  

Oh, look.  He's in there.  He's just been possessed by a toddler. 

Now, if your kids have not yet reached the teen years, I am sorry to have to tell you this, but toddlers and teenagers are exactly alike.  

Yes, that's right.  

You're going to go through the "Terrible Twos" all over again.  You have about a decade to get ready.

And if you're a middle school teacher, well... Bless Your Heart.

So since becoming a mother of a teenage boy, I have discovered several ways that teens and toddlers are alike:

  1. Temper tantrums:  “But I want to wear the blue shirt!”  A toddler might lay in the floor and kick, while the teenager slams a door, but essentially it’s the same thing.  Copious amounts of pouting, screaming and crying all around.
  2. Sleep:  They both sleep about 14 hours a day and get really cranky when they don’t get enough sleep.  At least teenagers don’t wake up at the butt crack of dawn.
  3. Talking:  Most of what they say makes absolutely no sense 80% of the time.  The other 20% of the time, they’re whining.
  4. Demanding:  They both demand we meet their needs immediately, and if we don’t – well - see #1 above.
  5. Listening to Reason:  "Don't do that - you will get hurt!"  falls on deaf ears for toddlers and teens.  And teens even have the nerve to say, "Nuh uh.  I know what I'm doing."  
  6. Decision Making:  No need for explanation here.  Actually, I would bet that toddler decision making trumps teenage decision making.
  7. The Mess:  Seriously.  The Mess.  And neither is very good at cleaning up.

I have two more boys who will serve their 'possessed by a toddler' teen years soon.  But I'm ready this time.
No, I don't have to get out baby gates and the time out chair.  This time around I'll need wifi passwords and phone privileges.

Tuesday, July 1, 2014

Embracing My Social Media Dorkiness

My latest journey into new ( to me ) social media has revealed two things:

1.  I am still a bit flummoxed by Twitter.
2.  I LOVE Instagram

Even though my 13 year old, steeped in social media, too cool for mom, son will not accept my request to follow him and will not follow me.
Me:  Why can't I follow you?
Son:  You just can't.
Me:  Are you posting stuff you don't want me to see?
Son:  Yes.  I mean, no.  Nothing inappropriate.  It's just...  Really, Mom.  It's just not ok for your mom to follow you.
Me:  Okay, I get that.  Why won't you follow me?
Son:  I don't know.  I guess I could.  I just...
Me:  You just don't want to see my teacher crap while you're looking at all the cool stuff your friends post.
Son:  Yes.  No.  I mean...   You know, kids don't really say 'cool' anymore, Mom.
Me:  What do they say?
Son:  I don't know.  Are we done?

But, I digress into the mysterious and inexplicable world of a teenager.  Back to Instagram.

I love Instagram.  It's like Facebook without the drama.  Pictures everywhere to feed my short, summer attention span.  Little peeks into other people's lives which either make me feel either incredibly inferior or greatly relieved when I look back into my own life.  Another time sucking internet hole.  I love instagram!

So I thought I would do a photo-a-day challenge to sort of jump into Instagram and get my feet wet.
But my 'cool' media specialist son says it's dumb and annoying I am a complete dork for doing it.

Well, I don't care!  I will revel in my dorkiness!  And I will take pictures of odd, random stuff for a month!  I will post it and hashtag it!  And I will join in solidarity with all the other moms of teens in the time honored tradition of embarrassing our children by doing 'mom stuff!"

#dorkymomoftheyearaward  #sillystuffteachersdoinsummer  #Iloveinstagram

I join Kacie from Managing and Motivating Math Minds in her Teachers of Summer Instagram Challenge
You can find Kacie here:  @mmmmkacietravis

Check out my summer teachery photo stuff and join in!
And leave your instagram link in the comments so I can follow you!

Thursday, June 19, 2014

Farewell, First Grade...

Fourth Grade.

I am not a 4th grade teacher.  I am a first grade teacher.

I have been a first grade teacher for 16 years.  It is in my blood and my brain and my bones.  I can spout off first grade standards after a full moon-holiday-Friday-before a break-pajama day-some kid didn't have his meds-day. While I clean up spilled milk, tie a shoe, and write a clinic pass. I've got the developmental intricacies of the six year old child down pat. Dear sweet mother of short vowel sounds, if I were a tattooed person, I'd probably have First grade tattooed on my first grade teachin' behind.

I am a first grade teacher, dang it!

Except that now I am not.  Now I am a first grade teacher who has been asked  told to teach fourth grade.

Fourth freaking grade, people!

I know many of you teach 4th grade, love 4th grade, and can't get enough of the fabulousness that is 4th grade.  I have the utmost respect and admiration for each of you (especially the ones who taught my boys:)
But I am not a fourth grade teacher.   (Remember all that first grade-got it all down-tattooed butt stuff? First grade teacher right here, folks.)

Now, I know what you're thinking.
Stop whining, you big, first grade baby.  At least you've got a job and you're certified for fourth grade so just suck it up, buttercup.

And you are right.

But, you see, I have only progressed to the second Stage of Grief.  Anger.  
(I quickly moved through stage one (denial) when I had to pack up sixteen years worth of first grade crap and drag it all home in cardboard liquor store boxes.)

Stage two is much more fun than stage one.  I have pretty much wallowed in stage two and it's working for me right now.

The third Stage of Grief is bargaining.  Well, I can just skip right over that useless mess because there's no one with whom to bargain.  The principal has spoken and that is that, apparently. 
I suppose I could bargain with God, but I kinda used up my three wishes on that full moon-holiday-Friday-before a break-pajama day-some kid didn't have his meds-day.  And it's pretty darn clear that my Guardian Angel has also been reassigned.  She's probably watching over some poor middle school teacher.

So anger it is for now.

Although, I did get  glimpse of Stage Four today.  Depression.

When I was moving some of my stuff into the fourth grade classroom, I happened across a math book.  A fourth grade math book.  It had decimals it, people.  DECIMALS!  And multiplication.  And long division.  Good lord, I can barely type that without breaking into hives.

Clearly depression is on the horizon for me if I can ever break free of stage two.

Now, I have heard all the lovely, supportive, uplifting, motivating bunch of crap (there's stage two rearing it's ugly head, again) encouragement that has been sent my way lately.

  • You might grow to love it:)
  • Your principal sees something in you that can't see.
  • Everything happens for a reason - it will all work out.
  • If you're a great teacher, it doesn't matter what grade you teach - you'll be great!

I sooo appreciate all the words of support and encouragement.  I really do. 
I'll come back and read them again when I reach Stage Five - Acceptance.  If I ever get there.  
That'll be the day that I am sprawled out in the tattoo parlor getting Maurice to figure out how to turn First Grade into a dragonfly fluttering across my backside.

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