I had an "exciting" half day today. It started out routine. I got there at 11:00 and the teacher went through the day with me and the kids. They don’t eat lunch there until 12:45, so they still had a long time before lunch. They spent it working on two different things on the laptop computers and were actually quite well behaved. Then, just as I had taken most of them out to recess (the one before their lunch) and I was near the front entrance, watching the stragglers, the fire alarm went off. This was a real fire and not just a drill.
Fortunately, there was one girl from my class still nearby and I got her to tell me where we were supposed to go. Also, fortunately, I had both my clipboards with me - the one with the day’s schedule and the one with the class list. There wasn’t time to go back to the classroom for the emergency folder, so we just headed out the door. At first the kids on the playground had no idea what was happening, so it took a long time to gather them up - and even so, it seemed that we might be in the wrong place, because we were randomly next to some second graders. (My class was 5th grade.) As soon as a lot of them found our group, I started calling the roll and telling the kids whose names I read to sit down. Even so, I was missing 6 kids. One teacher whose kids were all there handed me the emergency red card that is supposed to signal that you are missing some students in the class. I had had no time to go back to the classroom to get the emergency folder, so I had no signalling card.
Then the second grade teacher started yelling at my class, because they weren’t in a straight line. I was so busy trying to check to see which kids were missing that I hadn’t had time to make sure they were in a straight line. Sigh. (Note: she didn’t yell at the next class over, which was another 5th grade. They were worse than my class, but their teacher, also a sub, didn’t get the behavior lecture.)
Then, since I was holding up the red card, the assistant principal (?) came over and wanted to know which kids were missing. I showed her the list. She point out two of the kids in the special ed group. I hadn’t met them in the morning, so I had no idea who they were. She told me another student was absent (the regular teacher had, of course, taken morning attendance, but I had no idea). Finally, they called over the walkie-talkie and said that they had found 3 more of my students with another teacher. So they were all accounted for. Whew!
It turned out that there was a fire in one of the microwaves in the lunch room. It was significant enough to cause some smoke and set off the automatic fire alarms, but there was no real damage. Lunch and recess were shifted to be about 20 minutes later than usual. On the way back in, I remarked to the assistant principal that it was sure good that I had the class list with me. I then got another lecture about how I should ALWAYS have an extra class list. I have REGULARLY complained on this blog about not getting class lists at every school I go to if they don’t give them to me, so I was a bit resentful about being lectured about class lists. Sigh.
But then, after I had calmed down from being lectured twice, I realized that this experience actually validates what I have been saying about class lists. SUBS MUST HAVE ONES THEY CAN TAKE WITH THEM FOR EVERY CLASS. This means that, not only can I legitimately insist on getting a second copy if it is required that I sign the original and send it to the office for attendance purposes, but I can also insist on copies of class lists if teachers "switch" kids for math or literacy classes (or any other classes for that matter). This may not make the school secretaries terribly happy, but I understand why I MUST.
This was not a serious emergency, but you never know when one will occur. It is better to be prepared.
Showing posts with label classrooms. Show all posts
Showing posts with label classrooms. Show all posts
Wednesday, November 05, 2014
Wednesday, June 11, 2014
Is American Education Broken? School Financing Is.
Look at banks. If they need a new building or need new equipment for their staff, they get it. Look at insurance companies. Yes, those huge new, beautiful buildings. Look at schools. Even the fairly new one have trailers alongside the classrooms. Some of the older ones have significant structural problems.
I am a sub, so I see a lot of different schools. One of the places I sub at is a fairly new school - with 3 double wide mobile classrooms outside of it. Another of these fairly new schools has 2 double wide trailers and more classes per grade level than they can accommodate, even with classes of 32 and more. But at least some of the classrooms in the newer schools are spacious.
I also subbed in a new high school. There were 40 kids in the AP Calc class I taught.
Not so with many of the older school classrooms. One classroom was so crowded that there was no way I could get to every child's desk. Another classroom had kids sharing desks, because they couldn't fit any more in the room.
These crowded classrooms are fire hazards. The mobile classrooms have other problems - security as children go to special classes or the restroom without teacher accompaniment.
I am no expert on school finances, but I asked why all these new schools were built with too few classrooms, even the day they opened. The teachers said that that was as much as the school board thought the public would support as a bond issue for building these much needed new schools. They were probably correct and therein lies part of the problem. Does your bank ask you if they should build a new branch facility? Does your insurance company have to hold a public referendum to build a new headquarters?
The way American schools are financed almost guarantees inequities. Most schools are dependent on property taxes and voter approval. So, school districts in wealthier areas almost by definition have more money to spend. Of course, the buildings don't tell the whole story - just the beginning part of it.
I am a sub, so I see a lot of different schools. One of the places I sub at is a fairly new school - with 3 double wide mobile classrooms outside of it. Another of these fairly new schools has 2 double wide trailers and more classes per grade level than they can accommodate, even with classes of 32 and more. But at least some of the classrooms in the newer schools are spacious.
I also subbed in a new high school. There were 40 kids in the AP Calc class I taught.
Not so with many of the older school classrooms. One classroom was so crowded that there was no way I could get to every child's desk. Another classroom had kids sharing desks, because they couldn't fit any more in the room.
These crowded classrooms are fire hazards. The mobile classrooms have other problems - security as children go to special classes or the restroom without teacher accompaniment.
I am no expert on school finances, but I asked why all these new schools were built with too few classrooms, even the day they opened. The teachers said that that was as much as the school board thought the public would support as a bond issue for building these much needed new schools. They were probably correct and therein lies part of the problem. Does your bank ask you if they should build a new branch facility? Does your insurance company have to hold a public referendum to build a new headquarters?
The way American schools are financed almost guarantees inequities. Most schools are dependent on property taxes and voter approval. So, school districts in wealthier areas almost by definition have more money to spend. Of course, the buildings don't tell the whole story - just the beginning part of it.
Monday, May 05, 2014
Classroom Physical Arrangements
Mark Phillips' post A Place for Learning: the Physical Environment of Classrooms has prompted me to write out some of my thoughts as a sub about different classrooms. He relates the story of one of his mentors taking the job of custodian, so that he get a firsthand look at the physical environments of classrooms. Well, I can do his mentor one better: take the job of substitute teaching. Then you can get a sense of the physical environments of not only multiple classrooms in one school, but also of the vast differences between schools and the differences between elementary, middle school, and high schools.
I do most of my subbing nowadays in elementary schools, especially third through fifth grades. From what I can see of most elementary schools, the physical environment is very busy and almost overwhelming. Walls are COVERED with posters, student work, number lines, job charts, attendance/leave-the-room boards, reminder lists, even decorations on the windows, etc., in addition to the white boards, the Smart boards, and the cupboards.
I have often wondered how much of this is really necessary. Do students actually USE the information on those posters? In most cases, the print on the poster is too small for students to see, unless they are close to the poster. Displaying student writing projects may be motivating, but no one can actually read the essays posted on the walls. To me, it is visually distracting. It doesn't seem so to the kids, who seem used to it, but I wonder how much it contributes to too much visual stimulation.
Personally, if I were to decide on the classroom decorations, I would remove most of the posters and charts with small print. They are useless and distracting. I like a display for student art work, but the student written work would be better in a three ring binder in the library. And replace some of the posters with beautiful pictures and professional art work. One school district I worked in was in a state where public buildings were to spend one percent of their construction budget on professional art work. Some of the art work thus added to the buildings was amazing. And, to me, it seemed as though, surrounded by this gorgeous art, the students actually produced better art of their own. The buildings themselves seemed to say, we value art and creative expression.
Unlike Mr. Phillips' mentor, though, I don't feel that the classroom desk layouts are designed for the custodians. In most cases now, the classrooms I go to seem set up for the ubiquitous group work. "Table groups" of 3 to 6 or more desks are arranged throughout the classroom and are often numbered/named for ease of reference: "Table 4" or the "Purple Ninja Unicorns". Some classrooms are so crowded that it is difficult to walk to be next to each student's desk. Other classrooms have sufficient space, so that the teacher can also set up a library corner, a meeting area, and a (largely unused) computer area.
One 4th grade teacher I subbed for was there when I arrived for a part day job. I was quite impressed with his arrangement. He proceeded to demonstrate how his classroom could switch configurations at the snap of his fingers. For one of his subjects he was going to have the students watch a video, where they all needed to be able to see the projection screen. After that, they were going to work on a small group task related to the video. In a different subject, they were scheduled to take a test individually. Each of these arrangements had a number. He would snap his fingers, call out a number and the students would rapidly change their desks around to match the needed configuration - less than a minute transition time.
Middle schools and high schools seem to have fewer job charts and instructionally related charts and posters. Many of the rooms are functional and plain. This is especially true if the rooms are shared by multiple teachers. No teacher seems to own the space, so it is left undecorated. This too-little can be as stifling as the elementary school's too-much. And, as Mr. Phillips noted, the classrooms are often arranged in rows. Sometimes, this is necessitated by the size of the classroom. I taught one calculus class with 40 students who were all crammed into a too small room with multiple tables. In truth, it was a fire hazard. There was no way for the teacher to get to students at the end of the rows which abutted the walls. Middle school and high school science classes, on the other hand, usually have large tables for the students to work on, demonstrating that sometimes the arrangement of the classroom depends significantly not only on the teaching style of the teacher, but also on the necessities of the subject matter. Math often works in rows, science at tables, and social studies, English, or world languages in semi-circles for discussions. Unfortunately, with class sizes surging, the semi-circles for discussions are becoming rare. There simply isn't enough room.
I have long been interested in floor plans for schools and, for a while, I got publications from a professional society that gave awards to new school building designs. One of the key factors in good design seems to be sufficient space for the activities. Many of the elementary schools are very limited in this respect. Even high schools sometimes are feeling the pinch, as in the example of the calculus class above. That was in a building that was less that 10 years old, but some of the classrooms were simply too small for the numbers of students they needed to accommodate. With school budgets stripped to the bone, many of the newer schools are being "underbuilt" - they are too small from the moment they open their doors. Many of them rely on mobile trailers for their overflowing numbers. These classrooms, in my experience, are very much less than ideal - no running water, no bathrooms, security problems, and feeling like an outcasts from the rest of the school.
The physical environment of the classroom can have a big effect on the students. Crowding seems to lead to more interaction problems. There is no place where the student can go to get away from it all.
I do most of my subbing nowadays in elementary schools, especially third through fifth grades. From what I can see of most elementary schools, the physical environment is very busy and almost overwhelming. Walls are COVERED with posters, student work, number lines, job charts, attendance/leave-the-room boards, reminder lists, even decorations on the windows, etc., in addition to the white boards, the Smart boards, and the cupboards.
I have often wondered how much of this is really necessary. Do students actually USE the information on those posters? In most cases, the print on the poster is too small for students to see, unless they are close to the poster. Displaying student writing projects may be motivating, but no one can actually read the essays posted on the walls. To me, it is visually distracting. It doesn't seem so to the kids, who seem used to it, but I wonder how much it contributes to too much visual stimulation.
Personally, if I were to decide on the classroom decorations, I would remove most of the posters and charts with small print. They are useless and distracting. I like a display for student art work, but the student written work would be better in a three ring binder in the library. And replace some of the posters with beautiful pictures and professional art work. One school district I worked in was in a state where public buildings were to spend one percent of their construction budget on professional art work. Some of the art work thus added to the buildings was amazing. And, to me, it seemed as though, surrounded by this gorgeous art, the students actually produced better art of their own. The buildings themselves seemed to say, we value art and creative expression.
Unlike Mr. Phillips' mentor, though, I don't feel that the classroom desk layouts are designed for the custodians. In most cases now, the classrooms I go to seem set up for the ubiquitous group work. "Table groups" of 3 to 6 or more desks are arranged throughout the classroom and are often numbered/named for ease of reference: "Table 4" or the "Purple Ninja Unicorns". Some classrooms are so crowded that it is difficult to walk to be next to each student's desk. Other classrooms have sufficient space, so that the teacher can also set up a library corner, a meeting area, and a (largely unused) computer area.
One 4th grade teacher I subbed for was there when I arrived for a part day job. I was quite impressed with his arrangement. He proceeded to demonstrate how his classroom could switch configurations at the snap of his fingers. For one of his subjects he was going to have the students watch a video, where they all needed to be able to see the projection screen. After that, they were going to work on a small group task related to the video. In a different subject, they were scheduled to take a test individually. Each of these arrangements had a number. He would snap his fingers, call out a number and the students would rapidly change their desks around to match the needed configuration - less than a minute transition time.
Middle schools and high schools seem to have fewer job charts and instructionally related charts and posters. Many of the rooms are functional and plain. This is especially true if the rooms are shared by multiple teachers. No teacher seems to own the space, so it is left undecorated. This too-little can be as stifling as the elementary school's too-much. And, as Mr. Phillips noted, the classrooms are often arranged in rows. Sometimes, this is necessitated by the size of the classroom. I taught one calculus class with 40 students who were all crammed into a too small room with multiple tables. In truth, it was a fire hazard. There was no way for the teacher to get to students at the end of the rows which abutted the walls. Middle school and high school science classes, on the other hand, usually have large tables for the students to work on, demonstrating that sometimes the arrangement of the classroom depends significantly not only on the teaching style of the teacher, but also on the necessities of the subject matter. Math often works in rows, science at tables, and social studies, English, or world languages in semi-circles for discussions. Unfortunately, with class sizes surging, the semi-circles for discussions are becoming rare. There simply isn't enough room.
I have long been interested in floor plans for schools and, for a while, I got publications from a professional society that gave awards to new school building designs. One of the key factors in good design seems to be sufficient space for the activities. Many of the elementary schools are very limited in this respect. Even high schools sometimes are feeling the pinch, as in the example of the calculus class above. That was in a building that was less that 10 years old, but some of the classrooms were simply too small for the numbers of students they needed to accommodate. With school budgets stripped to the bone, many of the newer schools are being "underbuilt" - they are too small from the moment they open their doors. Many of them rely on mobile trailers for their overflowing numbers. These classrooms, in my experience, are very much less than ideal - no running water, no bathrooms, security problems, and feeling like an outcasts from the rest of the school.
The physical environment of the classroom can have a big effect on the students. Crowding seems to lead to more interaction problems. There is no place where the student can go to get away from it all.
Friday, April 18, 2014
No Room to Move
I had two classes this week that have 31 students. Both were 5th grades. The other class (of the three I taught this week) was around 20. The room size was perfectly adequate for the 20 student classroom - it is a charter school. The room size was also adequate for the 31 students in an upper socio-economic school. The room in the lower socio-economic school was cramped to absolute capacity. I don't know where they would fit another desk, should a new 5th grader move into the district.
Managing a class of 31 students, several of which have special needs, is a challenge, no matter what the room size. As a sub, it is nearly impossible for me to get to know any of the students. It makes substitute teaching more like being a clerk (or a prison warden). The job is to make sure the kids are accounted for; that they pretend to do some work; and that they make it to the end of the day without any major disasters. There is little time for connecting to students.
But worst of all, for the students who have to be there every day, the crowded classroom is very uncomfortable for several of the students. One student was physically very large - just moving around the classroom must remind him several times a day that he is much bigger than most of the others. Another child seemed uncomfortable sitting - but standing means he blocks someone else's path. One student was on a behavior plan - and has temper issues. How do you make sure the other students can be away from him, if he has a melt-down?
Then there was the terribly quiet girl. I couldn't tell if she was shy or just completely overwhelmed with all the people. What pain she must be in every week day, with no place where she can get away from all the kids and not be constantly on guard. And what about a few of the others, who also seemed introverted. There was no place to escape from the overwhelming crush of other students.
And, I suppose it is equally painful for students who need to move. With 31 students in a packed classroom, any movement is disruptive.
The students were actually pretty nice, and I was only there for a half day, so it didn't overwhelm me. But it is painful for me to think about the situation we are putting those children in. Imagine adults in that situation. They would find it intolerable. Why do we do this to kids?
Because we can.
Managing a class of 31 students, several of which have special needs, is a challenge, no matter what the room size. As a sub, it is nearly impossible for me to get to know any of the students. It makes substitute teaching more like being a clerk (or a prison warden). The job is to make sure the kids are accounted for; that they pretend to do some work; and that they make it to the end of the day without any major disasters. There is little time for connecting to students.
But worst of all, for the students who have to be there every day, the crowded classroom is very uncomfortable for several of the students. One student was physically very large - just moving around the classroom must remind him several times a day that he is much bigger than most of the others. Another child seemed uncomfortable sitting - but standing means he blocks someone else's path. One student was on a behavior plan - and has temper issues. How do you make sure the other students can be away from him, if he has a melt-down?
Then there was the terribly quiet girl. I couldn't tell if she was shy or just completely overwhelmed with all the people. What pain she must be in every week day, with no place where she can get away from all the kids and not be constantly on guard. And what about a few of the others, who also seemed introverted. There was no place to escape from the overwhelming crush of other students.
And, I suppose it is equally painful for students who need to move. With 31 students in a packed classroom, any movement is disruptive.
The students were actually pretty nice, and I was only there for a half day, so it didn't overwhelm me. But it is painful for me to think about the situation we are putting those children in. Imagine adults in that situation. They would find it intolerable. Why do we do this to kids?
Because we can.
Sunday, March 21, 2010
An American Classroom - for Shaun
Background (for anyone reading this who isn't Shaun): I am a substitute teacher and am interested in many different aspects of education. For these particular blog entries, I was interested in the physical configuration of a particular classroom in the United States. The classroom is a 6th grade classroom in Fairbanks, Alaska. In this school district, most of the 6th grades are housed in the elementary schools, along with the Kindergarten through 5th grades.
At the time that the following pictures were taken, the school was celebrating "Graph around the School" week. During this week, each class thought of something they could graph on a bulletin board. Then they posted questions for each of the grade levels pertaining to these graphs. Students circulate around the halls and answer the questions for their particular grade level.
So here it goes. First a few of the graphing pictures. Captions are under the pictures.
Fast Food Restaurant Decisions
The graph on the left shows foods preferred by the students. The graph in the center shows the time of day for maximum sales. The graph on the right shows preparation time (pizza is at the bottom).
Heart Rates: Relaxed vs. Accelerated
How Far Can You Ride a Bike in 5 Minutes?
Students rode bicycles for 5 minutes.
Number of Animals in Alaska
The students graphed the number of animals of particular species that are estimated to be present in Alaska. This was done in connection with an art project, so you also see the decorated animals (not realistically colored).
Awesome Airplanes
The students made standard style paper airplanes and graphed the distances the paper airplanes flew.
How Many Steps Do You Take?
The students wore pedometers for 24 hours and graphed how many steps they took in a day. They also did computations on how many steps they should take for better fitness.
At the time that the following pictures were taken, the school was celebrating "Graph around the School" week. During this week, each class thought of something they could graph on a bulletin board. Then they posted questions for each of the grade levels pertaining to these graphs. Students circulate around the halls and answer the questions for their particular grade level.
So here it goes. First a few of the graphing pictures. Captions are under the pictures.
Fast Food Restaurant Decisions
The graph on the left shows foods preferred by the students. The graph in the center shows the time of day for maximum sales. The graph on the right shows preparation time (pizza is at the bottom).
Heart Rates: Relaxed vs. Accelerated
How Far Can You Ride a Bike in 5 Minutes?
Students rode bicycles for 5 minutes.
Number of Animals in Alaska
The students graphed the number of animals of particular species that are estimated to be present in Alaska. This was done in connection with an art project, so you also see the decorated animals (not realistically colored).
Awesome Airplanes
The students made standard style paper airplanes and graphed the distances the paper airplanes flew.
How Many Steps Do You Take?
The students wore pedometers for 24 hours and graphed how many steps they took in a day. They also did computations on how many steps they should take for better fitness.
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