cultural exchange

Every year, our class gets the wonderful opportunity to visit a local Japanese elementary school. Cultural exchanges like this are just one of the bonuses of living on an overseas base, and the students (both American and Japanese) look forward to them! The focus of our visits usually centers around the process of planting, harvesting, and cooking rice so that students are able to see the entire process.

Our partner school has a wonderful relationship with local farmers and other adults in the community who volunteer their time (and rice) for this opportunity.

In October, we visited the school to learn how to thresh rice after it's been harvested from a nearby field. The students who attend our partner school actually took part in the planting of this rice earlier in the year. Our hosts talked about and showed us a variety of different tools used throughout history for threshing, and then gave us an opportunity to try it ourselves. The kids, both Japanese and American, had a great time using the machinery and separating the grains from the plants.

In November, we visited again. This time, our focus was on cooking the rice we had previously threshed. We learned how to cook the rice and then pound it, roll it out, and slice it to make mochi. The students were then able to eat the mochi in a broth-based soup and as a sweet dish with red bean paste.

While there, we were also taught how to make spinners (tops) out of cardboard cartons as well as samurai hats from newspaper. Even with the language barrier, our students were able to communicate and play with their new Japanese friends. They taught each other their favorite games and variations on games they all played (like Rock-Paper-Scissors/Janken).

We look forward to inviting our partner students to our school later in the school year to reciprocate their kindness and to share a bit of our culture with them!

let's get ready for some football!

My team is in the Super Bowl! This (mostly) never happens.

In fact, it's only ever happened once before. It's spectactular that both times will be incredibly memorable for me, for reasons other than (or let's face it, in addition to) the Seahawks playing.

Our first Seahawks Super Bowl was just after we had gotten married. Things were a bit stressful. Ben was working two jobs and I was student teaching and taking classes. Money was tight, and so was time. My lead teacher had a friend in management at one of the big Reno resort hotels who had given her two tickets to their huge annual Super Bowl party. She always had a big to-do at her house for the game so she gave the tickets to us.

It wasn't a big thing to her but it was to us. This was before Ben worked in the hotel industry and we got to attend events like this all the time. We were astounded at the free food and favors, the huge tv's, and all the team spirit of all the attenders.

We (the Seahawks) didn't win that day, but it was a day I'll never forget.

This year, we're in the game again.

It's been another stressful and tight-on-money year, with just a few stand-out great moments. Work has been stressful, with our third principal in the three years I've been here. Every new administration comes with a new set of standards and expectations, so changing those every year is exhausting. Plus, our accredidation visit is this year so we've been struggling to stay afloat with everything that has been loaded onto our (collective) plates this year.

After finding out my beloved Seahawks were going to the Super Bowl, I really wanted to call in sick. Since we're a day ahead, the game is showed on Monday morning. It's enough to basically close down the base. Most squadrons have the day off to watch the game, but the schools are still open. Under normal circumstances I would have used one of my personal days and stayed home to watch the game, but I've been so sick with these other food intolerances that I've used them all up.

Our principal agreed to let us watch the game at school though.

She said as long as we had educational activities linked to football going on, we could have the game on in the background.

I don't think the words were all the way out of her mouth before I was planning and crafting and creating! Football spelling games, word searches, stadium architecture, graphing the winning teams, mapping past locations, ticket design...there are so many places to go with this!

So here we are, a few days before the big game. I'm ready for a win, and I'm ready to remember this second Seahawks Super Bowl as a bright and exciting day amid some darker ones.

hello and goodbye

In some ways, I can't wait for the next month to fly by and be over!! In others, I wish I could hold onto them for just a while longer.

I never expected to feel remorse about leaving the great state of North Carolina. I kept telling myself not to get too involved, not to make great friends, and to be ready to leave at any point. Of course, that didn't happen.

I'm so excited to make this huge change that moving to Japan will bring. I can't wait to meet my new class and my new coworkers. I really can't wait to experience all the culture that is just waiting to be explored!

But I have to say that I will miss it here. Not that I will miss Fayetteville by any means. I will, however, miss the amazing people I work with (and often play with!!) I will miss several of the families I have had the privilege of getting to know while teaching their children. I will miss several aspects of living in the south. (Though, I won't miss the insects and the humidity!!) I will miss only having a three hour time difference between us and home. For all of you who made my time in NC not only bearable, but amazing, thank you. You, I will miss.

ft. stewart

A few weeks ago, I was asked to lead a training down in Ft. Stewart on guided reading and our new reading curriculum. I would be going with two other teachers from our district, to a school nearly twice the size of ours, to teach other teachers (some of whom have been teaching since I was in elementary school). It also included a two-hour model lesson, where they (along with their principal and district superintendent) would be watching me teach THEIR kids, whom I had never met. What a daunting task!

It felt like every step was another sign that I wasn't cut out for this, though. Any source material or reference I wanted to use mysteriously disappeared from our school and even district office. Videos on the topic with a good lesson to show couldn't be found (and once we found some, they couldn't be downloaded.) After days of creating my own material, asking my tech-savvy husband to rearrange our entire hard drive and download programs that would allow me to download a video, and still running my own classroom, I was ready to go.

And what a trip it was. We felt so totally unprepared once we got there -- we worked tirelessly to revamp everything we had come in prepared to demonstrate. And in return, we got a lot of great ideas and hopefully, some new friendships.

This week, I got something else amazing out of it. Dr. Curtis, our Area Superintendent (meaning the superintendent of not only our district, but of the entire DoD continental U.S., Puerto Rico, and Cuba) sent me a letter, thanking me for my service. What an honor and what a great testament to the organization I work for. That someone so high up would take the time to personally sit down and write a letter to me was just amazing. (And it can't hurt my resume either!!)

You know me...I had the camera with me (of course) but didn't have a whole lot of time to go out and shoot. Here are some I snapped around post on my travel day, before heading back to North Carolina.

tales from the classroom: patriots and starbucks

My kids this year are hilarious. Smart, sassy, sarcastic, and hilarious.

I have a thing I like to do involving a classroom economy. Each student gets paid weekly for doing jobs, as if they were each on the job site every day. They get money for coming to school, for completing tasks correctly the first time, and for classroom jobs (we have a bulletin board for different jobs the kids can apply for). They also pay money for optional supplies or extra supplies that they have depleted (ie pencils they lost or markers that ran out of ink).

On the first week of school, I allow each student to create a money template that we'll use all year, and then the class votes on the one they like the best. Usually, I get pictures of whatever our school's mascot is. Being the Patriots, I recieved the expected bills with pictures of flags, patriot soldiers, eagles, and other patriotic emblems. One student, though, drew a simple shooting star on the front of his dollar, and sarcastically called it a "star buck." Of course, this one won the vote, so our new classroom currency is in Starbucks.

Har har har.

all the craziness

Wow.


I have to let that sink in for a minute. Things have happened so quickly, that I almost feel guilty for spending the time to sit down and write this. I do need a break from all the craziness though, so this is how I'm spending it!

For those of you who haven't heard yet, we are moving to North Carolina. Tomorrow. Wow.

Here's the story if you haven't heard it (if you have, you can skip this next part!) I had an interview on Thursday with three principals of Department of Defense Schools. Prior to the interview, I researched the schools I was interviewing for, and found out that one of them was named after a man who was stationed in Somalia with my dad. It seemed like it was just too much to be coincidence that such a position would have finally arrived. Even better, several other teachers at this school had spouses or other relatives who were there at the same time also. Awesome, huh?

The principal let me know that they had to make their decision that day, and that HR would be getting back to the person they hired sometime within a week or two.

So yesterday (only 2 workdays after the interview) I awoke to a phone call saying that I got the third grade position and would start the next Monday. So here we are two days later, in the midst of frantic packing and planning, and we head out tomorrow! Ben and I finally get to do the cross-country road trip we've been planning for years, only without a lot of the fun stops we had planned to do along the way.

Pictures and road-trip (and house-finding and teaching) stories will soon commence as well!

I never thought I'd say this, but goodbye, California!

nothingness

So I just realized that I haven't written in this thing since October. Seven months! Seven months full of nothing and everything at the same time.

Well, here is what the last seven months have held.

I still don't have a job, and that fact is growing more and more difficult as each month rolls by. Somehow by the grace of God we are still making it financially, but the prospects are ever dwindling as more and more money is taken from our state (and country's) educational budget. We are looking for teaching positions across the country, and it is very possible that we'll be moving to North Carolina in the next few months.

On that same note, I started a photography business. It's been a lot of fun and we've met some great people. I'm hoping that it builds up enough that I can put teaching on hold until the recession is over, so we'll see. It's a popular thing now for photogs to have their own portraiture blogs, with a few portraits and quick spiel about their clients...so that's where I've been doing my writing for the past few months. The link is here if you are interested in checking it out!

Other than that, things are moving right along, I supposed. We've been in Tahoe off and on for Ben's work. It's nice getting to stay in a hotel for free in one of the world's most beautiful bodies of water for several days on end!

That's about it...see you in another seven months (hopefully it won't be that long!)

a time to move on

School is over. My first year of teaching has come to an end. It's been the most difficult and rewarding experience I've ever gone through. These kids who I spent my time with, trying to make an impression on, have left quite the impression on me.

On one hand, I couldn't wait to get rid of them. They drove me crazy, with their bickering and interrupting, their fifth grade attitudes coming into play every five minutes. On the other, I miss them already. I won't be the one they come to with their failures, accomplishments, jokes, and hand-picked flowers anymore.

They graduated last week. I cried. Yeah, I'll admit it. Knowing that they're moving on to junior high in a few months (yea! they made it!!) and that I won't be at the same school next year for them to come visit me and let me know how it's going...is difficult.

Teaching is difficult (and amazing) on so many levels.

the darndest things

Kids are too funny. I was tidying up my classroom last week and found a page-long love note from one of my kids to another. It was talking about how he was the love of her life, and how he was "lame for not realizing" that they were meant to be together. This, from the girl who, when given 15 minutes every morning to write a journal topic, will have, at best, a sentence or two written.

And then you get notes like this.


Oh, the silliness.

wow

So this month has been craz-azy! I got a job. We got a new computer. Today, we are buying a car. Can life get any crazier?!

I have to say, though, that it's been crazy in a good way. I've made it through my first two weeks teaching and it's been simply amazing. To finally have my own classroom, full of what my prior employer referred to as "empty minds to fill," is just the most amazing thing I could have imagined.

Though I've got some tough kids in my class, I've really come to be attached to them...already. I see kids who have had really bad experiences in school, because they aren't quite up to par with where they should be. But what I really see is kids who need another chance. Another chance to shine, to get the answer right, to feel smart and safe and special. I see a classroom full of minds that, while not being empty, are ready to be filled with much more than they could imagine.

It's an interesting phenomenon to be teaching 5th grade. They are at the top of their school. Next year, they go on to that strange new world that is Jr. High, where things will be so different. They will go to different teachers for each subject. They will be called to a higher sense of responsibility. They won't get the second and third and fourth chances they are given in my class. They will go through social changes, family changes, and hormonal changes. Looking at each of them now, they are so unprepared for that world.

Hopefully in 9 months, though, they will face it with confidence, intelligence, and responsibility. Afterall, that's my job.

through the eyes of an educator

Student teaching is crazy. My kids are crazy. And I love them. It's weird how attached you can get to these kids in such a short period of time. Each of them has such potential, and I have seen so much progress in the time I've been their teacher.

It's really amazing to see that light bulb finally go on in a child's mind, especially in the ones who you may never have expected it from. Those who spoke barely 10 words in English a mere 4 months ago, who are reading American chapter books. Those who couldn't do basic addition in September who now, in April, are doing complex multiplication problems. But most of all, the student who was afraid to try, afraid of failure, now excited about learning.

Teaching is truly the best profession I know.

the debate is everlasting

There are numerous views on topics concerning America’s public school
system, a more recent one involving the issue of school vouchers. “Voucher
plans, first suggested in 1955 by conservative economist Milton Friedman, are
designed to return tax monies to parents of school-aged children for tuition use
in a variety of authorized public and private educational settings. There are
those, including Commentary editor Gary Rosen, who believe school vouchers are a
valid means of improving both public and private education; and then there are
those, among them the National Education Association, who oppose vouchers,
saying that they only serve to destroy educational integrity.

Those who support the idea of school vouchers, including Rosen and Denis Doyle
claim that “competition will spur public school improvement, vouchers will
reduce the cost of education, students who get vouchers will show dramatic
achievement gains, and vouchers are a success in most industrialized nations.”
The NEA article, entitled School Vouchers: The Emerging Track Record tries to
prove that vouchers are destroying the public school system. The author divides
the article up into points of failure that the voucher systems in place already
have shown. Rosen composes his article, entitled Are School Vouchers
Un-American? to disprove the claims that the NEA and other anti-voucher programs
have previously stated. Three major points he, in rebuttal to the article by the
NEA and other works by authors including Janet Ferguson and The American School
Board Journal, talks about and then sets out to prove/disprove include the
constitutionality of vouchers, whether vouchers will act as a “subterfuge for
segregation,” and whether voucher schools can be held accountable.
Rosen begins by explaining the views held by the NEA concerning the
constitutionality of vouchers, quoting the NEA’s position that “a lucky few may
be helped by the government’s willingness to underwrite private education, but
society as a whole…will inevitably suffer from a policy so contrary to our most
fundamental civic principles and institutions” and that “vouchers violate the
bedrock principle of separation of church and state [by forcing] all taxpayers
to support religious beliefs and practice with which they may strongly
disagree.” Rosen then goes on to battle these ideas by citing numerous Supreme
Court cases in which the court has ruled in favor of public aid to private
(often religious) schools. Some of these included the significant Zobrest v.
Catalina Foothills SD, Agostini v. Felton, and Witters v. Washington Department
of Services for the Blind. These cases all involved issues where, according to
the Supreme Court, monetary assistance was “permissible when it [came] about as
part of a broader, religiously neutral program and when its benefits accrue[d]
to religious schools only indirectly, through the private decisions of
individuals.” In the issue of school vouchers, Rosen points out that the voucher
programs already in place in cities such as Milwaukee and Cleveland fit the
requirements laid down in these cases: that “families may opt for a religious or
a secular school, and the schools themselves receive public funds only as a
result of these private choices.”

Another crucial point to the NEA’s disputes against school vouchers includes
the idea that they serve as a “subterfuge for segregation” and that they will
turn “public schools into an enclave of the poor.” The NEA claims that the
voucher system has a “destructive effect…on America’s democratic ethos” in the
way that students with vouchers are selected to attend private and alternate
schools. Representatives from the NEA claim that those on the higher end of the
academic and socio-economic spectrums are the ones benefiting from voucher
programs, and that, because of this, schools are being segregated once again,
this leading to “further racial, socio-economic class, and religious isolation.”
Rosen disputes this, claiming that private schools are a better model of the
so-called American idea of the “melting pot” in that they typically “enroll
students from different parts of the community,” while public schools “tend to
reflect the ethnically homogeneous make-up of their neighborhoods.” A positive
effect of this is that private schools tend to be “more racially integrated than
public schools” and “are also home to more interracial friendships and less
race-related fighting.”

A third dispute between the supporters of the NEA and the supporters of school
vouchers includes the amount of accountability provided in the voucher system.
The NEA sites that the voucher systems already in place in Milwaukee and
Cleveland are not being held accountable either financially or academically.
According to their statistics, “Milwaukee voucher schools do not have to…report
test results” and that four of these “were shut down because of fraud,
mismanagement, or negligence.” The author goes on to claim that voucher schools
in Cleveland were even less accountable than those in Milwaukee, with one of
them employing “instructors [who] did not have teaching licenses, and one
[having been] convicted of first-degree murder.” The article also claims that
five of these schools “were able to collect $1.4 million in vouchers prior to
completing their application process, resulting in schools with serious fire
code violations, health hazards, inadequate curricula, and unqualified
teachers.” Rosen admits that accountability with these schools can be difficult,
and even goes on to admit that private schools vary in quality and some have
been “truly awful.” He counters, though, that “the vast majority are reasonably
well managed and…employ educators profoundly committed to their disadvantaged
students; most working for a fraction of what their unionized public school
counterparts earn.” Rosen then goes on to state that, even more important than
this is the fact that private schools are held to the same standards as public
schools concerning state regulations on “health, safety, attendance, and the
basic structure of curriculum” and that “in order to qualify for vouchers, they
often must meet other requirements as well, some of these including
nondiscrimination laws and accounting practices. He claims that the NEA and
other anti-voucher programs seek to require more standards in the private school
setting merely to “drive away as many private schools as possible.”


I can’t say that I fully agree with either side of this debate. In order to
make a fully-educated decision, it would be necessary to do quite a bit more
research from other, not-so-biased, people and organizations. Each of these
articles, though, had good points to ponder concerning vouchers. I definitely
have to disagree on the abolishing of school-assignments based upon home
addresses in public schools, which was a point brought up in the pro-voucher
argument. I think this would cause more stress than anything else. As mentioned
in my previous essay, if this happened in Reno, we would end up having half of
Reno parents trying to get their children into schools like McQueen and Reed
while Hug and Wooster are left with no students. There would be no benefit
whatsoever to this. I do, however, agree that vouchers help to create a more
diverse “melting pot” of students with the inclusion of those of different
ethnicities, socio-economic backgrounds, and religions.

All in all, I’d say that I stand somewhere between Rosen and the NEA, saying
that the voucher system is by no means perfect, but it definitely has potential
to be a high-quality educational substitute to the school system we have now.