The Best Teacher Appreciation

Last week at our school, students completed "Apple Grams"-- short notes students could choose to write to a teacher.  I got the following:

“Mr. Turner,
Your class has brought great joy to our frontal lobes.  Our sympathetic nervous systems are always activated in your presence.  You are the terry-cloth mother to our rhesus monkeys, the Robin Williams to our DeNiro.
Forever Self-Actualized,
xxxxxxxxxx and xxxxxxxxxxxx”

That's the best appreciation a teacher can get.  They expressed thanks to me as a teacher, and managed to show me they'd learned something at the same time.  (In case you couldn't figure it out from the note, I teach AP Psychology).

An Unappreciated Metaphor for Education

I might fall from a tall building,

I might roll a brand new car.

'Cause I'm the unknown stuntman that made Redford such a star.

Steve Austin probably ended up a CEO.

That's how Lee Majors opened his show "The Fall Guy" in the early 1980s.    His role as the "unknown stuntman" was not as well known as when he played The Six Million Dollar Man, but the TU agreed at lunch the other day The Fall Guy was among his finest works. Majors played Colt Seavers on the show and the theme song has earned him a place as an honorary TU member.  Why you ask?  Because he seems to share the unappreciated feeling all too common among today's teachers.   You may have read Teacher Underground: A Metaphor for Education where we used H.R. PufnStuf to explain the players in the spectacle that is education.  Thinking a bit about The Fall Guy might also lend some clarity and insights to the current state of our profession. 

Colt Seavers, Can it get more American?

We all have a little Colt in us where we feel like we do all the work and and no one sees or appreciates those efforts.  Teachers seem to be an easy mark for reformers and politicians intent on the appearance of movement.  Teachers have become the fall guy for all the problems we face.  They seem intent on laying any blame for the shortfalls of education and students on the teachers.  If you spend time following national, state and even local policy you know that bashing teachers and their level of professionalism seems to be all the rage.  Removing bad teachers is a key element to many strategic plans to improve education. There doesn't seem to be much thought as to how that determination is made or what else affects outcomes.  Bottom line is that type of negative rhetoric is unwelcome to most educators and does little to help motivate or inspire.  A leader that can change that would go a long way.   

Some people and groups have always devalued the importance of teachers.  But those who do so today are all too common.  They criticize the teaching workforce by pointing out where we graduated, the rigor of the training prior to employment and also teachers themselves for gaining employment in a field deemed not that competitive.  By far the biggest target is tenure.  They say annual contracts are all that teachers deserve.   Need to tighten the budget, fire some teachers.  Basically those that want to help have decided saying teachers aren't good enough is the way to make things get better.  If that is their goal I don't think they are doing a very good job of making our field very attractive to the higher caliber individuals they seek to recruit.  Come work for low pay, little job security where efforts seem unrecognized.  Apply within.

Cousin Howie, Colt Seavers and Jodi

Meanwhile the teachers of America do what they do.  Like the character Seavers, we grind away at our jobs and stand by while others talk about it under the spotlight.  That doesn't bother us, we signed up for that.  We are fine with that and even take pride in it.  But having someone then stand up and say we are doing a crappy job hurts.  Much like the bumps and bruises common in stuntman work.  Colt no doubt had to swallow his pride and watch some major stars take all the credit, knowing that stuntmen were an afterthought and seen as expendable.    We know how Colt must feel when we hear a leader stand and spend more time trumpeting a program like TFA, where members are trained in weeks, often temporary, and enrolled for different reasons and less time on lifelong teachers.

What A-Team van?

Another parallel with The Fall Guy, he found himself in financial hard times(remember the early 1980s recession?) and had to supplement his income by becoming a bounty hunter.  He turned to riding around and jumping his GMC Sierra Grande over stuff to apprehend bail jumpers with his cousin(Douglas Barr) and fellow stunt person Jodi(Heather Thomas).  He found a way to make ends meet.  His job was perhaps more exciting but teaching is no less unpredictable.  Financial challenges are often not unfamiliar to teachers and many are forced to seek additional employment to make ends meet.  We didn't take the job for the money but it is a job and we expect to get paid.  Whether film-making or education, any system where people who work the hardest seem to get paid the least is pretty backward.  Oh well Colt never whined about it.    

Major's sang "I've died for a living in the movies and TV" and I think he's saying he has a passion for what he does.  The good teachers I know share that trait in working with their students.  We learned we need to have thick skin to endure.  For the stuntman this is true in a literal sense and for the teacher it means you have to be willing to give of yourself when at times no one, not even your students, seem to appreciate your efforts.   There will be some nights when you question whether you're going to make it.  But like Seavers, you'll show up the next day and give your all.  We love what we do.  When the credits roll at the end of a film or when the names are read at graduation, we take some pride in a job well done.   We are used to feeling unappreciated but let's not take that too far...OK?

Lee, next time you or some unappreciated teachers are in town, swing by and join us for lunch. 

Ten Reason’s We’re Thankful at the Underground

1. We’re employed. Once taken for granted, a job in today’s economy is certainly a reason for thanks.

2. We’re teachers. That means that we’ve got more than just a job. It is as much who we are as what we do.

3. You Tube. Education, entertainment, social connections, and sharing. And, where else could you find something like this.

4. We’re married to educators. Going home to someone who understands your day saves hours of explaining “how was your day.”

5. Albemarle County (High School). We work with some pretty amazing adults and students every day.

6. Free food. Nothing says thank you like free food. Whether an occasional plate of cookies to full-blown meals provided by parents, we certainly love being fed.

7. America. (Playing the Patriot card seems appropriate)

8. Readers. It is humbling to see that people continue to read our blog. We certainly appreciate your support.

9. Inspirational Quotes. When you just don’t know what to say, it’s great to rely on the greats. “If they can make penicillin out of moldy bread, they can sure make something out of you.” (M. Ali)







10. UVa playing Va Tech in a meaningful game for a change at home. Go Hoos!

Five Technology Tools You Can Use Tomorrow

So we've touched on some thoughts classroom teachers have regarding technology. The last post left you with Larry Ferlazzo's checklist of whether a technology was worth using. Since we can't share I-pads or laptops with anyone we thought we might offer a few suggestions and links to some tools we have found useful. You are welcome. Every time you click these we get $1 and also can count the time towards out PLC(PLN) goal. Seriously though I sometimes wonder how these business models are set up and how they make any money. These are all quick and easy things that you can easily start using in some fashion with minimal effort. And based on much of what I read...we teachers are all about minimal effort ...right?

www.quia.com
Quia Intro/Tutorial
A site I started using about 6-7 years ago mostly for test and SOL review and as I understood more I realized its potential and power. I get a lot of positive feedback from parents and students on this one. It is a simple "create your own" site that most importantly allows you to "steal" from other teachers and quickly use their stuff and make it your own...like a virtual walk down the hall. So day 1 you could be up and running in a few minutes with access to huge amounts of content you can actually use with kids. And they like it. You can give quizzes, play review games, give surveys, share files, post HW...pretty powerful. Most important to me is that it was created with the classroom teacher in mind. very helpful for assessments in or out of class. It is a paid site.


www.quizlet.com
Quizlet Demo Video
Quizlet is something I am using only recently but it is easy to learn and intuitive. Good for basic review of information and another example of a way to extend the classroom. Nice because it tailors to where the kids are weak and is pretty simple. Again easy to start with nothing and quickly get to something.


www.edmodo.com
I describe it as the Facebook for school. Kids like the basic format and it opens the door to extending the classroom virtually. You can do all the usual...assign stuff, have stuff turned in, grade it, etc. I like the layout and ability to use it without much appreciation for its power. In a sense it does what Facebook does and helps create community. They have the coolest music with their tutorial as well. Oh that matters...


Googledocs
If you are looking to promote the cooperative work projects this is where it is at and it has 2 turntables and a microphone(See artist known as Beck) My kids use this more than I do but it is a very effective way to have kids work on projects and avoid having situations where one kids does all the work. You can track edits and actually see who did what when. Likely the most flexible and powerful if you know the ins and outs. Many teachers in my building are awesome at this.Admittedly I do not...but I still use it now and again to share stuff.


Jing
Jing Overview Video
Jing allows you to share information from your computer. PowerPoint Presentations with narration are the easiest example but you can do so much more. You can share what you see on your screen and make short videos to help others.

HONORABLE MENTION
Discovery Education
My school has a site license and I mostly use this to access video segments to use with my PowerPoint notes. In more recent classes I have have kids use this to research and find suitable video clips for projects.

Crocodoc
Easily allows you to upload/correct documents and then you can download PDF versions Good for peer reviews for students(though trading actual pieces of paper still works believe it or not)

The Digital Bandwagon

Tim exits his mom's car and flips open his phone to begin textting. His Ipod blaring as he weaves his way through the halls barely avoiding collisions with others whose eyes are also glued to tiny screens. He rounds the corner and enters my room. He puts his phone away and removes his ear buds and plops into his seat. He takes out his Netbook and frantically checks his E-mail and Facebook before the bell.  He next logs in to begin the lesson for the day using Edmodo and begins working pausing occasionally to check twitter feeds. So Tim has done a lot this morning but he hasn't done one thing, spoken directly with anyone.  Is Tim your son in my class? Probably not as things aren't that bad but we better keep an eye on Tim and his classmates.

Nothing is as attractive or as marketable for schools as digital technology. My neighboring local district is spending more than $2 million to provide each student in 6th-12th grade with Windows based tablets. The adoption accompanied by a flashy new acronym, the Blended Learning to Advance Student Thinking(BLAST). Most schools are increasingly investing in technology as a key improvement strategy.  One to one is coming. 

One to one is the educational jargon meaning that each student has his or her own computer. School divisions, and thus public taxpayers, are pouring funds into equipping students with the latest and greatest digital resources. Smartboards, Promethean Boards, LCD projectors, laptops, Ipads, Computer Labs, Instant Poll Clickers, Software Applications and Information Management Systems and the dizzying amount of unseen infrastructure needed to make them function are sucking up cash like a vacuum. But as decision makers barely pause to reflect on these investments it might be prudent to consider them a bit more.

I think having access to such tools is great for both kids and teachers. Where would I be if in the 1980's Apple IIe hadn't appeared and allowed me to learn LOGO?   (Probably in the same place)  Technology is a great asset in education.  I love computers and what they allow schools to do.    What they are not is a guarantee that learning and education will improve. Soldiers in the military can be more effective with the best weapons. Teachers too can multiply their impact with new tools. But both must know how to integrate them to do their job. Another way of thinking about it is you don't just pass out bazookas. (OK a bit of a stretch but I liked the phrasing) Schools should both pilot technology and also prepare the majority of teachers to utilize such tools. If they don't then they are eye candy and do little to substantively improve what's already happening.   

Technology adoption is more complex that it appears. Worth remembering is that these tools don't stay "new" for very long and as an example that little Apple IIe far outlasted its usefulness.  Equal access across divisions with disparities in funding might expand gaps in resources. The big business side of the adoption process shows when company salespeople court officials and saturate them with information like a DC lobbyist.

Contracts have become big money, and often cut out of the loop are the ground level educators. We (in our division) experienced this firsthand last year with a little disaster called Gradespeed.  Another complicating factor important to remember is that in addition to large up front costs there are also a continuing expenses as long as the school supports a product. Wear and tear, maintenance, infrastructure upgrades, required support personnel all can be unseen costs. What happens 3 years down the road when kids complain that computers are too slow because they take .3 seconds longer to connect?

Technology constantly changes how we operate.  It can motivate some kids in ways other approaches seemingly cannot.   Many are pushing hard for state of the art technology to completely transform our classroom.  As it does we might be wise to remember we can pay in other ways for this blind faith in technology.  A recent NY Times article stated "Even as students are getting more access to computers here, they are getting less access to teachers."  Not a good thing.  

There is a reason we still drive our own cars instead of using onboard computers.  There are social consequences since these things that are meant to connect us can isolate us as well.   Within the classroom, I know once a kid has a computer on their desk nothing you say matters. With the young sometimes technology contributes to a decline in civility.    Many wonderful teachers in the classroom struggle to keep pace with the changes and I pride myself on integrating the newest technology into my instruction, sometimes not pausing to consider the unintended consequences.

• Am I spending more time on the computer and less time interacting face to face with students?
• Are kids disconnecting from each other?
• Are we blurring the line between real engagement and entertainment?
• Does the outcome justify the expense?

There's much to consider with this panacea.

With this in mind it might be interesting to watch this story unfold and think a little more deeply about all that it affects.

Who Doesn't Want to Visit the White House?

Apparently the people organizing one of the most important events in education. Educators, students and parents are gathering in DC this weekend as part of the Save Our Schools March. This national call to action apparently did not involve meeting with White House officials. Props to event organizers for making a statement by not meeting before the march. Too bad it takes a national march to make reform leaders listen and then they only do so to maybe cash in a PR. Maybe they should read the TU more often.

Click Here to read the story about the White House invitation from The Answer Sheet

Teaching Underground goes Underground, literally.

I did something I don't do enough of the other day and decided to take a day trip with my 4 year old daughter. While pondering several destinations, ones I'd like, ones she'd like, my daughter remarked she wanted to go somewhere cool. I am not certain what she meant but since it was hot as a Nick Lachay boy band outside I thought she might be referring to the temperature. Several days passed and while reading "We're Going on Bear Hunt" to her for the 1300th time it came to me. I'd take her to a cave.

The chosen spot was near where I often fish in the heart of the Shenandoah Valley. It is called Grand Caverns(Weyers Cave to some) and it is tucked away in Grottoes about 45 minutes drive from our house. Grottoes, (Italian for cave) is a splendid little place and the town now owns and operates what is America's oldest show cave. Grand Caverns was discovered in 1804 by a man named Bernard Weyer while he was looking for one of his animal traps, presumably taken into the opening by an animal. What he found is truly amazing and inspired a sense of wonder and awe in both my daughter and myself. We arrived at about 11 AM and there were only 2 cars in the lot. The warm nature of the cashier at the store where you buy the tickets was a good start and once we bought our tickets he said the next tour started in 20 minutes. We passed the time with the penny crushing machine in the gift shop and then climbed "Cave hill" to the entrance. That irony wasn't lost on my 4 year old who complained about the trek and having to carry a sweatshirt along for seemingly no reason.

It was there where we met our guide, a local who was well versed in the history and geology of the area. She headed the line of 7 visitors on our careful descent into the cool darkness below. The age in our group ranged from my 4 year old to an older couple from Phoenix. Talk about differentiation! At the front was this individual who quickly showed she was a master of her craft. She managed to hold our attention with a mix of talents. The volume and range of what she shared with us was impressive and wide ranging. I guess I have a peculiar kinship given I also teach underground. I can only hope to do half as good a job.

When I venture to a "destination" I often prefer to do my own thing and focus only on what interests me. That mentality seems analogous to what many students feel when they think about school. Thinking back I can learn much from this person who literally works underground in the dark. She did talk most of the time but paused to ask questions and seek input, giving us sufficient time to just absorb all we were seeing. Just before the tour she skillfully took a few moments to learn a little about each of us and then catered to our interests and connect us to what we were learning. She engaged personally with us all and managed to make each of us feel important. She threw in some inquiry based learning and started with some rooms simply by asking questions. I got 2 correct. My daughter got 3.

All told we were in the 54 degree cavern for more than an hour and 15 minutes and walked more than a mile and a half. But man, we took in a lot of information. Topics ranged from stories of George Washington and Thomas Jefferson and underground parties, to descriptions of the eons of growth and geologic oddities. We got much more than the cookie cutter version that most big groups likely get when pressed for time. We even saw "George's ghost" seen here at the center of "cathedral hall".

The Civil War is woven into the fabric of the Valley's history and that is no different below ground. Within sight of Cave Hill were 2 engagements where more than 3,000 soldiers died. But in the Cave things were somewhat different. Evidence suggests Union and Confederate soldiers visited at the same time, sort of leaving the war on the outside. I wish that could be the same today and especially that we could set aside our differences for the greater good of those in our schools. I guess in some ways we have always done this in schools but it is seems too infrequent in an increasingly vitriolic debate on the future of education. During the war more than 200 Civil War soldiers visited the cave and left signatures. This graffiti would be frowned upon and illegal today but it opened a snapshot into one story in particular. The tale of Captain William Miles(seen here as W W Miles) from Pennsylvania who was later killed in an engagement with the famed Gray Ghost John Mosby.

So the literal "journey" we took below ground might have some metaphorical comparisons to what happens in a school. It takes time to grow rocks and a single touch can stop this process permanently. Similarly the maturation and education of a child can be equally fragile. Any missteps along they way leave marks hard to overcome. Exterior factors such as poverty, teacher turnover, national policy and shifting curriculum impact children just as the subterranean world is subject to shifts beyond their walls. Taken individually these formations might seem unimpressive, like hearing only one note in a song. But in concert they contribute to something wondrous. I think reflecting on people who enter our schools as students and teachers only as individuals leads to the same conclusion. I would be remiss if I didn't mention Plato's Allegory of the cave from the Republic which I have found to be one of the most rewarding lessons I use with my kids. Symbolic indeed.

One could find many more parallels between this cave and education. You could have given me a map, tour book, and weeks to prepare outside the cave but that would be no substitute for the knowledge and experience of a seasoned guide. Maybe teachers are the same. A digital snapshot from inside the cave does little to convey what it is really like to someone who hasn't experienced it themselves. Still decisions are made far from the classroom and often because there is political momentum to do something, even if it is the wrong thing. I had been in caves but it had been some two decades and perhaps this is similar to those that have left the classroom. They think they remember what it's like but they do not. As a general rule caves are thought of by most people as uninviting inhospitable places but those are misplaced perceptions. I think how the public understands schools can be characterized the same way.

Many folks know the basics about caves. The stalactite, stalagmite... but we went much deeper(pun intended) learning of the amazing abundance of shields there, the cave coral, and ancient tectonic processes that folded the Earth's crust turning horizontal rock into vertical. Anything worthwhile takes time. If we are to strengthen and improve our schools our progress should be measured and cautious. Going in too fast might take us somewhere we might not want to be, with no way to reverse course. An unwise cave explorer might then bear some resemblance to those calling for drastic reform and quick fixes. Trying to describe what we saw in the cave is likely much like explaining the impact of reform to those that do not work directly with kids.

People have toured the cave for 205 years and much has changed with the experience, as is the case in our education system in this country. They graduated from using candles and torches to flashlights and electric bulbs. But what they felt and what we felt were probably the same at their heart. Teaching at the same school I attended gives me a desire to maintain some things about our school that shouldn't be altered but also move it forward in necessary ways. Seeing some shifts makes me uneasy as if someone in our group were touching a prized attraction. My daughter's favorite moment was when the guide took us back into a large side chamber and switched off all the lights. Transporting us to the days of old when explorers ventured by candlelight. This afforded us a look at something you can't see with electric illumination. The crystalline walls of the cave sparkled like diamonds as the candle flickered and for the next few moments we just stood in silence and wonder taking it in.

Our tour ended when we ascended up back into the humidity and heat. We signed the guestbook and thanked our guide for our amazing journey. My daughter gave her leg a hug and said thank you and quickly scurried towards the door dragging my hand behind. But she quipped, "Dad it was really cool in there". I hope that sense of wonder will show up again on some other adventure we take. It'll be a tough act to follow. Maybe I shouldn't worry so much about outdoing this day and just tuck it away in my memory.

Stuff Teachers Like #5- Subs Who Follow a Lesson Plan

This week is “Stuff Teacher’s Like” week on Teaching Underground.  We know the idea is “borrowed” from several other sites that have perfected the “Stuff____Like” model, but we haven’t seen anything out there from teachers.  So, in no particular order, here it is.

Subbing is hard work.  I used to hate being a sub in elementary schools.  Elementary teachers do such a great job of establishing routine, and no matter how good their plans are, the can’t write every detail of the routine.  And for children under twelve, the slightest deviation from routine spells disaster.  I don’t want to bash subs; I know how tough it can be, but…

It is far more difficult to miss a day of work than it is to show up when you are a teacher.  Creating plans to engage students is tough; creating plans for someone else to engage students is tougher.  Usually, I try to leave something we would be doing in class already that requires minimal teacher input—a video, reading assignment, self-directed practice, etc.  I try my best to 1) make the class time useful and 2) keep the class moving forward in the content area.

Sometimes a sub will judge your plans as busy work and allow students to slack, or even worse, carry out their own plan.

A few years ago, after attending an all day conference, the math teacher in the room next door came to school several minutes before the end of the day.  He peeked in my room to ask why they were watching a movie in his class.  Apparently, his sub decided that his lesson was not good enough so he showed a video on perceptions so the class could have a meaningful discussion. 

We later found out that the same sub had done this numerous times and a few students saw this video three or four times that year—instead of doing the meaningless work left by their classroom teachers.

That’s why teachers like subs who follow the lesson plan.  Any other stories about sub plans gone awry out there?

Stuff Teachers Like #4- Kids Who Say Thank You

This week is “Stuff Teacher’s Like” week on Teaching Underground. We know the idea is “borrowed” from several other sites that have perfected the “Stuff____Like” model, but we haven’t seen anything out there from teachers. So, in no particular order, here it is.

“Thank You.” Simple words, but very powerful ones. How much does it say about a kid if they use them? I don’t think they are intentionally being rude or ungrateful but many students seem to have forgotten the function and benefit of those precious two words.

Most kids know they are supposed to say thank you, they just don’t. How sad is it that I actually notice when kids say “Thank You”? There’s the habit kind…like when you pass them a handout. That’s nice…says they were taught manners. A second type, when a kid looks at you and says it differently. Maybe walks a few steps as they read a paper or even stuff their backpack. They stop, turn back, looking you in the eyes and say, “Hey Thanks.” That’s meaningful.

When they make a special trip to your room and thank you for something you did for them that speaks volumes. Not about what you did, but about them. In a rare instance they will take the time to put those words into writing. I have received many of these in my years teaching. No matter the length nor what they are written on they are far too precious to discard and occupy a special drawer in my desk. They often arrive out of the blue when I am having a tough time. One of my favorites was brief but said the following: “Mr. L. you once told me I had the potential to be a really sharp young man…but I also had the potential to be a real idiot(paraphrased). I am now in college and am working hard to become the former and not the latter.” To the young man who wrote that note, “Thank You.”

Little gifts are thoughtful too so including those, what is the best “thank you” you ever got from a student?

Stuff Teachers Like #3- Two-Hour Delays

This week is “Stuff Teacher’s Like” week on Teaching Underground.  We know the idea is “borrowed” from several other sites that have perfected the “Stuff____Like” model, but we haven’t seen anything out there from teachers.  So, in no particular order, here it is.

This one may draw the ire of parents who are left to scramble for childcare or transportation for those unexpected school delays, so I’m sorry and I feel your pain, but…

…in my mind, nothing beats a two-hour delay.  For one, if you get the call early enough you can manage a full two extra hours of sleep.  You still see your students, so while you can’t get through everything you planned, you don’t completely lose the schedule of your pacing.  Sometimes, if you need the extra time, the extra two hours becomes a “mini-teacher-workday” if the roads aren’t too treacherous to travel by car.

So just what makes the two-hour delay superior to the all out Snow Day?  No make up days.  The shortened day counts as a full day of school.

Any other parents or educators care to weigh in on the subject?  I’m open to debate the merits of my choice.

Stuff Teachers Like #2- Scantrons

This week is “Stuff Teacher’s Like” week on Teaching Underground.  We know the idea is “borrowed” from several other sites that have perfected the “Stuff____Like” model, but we haven’t seen anything out there from teachers.  So, in no particular order, here it is. 

Do I really need to elaborate?  This entry might anger some, but take a minute to think about the benefits of the Scantron.  I know of very few classes that don’t make use of multiple-choice assessments in some form.  Even if multiple choice is not a teacher’s preferred method of testing, at some point nearly everyone will use it.

The main problem as I see it-- teachers who over-rely on the multiple choice assessment and scantron out of laziness.  But in my situation, I have 155 AP Psychology students who will take a multiple choice AP test in the spring.  For every 50-question test I give, that translates to 7,750 answers.  Multiply that by 16 assessments in the school year and that equals 124,000 questions to grade.  If it takes one second to grade a multiple-choice question by hand, that would be over 34 hours of grading this school year. 

Thanks to the magic of Scantron, 155 tests, 16 times a year equals 2,480 tests.  Graded at a rate of one test per second, that adds up to about 41 minutes of grading over the course of a year.  Honestly, how smart would I be if I chose to spend 34 hours grading something that could be done in less than one hour with comparable quality?

Can anyone top that as a time saver?  I challenge anyone to name one piece of technology that has saved you more than 33 hours in a year.

Stuff Teachers Like #1- The Short Work Week

This week is “Stuff Teacher’s Like” week on Teaching Underground.  We know the idea is “borrowed” from several other sites that have perfected the “Stuff____Like” model, but we haven’t seen anything out there from teachers.  So, in no particular order, here it is.

Do any other teachers out there have a three-day work week this week?  Many schools around the country serve as polling places for elections, so Election Day has become a de facto holiday in many districts.  Monday is a workday, and Tuesday is often a “trade-off” day, which means we’ve spent two evenings at school for conferences so it counts as a work day.

Short workweeks often mean we still work, but students are gone.  This is great for many reasons.  I enjoy the “rolling chair” hallway races.  When kids are at school, principals frown on teachers riding their desk chairs through the halls, but when the kids are gone, all bets are off.  If you walk around the building on a workday, you can also usually find a pick-up game of “trash can” basketball if you look hard enough. 

Another perk of teacher workdays-- the ability to use the bathroom whenever you get the urge.  You don’t have to time your potty breaks for the seven-minute break between classes.  We also take advantage of the ability to go out to lunch and take more than twenty-three minutes to eat.

In all seriousness, a great benefit of workdays is the time afforded to converse with other adults in our profession.  Workdays give us time to catch up and sometimes even get ahead.  The break of daily instruction gives teachers the chance to look back and reflect while planning ahead for our students.

So what do you enjoy about the short work week?