Awards & Apologies

I would like to thank Karin and Mary Anne for the bloggy awards that they have passed to me!

Humane and Happy...two great compliments!

I am passing the Humane Award to:
 

Making This Home

The Happy 101 Award is meant to be passed to 10 bloggers who post at least once a week

(and make me happy?!...I added that part!)

My 10:

Look at My Happy Rainbow

The Candid RN  

All The Weigh 

She Wears a Red Sox Cap

{ae filkins}

Low Expectations 

Ginger Snaps 

My Family My Forever 

It's Not All Flowers And Sausages 

Lamberts Lately

Also, based on a comment from my previous post about ADHD, I realized that what I wrote may have not have been as clear as I had hoped. I tried to be lighthearted about my "soapbox moment" speaking about person first language and I guess I came off a lot more preachy than I intended. I would like to take a moment to try and clarify my intent.  

If I teach a student that has ADD or ADHD, I think it is very important that I help the student learn strategies to manage their behavior which is why I am trying to research and learn more about the conditions and symptoms.

Recognizing that some students do have ADD/ADHD is very important as they have particular needs in a classroom setting that need to be addressed. Calling students ADD just because they are inattentive on a particular day and caused the teacher frustration, to me, is not okay.

If a student has a disability, I prefer to use person first language when I refer to the student because that type of langauge is indicative of my belief that students with disabilities should not just be known by their labels. I agree that this type of language can get a bit picky, however I agree with the intent of not only seeing students with disabilities in terms of what is "wrong" with them. They deserve more than that. 

There are some teachers who use langauge when speaking about students that makes me uncomfortable. I feel very strongly about advocating for students with special needs and it makes me sad when they are not seen as individuals as much as they are simply identified by their disability category or label or referred to in negative ways due to a disability. Perhaps this is not intentional, but I like to share information about person first language to increase awareness. If this came off as know-it-all/preachy/confrontational, that was not my intent. I am simply a teacher who likes sharing information and discussing my particular interests regarding the teaching profession.

I always appreciate feedback that makes me consider other perspectives and stretch my own thinking. Please also keep in mind that I am simply expressing my own thoughts and ideas and you do not have to agree with what I say. If you disagree, please do so in a respectful manner. 

Thanks!

ADHD

If you are a teacher, then you know that the letters ADD can be thrown around a lot such as "Oh my gosh, he is so ADD!" Although Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) are both conditions for which a diagnosis should actually come from a doctor, I find that teachers often use these letters to describe students whether or not is has been established by a doctor that a child actually has one of these conditions. As a person who is very much a proponent of person first language and seeing people rather than disabilities, I encourage people, especially teachers, not to throw out labels without due cause. It is very important to be careful about the words/descriptions we choose to use with regards to our students and it is always important to err on the side of caution. If a child has not been formally diagnosed with ADD or ADHD it is not okay, in my opinion, to declare that he or she is "so ADHD today." Even if a student has been diagnosed with ADD or ADHD, using person first language requires that when discussing the student it is said that the student has ADD/ADHD rather than referring to him or her as the ADD student or saying he/she is so ADD. I hope that does not come across as critical, I just feel strongly about not making disability labels part of daily language when are used in a way that connects the label with negative connotations about a student. A student should not be defined by what causes them to struggle rather by who they are and what causes them to shine. Yes, it is very significant and important if a student has learning problems, however, that child should not only be viewed with regards to the disability or problem as every child has both strengths and areas of weakness.

::sneaker teacher now descends from soapbox:: :0)

I am working with a student right now who is presenting with a lot of symptoms correlated with ADHD and I am in the process of trying to learn more about it. Our team is looking for ways to support this student and empower him with regards to certain aspects of his school day and his school work that are not successful right now. I know I may have sounded a little preachy before speaking of how we refer to students who exhibit learning problems or disabilities, but my purpose in talking about ADD/ADHD is simply to share what I am learning. I am not an expert and I like to share what I learn and ask for help from others.

The following information comes from www.add.org

According to the DSM-IV (the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition) some common symptoms of ADHD include: often fails to give close attention to details or makes careless mistakes; often has difficulty sustaining attention to tasks; often does not seem to listen when spoken to directly; often fails to follow instructions carefully and completely; losing or forgetting important things; feeling restless, often fidgeting with hands or feet, or squirming; running or climbing excessively; often talks excessively; often blurts out answers before hearing the whole question; often has difficulty awaiting turn.

I also found interesting information at  http://www.chadd.org/
which separated symptoms into three different types of attention difficulties.

AD/HD - Primarily Inattentive Type:
• Fails to give close attention to details or makes careless mistakes.
• Has difficulty sustaining attention.
• Does not appear to listen.
• Struggles to follow through on instructions.
• Has difficulty with organization.
• Avoids or dislikes tasks requiring sustained mental effort.
• Is easily distracted.
• Is forgetful in daily activities.

AD/HD - Primarily Hyperactive/Impulsive Type:
• Fidgets with hands or feet or squirms in chair.
• Has difficulty remaining seated.
• Runs around or climbs excessively.
• Has difficulty engaging in activities quietly.
• Acts as if driven by a motor.
• Talks excessively.
• Blurts out answers before questions have been completed.
• Has difficulty waiting or taking turns.
• Interrupts or intrudes upon others.

AD/HD - Combined Type:
• Meets both inattentive and hyperactive/impulsive criteria.

Because everyone shows signs of these behaviors at one time or another, the guidelines for determining whether a person has AD/HD are very specific. In children, the symptoms must be more frequent or severe than in other children of the same age. In adults, the symptoms must be present since childhood and affect one’s ability to function in daily life. These behaviors must create significant difficulty in at least two areas of life, such as home, social settings, school, or work.

 Does anyone have any suggestions or ideas about what has been successful when working with students that have ADHD? Would love to hear some thoughts from other teachers and/or parents who have dealt with meeting the needs of children with ADHD.

The Wheels are Spinning...

Now that it is official that I am returning to Portland next school year, the wheels have started spinning and I am thinking a lot about what I can take away from my experience here in Germany and bring with me to apply to my teaching situation next year.

Based on my license and endorsements I could be a classroom teacher, ELL teacher, or SPED teacher. I most want to have my own classroom back, but I am happy that I will get a job period. Since there are more classroom positions, I feel like it is most likely that my assignment will be as a grade level classroom teacher and I am happy with those odds.

I made a list this morning of some of the small things I have been mulling around. In some regards I feel as though I am coming back as a whole new teacher so many aspects of my instruction will be different, but these are more minor things. Little ideas I have picked up along the way....My ideologies about teaching are a whole different post...

• classroom blog 
• student of the week celebration where one student is selected each week and can do a short presentation by showing/telling more about him or herself on Friday.
  
• weekly instead of daily job assignments including an assigned substitute who fills on for absent helpers. I used to have jobs change daily and I think that is too much. Not only would I frequently forget to rotate them, but if a student is absent on their assigned day as the line leader they just missed out and that is really sad...Jobs are about teaching responsibility and I think it is more meaningful to repeat the same task a few times to demonstrate improvement in job skills and reliability.
  
• global & multicultural stories during story time (I want to be much more deliberate in stories I select for read alouds and I want them to be more meaningful)
• groups during math time so that some kids are working on a task they can do completely independently so I have a smaller group to work with while supporting struggling students, re-teaching, and correcting work based on new concepts. I would ideally like to start math with a short review question, teach the new concept, have one group immediately work on some related problems while the other works independently on something else, then swap the groups, then end the period with an exit question to check for understanding. I am not sure what the schedule is looking like these days back home, so I have no idea if that will work, but I want to differentiate better, so that kids are challenged more and kids who need help have more access to it.
• a book club for kids-maybe to take  place during lunch? I am not really sure how this could work, but some type of activity to share meaningful reading experiences with kids who might not have as many opportunities to read at home.
• mailboxes in the classroom-previously my students had cubbies and there was an upper slot where I returned work and put papers, but the end of the day packup session was always jammed and crowded. I would like to have mailboxes/trays in a separate area so kids can get their backpacks and coats in one place and then retrieve their papers from another.
• Friday folders- Are you familiar with Mrs. Mimi? She has posted about Friday folders and I love her idea. Basically as the week progresses, any work that is not completed goes into the "Friday folder." When kids have extra time, they can work on assignments in their Friday folder. Any work that is still remaining unfinished in the folder on Friday goes home over the weekend and needs to be completed. I am not sure exactly how I want to make this work, but I like the idea and I need to make myself and my students more accountable for completing and turning in work. 

Some of these items depend on what grade level I get assigned to, but I need to get my mind wrapped around ideas for each level since I have no idea what I will be doing next year! It may be pretty close to the start of school when I find out, so there may be more lists to come. :0)

Cocktail Anyone?!

Today was a rough day.

Remember when I shared that I was in the process of making a tough decision and have been under a lot of stress recently? Well today, that all came to a head.

As you may know, I have been working on my doctorate here in Germany. I have a wonderful advisor/professor who has been helping me to stay afloat in my program by means of skyping and completing the coursework as independent study. The program basically has three phases which consist of core work, electives/specialty courses, and the dissertation. I have been working somewhat out of order because I am supposed to be doing core courses this year, but I have been fulfilling the requirements for electives and my curriculum & instruction courses instead due to the fact that I am in Germany. I was really hopeful that based on the success of my remote work during my first year, that I would be able to complete the core courses from Germany as well. I was wrong.

There are 5 courses that I need to be in Portland to take and those courses need to be completed before I can move forward in the program. Do you see where this is going?

I am going back to Portland for a bit.

Not right away, but I will return in August to complete these courses beginning in the fall term of 2010. My husband is staying in Germany. Can you see why I have been so stressed out?! My husband is probably the most supportive person I will ever meet. He was the one who encouraged me to even apply for the program because I thought I would never get accepted. He is amazingly supportive of all the time I spend reading and writing papers and he continues to be supportive of this decision. We made it together and he is happy that I am going after what I want. Of course I will miss him, but we both know that this period of being away from one another is not forever and that we have many many more years to grow old together once I am Dr. T. :0)

The lucky part of this is that I am on a leave of absence from my job in Portland right now. If I return for next school year, I am guaranteed a full time teaching position, which is hard to come by these days in that area. I will not get to return to my same first grade position or at my same school necessarily, but I will be sure to have a position in the district. Knowing that I will have a job makes it a lot easier and makes it more pertinent that this hiatus from Germany takes place starting next year or else I would not have a job to go back to.

The hardest part about this was that I had to tell people here...administrators, co-workers, and the toughest--my friends. I love Germany. I am having a wonderful time living here and I am enjoying my job a lot. I feel like I just started and I had to share the news today that I will be leaving and won't be back next school year. Not only did I have to tell the director, but also the principal, my department head, and my closest friends. Not fun. And I had to do this in rapid succession because news travels fast in our school community and I couldn't bear the thought that people would get wind of it before I shared in person.  I have only ever been on the receiving end of a breakup, but I feel like today I was the "dumper" over and over. This decision came completely out of the blue--for them and for me. It is not something I planned on AT ALL. I could tell that each person I told was really surprised and also upset that I will be leaving. Even though I feel in my heart that this is the right thing to do for me, I feel a lot of guilt about leaving. My HOD was especially upset and it was not at all easy to see the emotions that came out at the thought of not having me around. She was very supportive and completely understood my desire to see this program through, but at the same time, she is not at all happy to see me go. It is a big relief that the news is out there now and I am glad to be sharing it with you all because I know my bloggy friends are always chock full of kind words and support.

I am excited at the idea of returning to Portland and seeing my co-workers and friends that I am missing a lot right now. It will be an exciting adventure and it will get me that much closer to my goal of obtaining my doctorate. I am also excited at the thought of having my own class again! It would be great to teach first grade again, yet my experience here in Germany has given me the confidence to teach any grade level and I would love to be placed with any age group at this point. I see the benefits of each grade level and now have experience with grades 1, 3, 4, 5, 6, 7, & 8.

I am also excited for the point at which I come back to Germany and rejoin my friends here and hopefully rejoin the staff at my current school. I am happy to feel the stress slip away because this big secret is out in the open and is no longer something completely eating away at me.

I am really surprised that no one has told me I am crazy so far. Everyone in my family and John's family has been really really supportive and excited for me. I guess I am really embracing this whole life is an adventure mentality. I feel like I have grown up a lot since John first mentioned the prospect of moving here because I know I am strong enough to handle the hard work and the difficulty of being apart from my husband that are headed my way. Instead of balking at this challenge, I am heading straight for it.

So, to conclude my day of stress, I had some chocolate and bought myself new markers.

Office supplies can always soothe my soul....

And I may need a cocktail!

boo-to-the-ya ya'll!

Enough said.

Stress and Eating

Do you ever notice how being under stress affects your eating habits? I have two teacher friends that have been furiously working on their 8 page elementary school report cards for the past few weeks.

Yes, you read that right....eight pages. (Can I take this moment to mention that I am very relieved I do not have to do report cards as part of my position)

One friend said that she has been eating sweets all week and the other said she has barely been eating at all. Complete opposites, but neither one is good, especially at a time when the body and mind are under extra stress.

I am definitely a stress snacker. If I am stressed out, it is my excuse to eat chocolate, drink more soda, and allow myself treats that I would not normally have. I rationalize that if I am working extra hard, I should get a reward and that reward is usually something good to eat. Couldn't I just go shopping? This also happens because when I'm extra busy/stressed (oh right, there is no time for shopping), I might not have as much time to plan or prepare healthy food. I often don't consciously realize that I am stressed. Last year, when my dentist asked me about being stressed, I replied that I wasn't, yet he gave me a mouth guard to wear at night because the extent of my teeth grinding was so bad, I need to prevent myself from damaging my teeth. So was I stressed, yes! Did I know it? Not really. The only time it really clicks that I am stressed is when the stress eating habits kick in.

I feel like this is one of those weeks.

When I can count on one hand the number of servings of veges and fruits I have eaten all week.
When I run out of fingers when counting the servings of carbs and bread I have eaten in the last day.
When I start to feel crappy both mentally and phsyically.
When my minds starts wandering to the land of chocolate and I dream about coffee, chocolate, and other sugary yummies.

So, after yet another day of eating poorly yesterday, I woke up this morning with a renewed inspiration to kick those poor choices to the curb and start eating healthier. This morning I purchased the book In Defense of Food from amazon and I will get it tomorrow. (I heart amazon prime!) I read a post the other day (written by Kasey at All That is Good ) that got me thinking about my guilt over my poor eating habits that have popped up in recent days. Kasey mentioned Food, Inc., In Defense of Food, Fast Food Nation, The Omnivores Dilemma, and Fresh as good books/movies for inspiring good, healthy eating. Normally, I feel like I eat pretty well, but like I mentioned those habits change during times of stress.

I am really excited to read In Defense of Food (and add it to my list of books read for pleasure for the month of January to keep up with my New Year's goal of reading at least one book for pleasure each month).

Kasey was really on point when she talked about the benefits of eating well. The body feels better when it's fed nutritious food which logically would make it easier to combat stress, right? Although I could never give up my penchant for baking, I do think that I would like to incorporate lots more fresh, untouched foods in my diet and remove the processed items that don't fill me up and don't do much for my body either.

So far, I have been pretty good at juggling the whole working, taking 12 credits of doctoral courses, taking care of home and husband routine, but suddenly this week it feels like too much. I have stuff weighing on my mind including taking a third crack at the driving test tomorrow, the 22-30 page paper that I have to write this term about education in Germany, working on a project with a partner who is in Oregon & trying to get assignments accomplished on a shared time schedule rather than just my own, in addition to making a very significant choice about my life (which I will share more about later, I promise and no it's not about having babies...).

I can handle it, I know that, but I also know that I need to treat myself and my body in the right way which means getting enough sleep (thanks to a bloggy friend for that reminder), exercising, and eating right.

Hopefully some of the stress will be alleviated tomorrow by passing the driving exam. If I don't mention anything after, you might want to just assume that I have crawled into a hole and died of embarrassment and we'll leave it at that.

I am off to have a healthy snack and get in a good workout before the studying with hubs commences this evening.