From Spanish Sub to LMC learner assistant

Disclaimer: BEA Middle School Library

I realize teachers (especially those with a master's degree) shy away from subbing positions that aren't designated teacher positions, but the lure of being in a Library Media Center had me hooked.

After all, you essentially do more for less, (as is the current structure of learner assistant schedules--as my sister-in-law would agree).  But from my graduate work, the LMC is the heart (or should be) from which the blood of education flows.  (Okay students, I know this isn't English, but I couldn't resist that metaphor).  The picture I used is actual from Blue Earth's middle school, not Lake Mills where I currently am on assignment.

As I worked there, I had alot of fun communicating the learning, even though it wasn't math related (okay, some, if a student asked me a math question during study hall).  I envisioned Dr. Loerschter's Model of a 21st Century Commons, and how (one day) technology integrationists, Media Specialists, and teachers all develop teams to facilitate learning.

Back to reality, I enjoy sharing stories to K-5th graders ("would you talk in that funny voice again?") and seeing the expressions on the high schoolers faces when I animate stories I read. (More like the Deer-In-Headlights-Look).  I also enjoyed becoming familiar with Dewey again (though I could live without having to organize by Topic/Author, since I prefer strictly a numerical system).  I work with great people in the library, who are patient as this "master educator" takes baby steps to become familiar with the role of the person I am substituting for.  I think every teacher should have to go through at least 1 experience to develop an under-the-skin skill set, and to appreciate their current LMS's and RTI specialists.

This dream ends in 15 school days...

Til I chalk again,

Mr. Shel

Where has the time gone? I've been hiding...

Matthileo CC BY-NC-SA 2.0

Invariably, when you try to take on too many jobs at once, such as working a business (which I've had to put aside temporarily--though it surprised me how many students were interested that I sold protein?!?), tutoring, working as a full time long term substitute (say that 3 times), and also working as lead math teacher for SOCRATES, AND taking my kids where ever they need to go...you lose track of some of your old routines...like blogging.

I've been having a blast working in an Iowa school district (remember I got my licensure for Iowa this year, as well as Tennessee and Florida), but not in math...in Spanish!  Espanol!

When I talked about COMMUNICATING last time, I didn't think I'd have to be doing that in another language, but it's been pretty fun!  Right now I'm working on a project drastically different than what they may be used to in that class, but it seems they're doing great--  The only downside is that now I have to count down my time there as the resident teacher will be returning in April.  I really appreciate the students cooperation (mostly) that I AM NOT a spanish teacher, but still a Spanish LEARNER. 

Ironically, if you've been following Scott McCloud, (or Will Richardson for that matter), than isn't the best way to teach is by being the best learner (that is, modeling and outline what to learn)?  I'm not saying I'm that but sooo grateful to be able to take what I learned from my master's program (and through tutoring) and applying it in the classroom.

Til I chalk again, (and wind down from Spanish subbing),

Mr. Shel

Communicate better....

Since this is one of the points of the blog, seems that it's worth writing about (given the amount of void I've put between posts).  It seems that Math and World Languages have a common trait; they seem foreign to most people.  Therefore it's good to talk about communication.

This goes on more than just telling your own children, "So how did it go today?"  I'll guarantee that if that's a filler for conversation, DON't expect honesty from your children (or last least expect 1-2 syllable answers).  Realizing this can be a slippery slope topic, let me break it down (chk-chk-a).

If you really want to communicate, you may need some "translation" skills.  This isn't trying to change math words and symbols into equations; I'm talking about real dialogue, especially with teens whose world has been kidnapped by the technology bandits (cell phones, iPads, anything that can detract attention from those around them).  They're facing more and more "feelings" and what others think of them, rather than depending on teachers and parents to help build that sense of confidence and security.  In the class, facts seem less relevant, and "good vibes" seem to prevail.

I found this to be true when I let my daughter have a cell phone with texting for the first time.  It was like 2nd grade all over again, except on a cyber scale, and the playlot is not the park but the phone pad.  There was definitely some steering required, and I had to let her make some mistakes in those tough situations where she wanted to depend on her own intuition than my guidance.  If she represents a good chunk of teens out there, they're not thinking about the old school "backdoor" office operations that go on in the background of that technology, especially when it involves a smartphone (her new toy).  I've put reminders in place about data privacy, and how you keep your information in your wallet, not on the table, so is true of the cell phone or any electronic device.

See what I mean about this being a very slippery subject?   I have my doubts about smartphones, but then again, my kind of technology involves the ability to repeat the moment.  In other words, can this blog be typed without the aid of a word processor?  Probably, but the real question is, when the power goes out, and no computers (or cell phones) are available, do the students have the intrinsic skills to do a manual keytyping of their assignments?

Til I chalk again,

Mr. Shel