Well, I'm now 39 weeks and one day, and Leah is still not budging. Though not in a hurry to join the world, she's definitely learned to listen to her daddy.
Scott highlighted a few dates on the calendar that would be acceptable as birth-days (2/28, 3/1, 3/2, or 3/7, 3/8). His reasoning? He plays hockey on Fridays, so if Leah arrives sometime between Friday and Monday, then we'll be home from the hospital in time for him to play in the next Friday game. Silly boy. He has yet to admit that he won't be playing hockey the Friday after Leah's arrival.
Granted, I know this doesn't guarantee Leah's arrival on one of those dates, but seeing as how she didn't show up this week, there's a stronger chance she'll show up on Scott's schedule. Why couldn't she wait until AFTER her birth to start listening to her dad?
Friday, February 27, 2009
Friday, February 13, 2009
Blessed
As Scott and I anxiously await Leah's arrival, we can't help but acknowledge God's blessings through our friends and family... and even my students.
Through various baby showers, friends, family, and co-workers have showered us with items for Leah. I think both of us (me and Scott) have been floored by everyone's generosity. We can't thank everyone enough for all that they've done to help us prepare for Leah's entrance.
But most surprising has been my students' response. In an earlier post, I mentioned how every teacher enjoys being validated and appreciated, whether through a kind word or a thoughtful email. Recently, my validation has come in the form of my students welcoming Leah. Just reflecting on their thoughtfulness makes me smile.
I've had three former students stop by with gifts for Leah. Whenever Leah plays with the purple teddy bear or the pink penguin, or uses the handmade blanket, I'll think of Andrea, Marco, and Meghan.
And when Leah plays with her Ocean Wonders Kick & Play Gym, I'll think of my fifth period class. But there's more to it than just the play gym. Let me explain...
It seemed as if everyone was trying to keep me from heading back to my classroom too soon after lunch yesterday (I usually make it back just before the bell rings to dismiss the students from lunch). I supposedly had a phone call from my husband (who NEVER calls me at work), but when I picked up the phone, no one answered. Then, one of my co-workers engrossed me in a conversation. Finally, I made it to my classroom just before the bell. However, before even entering the room, I knew something was up. After all, my co-workers were standing outside their classrooms (and a few of my former students were, too) ---they're rarely outside their classrooms-- my door was closed (I leave it open when we go to lunch), and the lights were off. As I opened the door (just before the tardy bell, mind you), the class flicked on the lights, jumped out of hiding, and yelled, "Surprise!". Pink balloons and a "Baby Shower" banner decorated the front whiteboard. Sitting on a table covered with a pink tablecloth were a cake (homemade by Flavia), brownies, cookies, and baby shower favors. In addition, the students had stacked cards and a few gifts under the table for me to open.
I was so touched by their thoughtfulness. Even now, I get all teary-eyed re-living the moment. They were so excited about the shower and about surprising me. They couldn't wait for me to open the cards and gifts, and of course they were eager to break into the goodies. So, for a few moments during class, we could relax, eat, and just visit without worrying about SOLs or Romanticism.
My friend Jeanne and I have talked about God kisses, and this was definitely one of those. Through my students, God has reminded me that what I've given and done in the classroom has not been for naught; and even though I won't return to the classroom after Leah arrives, I know that I've left an impression on my students... and they on me.
Through various baby showers, friends, family, and co-workers have showered us with items for Leah. I think both of us (me and Scott) have been floored by everyone's generosity. We can't thank everyone enough for all that they've done to help us prepare for Leah's entrance.
But most surprising has been my students' response. In an earlier post, I mentioned how every teacher enjoys being validated and appreciated, whether through a kind word or a thoughtful email. Recently, my validation has come in the form of my students welcoming Leah. Just reflecting on their thoughtfulness makes me smile.
I've had three former students stop by with gifts for Leah. Whenever Leah plays with the purple teddy bear or the pink penguin, or uses the handmade blanket, I'll think of Andrea, Marco, and Meghan.
And when Leah plays with her Ocean Wonders Kick & Play Gym, I'll think of my fifth period class. But there's more to it than just the play gym. Let me explain...
It seemed as if everyone was trying to keep me from heading back to my classroom too soon after lunch yesterday (I usually make it back just before the bell rings to dismiss the students from lunch). I supposedly had a phone call from my husband (who NEVER calls me at work), but when I picked up the phone, no one answered. Then, one of my co-workers engrossed me in a conversation. Finally, I made it to my classroom just before the bell. However, before even entering the room, I knew something was up. After all, my co-workers were standing outside their classrooms (and a few of my former students were, too) ---they're rarely outside their classrooms-- my door was closed (I leave it open when we go to lunch), and the lights were off. As I opened the door (just before the tardy bell, mind you), the class flicked on the lights, jumped out of hiding, and yelled, "Surprise!". Pink balloons and a "Baby Shower" banner decorated the front whiteboard. Sitting on a table covered with a pink tablecloth were a cake (homemade by Flavia), brownies, cookies, and baby shower favors. In addition, the students had stacked cards and a few gifts under the table for me to open.
I was so touched by their thoughtfulness. Even now, I get all teary-eyed re-living the moment. They were so excited about the shower and about surprising me. They couldn't wait for me to open the cards and gifts, and of course they were eager to break into the goodies. So, for a few moments during class, we could relax, eat, and just visit without worrying about SOLs or Romanticism.
My friend Jeanne and I have talked about God kisses, and this was definitely one of those. Through my students, God has reminded me that what I've given and done in the classroom has not been for naught; and even though I won't return to the classroom after Leah arrives, I know that I've left an impression on my students... and they on me.
Tuesday, February 10, 2009
The Declaration of ...
Upon finishing our unit on Colonial Period literature, I ask my students to evaluate the educational system in an informal writing. They have to discuss the major problem with the system today, and then offer a solution. This is an interesting exercise in reasoning, especially when students try to justify a shorter school day (i.e. 9-12).
I found two responses particularly saddening (though on the bright side, very few students cited these issues as problems).
The Declaration of I-Deserve-Credit-for-Trying
One young lady argued that students should automatically receive credit just for turning in an assignment, regardless of whether or not it was done correctly. She proceeded to argue that students who simply complete their work should pass the class, even if they haven't mastered the material (she didn't state the latter, but implied it). Now I do agree that students should receive credit for certain homework or classwork assignments. This particular assignment, for instance, counted as a completion grade. However, simply awarding students credit for submitting a paper is wrong. After all, we teachers are supposed to TEACH so that the students can LEARN the material. If I awarded credit simply because a student submitted a paper, well, then I wouldn't be doing my job, and the student wouldn't be doing his. After all, he could write, "I'm great" for every answer on a quiz, and still receive credit. How does THAT make sense?!
Now if we broaden this mentality to the "real world", then the issues are magnified. After all, what happens if a doctor simply "received credit" in medical school instead of actually demonstrating knowledge of medicine? How many deaths would he have on his hands? Or if a lawyer never learned the ins and outs of law? We'd have a breakdown in our judicial system. These are the types of questions that give me pause when a student thinks she deserves recognition simply for being.
The Declaration of Lower-Expectations
Ah yes, this was enjoyable paper to read. This young man argued that school officials (administrators, teachers, etc.) and parents should not expect more out of a student as he progresses through the grades. Instead, we should consider lowering our expectations. That's right. Why expect a person who is chronologically more mature to accept more responsibility or act more mature? Shouldn't we simply pamper and coddle our students throughout high school? After all, that would prepare them for life on their own.
Think about how productive and innovative our society would be if everyone had this attitude. You go to the doctor expecting a diagnosis, but instead would receive a "well, maybe it's this, but I'm not sure. What do you expect me to do?" Or you take your car to the mechanic to get the brakes fixed, and are told, "Well, I fixed 'em as best I could, but there's still this problem with 'em. I just didn't feel like getting the extra parts from the other side of the shop." Can we say "accident"?
Thankfully, though, papers such as those were few.
The Declaration of GPA-Grouped-Classrooms
One young lady wished we could group students based on their GPAs. Thus all students with a 3.0 would be in one English class, and those with a 2.0 would be in another. She reasoned that homogeneously grouping students would allow the teacher to tailor the curriculum (materials, activities, assignments) to the class. Plus, those students who typically do better in school would not be held back by those who don't. Hmmmm... what a concept!
I found two responses particularly saddening (though on the bright side, very few students cited these issues as problems).
The Declaration of I-Deserve-Credit-for-Trying
One young lady argued that students should automatically receive credit just for turning in an assignment, regardless of whether or not it was done correctly. She proceeded to argue that students who simply complete their work should pass the class, even if they haven't mastered the material (she didn't state the latter, but implied it). Now I do agree that students should receive credit for certain homework or classwork assignments. This particular assignment, for instance, counted as a completion grade. However, simply awarding students credit for submitting a paper is wrong. After all, we teachers are supposed to TEACH so that the students can LEARN the material. If I awarded credit simply because a student submitted a paper, well, then I wouldn't be doing my job, and the student wouldn't be doing his. After all, he could write, "I'm great" for every answer on a quiz, and still receive credit. How does THAT make sense?!
Now if we broaden this mentality to the "real world", then the issues are magnified. After all, what happens if a doctor simply "received credit" in medical school instead of actually demonstrating knowledge of medicine? How many deaths would he have on his hands? Or if a lawyer never learned the ins and outs of law? We'd have a breakdown in our judicial system. These are the types of questions that give me pause when a student thinks she deserves recognition simply for being.
The Declaration of Lower-Expectations
Ah yes, this was enjoyable paper to read. This young man argued that school officials (administrators, teachers, etc.) and parents should not expect more out of a student as he progresses through the grades. Instead, we should consider lowering our expectations. That's right. Why expect a person who is chronologically more mature to accept more responsibility or act more mature? Shouldn't we simply pamper and coddle our students throughout high school? After all, that would prepare them for life on their own.
Think about how productive and innovative our society would be if everyone had this attitude. You go to the doctor expecting a diagnosis, but instead would receive a "well, maybe it's this, but I'm not sure. What do you expect me to do?" Or you take your car to the mechanic to get the brakes fixed, and are told, "Well, I fixed 'em as best I could, but there's still this problem with 'em. I just didn't feel like getting the extra parts from the other side of the shop." Can we say "accident"?
Thankfully, though, papers such as those were few.
The Declaration of GPA-Grouped-Classrooms
One young lady wished we could group students based on their GPAs. Thus all students with a 3.0 would be in one English class, and those with a 2.0 would be in another. She reasoned that homogeneously grouping students would allow the teacher to tailor the curriculum (materials, activities, assignments) to the class. Plus, those students who typically do better in school would not be held back by those who don't. Hmmmm... what a concept!
Wednesday, February 4, 2009
Ready for an Occupant...
Leah's room is now finished (well, with the exception of the crib mattress...). Scott hung the quilt and some decorative wall hangings this past weekend, so I finally have pictures to post.
Enjoy.
Enjoy.
Subscribe to:
Posts (Atom)
