Well, I spent the first month or so of summer break doing a combination of relaxing and stressing about my job prospects. It
has been nice to stay up at night with my husband and the other grownups around here (we've had some house guests), sleep late, and of course to have more relaxed time with my daughters. Fortunately, though my work situation for the fall is still in limbo, I did have summer school to look forward to.
Said summer school started this week. I'm teaching the fourth grade, and I love it! I already knew many of the students, or at least recognized them. Most are from Favorite Elementary School, which is where classes are being held. Students from the whole district can attend, though, so there are some new faces. This summer session is targeting Title I, Migrant, and Title VII students; this means basically no change in demographics from the regular school year, so it feels just like home!
This is the first time I've taught summer school, and for starters I'm so grateful for the opportunity! I was lucky to be hired: the administrator running the show approached me about it during the spring and I immediately told her I'd been hoping to teach in the summer and would be thrilled to do it. As it turns out, those jobs were never even posted on the district's personnel site, so I doubt I would have had a chance if I hadn't already known and worked with Ms. Administrator.
From a professional standpoint, though, summer school is an interesting opportunity. We have only 16 half days: four, four-day weeks. I have to do superquick assessments and dive in to targeted reading and math lessons as fast as possible. There's not a lot of time in which to make a difference for the kids, but on the other hand there's not the rigid, punitive air of the regular school year either. I want to show growth between pre- and post-tests, but what I choose to do and how I do it are largely left up to my professional judgement.
This is an interesting point. As a recap for readers who may not care to re-read my posts of the past two years, I got my master's degree and teaching license in the summer of 2009. I then entered the worst job market in memory (the Great Depression being outside most people's memories by now). I was fortunate to be hired as a long term substitute teacher, a gig that ended up lasting fully half of the school year (pretty great for subbing!) in one of my own daughters' former kindergarten classrooms. It was great. The second half of the year was spent rushing about between four part time jobs: Occasional Substitute, Title I Academic Interventionist for Rural Charter School (K-7), Math Interventionist for Favorite Elementary School (prepping students for their state assessments), and Tutor. Whew. All these jobs and still not more than 25 or 30 hours a week! But they were all in my field and what with the way the schedules and the travel time lined up there wasn't room for any other gigs.
So with my interventionist work, I was quite beholden to state and federal guidelines, and found myself administering a number of assessments and generally fitting students of all shapes into neat square boxes in order to satisfy said state and federal requirements (such as compliance with Title I or getting enough of them to pass their state assessment that the school would get out of AYP jail). While I have absolutely no complaints about the administrators with whom I worked last spring, and while I do feel they treated me respectfully and as a professional, the way I had to run my classes was entirely different than summer school. Did you wonder if I was going to bring it back around to my main topic? But yes, I did have a point!
Summer school is up to me. If the kids attend to my lessons, some improvement can be recorded, and we all have fun, then it is counted as successful. So week 1 for my 4th graders consisted of some pretests, a number of cursive and grammar exercises, math facts memorization, and some arts and crafts. And a lax attitude about how long recess should be. I'm used to developing plans more slowly, but now that we're 25% through, I feel that I know where we're going. I'm going to throw the decoding lessons out the window; it's all about comprehension. I'm going to back off on the worksheets on equivalent fractions or ratios and probability; we'll focus on the multiplication table and then probably drill on all basic facts, along with some online math games. The kids will do some silent reading, but most of that time will be used by my read-aloud: The Lightning Thief. I hope to also share a whole bunch of books and graphic novels I picked up at the library on Greek Mythology as an extension of the read-aloud. And at the end of each week we'll do some art projects. Last week it was pop-up cards; I'd found a reading comprehension exercise where they read a page of instructions and then answer questions. Naturally I felt they should be able to actually make the cards. I think next week it'll be origami. This will require a lot of preparation, and the parapro and I will have to know what we're doing ahead of time. Maybe I can find animated how-to's on the internet. If I can incorporate some reading and written responses in the activity like with the pop-ups, that would be great.
I think I'm off to google origami now. And then a late afternoon iced coffee. Ahhh.
