Ellwyn Autumn's Blog, page 29

Diary Of A First Year Kindergarten Teacher: 6th Entry

This is a fiction story.Wednesday, September 3            I was exhausted the entire day. After all the nonsense yesterday, I had trouble settling down enough to sleep last night. When I finally did doze off, it was time to get up. Typical.            I spent part of the morning in my classroom scheduling parent conferences and the afternoon in meetings with the staff at Adams Elementary. Yes, I finally got my class list, but as per usual, there's a slight snag. Only 18 out of 30 students were listed, which delays scheduling parents and labeling cubbies, journals, folders, etc. I hope that I'll have a full list by the end of the week. Mrs. Staltz said that's highly unlikely. We may have most of our students registered by then, but it may take a few weeks to get a full class.             After thinking about it I realized beginning with a partial class might actually be a good thing. A small class size is always best, especially with the little ones. I'll be able to teach this smaller group of students the class rules without an abundance of distractions, and they in turn can help me teach the new arrivals.             I also met one of my classroom aides this morning. Her name is Miss Mary, and she and another woman named Miss Betty, will alternate their time in my classroom on a bi-weekly basis, for an hour-and-a-half each day. 45 minutes in the morning during the phonics block and another 45 minutes in the afternoon. I hope to do the Learning Centers during their afternoon slot. It's much easier to monitor centers with two adults in the room.             Miss Mary is kind and open to new things. She has been a Kindergarten aide for fifteen years. That is awesome. She thinks the Learning Centers are a great idea and never understood why they took play out of Kindergarten in the first place. She seems very knowledgeable about how a Kindergarten class should run. I will definitely utilize her knowledge, especially since I don't think I'll be receiving much support from my grade partner. Mrs. Staltz told me to ask her for help whenever I needed it, but I get the feeling she doesn't want to be bothered.            When I asked her for a copy of the information I missed yesterday at the phonics training, she made me one without complaint, but I it seemed that she just wanted to be left alone. She kept saying she had a thousand things to do before our meetings started. In spite of her protestations, I also asked her for the email address for the woman in charge of sending out emails to the Kindergarten teachers. She was nice enough to give me that, too.               I spent the remainder of the day in meetings. During the first session, Mrs. Bernard welcomed us to a new school year and spoke about the promise of a fresh start for our students. She explained her arrival and dismissal expectations for the year, as well as deadlines for lesson plans, lunch schedules and routines, and other general housekeeping information. The second session was about the needs of Second Language Learners and students with IEPs.We also spent time signing up for school committees and had our lunch break.            At the end of the day, I was given a few reams of copy paper with the promise of more to come. Apparently, the Phonics program requires a lot of worksheets to be completed by the students. I think that's ridiculous. Where's the fun in doing gobs of worksheets in Kindergarten? Quality over quantity, I say. Mrs. Staltz got a larger amount of copy paper than I. I learned shortly after why this was so. As the grade group leader, she is in charge of deciding what homework the Kindergartners receive each week as well as making the appropriate copies. I was also informed that we will alternate doing a math and literacy lesson plan each week, according to a format designed by her, and approved of by Mrs. Bernard; that I am responsible for purchasing sand and containers for the Phonics program; and that I must focus on journals for my Teacher Improvement Plan (TIP) this year.             I told Mrs. Staltz I thought that I could choose what I wanted to work on for my TIP. I was hoping to work on a behavior program I had learned about while I was in Head Start. It's supposed to be very beneficial in helping students make good decisions. Mrs. Staltz said I could do whatever I wanted but Mrs. Bernard preferred that Kindergarten and First Grade focus on journals. Since everyone else has agreed to journals, I consented to do it also. I don't want to draw negative attention to myself my first year here.                

Diary of a First Year Kindergarten Teacher: 5th Entry

Tuesday, September 2            What a waste of a day!! All I have to say is, thank goodness I went in last week and got my room set up. I decided to go to work on time today rather than my usual 45 minutes early. Big mistake!            When I arrived at Adams Elementary this morning, Mrs. Staltz's door was closed and the lights were off. I thought this was odd so I asked the custodian, Mr. Jim, where she was. Apparently, all of the Kindergarten teachers in the district had a professional development today at another school and I wasn't informed. How did Mr. Jim know about this Kindergarten training and I didn't? I felt like a fool. I double and triple checked my school district email for the notification. I never received it. I could feel my blood pressure starting to rise. My first formal Kindergarten training and I was going to be late for it. And not just a little late, over an hour late. I hate being late for important meetings. I hate looking incompetent. This wouldn't be happening if I hadn't been forced out of Pre-K Head Start!!!!!!            I went to the office to inform Mrs. Bernard that I hadn't received the email regarding the training. If I don't show up at my designated school for the day I could be marked absent. She wasn't in the office. I asked Ms. Monroe, the secretary, if she knew where the training was being held and what it was for. She didn't but was kind enough to contact Mrs. Staltz, who said it was downtown at Carver Elementary, which was about 30 minutes away from Adams. The training was for a new phonics program and a coinciding assessment that Kindergarten will be using this school year. Great, just great!! Not only was I being thrown into a brand new grade without any idea of the curriculum, now I was going to be late for a relevant training. My blood pressure rose even more.              I drove to Carver Elementary as fast as I could. When I pulled onto the small street where Carver was located there was absolutely no parking anywhere. The tiny school parking lot was crammed full with cars, and all along the street more cars were wedged into spots so tightly I honestly don't know how their drivers got them out. I drove through the surrounding streets for a half hour to see if I could find an open spot somewhere. Of course I couldn't. GRRR!            Frustrated, I called Adams and explained the situation to Ms. Monroe, who in turn relayed the information to Mrs. Bernard, who had arrived to work shortly after I'd left.  They told me to return to Adams.             Upon my return to Adams at 11:30, I hoped to receive my class list so that I could at least start scheduling parent conferences, but the list was still unavailable. Mrs. Bernard seemed displeased that I hadn't received the email about the phonics training, stating that was most unusual for something like that to happen. As far as she knew, every Kindergarten teacher was on the mass email sent out by the district. She also informed me that it was my responsibility to make up for the missed training. When I asked her how I was supposed to do that she told me to call the district's main office.            By this time I was dizzy with anger. I had run around all morning like a chicken without a head only to be made to feel like I was somehow at fault for the mishap. I retreated to my room and spent the next two hours trying to contact someone at the main office about a make-up training, but no one answered the phone.             I'm trying to stay positive about teaching a grade I've never taught before, but I'm beginning to feel overwhelmed. In Pre-K new teachers were given an orientation to the program so they would at least know the basics of what was expected of them. Kindergarten doesn't do that.              I stayed until 6:00 trying to make up for the time I lost driving and making pointless phone calls. I was able to finish decorating my boards, sharpen the pencils I bought and get my Large Group area set up with the supplies I'll need on a daily basis, pointers, markers, CDs and stuff like that.            Let's hope tomorrow is better than today.  

Diary Of A First Year Kindergarten Teacher: 4th Entry

Thursday, August 27
Dear Diary,
            Despite all of my protesting, I went to work today. I know. I know. I should have stayed home and sucked up my last bit of summer vacation, but I'm glad I went. I got the boards decorated; I hung the center signs, and filled up the centers with most of their supplies. I've decided on the following learning centers:* library* writing center* dramatic play* math center* science center* puzzles/manipulatives* sensory center* block center
            After 13 years of teaching Pre-K Head Start and a little shopping this year, I have more than enough supplies for students to play with in learning centers. I've also outlined the learning directives for play in these centers. Overall, students will develop their interpersonal language skills while learning to negotiate, compromise, share, and problem solve. This will in turn foster growth in reading, writing and verbal communication. Most of all, they will have fun while their learning!              I didn't get out of the building until 6:00 but I accomplished enough that I WILL stay home tomorrow. A nice four-day weekend before my official start date sounds wonderful. On Tuesday I should have a partial class list to begin scheduling parent interviews.            On a side note, my grade partner Mrs. Staltz, doesn't seem too keen on collaborating with me. I don't know if it's because I said that I like to teach thematically or not. She and the previous K teacher lesson planned together every week. I'm disappointed. Part of the reason I was excited to start at Adams Elementary was due to the collaboration between grade partners. I love to exchange ideas with other teachers and learn new things. Oh well, maybe she'll change her mind.

Diary of a First Year Kindergarten Teacher: 3rd Entry

August 26Dear Diary,            I accomplished most of the stuff on my list! It took me most of the morning but by lunchtime I had a large trashcan and 30+ chairs in my classroom. Now there will be enough chairs for the students to sit at their assigned tables as well as extras for the Writing Center, Computer Center, and Dramatic Play. YAY!            I also set up the basic layout of the classroom placing the tables, chairs, large group area, and shelves in formation. After that, I wiped down all the furniture that I had commandeered. Of course everything was filthy, but the room is starting to look like a real classroom.             I spent the afternoon trying to organize my file cabinet and my desk. Another set of arduous and unpleasant tasks. Ms. Slate, the teacher who had the classroom before me must have been bitter when she retired because the disregard for school property is apparent. The incredible amount of trash she left behind is a perfect example.             To my dismay, I discovered that my desk drawers were filled with mouse droppings, my file cabinet was filled with junk: a ton of broken crayon pieces, dried up markers, stacks of papers, and other miscellaneous items that needed to be tossed. I did find a file with Kindergarten welcome letters and ocean-themed activities that might be helpful. One collection of papers that I was surprised to find were pink slips. I didn't know you were able to write kindergartners up for misbehaving. It seems a little harsh to write a pink slip for a child that is so young. I'm not sure I'll be able to do it.             There may be more treasures hidden in those metal drawers, but it would take hours to sort through the mounds of jumbled papers crammed into them. I can't waste anymore time on that.            Right before 3:00 I had a short meeting with the principal, Mrs. Antoinette Bernard. She's a blondish woman middle-aged woman with a beaky nose and close-set eyes that scrutinize everything.  Her office is well-kept and larger than I thought it would be. I had heard rumors that she'd grown up as an army brat and ran her school in a similar militaristic style. She red-lines staff if they were one minute late, she expects lesson plans to be submitted on time to her exact specifications, and she's as blunt as they come, often embarrassing teachers in front of co-workers and parents. I haven't experienced or witnessed any of these behaviors so I'm trying to keep an open mind.             I knocked on Mrs. Bernard's office door and was promptly told to enter. It was much larger and airier than I had expected, almost refreshing after trooping through the dingy, narrow halls to get there. The entire building needs a fresh coat of paint, minus Mrs. Bernard's office, which is a vibrant shade of peach with bright white molding.             Her U-shaped desk was the immediate focal point, a brand new laptop and phone sat neatly on the glass-topped surface. A collection of frames, artfully arranged on one wall, held diplomas and certificates indicating her impressive credentials. A Bachelor of Arts in Elementary Education, a Master's in Education with a concentration in school administration and other various educational certifications that confirmed she belonged in the position of school principal.            A large rectangular window hung with lace curtains overlooked a sparse patch of brittle grass and the street beyond. I watched the cars zipping by as I sat in one of the leather seats facing Mrs. Bernard's desk while she finished skimming over a file of papers.            "I hope you're settling in nicely," she said closing the file.            "I am, thank you."            "So what brings you to my office today?"            "I was wondering if you could spare any extra computers for my classroom."             Mrs. Bernard smiled. "I can actually. As soon as the shipment arrives, Kindergarten will be receiving two brand new desktops per classroom."            An unexpected bonus. "Wow. Thank you."            "The shipment may take a few weeks to arrive however."            Crap. I knew there'd be a catch. A few weeks could end up being a few months with this district. "That's fine," I replied, hiding my disappointment. From what I had observed, my grade group partner and the first and second grades already had two desktops in their computer centers. I wondered what had happened to my classroom's computers. "It's just nice to know that my students will have access to them. I was also wondering when we would get our class lists. I'd like to start scheduling parent interviews."            "The lists won't be complete until next week. We're still registering students. There's always a mad rush the last week of August and the first week of September."            Double-crap. I'd wanted to send home letters introducing myself to the children and their parents before they came for the interviews next Thursday. How would there be time to schedule and complete them all before the children started school?             "Thank you, Mrs. Bernard."            Disheartened, I left her office, my mind struggling to come up with a game plan for scheduling the parent interviews that were destined to flow over into the first day of school. If parents don't meet with me before their children start school they're not going to know me, my classroom policies, the supplies they'll need, or where to drop off or pick up their children in the schoolyard.             Great, just great!             In Head Start there were often delays getting a complete list, but there were only 19 children per classroom and a full-time teaching assistant to help set up the classroom if I got caught up in parent interviews. What would have happened if I hadn't come in a whole week early to start setting up?            I've wasted three days on tasks that I hadn't anticipated doing.                 Tomorrow I want to start decorating the boards. After I left work, I picked up borders for the boards, tags for labeling the cubbies, and nameplates for the tables. I'd like to be frugal and just make some of this stuff, but since I'm doing a lot of heavy duty cleaning, I need to get some things done quickly. I'm exhausted! I'm sore! I'm aggravated and the school year hasn't even started. Maybe I should stay home tomorrow and relax.           

Diary Of A First Year Kindergarten Teacher: 2nd Entry

 

August 25
Dear Diary,
            What a day! I spent the morning sorting all of the leveled reading books I discovered yesterday. It took four hours! It was a real hassle but as I worked I familiarized myself with the books and their sequential progression. Since I've never taught a guided reading lesson before I thought it was important for me to do this. I also found a teacher reference on guided reading that I'll read later at home. There's one good thing about having all of these books, I shouldn't have to hunt down easy readers for guided reading.            I've made a list of things I need to do after I leave today and when I arrive tomorrow:*buy my own classroom broom, dust pan, and brush (I borrowed my grade partners and the school doesn't have any extra on hand to give me. Typical.)*buy a radio (An early childhood classroom must have music. I like to play classical music when the children arrive and quiet music to help them settle down. Little people need to move their bodies and I have the best CDs for that.)
*find more chairs for students (there are 30 students in a Kindergarten class and I only have 24 chairs)*set up the furniture in the classroom*organize my file cabinet (I peeked inside it today. What a mess!)*find a large trashcan*wipe down the chairs, the tables, the shelves, my desk...*ask about computers for the room (My grade partner has two.)
            I left early today. I am still on summer vacation and after the discussion I had with my grade partner about Kindergarten students not being able to play in learning centers I was spent. I am a big proponent of play. I did a thesis on it when I got my Master's Degree. Play is the cornerstone of my teaching philosophy. It's how I design my lessons. It's essential for successful learning among young children.             I knew that Kindergartners were expected to conform to more traditional instruction, but I thought they still had a chance to play in centers. Over the years when I took my Pre-K students to visit a Kindergarten class, I saw toys in the rooms. My daughter's Kindergarten class had a Dramatic Play center and a wall of shelves full of containers filled with puzzles and manipulatives.                There is a loop hole in all of this. The principal (a 48-year old woman that no one seems to like) doesn't visit the Kindergarten very often, the middle-school students keep her busy, and she's pregnant with her first child. With all of this going on, I just might be able to squeeze in a little play time. 

Diary Of A First Year Kindergarten Teacher: First Entry

This is a fiction story based on actual events. It's important for people to know what teachers go through on a daily basis. So here is my interpretation:
August 24Dear Diary,            I am so excited to start teaching at my new school John Quincy Adams Elementary. I really feel like I'm really going to make a difference teaching students in an inner-city school. Adams Elementary school is a large brick building, surrounded by concrete on all sides, where a black-topped parking lot and litter strewn schoolyard reside. As I pulled into my parking spot early this morning, I noticed two rusty basketball hoops posted on either side of the schoolyard, but no playground equipment or grass for the students to use for recreation.             A handful of other early arrivals greeted me warmly when I climbed out of my car. After a round of introductions, we all started emptying our cars of bags and plastic totes filled with newly purchased school supplies, anxious to start decorating our classrooms.            Large metal cages, bolted directly into the brick wall, encased the windows that seem to be made of thick frosted glass. I'm guessing that these windows were originally installed to eliminate unwanted distractions, but they block out the sunlight, giving the building a closed-in, institutional kind of feel. I know it sounds dreary but I will not be deterred by these bleak urban surroundings.                After thirteen years of teaching Pre-K, I am eager to apply my knowledge and experience at the Kindergarten level. I feel that my prior experience will give me an edge to really help educate these children. I know the academic and social levels my former students had achieved by June of last school year. It stands to reason that many of the incoming Kindergarteners will be at the same level; if they're not I will know right away and begin designing interventions curtailed to their individual needs.             I went into work today to get a jumpstart on my classroom.  To my dismay, the room had been cannibalized by other staff members when the previous teacher retired. The nice, long green tables that furnished the room in June when I interviewed for the position are gone, as well as the large group rug. They appear to be across the hall in my grade partner's classroom. These vibrant additions make her classroom look bright and inviting. My rug has been replaced with a similar carpet that is both stained and dingy. The tables in my room are rickety trapezoid-half-tables that need to be duck-taped together at the legs, otherwise the children will be able to pull them apart. That would be most in fortuitous during instruction.            I shampooed the rug twice and after dumping out two bucketfuls of tar I have every intention of doing it a third time tomorrow.             I found an abundance of mouse droppings on all the shelves and in the corners of the room and closet. I had to get rid of most of the chart paper because mice had urinated on it or chewed through it to make nests. There was so much trash in one of the closets I started to feel like I was raking a pile of leaves, the trash came up to my mid-calf.            The room is a complete disaster. Except for some lined paper, a jumble of leveled-readers and some teacher manuals there are absolutely no supplies. My grade partner said it's hard to get supplies from the office, apparently they have it under lock and key. I put in a requisition but I'm not hopeful. I've been with the district long enough to know that if I don't get the stuff I need myself, I won't get it at all.
I've made a list of the things I'm going to need:masking tapeduct tapepackaging tapetapecubby labelsrug for the librarycomputerslistening centerbinders:  roll               lesson plans               reading groupspensSharpie markersmarkerspencilscolored pencilschart paperbook basketsbaskets for suppliesfiling folders (to make student journals)staplerstaplespaper fluid correctorplay-dohdry-erase markerserasersborders bulletin board paperconstruction paperpillows/seats for the libraryresource books for homeworkclear sheet protectors (for reusable activities)

Lemon Drop Literary: Ellwyn Autumn Authors Show Interview

Lemon Drop Literary: Ellwyn Autumn Authors Show Interview: I am so excited to announce that my interview with The Authors Show has gone live.   Don McCauley was a wonderful host. What a great wa...

Ellwyn Autumn Authors Show Interview

I am so excited to announce that my interview with The Authors Show has gone live.

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Don McCauley was a wonderful host. What a great way to promote your message. I'm so grateful for this opportunity.

https://wnbnetworkwest.com/WnbAuthors...

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Press Release for Chris Kringle's Cops: The First Mission

For immediate release:
Readers' Favorite recognizes "Chris Kringle's Cops" by Ellwyn Autumn in its annual international book award contest, currently available at http://www.amazon.com/gp/product/1495193268.
The Readers' Favorite International Book Award Contest featured thousands of contestants from over a dozen countries, ranging from new independent authors to NYT best-sellers and celebrities.
Readers' Favorite is one of the largest book review and award contest sites on the Internet. They have earned the respect of renowned publishers like Random House, Simon & Schuster, and Harper Collins, and have received the "Best Websites for Authors" and "Honoring Excellence" awards from the Association of Independent Authors. They are also fully accredited by the BBB (A+ rating), which is a rarity among Book Review and Book Award Contest companies.
We receive thousands of entries from all over the world. Because of these large submission numbers, we are able to break down our contest into 140+ genres, and each genre is judged separately, ensuring that books only compete against books of their same genre for a fairer and more accurate competition. We receive submissions from independent authors, small publishers, and publishing giants such as Random House, HarperCollins and Simon & Schuster, with contestants that range from the first-time, self-published author to New York Times bestsellers like J.A. Jance, James Rollins, and #1 best-selling author Daniel Silva, as well as celebrity authors like Jim Carrey (Bruce Almighty), Henry Winkler (Happy Days), and Eriq La Salle (E.R., Coming to America).
"When the right books are picked as winners we pay attention. We will be spreading the word about Readers' Favorite." --Karen A., Editor for Penguin Random House
Readers' Favorite is proud to announce that "Chris Kringle's Cops" by Ellwyn Autumn won the Finalist Award in the Children - Action category.
You can learn more about Ellwyn Autumn and "Chris Kringle's Cops" at https://readersfavorite.com/book-review/chris-kringle-s-cops where you can read reviews and the author’s biography, as well as connect with the author directly or through their website and social media pages.
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Louisville, KY 40202
800-RF-REVIEW
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Reader's Favorite Press Release

For immediate release:
Author's new book receives a warm literary welcome.
Readers' Favorite announces the review of the Children - General book "Kamyla Chung and the Creepy Crawlies" by Ellwyn Autumn, currently available at http://www.amazon.com/gp/product/1532341172.
Readers' Favorite is one of the largest book review and award contest sites on the Internet. They have earned the respect of renowned publishers like Random House, Simon & Schuster, and Harper Collins, and have received the "Best Websites for Authors" and "Honoring Excellence" awards from the Association of Independent Authors. They are also fully accredited by the BBB (A+ rating), which is a rarity among Book Review and Book Award Contest companies.
"Reviewed By Barbara Fanson for Readers' Favorite
Kamyla Chung and The Creepy Crawlies is a wonderful story of trying to get children to sleep when they think there are spooky images in their bedroom. Author Ellwyn Autumn has created a bedtime story that all children and parents can relate to. Firstly, Kamyla shouldn’t listen to Joey Jordan, a boy at school who said that creepy crawlies eat people. Since then, Kamyla has trouble sleeping. But she comes up with some ideas for dealing with spooky images. First, she tries putting her head under the blankets and staying absolutely still. The next night, she slept with her stuffed rabbit because she heard that a rabbit’s foot is lucky. The next night, she slept with new nightlight on. I love the store clerk’s quote: “If something in the dark isn’t right, all you need is a little light.” But, they call in an exterminator to get rid of the creepy crawlies. When the bedroom light is on, there are no creepy crawlies until she turns on the nightlight. They lift up stuffed animals and dolls and realize what the creepy crawlies really are! You’ll have to read the book to solve the mystery.

The illustrations by Danh Tran are very well done. Even the nighttime renderings of blue and purple hues are well executed. The tones and emotions on the characters' faces are very realistic. Kamyla Chung and The Creepy Crawlies provides parents with ideas on how to deal with creepy crawlies—or nighttime shadows. Author Ellwyn Autumn is imaginative and encourages parents to play with stuffed animals to see what their shadows look like. Children 4 to 8—and their parents—will like the repetitive prose and easy-to-relate-to story."
You can learn more about Ellwyn Autumn and "Kamyla Chung and the Creepy Crawlies" at https://readersfavorite.com/book-review/kamyla-chung-and-the-creepy-crawlies where you can read reviews and the author’s biography, as well as connect with the author directly or through their website and social media pages.
Readers' Favorite LLC
Media Relations
Louisville, KY 40202
800-RF-REVIEW
support@readersfavorite.com
https://readersfavorite.com