Helloooo from the teacher's side.......

Hello...It's been a while!  This whole teaching thing is quite consuming and as my intentions were to post monthly, my weekend came and went, and came and went.  Year 2 is going well.  My grade level partner in crime and I inherited some babies who had quite a reputation.  They haven't had a ton of stability the last two years in terms of teachers and so needless to say, they have some abandonment issues.  But they are coming along wonderfully, engaging in teaching and learning with less and less issues as the year progresses.  The school in general is doing well, and we are a fully functional year 2 turn around school!  I am very proud to be part of such an AMAZING team!

So, with all the niceties complete, you know what's on my mind and I am sure you are thinking about it too...the strike.  I don't give a lot of time or thought to this issue most days as I am busy engaged in teaching and learning, social working. counseling, nursing, parenting, disciplining and praising my babies.   BUT, I have been forced to engage as I am a teacher and this does affect me.  So here is MY and ONLY MY OPINION.  I know I have brothers and sisters who have different opinions and I respect their right to free thought and speech...so please respect mine.

I have 3 issues: 1. the CTU and it's use of funds.  2. The state aka the "real" enemy  3. THE KIDS!

1. THE CTU:  I have done my due diligence and spoken with people in various roles with differing levels of access to information.  Honestly, that's the saddest part too....that other people have better "access" to information about negotiations about my job than me.  Furthermore, why is it so difficult to find information on what the CTU does with my $1100 a year?  $1100 that could go into my classroom, or my savings account, or my gas tank??  And then, if you multiply that amount by all the teachers, esp's and others paying dues (at varying rates of course) CTU takes in over $10million dollars a year!  I know both Karen Lewis and Jessie Sharkey take a salary of over over $200k a year so that's great for them.  Oh, and I also know they will continue to draw salaries while we struggle to pay bills and for some, feed their families while on strike.  What ever happened to the head of the cause joining in the hunger strike with the others?   The CTU also sends members to conferences, aka CTE (Career and Technical education conferences) to do nothing more than rebel rouse and disrupt presentations made by Chicago central office presenters.  I do not advocate that kind of ignorant behavior.  Yet, once again, no one asked what I think of how CTU spends their money.   Because they use scare tactics to get teachers to pay dues and then go on their way.  I know during the last strike, I had friends that, because of family issues and lack of childcare, they couldn't make it to the picket line.  As a result, they received threatening emails and texts.  Yep.  That's what collective bargaining is supposed to be about.  NOT.  Through my research I discovered that much of what CTU was sharing - 7% immediate cut in salary, huge rise in health care, cuts in teachers in all schools, was not the true table discussion.  As a matter of fact, we have some of the best Healthcare around.  Most public companies are going the way of Obamacare and making employees purchase in the open market.  Cost going up a couple dollars is expected.   Recently, Claypool publicly shared the newest offer and CTU got angry.  Why?  Why can't we as teachers and independent thinkers hear what he has to say?  I understand it would be a sacrifice on the teacher's part in the short term, but listen up CTU - THERE IS NO MONEY!  I have many friends and acquaintances in the central office...or rather I did.  They are cutting central office down to bare bones, as they should.  But it's not this administration that has gotten us to this ugly position.  In fact, CTU was at the table for the last approval of a "pension holiday" for CPS,  so stop acting like this happen over night!  Compromises will have to be made based on bad decisions made by previous administrations and you CTU.  So own it and let us move on!  No one WANTS a strike but you....

2.  The State of Illinois: Look, the state of Illinois owes us money.  As a Chicagoan, I pay taxes and cover the pension of every teacher in Illinois AND Chicago.  IF you live outside Chicago, you ONLY pay to cover the Illinois teachers pension which doesn't include Chicago.  So exactly WHY is that?  Also, it is my understanding that Governor Rauner is prepared to launch a smear campaign against you guessed it... teachers if the strike takes place.  If you aren't aware, Mr. Rauner was born and raised in Deerfield, IL a wealthy SUBURB of Illinois.  He went to Dartmouth and Harvard for his bachelors and masters education and prior to becoming governor, he was a millionaire venture capitalist living in Winnetka, another wealthy SUBURB of Chicago.  He represents the wealthy.  He has no context of what our schools in Chicago look, act or feel like.  He has never been in one to my knowledge, except for the 5 minute photo op most likely.  But he is prepared to tell us, the teachers, that we are greedy, and ungrateful and don't care about kids.  I can tell you right now if he walked into my 6th grade class with no context as say, a supposed sub, they would eat him alive.   This is the same Governor that wants to freeze property taxes that could unequivocally help with the budget crisis.  But we the Teachers are the problem.  Yep, that $56k salary that after pension and union dues still has to have at least $200 a month taken out for classroom needs is what's breaking the state budget. Clearly.  

3. The kids:  Our babies CANNOT afford a month, let alone a week out of school!  I have a classroom full of amazing 11-14 year old 6th graders 76% of whom are below to severely below grade level.  Prior to the turnaround, the school, the system, adults in their life failed them.  When a child tells you, "we are just waiting for when you gonna leave us" you know it's real.  I have just convinced them I AM NOT leaving!  Now, in the wake of this success, I may have to face them and explain why everyone in their life will tell them I don't want to be there because I want more money?  (that will be the uneducated explanation shared by the media)  Hell no.  I'm going to teach those babies, if I have to do it at the youth center or a coffee shop, it's going to happen.  No way they will go another week without school.  Yes, vacations are important for both the students and the teachers, but even the few extra snow days last year were painful.

My true feelings are that this potential strike is a political war, waged on the backs of teachers,  and the kids are collateral damage.   I understand there are negotiations taking place and they may still need to continue, but there must be a different way to solve our issues besides keeping our babies (many 3 to 4 years behind already) out of school.  This isn't a Coca-cola factory where while we strike, soda stops production.  Like other political machines, I feel as an individual teacher I have lost my voice in this fight.  Since that is the case, just let me continue to teach while you sort out issues.  Please stop justifying it by telling yourself you are doing it for teachers, for me.  Just stop and let me teach.  Let my babies continue coming to school.  THAT'S WHAT'S BEST FOR KIDS.

Thanks for reading and all your continued support.  I was humbled by all the friends and family members who gave to my babies and classroom this last month.  Thank you from the bottom of my heart.  I can't do it without you. 

Ms. Ohannes's Adopt-a-Classroom page

The sweetest present a teacher can receive!

At the Atten-Dance with my babies!

One of my sweet babies!

                                                    

Year 1 in the Books

Year 1 of my teaching career is over.  First year turnaround school.  We did it.  I sat down to write for this blog at least 10 times between my last post (March) and now.  But every time I did, something school related took my attention off writing and so it goes.  I have been out of school (without kids) for a week now.  Do I miss them?  Absolutely.  Is it healthy for me to be away for a bit?  Oh yeah.  The last several weeks of school I was running on fumes.  I don't want to speak for any other Dvorak teacher, but I know my grade level partner would concur.

PARCC, ANET, PARCC, NWEA, Performance Tasks...... All after spring break.   And with NWEA being the mother of all assessments as it speaks to our schools performance level (with regard the SQRP), student promotion (for grades 3,6 and 8) and teacher performance, tension was running high. 

Let me back up, because there was some really cool stuff that happened in the last 2 months as well.  My birthday was at the beginning of May.  My kids knew because it's on the classroom birthday calendar.  I started my day with one of my favorite babies, T.I. telling me, "Ms. Ohannes, I'm finna be on my business today because it's your Glo day and I'm not gonna ruin it."  Well ok then.  As the day progressed, the kids were actually SO conscious of the fact that it was MY GLO DAY that they reminded each other constantly if a fellow student got  mouthy.  At the end of the day, my Grade level partner, aka best colleague a girl could ask for, handed me a huge pile of cards and said the kids had made them for me in her class.  What got me was the messages inside the cards.  I was super moved.  Regardless of what was going on, for the remainder of the year, I just needed to look at one of these cards and I mustered up the strength for another day.

My students did well on NWEA.  My grade level partners and I were pleased with the growth and the % who made their goal which averaged about 95% between the two.  We still had a good number of students need to go to summer school, but God willing the majority will pass into 7th grade (Please God at least C.S. and D.F.!)

We took a field trip to the Museum of Science and Industry.  It was the entire 6th grade sans 6-7 students who unfortunately could not represent Dvorak in the expected manner.  (this would be not smacking girls every 5 minutes, or taking tacks and slapping people on their backs....)  We had the 3 teachers and then 2 parents who graciously agreed to go.   I had a group of 8 boys.  I took the toughest group of boys because I find I bond the most with them.  God knows why!  It was so amazing listening to their questions and how excited they were about learning.  When we got to the airplane, one student, R.M. was so inquisitive the pilot who was there to explain things told him he should seriously consider going into aviation.  All in all the kids had an amazing day.  They were well-behaved and acted like KIDS are supposed to act.  A little goofy and a lot of questions!

As we were leaving the museum, a couple of the girls heard a woman say, "all these damn black kids ruining the museum...."  Now, I fortunately did not hear her, nor did I hear about this until we were back on the bus.  So I calmly asked the kids why they think the woman might have said that.  One student T. A. (straight-As, never  in trouble, not that it matters...) said, "we were eating doritos from our pocket and we know we weren't supposed to Ms. Ohannes but she was just racist."  I looked at their faces and for a moment wanted to cry.  They were so immune to the hate, they only paused on it for a second and went on.  God bless their resiliency and ability to know ignorance when faced with it.  As for me, well, what I would have said to this woman was:

• First of all, ALL KIDS eat snacks from their pockets, it's not a "black thing";
• Second of all, these babies have as much right to be in this museum as you, in fact, probably more as you are most likely from the suburbs and our city tax dollars pay fees for the museum your ignorant a$$ probably knows nothing about; 
• Third, the group of kids I saw push several students out of the way to get to an exhibit was just that, a group of kids...even though it was a group of white suburban kids (which I know from seeing their school shirt) kids will be kids;
• Last, had I heard you I would have calmly requested assistance from a docent or security guard to alert them to the fact you were harassing children and should be banned from the premises.  

I was so proud of the way my students handled themselves that it actually made me smile.  Shortly after this exchange with the students on the bus I had to secure C.S. in double seat belts but that's another story...

The last week of school was bittersweet and went by so quickly.  It was interesting to see how my students reacted to a more lax environment than I had kept all year.  Surprisingly, they wanted work and while responding to the film "Freedom Writers" you could have heard a pin drop.  Here's a scene of that in action:

I learned SO much this year.  I learned that I have ALOT more to learn as well.  I believe my top 5 take aways would be the following for a first year teacher:

1. You can never plan enough, nor be prepared enough (Be Prepared)
2. You can always expect to have to re-work those plans (Be Flexible)
3. You must love what you do and your students, MOST of the time (Be Gracious)
4. You must be willing to take feedback from administrators, fellow teachers, and even students and acknowledge when you have made a mistake.  You WILL make mistakes (Be Humble)
5. You will be pulled to do things a "certain way", or hear about certain teachers ad nauseam. Stay the course and hold strong to the "you" that got you where you are today (Be Yourself)

I'm going to Peace out for the summer as I dig into thousands of pages of curriculum and prepare myself for another amazing year.  Feeling blessed that I get this time to prepare properly for my new babies in the fall!

If you feel so inclined please consider donating to my classroom.  Every penny goes to supplies for my students.  MsOhannes'sAdopt-A-Classroompage

Thanks!!

My response to Ed Weekly article....

Easy to Comment, Hard to Take Action

(This response is based on an article posted January 27th, 2015 in Education weekly. 

The article may be found here:

http://www.edweek.org/ew/articles/2015/01/28/why-do-some-schools-feel-like-prisons.html) 

I am a graduate of the AUSL Chicago Teacher Residency.  I served my residency at Johnson School of Excellence in North Lawndale in Chicago and was lucky to be chosen to serve at Dvorak School of Excellence in North Lawndale as well.  I am a proud first year teacher in a first year turnaround school.  

I recently read the commentary by Samina Hadi-Tabassum entitled “Why Do some Schools Feel Like Prisons?” in Education Weekly.  I was saddened and angered by her response.  Ms. Hadi-Tabassum qualified herself for her commentary by stating she has been “coaching and mentoring” first-year teachers in CPS (Chicago Public Schools) for almost 20 years. My first question to Ms. Hadi-Tabassum or others with similar opinions would be, “Have you been in a school that was chosen to be turned around the year before it was chosen?”    Students at our school, a turnaround school, share stories of children running the halls, hitting teachers, and children running the school.  Adults and children who did not attend the school were able to enter the school freely and limited security was in place.  Based on the number of students I have in my class repeating the grade, I must believe it to be true.   So, that “eerie” silence you hear when you enter a turnaround school?  That is order being restored so a teaching and learning environment may commence.   Does this get looser the more years into a turnaround a school is?  Probably.  But the reality is, your “cacophony of children laughing, running down the halls and slamming lockers” is not a realistic goal for our babies from the get go.  The environment our students come from are extremely different from the students you speak of, and controlled chaos has to be taught so they can be safe in the hallways and the classrooms.  The language and often physical behavior our students exhibit when a cacophony ensues is not always safe or acceptable for school.  

With regard to literary techniques that are frowned upon.  I was sad to see you miss a large part of the feedback that was probably given to this teacher.  I know this because as a first year teacher it’s the thing we forget most often.  Everything must be taught to our students.  They are there to learn so that is fair.  So, coming up to the board, when in the past, this behavior created mass chaos, has to be taught.  Good teaching entails modeling and then having students participate and then finally students leading the behavior or learning activity.  So I would bet the feedback was not so cut and dry, but that is just my hunch. 

With regard to your experience at lunch.  I cannot speak for the school you visited but I know at our school and other AUSL schools, our scholars talk at lunch and recess. That is of course, unless an adult is trying to get their attention or to line up and then in this case, they do turn their voices off to hear instructions.  When I worked on a bank trading floor, filled with educated adults, there came a time when we would have to be silent, for either a conference call, or possibly being addressed by a superior in the room.  While I am in this space, I might add, we had a dress code too.  We were mandated to dress professionally, which meant suits for the men and suits or professional dresses for the ladies.  Our uniform policy at the school, which is khaki pants and a blue polo is extremely affordable and fair for our kids.  

You mentioned that your first year teachers do not buy into this ideology of repression and then the very dramatic, “if their schools were white would they have the same rules.”  Again, there is a bigger, socioeconomic issue at play here.  There are many schools that are majority black students that have a strong climate and culture for learning already in place.  So, if their school was white and a turnaround school would they have the same rules?  Most definitely.   School Climate and Culture is the first and most important issue we address in the first year of a turnaround school.  So how dare you ask “when will turnaround schools take school culture into consideration and produce a school that enriches the whole minority child?”  Because we spent the first several month learning how to do school, my students enjoy shake brakes where they dance in between lessons to move around and release energy.  We have great class debates using accountable talk and question each others opinions in an appropriate manner.  We have valentines dances that included grade 3-8 where all the kids danced, played, ate and sang together with the help of a DJ.  We have 6th grade chants that scream our grade level and school spirit.  We greet each other every morning and afternoon with handshakes or hugs and we have peace circles when we have classroom issues.  In addition, we recently started breathing and yoga stretching the classroom. It was of course, a process to build up to these activities. Yes, we are still a work in progress, but I am damn proud of progress we have made.  Together with some amazing parents, teachers, administrators and most of all KIDS we are closing and achievement gap while readying our scholars to be leaders of tomorrow and having some fun while doing it.  I’d say we are enriching the whole child.  

But I’m just a teacher in a first year turnaround.  What do I know? 

Testing is Testing me

It's been a while since I've written.  A lot going on...personally and professionally.  Christmas break came and went.  Quicker than I could have imagined.  We are heading into the 3rd quarter, and students take A3 (third ANET assessment which was a preparation tool for PARCC which we probably won't take) in 2 weeks.  My students have all been BAS'd (Benchmark Assessment System- tells me their reading level) and shortly we will have MAP goal discussions (for the NWEA assessment)   Anyone who knows me knows I love data.  However, for a first year teacher, with no set curriculum, WHAT to teach is a challenge.  ANET sets up which standards should be taught (Common core that is) but teaching mastery of a standard in one week is an unrealistic expectation.  With BAS comes "guided reading" which, I will begin to implement in a week, and NWEA preparation demands attention the des cartes skills that, we are no longer teaching too. But there needs to be something that proves growth and the fact that teaching and learning is going on.  So I don't spend a lot of time lamenting these tests, but allow myself moments to verbally curse out the testing gods...and then I roll back on track.

What I've come to realize is, my kids benefit through 3 things:  1. a calm and safe climate and culture in the school and classroom,  2.  Consistent teaching and learning,  regardless of what standard or strand, and 3. steady, continued attendance at school.

With regard to the first one, the culture and climate, I am proud to say 90% of our staff is committed to this value.   I feel support not only from administration (best Dean on the west side, easily!)  but primary teachers as well.  Everyone hold students accountable which is how it must be.  Yes, there is the occasional teacher who shares their feelings that something is "not my job" but it is pretty rare and for that I am thankful.  My grade level partner and I get each others back with our students every time.  There is no running to mom when you are mad at dad!  My kids know what is expected during instruction and as a result, I can play music, that they like, and have admin walk in my classroom and see students intent on the task at hand. 

Second, consistent teaching and learning.  Yes, I lose my voice on the regular, yes, my feet hurt like hell at the end of the week, no, I don't get a prep or lunch most days, but it is worth it!  I teach like my pants are on fire and for that, I can say my kids are learning.  Even when they are in the lunchroom, or hall, "money language" is required!  From the moment they are in my care, until they walk out the door, scholarly behavior is a must.  Teaching happens in ever space in the school!  

Last, attendance.  My attendance is steady at 97%.  YES, I work hard for this number!  Every parent has my cell phone number and EVERY day I call each and every parent or auntie or grandma when a student isn't present by 8:45am.  School starts at 8:30am.  If your student is not in the building by 8:45am they are late and therefore they are missing teaching and learning.  At least once a week I get someone's parent or guardian who tells me their child "isn't feeling well" or "can't get to school because...".  Sure, kids get sick and occasionally need to stay home to prevent effecting all the other students, but headaches and sniffles don't fly with me!  I have found shoes and clothing for students whose parents call and tell me their child can't come because they are without these items, I have picked students up in the morning who's parents were unable to get their student to school, I have given a parent money to get their student to school when bus cards were not available.  They have to be at school to receive instruction!

I have one student who has missed 12 days this year.  His mother doesn't understand how dire the situation is now.  He has missed for suspensions, ditching school and having to take his grandma to the doctor.  She thinks he can make up the work and he will be ok.  She doesn't get it.  I finally had to tell her your son is looking at the strong reality he will be retained in 6th grade.  She said she'd come to school the next day so we could make a plan.  She didn't show.  No call.  No message.

Another student who's mom doesn't send her daughter when it rains or snows.  She allows her daughter to make excuses for missed days and work.  Pulls her out to take her to winter wonderland at Navy pier.  Her daughter was one of the highest in the class.  She is now slipping, her reading is getting worse, and she has been out a week.

Then there is the student whose mother put her in a behavioral hospital for 2 weeks because she runs away.  I visited her there.  Brought her work because if nothing else, this girl does all her school work.  She told me she doesn't feel safe at home.  She comes back to school and we hear she has run away and hasn't been home since Friday.  But she came to school.  Now, her mom is threatening to send her back to the hospital so she is ditching school.  She never ditches school.  Mom still hasn't come to school to discuss a plan.

My point in all of this is, the kids have to be at school in order to learn.  Until a student is 16, it is the parent's responsibility to make sure their kid is AT school.  We are doing everything we can at school to provide the best Free and Public education for our students.  We are definitely held accountable- via data, on may levels.  How do we hold parents accountable?