Interlude: Escape to The Magic Kingdom

I know it's a little too soon to reward myself, but I HAD TO GO TO DISNEY WORLD. Had to. And it was magical.

Tinkerbell!

Up until a few weeks ago, I thought my parents had taken us to the Magic Kingdom when my brother and I were children, but when my friends started talking about their own memories of rides and exhibits, I realized that I didn't know what they were talking about. So I texted my older brother:

ME: Did we ever go INTO Disney World, in Orlando? I have no memory of the park, except for the outside of Epcot Center.

MY BROTHER: We never did the Magic Kingdom. Did go to Epcot.

Whaaaaat??? How did I miss that? My mother reassured me that I thoroughly enjoyed my time on Daytona Beach, but she informed me that we only went to Orlando because my father had a conference to attend. I am seriously impressed with my parents for keeping me, as a 7 year-old, happy with coming so close to Disney World, but never actually going in. Then again, my parents are pretty awesome.

So is my husband. After he was done cracking up over my faulty memory, he made it his mission to give me the best experience possible. Romance! Adventure! Hijinks! We spent the first half of our vacation at a swanky hotel in Vero Beach, where we met up with some friends who were also looking to get away from the gloom of Chicago. It was a blast, but in an "Ahhhhh... so relaxing" kinda way. Then we drove up to Orlando to meet up with our other friends, a couple of seasoned Disney-goers who decided that they didn't want to miss the chance to see my first time at the park. These two knew the park inside-out! Not only did we get to see and do just about everything, but they introduced us to the semi-secret, underground-ish, super-cool pin-trading industry.

Yeah, pin trading. Apparently, there is a whole industry, specific to the park, where decorative Disney pins are made and sold to patrons. Sure, you could buy some pins, many of which are adorable keepsakes, but our friends taught us that you can also trade pins with cast members (staff) at the park. I managed to collect a complete series of classy, black-and-white cameo pins of Winnie the Pooh characters, and I love them. It's neat to be able to start and finish a collection in a single day.

Guide to Being a Substitute Teacher: Know Who You Are

As I walked around the school grounds for the third time, desperately looking for the elusive "Entry #11," I realized for the first time that day how very, very wrong my expectations for substitute teaching were. It isn't anything like "the first day at a new school." There wasn't anyone to greet me or help me navigate my surroundings. I knew nothing about this school, except for the name and address that were given to me by the CPS Substitute "gatekeeper" at 5:30 that morning.

"Hello, this is the CPS Sub Center. Are you available to work at _______ today?"
"Wha-? Good morning. Um, sure. Where is it?"
"_______ High School is located at _________," said the voice on the phone. She was curt, but polite. As I stumbled out of bed, it occurred to me that she must be very busy, so I answered as definitively as I could, even though I was terrified of what I was agreeing to. She thanked me, told me to report to the school at 7:45, and hung up.

There it was. My very first substitute teaching assignment. I showered, dressed, made myself a lunch, and packed up in the pre-dawn darkness. My husband got up and took me out for breakfast to commemorate the moment and boost my confidence. "Just be yourself! They'll love you!" If only that were true...

"Who are you?"
"Well, I'm Mrs. -- and I'm your-," I started to say.
"Yeah, yeah. A sub. Cool. Can I go to the bathroom?"
"Oh yeah! Me too!"
"I need to go to my locker."
"Where's Mrs. --? She usually lets us work on whatever, but I don't have any work to do."

I took a deep breath, and launched into my best I'm-the-grown-up-so-you-need-to-listen-to-me voice.
"Class. My name is Mrs. --, and I am teaching today for Mrs. --. She has left very specific instructions for you to work on your previously assigned project. I expect you to do that. Mrs. -- expects you to do that. Does anyone have questions? No? Then I'm going to take attendance while you begin."

"You look like Claire Huxtable," a student blurted out.
"Naw! She looks like, like, whatshername? From Fresh Prince. The stupid chick!"

I didn't mean to validate the insult when I said, "You mean Hilary? Will's cousin?" but I did, and as soon as they felt they had permission to criticize, mock, and make fun of me, all hell broke loose. I didn't stand a chance. I couldn't get anyone to sit still, let alone work on the assignments for the day. I couldn't keep students from hurling insults at each other, or me. I couldn't even take attendance without being mocked for mispronouncing names. Now, when a person treats me like I'm stupid, I can handle it pretty well, but when 25 people treat me like an idiot, I can't help but feel terrible about myself.

What am I DOING here? Is this really what being a teacher is all about? I wondered. Why can't I just take control of a classroom, make it my own for an hour, and have some fun with it? What am I doing WRONG? I spent a good part of the day beating myself up. Every new class that walked into my classroom that day had at least 15 students who seemed to think it was their duty to make me cry, either by ignoring my instructions, making fun of my clothes, or questioning my credentials.

I wish I hadn't let it get to me, but the truth is, there was a large part of me that thought these kids might be right about me. The clothes I wore that day did not reflect who I am, but I wore them so I could look like a professional. My attitude was affected, and I was trying very hard to emulate my idea of a good teacher. I had no confidence in what I was saying or how I was saying it because I have so little experience. If I were a student, and I saw someone young, inexperienced, and uncomfortable in her own clothes trying to tell me what to do, I wouldn't trust her either.

I made so many mistakes that day, but I found retribution during one of my off-periods when a student came in looking for help with his résumé. The student and I worked together, one-on-one, until he felt he had made some positive changes to his work. I asked him open-ended questions, taught him how to use action verbs, and gave him the chance to brag about the things he was proud of. When he left, he thanked me and asked if I would be getting a job at the school. I told him I didn't know, but I would certainly try. 

That student reminded me that I didn't need to "try" to be a teacher, because he already saw me as one. My mistake was that I was trying too hard to be someone I thought I should be, instead of simply being myself. My lesson for the day: Trust yourself. You're still learning, and that's okay.

Guide to Becoming a (Substitute) Teacher: Episode 2

It's been 10 days since I joined the ranks of CPS' Day-to-Day Substitute Pool, and I haven't had the guts to call myself in as "available." To be honest, I'm freaked out.

Where will they send me? What will the kids be like? How will the other teachers treat me? Will I know what to do, or will I come off as an idiot? What if it's dangerous? How should I introduce myself? Should I bring some work for the kids to do? Will someone brief me on school policies and procedures? How do I present myself as an authority figure, but not a warden? WHAT IF THEY DON'T LIKE ME?

I know, I know, being a teacher means not worrying about being cool, or getting the kids to like me, or even being the smartest person in the classroom, but I still want all of those things. Does that mean I'm not ready?

What if something like THIS happens?

It's possible. I know my diet and what it does to my body, so this is very, very possible. And what if something like this DOES happen? My friends, family, and husband reassure me that I'll be fine, no matter what, but I need to get out there first.

Guide to Becoming a (Substitute) Teacher: Episode 1

Hi World! I'm a teacher now! Look at me! Look at me! I have a certificate and everything! LOOK AT ME!

No, really. Please look at me. Please?

It turns out that getting someone, a school, a principal, or even a seasoned veteran teacher to look at me is really tough. Granted, I've been unemployed before, so I know that this is the time to network, tweak my résumé and write a bazillion cover letters, but knowing the process doesn't make it any less awful.

Luckily, I subscribed to a dozen educator websites and programs, which allow me to see that there ARE opportunities out there for a freshly-annointed, eager-to-please... oh. Special Education, Elementary, Math, Science, History... Where are the jobs for Secondary Education (6-12) English teachers? Wheeling, Crystal Lake, Bloomington? But that would make my commute 2+ hours one way.  What about all of the schools in Chicago? Hey, CPS! What do you guys have available?

A "Substitute Teacher Selection Event," eh? That sounds promising.

(LATER...)

I went to the "event," which turned out to be a bizarre cattle-call scene, ultimately leading to more paperwork and membership to the CPS Day-to-Day Substitute Pool. Not bad, but not great either. It was a rigorous and annoying process that involved essays, background checks, a fresh TB test, and a 10-panel drug screening. I can't even name 5 drugs.

At least I'm officially in the system now. I'm glad I took the time to jump through the hoops, because now I have the option of subbing in different schools. I'm looking forward to seeing what is actually happening in Chicago classrooms, meeting teachers and students, and figuring out what I like and don't like while I apply for jobs and network a bit.

Guide to Becoming a Teacher: First Steps

Now that the dust has settled on my voyage through teacher certification, I'm still finding that there a lot of steps I need to take before I can call myself an honest-to-goodness TEACHER. For starters, I need the State of Illinois to recognize me as a certified teacher. Off I go!

(LATER...)

Dang. That sucked.

As it turned out, I needed the Regional Office to recognize me as legit before I could apply for my certificate with the Illinois State Board of Education (ISBE), but in order to do that, the Regional Office needed proof of my name. Yes, my name. Since I began the certification program with my maiden name, that was all they had on file. In fact, my maiden name was associated with nearly every bit of paperwork, every state-mandated test, and every transcript, which made it VERY difficult to get a teaching certificate in my married name. "Why not get the certificate in your maiden name? What's the problem?" The problem is that the Social Security Office and every government document I have is in my married name (now).

Okay, okay, I'll fill out the paperwork and jump through the hoops, ISBE.

Wait, now you need my transcripts? I thought you got those already. Oh, you didn't? Hang on while I track down the nameless, faceless entity at my school who holds all the transcripts. I'll get those right over to you.

Got 'em? And copies of my marriage certificate, driver's license, social security card, passport, 8th grade diary, Facebook-LinkedIn-Twitter profile? Got it all? Anything else?

"No, we don't need anything else now, except your patience while we process your paperwork. It could take up to six weeks."

"SIX WEEKS??? What should I do in the meantime? I can't apply for jobs, can I?"

"No, you can't apply for jobs, because claiming that you are certified while we twiddle our thumbs is illegal. You should just wait."

(MUCH LATER...)

I got the green light on my certificate. I checked in to the ISBE website everyday, hoping to see the "pending" change to "certified." When it happened, it was as unceremonious as receiving my order at a Burger King. I thought there would be some magical moment when I would feel as if I had "arrived," but I ended up sliding and skidding about, willy-nilly.

Overall, the post-graduation experience has been a little rough, but I'm finally ready to start applying for some actual teaching jobs, which is very, very good. I know that I've learned a lot about being an educator in the classroom, but figuring out how to be an educator in the greater (mine)field of bureaucracy makes me feel so unsteady. One step at a time, right?

Student Teacher Supply List

I survived Student Teaching, and now, all I can think is, "HOW???"

Since graduation, I have been sorting and filing all of my work from my classes and the classes I was fortunate enough to have taught, and it has been quite an undertaking. Between the work I did to get my degree and the tools and worksheets I created to teach with, I'm astonished at how much paperwork there is. The good news is that I'm a fairly organized person, so cataloguing documents has been relatively painless. On the other hand, I've been struggling to give anyone advice about what to expect and how to prepare for their own Student Teaching experiences. 

I want to help, so here's my advice:

-DO NOT TAKE STUDENT WORK HOME WITH YOU. This was the best advice my cooperating teacher gave me, and even though I eventually had to, I was glad to have my time at home devoted strictly to lesson planning. Use your off-periods to grade work. Additionally, you won't run the risk of spilling coffee or a burrito on some poor kid's essay, or worse yet, losing their work.

-STICK TO A BEDTIME. Everyone says, "Get lots of rest," but no one tells you how. If you know that you're going to wake up at 5am everyday, then you need to go to bed at a reasonable hour. There will be nights when you think, "I could make ONE more handout/worksheet/display," but you need to fight that urge. A teacher's work is never done, and although commitment to your craft is commendable, you won't do anyone any good if you're exhausted. 

-UPDATE YOUR CONTACT INFO. Make sure you have the phone numbers for your cooperating teacher and the main office at your placement site IN your phone. You don't want to find yourself sifting through a folder or old emails while waiting for a tow truck at 7am.

-DON'T SMILE. At least for the first week of teaching. Be yourself around adults, but set the precedent with your students that you are not to be messed with. It's the hardest thing to do, but if your kids think you're looking for their approval instead of the other way around, they'll put you through hell. When kids aren't being awesome, they're the WORST.

-LET IT GO. You'll have days when you'll feel like a terrible human being because some kid yelled at you, or cried, or tells you they hate you, but you have to let it go. Every day you teach is a new day, and teaching is more like an ongoing series of experiments. What works one day may not work the next, and vice versa. Also, students have terribly short memories, so if you don't treat something that happened on a Monday like it was a big deal on Tuesday, they won't either. Unfortunately, the short-term memory also applies to successful lessons, so remember to reinforce the good stuff.

-BE NICE TO YOURSELF AND YOUR LOVED ONES. When you feel like you're in over your head, or you just can't take it anymore, do something nice for yourself or for someone you love. I didn't do enough of that, and in retrospect, I could have taken the time to go out to dinner with my husband, or spend a few hours doing something for myself. The world wouldn't have ended if I didn't work every waking hour, and I know how grateful my friends and family would have been to see me. 

I think that covers the "advice" section. Now, for a supply list! Remember how exciting it was to get your "school supply checklist" before starting a new school year? I do, and I wish I had thought to make one for myself before beginning Student Teaching. Here's what you'll need:

• Snacks. Granola bars, fruit, delicious tidbits and treats for the days when you can't stop for lunch.
• A portable file box and plenty of folders.
• Stampers, stickers, or anything to put on graded work. It's amazing how universally pleasing it is to see a "received" or "completed" stamp on your work, even if it isn't graded.
• Gradebooks. A hard copy AND an electronic version. 
• Index cards. I used more than I thought I would, and they worked beautifully in several situations, especially for bellringers and exit slips.
• Chalk or dry erase markers. The markers were notorious for running out quickly, so I always had an extra supply on hand. 
• Binder clips. Every size. These little doo-hickeys were incredibly handy. Paperclips and rubber bands too.
• Electrical cords. Adapters, extension cords, and USB cables. Have your own and make sure to label.
• Colored tape. This was a handy way to label my stuff, mark out desk arrangements, block off sections on the classroom boards, and hang up student work when bulletin board space was unavailable.
• Hand sanitizer. Kids are filthy. Keep your hands clean.
• POST-IT NOTES. For everything. 

If I think of anything else, I'll be sure to add it to this list. If anyone else wants to add to it, please feel free to make suggestions via "comments." 

Student Teaching may have been the most difficult job I have ever had, but I'm sure others have had it worse/better. The best thing my husband told me before and during the experience: It'll just get easier. 

It does. Good luck to you, future teachers! It only gets better! 

Over thinking Student Teaching: Epilogue

My swan song came in the form of a letter I addressed to the students and staff of my student teaching placement site. It was printed in the most recent issue of the school newspaper and I worked very hard to structure it to mirror my understanding of good practice. I doubt that anyone who reads it could see the deliberate care I took in composing it, but that’s okay as long as the overall message of intense gratitude came through. Here is an annotated version of my farewell letter:

[1]Dear Ladies and Gentlemen of The School High School,

[2]I’ve given myself a writing assignment: a one-paragraph, single spaced thank-you letter to everyone I’ve met in my three months as a student teacher at TSHS. [3]You may be surprised to hear an English teacher say this, but writing can be hard! [4]However, nothing worthwhile is easy. [5]I want you all to know that this has been an experience I will never forget (in a good way!), and I feel I have learned more during my time here than I ever could have imagined. [6]Although I’ve been a teacher to many of you, I’m also a student, and in a few weeks I will be graduating. [7]Whether you know it or not, I couldn’t have done it without you. [8]You adopted me into your family, and like most families we’ve had victories, disagreements, laughs, arguments, more victories, and that one day when the power went out. [9]Wherever I go from here, I’ll always be a [mascot].

[10]Thank you and good luck,

Ms. Jacover

---

[1] The salutation was constructed to deliberately include formal and respectful titles to remind students that expectations for behavior and conduct are high, and will continue to be so. I referred to each student and whole classes in this manner on a daily basis to instill a sense of pride and decorum in how they choose to conduct themselves. It is my hope that by doing so, I have imparted a lasting impression on how these students may view themselves in relation to how they would like to be viewed by the larger world.

[2] This statement was included to set a tone for the letter, specifically to remind readers that everyone is a student and a teacher, to some extent. The sentence is intentionally declarative in nature and provides the reader with an outline for what to expect from the rest of the text.

[3] This comment reveals an attempt to connect with the reader on a personal level. It is crucial for students to recognize that the work of English language arts is a constant struggle for everyone. By including this statement, I am trying to communicate that everyone who engages in this type of work faces individual challenges.

[4] This statement acknowledges and reinforces the overall message I attempted to communicate during my time as a student teacher. It is slightly preachy, but ultimately intended to present the conditional factors associated with mastery of English language arts.

[5] The main idea of the message comes into focus here, and the reader should have been able to use context clues to predict this statement. It is heartfelt and honest, and intended to provide a model for authentic writing.

[6] This sentence reiterates my role as a teacher while reinforcing the concept that everyone plays dual roles of educator and student. The main idea of this sentence also supports the daily reminders I gave students about the benefits of completing assigned work.

[7] Specific language addressing the reader serves as a reminder that learning is collaborative. The qualifier present at the beginning of the sentence is intended to foster metacognitive and reflective thoughts in the reader. It is my hope that a reader can acknowledge and accept his part in the larger context presented.

[8] Again, language specific to the school culture is included here to support the school’s mission statement regarding efforts to build a small learning community. The term “family” was intentionally used to evoke a sense of responsibility within individual readers.

[9] The closing statement speaks to the core values present within the school culture, particularly the value placed on athletics and team sports. The reference to the mascot should hopefully remind students of my personal investment in the extracurricular activities most valued by the school and stakeholders.

[10] I included this to indicate that my gratitude for the experience is intertwined with my investment in the readers’ success.