Center Rotations

Wow, so it's already November. I completely missed blogging about anything October related...it's been that kind of year. I know, I know, it's just beginning. But let me just say, that since I have 6 kids in my class and 3 of them have been with me for at least 2 years already, it doesn't feel like it's just beginning. It feels like it never ends (and they wonder why I refuse to teach summer school to my kids every year). Honestly, I love my kids, but the 6 of them together are a terrible combination...but I digress. The point of this post is to discuss how I do my center rotations. So- on with the show.

This year, for the first time ever, I managed to build in a dedicated half hour to centers. For anyone reading outside the state of Florida this might be a bit of a shock...after all most of you guys have school days that last 7 hours- here in Florida ours are only 6 hours. I never thought I'd day this- but I could really use that extra hour! Anyway, after some back and forth, I decided to dedicate this half hour to IEP related activities and centers. Because my kids are all on such different levels I felt that it was the only way I could monitor and collect accurate data on their specific goals while still managing to teach 3 different grade level standards. And, quite frankly, I'm happy I made the decision to do this.

So, how does it work?

Well, I have two of those plastic 3-drawer storage things and since I have 6 kids that worked out perfectly! Each kid gets their own drawer. And then I made life simple, and just created a rotation. Each kid gets the iPad once a week (except for 2 that double up because they can actually handle playing together) and work/counseling the other days. Each week I change out the centers as needed and the night before I put all of their materials for the next day's center in their drawer and they're ready to go!

Now, I admit there are some drawbacks. Namely being that all my pullouts are done during this time (which is also a blessing) so I don't have 5 days of centers with most of my kids so data collection isn't as smooth as I'd like. It also means that fun activities I have planned that I want to complete during this time aren't always completed. There's pros and cons to everything. 

I'm still trying to find ways to tweak this process so it's better for my kids...if you've got suggestions I'd love to hear them! :)

Finally- a Schedule!

It's September 16th and we've just now gotten a final schedule nailed down. This, unfortunately, is completely typical.  Schedules are a nightmare for us. In all we spend about 24-30 hours creating, revising, changing, changing again, changing a third time, adding in something else, and then hitting the save and print buttons on our schedule. It's utterly exhausting.

Let me just start with telling you how many different people are involved in this: 2 teachers, 1 mainstream teacher (this varies from year to year),1 itinerant teacher (who works with 3 different schools and doesn't come on Wednesdays), 1 speech/language pathologist (who works with our cluster, the ASD cluster, and a pre-k class), 1 family counselor (who works with 2 different schools and is here only 2 days a week), 1 occupational therapist (again, only here 2 days a week), 2 paras, 1 general education teacher (to pair up with for specials), 1 interpreter (this varies depending on needs), and 11 students (this varies from year to year). Can you understand now when I say that schedules are a freaking nightmare?!

So let's start with the beginning (those things we can't control). We come back to a finalized lunch and specials schedule. Yay. Not- it usually doesn't work and then we have to beg to get it changed. Luckily this year it wasn't too bad- just a switch from the teacher we were supposed to pair up with to a different teacher to pair up with. So no big deal.

Then we have to work around the mainstream teacher's schedule (because God forbid they work around our schedules). I miss the good old days when our former Assistant Principal used to ask us first about what times we'd like lunch and specials...This year we have 4th grade mainstream students. And the 4th grade team has a schedule that is the complete opposite of everyone else in the school- they do reading in the afternoons in order to have a complete 90 minute block...which means that things are messed up for us here in the cluster. Normally both classes do reading in the morning because we can make better groups that way (and that's when the itinerant teacher is here). But not this year. I have reading in the morning and the other class has reading in the afternoon because that's when the mainstream kids come back here for ELA help. That made things really hard for everyone else because we're not allowed to pull students from their ELA block for anything other than reading. And math is being taught first thing in the morning and we can't pull from that subject either.

So, now the itinerant teacher can't see the mainstream kids because she leaves before they come back to us, and we end up pulling the others from their academics. Definitely not ideal. The rest of her schedule was relatively easy to figure out. But her not coming on Wednesdays really blows. It means that the small groups I normally have in my room become whole class and it's a mess.

The speech/language pathologist goes to the ASD cluster in the mornings because that's when we usually teach reading. And she gets built into the rotations in their schedule so it's imperative that she's over there every morning. For me that's fine because it's my reading block and I already have the itinerant teacher helping with groups. But it ends up that the SLP has to pull from the afternoon reading block (shhhh) for one other kid and have a before school speech group with the mainstream kids. Luckily she's awesome and flexible.  :)

Now on to OT and counseling. Our family counselor is just as awesome as our SLP and she's incredibly flexible. She eats lunch with the kids and generally works with them whenever she can. Our OT is great too. She tries her best to fit our kids in at decent times (during their centers or recess if necessary). This year all of this has worked out for me! :)

Each class is assigned one para and that makes their schedules easy too as we just have to arrange a half hour lunch and a half hour break sometime during the day for them. Easy peasy. The interpreter follows the mainstream kids' schedule and then because they're in with the other teacher in the afternoon she's able to go with my students to specials and interpret for them. That's a good thing because it's really hard to ask for another interpreter for just a half hour a day. Like, impossible- seriously won't happen. So that actually worked out in my favor this year- unlike previous years where we've been forced to send a K-2 class to specials with 3rd graders because that's when the interpreter was available. Not cool.

And of course we have our own classes to schedule. I have 6 students in Kindergarten-Second grade. Talk about scheduling troubles. All of them are on standards (though some shouldn't be) which means I have to expose them to grade level materials. Tell me how to do that with a second grade student who functions at about 3-4 years. :( Luckily (this really is my lucky year) my 6 students divided up decently into 2 groups. Both working on a Kindergarten level, but one a little higher up.

All in all, I got really lucky this year. My scheduling was relatively simple. And now that everything is settled, it seems to be working for all involved. :) Below is the final schedule for me, the SLP, the itinerant teacher, and the family counselor. What's not listed is OT times, para schedules, and the other class' schedule...good grief.

I sincerely hope you all have a much easier time with your schedules at the beginning of the year. I wouldn't wish this nightmare on anyone :)

Classroom Reveal!

Whoop-whoop! I'm so excited to be linking up with Ashley from Schroeder Shenanigans in 2nd and Angie from Lucky Little Learners once again this month! And this month is a great topic- one I know we are all dying to hop around and look through each other's blogs at- CLASSROOM REVEALS! This is quite possible my favorite time of year. All the classrooms look so cute, friendly, and inviting to begin with...and then our kiddos show up and destroy get comfortable in our space. Such is life. :)

Before we get going, I think some basic information about my teaching situation is in order- I teach a very specific type of special needs student: deaf/hard of hearing. This means that I have a small class (only 6 this year!) and a specially designed room. There's carpet on the floors and walls to absorb sound so nothing echos which messes up what they hear in their hearing aids. I also have specialized lighting in order to reduce glare. But I have NO emergency lighting and that's always fun when we're under a code red and the blinds are shut. Pitch black. And kids who depend on being able to see me. Always a good time. I try my best to arrange my room so that I have maximum open space so that I can see my students and they can see me when I try to get their attention.

I think that about covers it, so, let's get this party started!

Here is my entire classroom from a corner up front. As you can see, I have an odd shaped room. It's honestly not conducive to an environment where constant eye contact needs to be maintained. But I work with what I've got. I only have 6 students so seating arrangements are relatively easy.
Anybody want to take a guess at the one thing that drives me absolutely insane every minute of every day I spend in this room? Anyone? The clock! It makes me nuts that it's always behind my head...and as if that weren't bad enough, there's a light that goes across the top of the whiteboard/SmartBoard so it's 3-D which completely HIDES the clock from my sight even if I turn around. How insane is that? I use my phone for everything since I can't see the clock (and then usually get in trouble for having my phone out when an administrator walks into my room...*sigh*)!

And here's my room from the back corner. That bulge above the whiteboard is much clearer in this picture. And let me just tell you how many people come into my room through the door (the one with the window) and then try to go out through the other one (and end up in my tiny closet). Always good for a chuckle. Hopefully with the center/manipulative storage unit that won't be a problem any longer. :) I'm also lucky enough to have a mounted projector for my SmartBoard so I don't have a bunch of extra wires and an A/V cart in the middle of my room (that came after tons of begging and pleading for about a year!). But, I'll admit, that sometimes it would be nice to be able to move my SmartBoard since it takes up about a third of the whiteboard.

Here's my classroom from the front. Textbooks and Journals are kept in the blue bins, the pockets on the tables are for our reward system. The door leads into the 3rd-5th grade Deaf/Hard of Hearing classroom.

Here's an up close look at my word wall. Love, love, love the new headers I made (and I love monkeys too! lol). :) I use an interactive word wall. Students are allowed to take the ring of words off any hook and go back to their seats to write the words they need. Then the come back and put it away. This year, I'm planning on using the word wall more during center rotations and our writing block. :)

Next to my word wall is my student work display. Those are the two boards I'm required to have...which is a good thing because in a room this small I only have room for these two boards. Those feather boas and two masks are authentic...bought somewhere on Bourbon Street (or a side street tourist shop. I can't remember anymore) in New Orleans. I had another student added to my roster since this picture was taken so now there's 6 pieces of yellow paper. On the first day of school I have my kids color a paper with their name typed up to add to the papers. They love knowing where their Jazzy Work will be displayed all year! :) I haven't really decided what I'll be using the long table for this year, though I'm hoping to get some computers in my room (*fingers and toes crossed!*) and that's where those will go.

Over here in a little alcove is where I'm going to teach reading. In the past I've taught it at the big table up front, but I never came up with a good solution for storing the materials. They were always kept back here on the countertop. And for the past five years I've had a nurse in my classroom all day for a medically frail child. Nurse would set herself up at this round table so she'd be out of the way. Well this year, she finally moved to the other class so I have my round table back! Yay! So I'm going to try it out and see if it's better to teach from back here. Being back here also gives me eyes into my reading area that I don't have from the front of the room which will be great for the few times I'll have more than 3 students in my room during this time. **Just as an aside- scheduling in our 3 rooms (2 teachers and 1 SLP) is a complete nightmare!!! It usually works out that because I have the younger, less mature students that need more adult help I rarely have all my students in my room at any one time without an aide. I'll make sure to do a post about what our scheduling nightmare looks like at a future date**

Also you can see where my kiddos Brag Tags will be displayed. This is the first year I'm going to try this and I really, really hope they understand this concept!

Across the room is my reading area. Again, I work with what I've got. :) My students are unable to pick appropriate books for themselves nor are they really able to read so they each get a box of books with their name on it and I rotate out the books about every 2 weeks. I have a bunch of books stored in the tall cabinet. They're usually pretty good about only looking at the books in their box or that are available on the shelves. See that rocking chair? Yea, that was mine from when I was about 2. And I can still fit in it...albeit a little sideways. But still, that counts for something, right? :)

This year I actually have built in calendar time!! So it's displayed here and we gather on the carpet around here to do our daily calendar routine. I got sick and tired of the same boring green and orange squares so I created my own calendar squares. Now I don't want to puke every time I look at it. The beanbags were not my choice. I'm just sayin'. These were the brilliant solution of my AP who thought that it would solve some of the behavior issues I had/have (he's gotten much better in the past year) with a student. My AP thought that when he got frustrated or needed a sensory break he'd be able to come over here and lay down for a few minutes to recuperate...Well, I knew that was NOT what was going to happen, but who am I to argue with the AP? I just wish she would have asked me first because I could have given her much better ideas of things to get. Anyway, the first time this student got frustrated he was led over here and told to relax for a few minutes. I turned around to head back to the front to keep teaching and a beanbag chair went flying past me. Yea...Nowadays he doesn't throw them, but he doesn't relax on them either... :-/

Last but not least, over by the closet, is my alphabet and schedule. I got sick and tired of posting the alphabet to the light box thing above the whiteboard and coming in every morning to find it on the floor because NOTHING sticks in these dusty, humid, moldy rooms. And by the end of the year the strips would be destroyed from falling down every night and curling up on the bottom because they're too wide for the thingy...So this was the solution I came up with and I haven't heard any complaints, yet. :) My schedule- once the kids arrive- contains their objective for each subject and eventually a small clock showing the time (it's on my never ending to-do list).

So, that's my classroom. I didn't think anyone wanted to see my TINY closet complete with a Signing Exact English (completely outdated and no one uses exact english anymore) book from 1973 that I'm NOT ALLOWED to get rid of. I've already asked. There's a bunch more crap in their that I'm not allowed to get rid of either and it makes me crazy since I have limited storage space to begin with. But, like I said, I work with what I've got. 

#SpedChatSaturday Communication

Since today is Saturday that means it's time for another Sped Chat Saturday post. I really look forward to these link-ups because these topics are what matter most to me. This is what I do. :) Thanks for Kelly at A View Into My Classroom for hosting this great topic!

So anyway- this week's topic is about Communication with General Education Teachers. So let's get down to it!

In my district we are not required to find our own mainstream teachers for our students. Thankfully. But that sometimes backfires too. Some teachers have been more than willing to take on our students year after year so we know that we can always count on them. But then there are some years where there've been so many changes that the grade level you need a teacher on is completely different and none of them have ever had or students nor do we want them to have our students (I know- it sounds terrible, but we all know that there are some teachers that we know won't work out well). We don't have much say in who gets our students- so it's a toss up.

Once teachers are notified that they'll be receiving extra students (always a great conversation) for the year, I make sure to stop by their room and fill them in on the particulars of working with a deaf student. If it's a teacher that has had our students in the past and knows the routine, I'll typically send out a short email informing them of their student(s)' names and what they're being mainstreamed for (usually it's math, science, and social studies or a combination of those 3). All of our students are "mainstreamed" for specials so that doesn't count. Those veteran teachers know the deal. Typically throughout the year we communicate through email or short meetings if necessary. They are required to attend the IEP meeting and any parent/teacher conferences are attended by all of us.

This is the nightmare. There was a year that we (the SLP, other DHH teacher, and myself) spent a combined 25 hours of preplanning week creating a schedule. And it wasn't even a great schedule. And then it changed 3 more times in less than a week. Serious nightmare! Luckily, the past few years have been slightly better than that. :)

Anyway, when I first started working I had an amazing assistant principal who basically gave us the time slots we wanted for lunch and specials before creating the schedules for the rest of the school. And we had only a few mainstream kids usually in 1 grade so scheduling was relatively easy. Then she retired. And now we have an AP that doesn't really care and throws us in wherever there's an available slot. It's usually not pretty. And now we have to work around other teachers' schedules instead of them fitting us in. It's really not pretty. By far, it's the worst part of preplanning. But in the end it somehow works out to at least a decent schedule. One that's tolerable. Usually. :)

Before the school year starts I make sure every teacher that needs a copy of the student's IEP gets one. And any pertinent information, of course. Usually, our students are mainstreamed for more than 50% of the day which means they are actually placed on the mainstream teacher's roster. So most pertinent information gets to them before I get a chance. But- since I have these kids for usually 4 years, I sometimes know a lot more about them than an information sheet can provide. Strengths, weaknesses, motivators, etc. Those are things I provide to the teachers. But I really try to let them form their own opinions about the students when they finally meet. I will however tell them information about the parents (if they need an interpreter, who's the best one to get in touch with, will they show up for meetings, etc.)- I feel all of that is information that makes things a little easier for the mainstream teachers.

It's my responsibility to provide resource if a student is having trouble with a subject. So once the school year gets going, I try to send at least one email a week to see how things are going. I ask for grades and any social problems/concerns they may have. If the teacher lets me know that there is a problem I end up having to give up my reading/la time to tutor them. There literally is no other time. I have full day students that I have teach all subjects to and then the mainstream students as well. In order to ensure my own full day students are being taught I have to use my precious reading time to tutor. It sucks. There's no other word for it. In the past we've had GREAT interpreters (I'm looking at you, Michelle!) that have helped in the my room as well as the mainstream classroom. That really helped me! This year, I don't know who the interpreter is going to be, but I'm sure it won't be the same. But I do the best I can!

So, that's about it. That's everything I do to ensure my mainstream students have a great year. And the best part? There are 4th grade mainstream students but they're in the other D/HH room so-I have NO MAINSTREAM STUDENTS this year!! So I don't have to worry about it! :D YAY!!!

A Dream is a Wish Your Heart Makes- and a goal too. :)

It's Tuesday! That means it's time for:

Sadly, this is the last week for Tell-All Tuesday. So we're going out with a bang! This week's topic is:

A wish, a goal, and a dream for this school year...where to begin? 

Goal: To make learning fun. My goal is to forget about what the pacing guides say and focus on my students' needs. Make sure they're learning and having fun. I don't think much more needs to be said about that. :)

Wish: Ok, perhaps this one needs some explaining. I teach special needs students which means I don't have a full class size. This creates a problem for classroom materials and supplies. Why? Because the higher-ups- in their infinite wisdom- decided that they're only willing to order materials in sets of 18 (class size mandates). If you don't have 18 students they won't order you a class set. Which means no teacher materials or student materials. Nothing, nada, zero zilch, nil...you get the point. So what do I spend my planning days doing every year? Scrounging. That's right, I spend the precious little time I have to get read going from classroom to classroom begging for spare materials. And then I go searching in the back of the library for leftovers from previous years (which means I'm using OUTDATED materials)...and on the off chance that I do get a current set of anything I have to make sure I don't get attached because if there's a new teacher or student that comes in guess where they get their materials from. That's right, me. Bye-bye teacher's editions. Bye-Bye student editions. 

"Wait! It's all online, I can just go look it up and get whatever I need on their website!?" Why didn't I think of that- oh wait. I did. And guess what- their website doesn't work on this decrepit laptop. And they don't have the big books online so I guess I'll just make those up as I go along...Guess I'm back to square one.

So I'm sure you can see why this is a wish of mine. Just one year to actually get the materials my students and I deserve to have!

Dream: I currently have Donorschoose project in desperate need of funding! I have no student technology in my classroom. NONE. I have an IWB for me to use during lessons (and my kiddos get to interact with it) but that's it. In my school each grade level is assigned one laptop cart with 18-20 computers. The teachers on each grade level rotate the cart for their lessons as needed. But I don't teach on any one grade level...so where's my (or the sped classes in general) cart? Sure, I could "borrow" the cart from another grade...when they tell me it's ok- which mostly isn't at a time when I need them. And honestly, the laptops on the carts are even more ancient than the one I'm using everyday...there's not a lot that actually works  on them internet wise. I'm hoping to get ONE iPad in my classroom. ONE. That's it. If I can get just one I'm already way better off than I am now. I plan to rotate my students on a schedule to allow them to interact with this technology and use it to enhance their learning. If I can ever get it funded. None of my projects seems to get enough funding. :( Hence why this is a dream of mine for this school year. Fingers crossed!

Thanks goes out to Diana at My Day In K and Jayme at Teach, Talk Inspire for deciding on such great topics to talk about this summer! I look forward to the next link up topic you two decide on.  :)

Bulletin Boards!

I'm linking up with Ashley of Schroeder Shenanigans in 2nd and Angie from Lucky Little Learners for their #2getherwearebetter link-up. This month's topic is BULLETIN BOARDS! Ahh! The dreaded (or in my case not-so-dreaded) bulletin board.

Most teachers hate them. And, to be honest, I don't particularly enjoy taking them down and putting them up, but- I mostly love them! I'm probably the only teacher in my school that refuses to do the same boring ("Poet-tree" or "Said is Dead" anyone?!) hallway bulletin boards year after year. Now, to be fair, I have the same students for up to 5 years in a row (that's special ed. for ya) so I basically CAN'T have the same bulletin board every year. But, even if I could, I wouldn't. Call me crazy, but it's kind of one the only times that we can really let loose and go a little crazy. Do something outside the box, off the pacing guides, dare I say it- FUN?!

Inside my classroom I only have 2 smallish bulletin boards and they're already allotted as a word wall and a work display board (as mandated). My classroom theme is monkeys so my word wall is titled, "Ape for Words" and my work board is titled, "Jazzy Work" (I have a kind of Mardi Gras theme going with this board including real masks and boas straight from New Orleans). Those boards stay the same year after year (though to be honest, I'm so sick of them. But the bank account tells me they have to keep plugging along).

For some background- I started this blog last school year around this time and I've tried to keep up with it. But I had some serious issues I was dealing within my class and couldn't really maintain it until around Dec/Jan. I'm hoping this year will be better. Also, I have to share the only bulletin board with another teacher so we alternated when it was time to change it. So, to make a long story short, I don't have many pictures of most of my bulletin boards. :( I do have some though. :) Oh yea, my bulletin board is painted blue (makes it easier than having to change the paper all the time) but it doesn't always color-coordinate. And I don't go back to school until August 17th, so I don't have my bulletin boards for this year up- yet...anyway, here ya go:

Thanks to Lori at Teaching With Love and Laughter for her fantastic FREEBIE for this bulletin board. In fact, the whole lesson came from her blog post, I just spruced up the display a little bit :)

Love that I was able to reuse the fence (Shh- it's in one of my cabinets so I have it for this year too, if necessary :D). This bulletin board was differentiated for my kiddos because they're all on vastly different levels. Some flowers have prefixes and suffixes, ways to make numbers, and some have color words. The kites have ten frames with teen numbers. Then I printed some clipart from Krista Wallden at Creative Clips to add some extras. :)

I did this one year for back to school. Still one of my favorites!

I found this one on Pinterest one year.

I also did this one year at the beginning of the year. Only I made crayons out of paper as I couldn't find 3-D ones, nor did I want the hassle of figuring out how to hang them.  :)

Again, from pinterest.

I did a take of this one for the beginning of this past year. Since I teach deaf kids, this made perfect sense. Since I teach the same group of kids for multiple years I changed the title to "We love having you back!" with the I love you hands. I was lucky enough to have an awesome interpreter help me with it (I'm looking at you, Michelle!).

Honestly not even sure where this came from. Probably Pinterest.

Since I don't go back to work until August 17th, I haven't figured out what I'm gonna do for the beginning of the year this year. I guess I should start looking around though, huh? And when it's up and pretty I'll be sure to do a follow-up post with more pictures :)

Thanks for stopping by! Can't wait to hop around and see everyone else's boards!

Visual Directions

Everybody knows how the following scene plays out:
Teacher: First you're going to color, then cut, then glue your pages. Everybody know what to do?
Students: Yes, Miss.
Teacher: Ok, get to work then, please.
Students: **blank stares**
Student 1: Miss, what do we do first?
Student 2: Takes out scissors first

...you get the point.

I know how hard it is for general education students (especially in the younger grades) to keep track of what to do in what order. Imagine how much harder it is for students with language delays that barely remember their own names. Now, don't get my wrong, I love my kiddos. But, to be honest, they can't handle 2-3 step directions. This past year everything was done step-by-step together as a large group so that no one was left behind. But this coming year, I feel like they need to learn some independence. So, I've made some visual directions to try and help foster that.

In a monkey theme, of course. Because I seriously have an issue with monkeys. MONKEYS EVERYWHERE!! :)

We all know that this is nothing new. Many teachers have been using this for years. I honestly don't know why I didn't use it before. Actually, that's not true. The truth is they're so delayed in language and communication that they literally couldn't be trusted to complete even the simplest work independently without my going through a thousand copies a month. So I did everything with them. Thankfully I have an Interactive White Board and document camera which made it slightly easier to do this.

This year, I think that most of my class will be able to handle working at their own pace to complete their work.

I went ahead and posted them in my TPT store for only $1.50! Go check it out! If there's a specific theme you're working with I might be able to help you out with a special request-if I have the clip art available. :)

#SpedChatSaturday Back to School Edition

Today is the first #SpedChatSaturday and I'm so excited for this! I think it's a great way to get the world of Special Ed. out in the open for all to see and learn about. Thanks goes to Ashley at Lattes, Lesson Plans, and IEPs for hosting the first week's topic.

So let's get down to business...to defeat the Huns. {Mulan reference, anyone?}

Let's start with 5:

I don't go back to school until August 17th (thankfully) so I'm really not ready to tackle any of this. However, I usually go back a few weeks before and get started with at least arranging my room. At my school there are 2 deaf/hard of hearing (DHH) teachers, 1 speech/language teacher (SLP), 1 itinerant teacher, 1 family counselor, 1 occupational therapist (OT),  (1 only this year!) mainstream teachers, and 14 (I think) students. This makes for a lot of scheduling NIGHTMARES! Seriously, there was a year where we took a combined total of 25 hours to create a workable schedule that then changed 4x before the first week of school was over. It's an absolutely horrendous task that I dread every year. The OT, SLP, and family counselor, and itinerant teacher all work with other students and/or at other schools so we have limited flexibility with their schedules. Plus, our students work on so many different levels that it's hard to create good groups for academics. Most years the schedule is tolerable but never ideal. Here's hoping there's one schedule year coming up though...

The first week I go back is dedicated to teacher planning (yay!) but I'm in so many meetings that all-in-all I end up with about 2 1/2-3 actual days of prep. And on top of that, I have to have my room ready by 10am on Friday because of Kindergarten orientation... That's another reason I try to get back into my room early. If my room is at least partially set-up before August17, then that makes things that much easier.

Organization is my thing. I live for it. My room and everything in it is completely organized by the time school starts...and then the first few weeks go by and I get lazy. :( And then I get annoyed that I never seem to be organized anymore. So I work on it, and then the cycle repeats itself...

But, in all honesty, these four things are vital to making the school year run smoothly. I keep *tons* of post-it notes all over my room to make lists of things I need to do. And then I cross them off as they get down. Every teacher planning or early release day I take time to file. I have individual folders for each student to put IEP paperwork into. Then it gets filed into their individual IEP folder kept in a locked file cabinet. I have binders all over the place filled with different things- master copies, IEP at-a-glance pages, student data, etc...it makes it easier for me to find things when I need them. Seriously, get yourself some binders and get stuff organized- it'll be so much easier to stay organized- in fact those are the few things that actually STAY organized throughout the year. :)

What I wouldn't give for the three things mentioned above. Seriously. Hands-down, these are the 3 things that make me want to give up every year. I have some serious behavior issues in my room from students not labeled anything other than DHH. When I say behavior issues I mean being punched in the face, kicked, sexually assaulted, groped, plus other things. It means DAYS spent dealing with this student at the expense of the other students (to the point where they literally cower and hide when this student walks in the room). And all of this is ok with my administration because I work in a self-contained special needs class. It's perfectly ok for these students to act like this- so I'm expected to accept it. Seriously. I cannot begin to tell you how upset ANGRY I get when that's the response I get from not only my school administration but from district personnel as well. We've tried everything within our rights in the classroom (PBIP, removal, suspension, etc.) to get the behavior under control- but nothing seems to work.

I digress...anyway, if these three things were under control I could focus on my students' needs a lot better and maybe actually teach once in a while.

Use a planner. I can't stress it enough. It's a great way to keep track of all those meetings (and we all know there's a ton of them), due dates, field trips, etc. I LOVE planners. Love. Love. Love.

Have a plan- delegate the important to-dos to the top of your lists and make sure they get done first, have a short list of things that MUST be done by the end of that day and make sure it gets done, ignore social media (I'm so guilty of not doing this). Step 1 is admitting you have a problem, right? Seriously. Addicted to my phone and computer. I'm really going to try and be better about this.

I promise to teach with fidelity. I mean serious-don't-give-a-crap-about-pacing-guides-or-test-questions fidelity. I'm so tired of hearing "I need them 3rd grade ready" {3rd grade is our state-mandated retention grade if they don't pass the test}. I can't put the cart before the horse. Can't. Won't. I'm done. I teach kids that are behind in all areas- the biggest of which being communication and incidental learning. They need to have fun. Hands-on learning. And if that means taking 2 days, 2 weeks, 2 months, or 2 years (no, really, I'm going on 2 years of teaching some kids to count to 10 with 1:1 correspondence) to teach about nouns or counting or volcanos or whatever, then so be it.

So that's it folks. Feel free to leave comments with your thoughts. I love comments. :)

My Dream Classroom

It's Tuesday! Another Tell-All Tuesday! Yay!

This week's topic is

My dream classroom?! 

For starters, it would be about twice the size of my current classroom. Since I teach special education I have a much smaller class size than a general education class. So I have a much smaller classroom. And it sucks. There's nowhere to put anything and we all sit on top of each other. I have no real space to create separate learning areas which really drives me crazy. My students all work on independent centers and I have no way to separate them without them getting distracted by others. The nice thing about my classroom is that it's completely carpeted (floor and walls) and has special lighting all of which reduces the glare and echo so my Deaf and Hard of Hearing students are able to better learn. And I have a SmartBoard (which when I started teaching wasn't that common). Those are things I wouldn't trade!

So yes, a bigger classroom with more storage and work space is a must. Then I want it completely done in a monkey theme. Anyone who knows me knows I have a thing for monkeys.

Picture from The Creative Chalkboard

I have a lot of monkey stuff all over my room to begin with, but there's a lot I can't do because we have a really strict fire marshall who yells at us over everything (including the door stop I use to prop open the door while we're at recess!)

I'd also want to be able to arrange desks in an ideal format for deaf students such as this:

Picture from chancetohear.blogspot.com

Again, having no space in my room doesn't allow for this. :(

I also have an intense need to be organized and clean. I need everything in its place (or at least hidden away lol). Every May I spend a week or so cleaning and reorganizing my cabinets. And every May I bemoan the fact that I have NO storage space!! My closet is filled with crap that I'm not allowed to get rid of but have never used in the 8 years I've been teaching (I mean there's a book on Signing Exact English  {which no one uses anymore} from the 70s- and I can't throw it away!) Ugh. Makes me nuts!

This is one of only 2 cabinets in my room

So in short, my dream classroom would have more space. And the ability to allow me to fully decorate and arrange for my students' needs. :)

Thanks again to My Day in K and Teach Talk Inspire for another great topic! I can't wait to hop around and see what everyone else's dream classroom looks like. I love comments so feel free to leave me some! :)

My Own Reality Show?!

It's Tuesday! You know what that means- another Tell-All Tuesday. This week's topic is what we'd call our own reality TV show. So here goes-

I admit, I never watch reality TV. I find it pointless and it really irritates me that many of these people get paid tons of money to act like jerks and idiots. To be honest, I don't watch TV. I watch a TON of movies and the only 2 shows I watch are The Walking Dead and Game of Thrones- which we don't even watch on TV- we stream them online because we don't have cable. And the only reason I watch those shows is because my boyfriend loves them and got me hooked on them. :)

It took me about 5 minutes to think of a title for my would-be reality show. So without further ado:

I am constantly saying stupid things and screwing up phrases. Then when I try to clarify, I tend to make it sound even worse. I don't do it intentionally- it's word vomit (Mean Girls reference, anyone?). It just comes out. I have a real problem with not thinking before talking. My boyfriend is constantly making fun of all the things I say like, "I'm full of hands" (which, for the record, I've said since I was about 2- and I'm fully aware that it's wrong, I've just been saying it that way for so long it's stuck) or "what's squared cubed?" in reference to numbering something...

As a matter of fact, I just looked over at Alan and asked him what was one of the stupider things I've said to him lately, and he just looked at me for a second and then said, "Just one? I have to think about that."

And that folks, is the reality of my life.  :)

Thanks again to My Day In K and Teach Talk Inspire for another great topic! I look forward to perusing everyone's blogs and reading any comments you may wish to leave for me. 

Top Ten

It's Tuesday! You know what that means- another Tell-All Tuesday Link up.

I love, love, love this topic! Thanks My Day in K and Teach, Talk, Inspire for another great topic!

Here is my Top Ten list of things teaching has taught me!

All of my items kinda go together. I teach a very specific branch of special education- deaf/hard of hearing. These are students that are often working below grade level and often have missed out on a lot of incidental learning because of lack of communication with parents and family members. Because of this, I've learned to be very patient. What takes a general education student one day to learn takes my kids one week to learn. It's a very slow process and because of that you learn to appreciate those small moments so much more. It also means that it takes a special person to be able to do this. My kiddies' parents will tell you that I most definitely am good enough for this job, but I think it's par for the course that I question myself almost daily. 

My administration doesn't help- they don't really understand these kids and so I'm constantly having to defend my classroom practices. There are so many times where I begin to teach a lesson and then realize that my students don't have the necessary background knowledge to even begin to understand what I'm talking about. So I put that lesson on hold and then backtrack to where they are...and the constant response from admin. that I get is "I need them 3rd grade ready for the FSA." My response is always "You can't put the cart before the horse. These kids are self-contained for a reason. If they were 3rd grade ready, I'd be looking for another job." Maybe that's harsh, but it's the reality. 

Please don't misunderstand, I love my job and my kids. But I also teach the same kids for usually 4 years in a row. It makes things a lot easier when the school year starts because I'm able to just pick up where we left off the previous year. But, I  NEED my summer breaks. They need their summer breaks. By the time January rolls around, we're over each other. 

One of the nice things about teaching these kids for so many years is that you develop a great relationship with the parents. They trust me and in turn that makes them more open and honest with me. It means I can be more honest and upfront with them too.

Anyway, I hope you enjoyed reading my top ten. I can't wait to hop around and read up on others' top ten lists! Thanks for stopping by!

Summer Flashback

It's Tuesday! You know what that means- another Tell-All Tuesday Link-Up. I missed last week because I was away on vacation without access to a computer (OH THE HORROR!!!) in NYC and then the mountains of NC. It was a great week.

Anyway, this week's topic is Summer Flashback...

Most of my summers were spent at camp when I was little or working as a CIT (counselor-in-training) or an assistant at a pre-school. About 3 summers ago I decided I wanted a break from kids during the summer time (the fact that I teach the same kids for up to 5 years in a row really showed me that I needed this time to recuperate). Now I help out at my boyfriend's dad's office with mindless scanning and some data entry work sporadically throughout the summer. It's a nice break and then I'm ready to get back to my kiddies in August. :)

One summer my family and I went on a cruise to Key West, Mexico, and Belize. Probably one of the best vacations we've ever taken together!

My sister's best friend, Rachel, me, and my sister on formal night

Cave exploring in Belize

Submarine ride in Mexico

Thanks again to My Day in K and Teach, Talk, Inspire for their awesome topics! Feel free to join up by clicking over to either/both of their pages for the instructions! Looking forward to seeing everyone else's summer flashbacks!

Summer Snapshot

It's Tuesday- that means another Tell-All Tuesday blog post! :)

This week's theme is Summer Snapshot. A favorite memory, spot, activity, etc. during summer. So here goes:

My boyfriend and I have 2 dogs- an almost 3 year old pitbull and an almost 1 year old mastiff mix (his genetics say there's no mastiff in him, but his face says otherwise lol). These are our babies:

Sapphire on the left and Cobalt (see those flaps!!) on the right.

The point of that picture is to say that my summer snapshot consists of spending tons of time with those two (and my boyfriend, of course). We try to take them to as many places as possible. Usually this means state parks where pitbulls are allowed and there's lots of shade. I live in South Florida, after all. It's freaking hot here, people! One of our favorite places to take the dogs is Hugh Birch State Park which is right across the street from the beach and backs up to the intercoastal. Best of both worlds. We take the dogs there and have them pull us on rollerblades and a skateboard (great exercise for them, wears them out for us) and then go across the street to some place on the beach and grab some lunch.

Gorgeous, right?

Doesn't get much better.

So that's what I spend most of my summer doing. Of course, it's really, really hot out so it doesn't happen every day. Some days we just spend inside, on the bed, hanging out. :)

Thanks for stopping by to see my summer snapshot! :)