Aisha - Day 4 (3/9)

A Week in the Life of a Teacher- Day 4- One Exhausted Teacher 

8:25-8:40 a.m.- At this time, I"m usually running around like a chicken without a head, but I simply cannot today. I feel exhausted and I know fatigue takes its toll over time so I vow to take it easy today. I sit down in the work room with bags in tow and proceed to eat my breakfast burrito and decaf coffee. I'm at ease because all my copies were made yesterday. The warm food brings joy to my heart. Teachers are in and out, greeting me with their warm good morning welcomes. I finish my breakfast and head to my classroom.

8:40-8:45 a.m.- I'm writing on the board and chatting with a student named Suzie who never really talks to anyone, much less me. Yet, we are having a conversation and I can't help but feeling I'm making small progress. Mrs. VZ is doing hallway duty, while I'm handing out warm-ups. Today, I am teaching inferencing and touching on point of view at the same time. I review the O, Q, I. strategy with the students. I read aloud a few pages from "Diary of Anne Frank" and explicitly model with the students how to complete the template. Then, I have the students read in their groups and complete the rest of the graphic organizer. They aren't thrilled about it because they prefer I read aloud the text. I want them to have some time to read on their own and with their partners. Afterwards, the students get laptops to check to make sure they have claimed their IAM accounts and can log into them with their passwords. Most can except two and I end up calling the "help desk" for assistance. When finished, they log into Achieve 3000 and read one of the assigned articles. Before we all know it, it's time to go. I remind the students to continue their readings at home and rest up for their benchmark tests. My 1st period class is very competitive and vow to beat 2nd and 4th period. I tell the students that whichever class has the highest benchmark scores will win some donuts as an incentive. They are super excited!!

10:30-12 p.m.- After days of testing, my co-teacher is finally able to attend class She feels lost and confused and fighting a sinus headache. I keep her up to speed on where the students are in their reading. She is helping students with their warm-ups while I'm taking attendance. The students don't seem motivated today as many of them don't like reading and are not on grade level. Reading levels range from 1st grade all the way up to grade level. Some days I feel like I'm fighting a losing battle. How do I get them to grow and pass a EOC test that is not on their level of reading comprehension? Again like in 1st period class, I read aloud only a few pages and model the O.Q.I. strategy which is a form of inferencing. I explain that the "Diary of Anne Frank" is written from one perspective only- Anne's and as good readers, we must ask questions, observe what is happening in her world, and infer why things are happening in the text. For example, why is it that the Franks and Van Daans are constantly arguing with each other. Is it the fact that the differing personalities are clashing or is it the fact that sharing the same space day in and day out is affecting all of them, to the point where they are feeling despair and can't help feeling like they are all going crazy. I ask them to imagine what they would feel like being locked up in a house every single day, without ever going outside. When I'm done with my mini lesson, I have the students continue their reading independently and work on the rest of the graphic organizer with their groups. Feeling exhausted, I take a minute to sit at my desk, observing the students. A colleague comes in asking if I have a copies of "Absolutely True Diary of a Part Time Indian." I tell her I don't and she asks me if I'm ok because she knows I never sit down at my desk. I admit I needed a breather and she gets it.

12:00-2:00 p.m.- Grateful for two hours of planning time, I check emails, grade papers, and eat my lunch (tasteless Ramen Noodles). The workroom is a busy place but I love interacting with my colleagues and listening to interesting conversations. One of my colleagues is helping a fellow colleague prepare for her national boards. At lunch, I overhear a fellow colleague explain how she has so much to do when she gets home (as she is a baker when she's not a teacher). Another teacher jokes that she needs a "time churner." I really wish I did read Harry Potter so I can truly understand that one. She explains what a "time churner" is and I respond that we would all be in a lot of trouble if we had one of those. Jokes and laughter are intermingled with serious conversation about problems we are facing in the teaching world. A teacher struggles to finish her quiz after everyone is gone and somehow I give her an idea for the last question even though I've never read Jane Eyre. Somehow, it made me feel important. In the last minutes of my planning period, I make "said copies" for tomorrow's lesson and quickly use the bathroom.

2:00- 3:40 p.m.- I'm late letting the kids in, only because I left my keys inside the classroom, but the teacher in there during 3rd period bails me out. I quickly usher the students in and have a student pass out the warm-ups. I'm a little flustered during this class period because I keep getting phone calls, which disrupts instruction and throws the students off task. Again, I explicitly teach inferencing and have the students work in groups to work on the inferencing activity. I'm walking around the room, facilitating their group work, answering questions, offering feedback, guiding their instruction. I'm appreciative of the students for trying their best, working, and staying on task. I have a couple who are off their game and encourage them to complete the activity. Before long, it's the end of class and the day. I chat with my bus lot students before they go. They make jokes and talk incessantly about everything. Praying that I made a difference today.