Soggy soggy London...

This is a picture of my Nana (mom's mom) from 1978 when my grandparents came over to visit my parents in England. (Nana rocked!) I just really liked it and was thinking about this picture last night as I was in London so I thought I would post it. My parents lived in England from 1976-1979 and that's how I got to be a British citizen. Thanks for that Mom and Dad, who knew it would come in so handy all these years later!

Anyway, last night I met my roommate, Anna, out in London for some happy hour drinks. I took the tube from my town of Chesham and even figured out how to get myself a debit pass. Ha! Not a tourist anymore!

I found her in a crowded after work bar and gulped a pint of delicious cider. That stuff could prove to be quite dangerous as it pretty much is like drinking a giant glass of apple juice but has quite different effects! Then, we headed off to another place that was a riverboat right on the Thames River. This was very very surreal since it was right by the bridge that is always shown in the movie Bridget Jones- which I have seen about 1 million times. So the bridge view was behind us, across was the giant Ferris wheel called the "London Eye" and to our right was Big Ben and Westminster Abbey, all lit up for the night. I am still having trouble believing that I was actually just "in London" last night. So weird.

We had dinner in Chinatown which was much more mellow than New York or San Francisco. Maybe it would be different during the day- I was hoping to get a fake Coach bag like when I went to NYC the last time, but alas, only delicious Chinese food! My dad would have been excited because they had a million duck dishes on the menu. By this time, it was close to 11 and the last train back to Chesham is at 11:30 so we had to get back to the tube. I don't know why I am having such a hard time grasping that I am in England. But, I am, and so when I was at the Piccadilly Circus tube stop, it just seemed so bizarre.

As I was walking up to school today to get some documents off the server (this is a story for another time- I cannot handle thinking about teaching Chemistry today) I was just really happy to be here. So far (I know I haven't started work yet) it has been so great that I really feel that coming here was a good decision. We'll see how I feel about two weeks into my chemistry unit where I don't know anything about the different types of reactions that create different types of lime.

Anyway, I now have the first place I am taking visitors (the riverboat) because it was just so cool. So, come on over!

Planning my brain away...

I have spent a few hours in my classroom. The evidence of this is in the picture. Love and Logic makes and appearance across the pond! I should send the picture into them!

I have done two full unit plans in the last few days. Oi vay. It wouldn't be so hard if I didn't have to cram everything they want me to teach into 24, 44-minute lessons which all have to include my community building efforts too. I really empathize with teachers who have to do this regularly. I hope that I end up having a little bit of flexibility with the time but I can see why people revert to lecture and worksheets because at least they get to "feel" like the kids are "learning" all of the material. I refuse to resort to lectures and worksheets- I am just going to have to get more creative.

I've been such a slacker-loser this summer that I think this might be the hardest my brain has worked since maybe like April.

On a fun note, I am headed into London today! YAY! Pictures tomorrow, I promise!

Warning: Massive amounts of Edu-babble ahead...

Sorry that it has been a few days since I have posted anything, I’ve started actually having some things to do here besides recovering from jet lag and swilling drinks in the back garden, although I have done plenty of that. Tried a Pimms and Lemonade-which is a very British drink-delicious-look for Pimms in the US if you can. I am glad to be on the edge of the country here, it is so beautiful and very close.

I finally have gotten my “timetable” which is my teaching schedule for this year. I will post a chart of it but it is so complicated that it will take a lot of explanation to read it. I can’t remember if I explained this before so, sorry if I have. In science, maths, and English, each grade level is broken into five tracked groups (1-5) based on abilities. These little groups travel with each other to most of their classes for all subjects. So, if you are in a group called 7-1, that means that you are in the highest level of Year 7 while 7-5 means the lowest track. Big surprises, the kids in the lower tracks are learning English while they learn all of their other subjects. But, apparently, there is classroom support of some kind to help the kids in the lower section although I am not sure what that looks like.

Okay, so when I got my timetable, I noticed that for some groups, I only have them once per week. I thought this was a mistake. However, it is not a mistake, and a few sections I will actually share with another teacher. Whichever teacher has the kids for the most sections is the lead teacher and tells the second teacher what to teach during that one class period per week. I don’t have any groups that are solely mine for year seven. I have two groups that I will see one time per week, and another that I will see two times. Because they only have four science lessons per week, with the 2/2 split, we will each just teacher 2 different topics within the unit so that we can plan our own lessons and then one of us will give the assessments.

For Years 8, 9, 10, and 11, I have all of my own sections. Although, for one period per week, my Year 9 kids have a different teacher but I will still plan that lesson. My Head of Science (who is 26 and only a fourth year teacher but seems completely awesome already!) said that for those split classes I can either give a full lesson plan to the teacher of just tell them what info I want covered and they can do what they’d like to cover it. Since I am a total control freak, we’ll have to see how it goes. To me, that will feel like having a substitute teacher once per week.

So, realistically, I think that I am going to be doing about 5 or 6 unit plans. We have to rotate the units we teach among the grade levels so that we all have access to the supplies. Speaking of supplies, this is the best news I’ve heard all year. There are two science lab assistants and in order to have a lab set up, all I have to do is give them a copy of the lab and they set the whole thing up! WHAT? How amazing! So I won’t have to fret about ordering things and making late night grocery store trips the night before a lab. Considering how quickly the changeover is between classes, (no passing period actually booked into the schedule) set-up would be a huge issue otherwise.

Below is my time schedule. I am also a “Form Tutor” which means I have an advisory group for Year 12 students.

Time/Class	Monday	Tuesday	Wednesday	Thursday	Friday
Check-in 8:50-9:10	Advisory 12	Advisory 12	Advisory 12	Advisory 12	Advisory 12
Class 1 9:10-10:00	7-1	Year 12- special class	11-2	10-5	7-5
Class 2 10:00-10:50	8-3	9-1	7-2	8-3	OFF
Break 10:50-11:10	Break	Break	Break	Break	Break
Class 3 11:10-12:00	8-3	10-5	11-2	10-5	9-1
Class 4 12:00-12:50	11-2	11-2	7-2	11-2	10-5
Lunch 12:50-1:25	Lunch	Lunch	Lunch	Lunch	Lunch
Class 5 1:30-2:20	8-3	9-1	OFF	7-2	10-5
Class 6 2:20-3:10	9-2	OFF	7-2	OFF	9-1
Advisory 3:10-3:20	Advisory 12	Advisory 12	Advisory 12	Advisory 12	Advisory 12

For each unit, there are standards and assessments already made. And, to be helpful to new people, there are actually weekly breakdowns of what to teach specifically and links to worksheets, labs, videos, power points, etc. From what I understand, my only requirements are to make sure that I cover the information and have the kids take the already available assessments. There are lab/hands-on assessments and a paper/pencil test for each unit. In the sections that I don’t have to share, I have complete autonomy over how I teach things as long as everything relates to the assessment. For most classes, I have 24 class periods to finish a unit. I was pretty much panicking before yesterday that I was going to practically have a teaching script but I think that it won’t be too bad!

Don’t get me wrong, this is a lot of planning, but I am going to try to lay out each unit all at once using the principles of backwards design like I’ve been taught. We are expected to have objectives on the board for every lesson and I have a white-board and projector hanging from the ceiling. The nice thing is that because they already have things figured out for me, if I am stumped in my own planning, I can always use something someone has already developed. Or, if I develop something new, it gets added to the resources for everyone.

Last night I made my thinking strategies posters with my British spelling- synthesising instead of synthesizing- and there is a laminator (with someone else to do it for me too, just like my darling Ava!) so at least I’ve got that going for me, which is nice. I also don’t have to worry about copies- the science assistants will just get whatever I need made for me. The assistant thing is great when you consider how much will go in to the actual teaching and planning here, I would have to live at school to set up for that many different things.

So, the rest of this week, I am going to be spending planning and poster-making. I have to make posters of the “big ideas” of science. When I have to teach units that are seemingly unconnected, it becomes extra important to relate them all to the “big ideas” so that the kids can actually see some connections between them! I have a fair amount of wall space for posters. I will try to take some pictures of my classroom today. I have TWO WALLS OF WINDOWS, which is amazing! I’ve never had more than a sliver of a window! I think they will become de facto poster walls too.

On Thursday, I am going to meet Anna, my roommate, in London after work for happy hour so I can at least do something fun this week before I have to go back to work on Monday next week. On a non-school note, yesterday I took the dogs for a walk with my neighbor and we tromped through the English woods (dark dark dark) and on the edges of fields. I was introduced to a lovely plant called “stinging nettles” which burns your skin to touch it. I’ll be wearing pants from now on! Oh, I should say trousers instead of pants because “pants” means underwear here so I would sound pretty ridiculous to say I only go hiking in pants! J

Oh right, I actually came here to be a teacher...

This is the Chesham High Street. I already posted this picture to Facebook, but I just thought I'd add it to this blog too! Pretty cute, and as my friend Megan said, it looks a little Disney-ish!

Today I got to meet the Headteacher of Chesham Park and got a tour of the school. First I must say, the hill up to the school is quite steep and I was huffing by the time I got to the top- will have to figure that one out in my dress clothes. My next door neighbor, Este, told me that she knows someone who works there who might be able to swing by to grab me on the way to school. That would be delightful!

The county where I live is called Buckinghamshire and is one of the few counties in England that still give their kids a big exam at the end of Year 6 (6^th grade) that will determine their placement in their secondary education. If they score well, they go to Chesham Grammar School. If they don’t score well, they go to Chesham Park Community College, where I will be teaching. As I’ve spoken to people around town and tell them that I will be teaching there, they knowingly smile and say, “good luck.” However, I am sure that the same has been said to people going to work at my former school. In fact, my practicum match-up teacher said just that when I got my student teaching placement there, and here we are seven years later.

So, keeping that idea in mind, I am not putting a lot of stock in the warnings. Many of the students (about 20% of the 700 students from grades 7-12) are from immigrant families from rural, farming areas of Pakistan and are English Language Learners. Is it any wonder they didn’t score well on content exams that make no accommodation for their ELL status? They will take another set of exams at the end of Year 11 that will determine their next steps in life as well. This is very similar to the system in India, which was based on the British system. My headteacher said that the British system really doesn’t do any accommodating for any diversity of learners and basically treats people as if they are all exactly the same-incredibly standardized, I guess you could say. More standardized even than the American system of state tests that basically test skill proficiency- also, the British exams are content driven instead of skill driven. There is no opportunity for taking advanced classes or remediation in the way things are currently set up, apparently, you just go to a different school.

I got to see my classroom and once it all set up, I will take pictures. Today was a quick tour. I will meet with the Head of Science on Monday where I will actually get to learn more about what I will be teaching specifically. The rest of the school is in about 5 buildings that are connected by outdoor, covered walkways. There are performing arts facilities for dance and theatre and an extensive visual arts program as well. There is a science prep room with two assistants who are apparently good at chemistry! PHEW! I am an idiot with chemicals and might burn down the school without some assistance!

The grade levels are sorted into five different groups based on ability for math, science, and English. I will teach all grade levels from 7-11 but not necessarily all levels of students. In addition to this, I will also be an advisor to a group of Year 12 students who have already taken their first set of exams (after Year 11) and have chosen to continue on with their education. They are preparing for ANOTHER set of exams (A-levels) which will determine if or which university they can attend.

My schedule is quite complicated. As I said before, Year 7-9 students have science four times a week. But, as I found out today, that does not necessarily mean that they have it every day. For example, my Year 8 students have my class three times on Monday and then once on Thursday. So, I will see them 150 minutes on Mondays and then 50 minutes on Thursdays. This will add another piece to the planning that I have been so nervous about. I also have a planning period everyday for 50 minutes except for Mondays.

But, the Headteacher, Kevin, is super nice and is reading DRIVE!!!! He also finds it to be incredibly interesting and we chatted about that while he took me to lunch at my first REAL English pub. It was absolutely adorable and I am kicking myself for not bringing my camera. I am sure I will go there again, or somewhere even cuter, really.

So that’s it for now. After I meet with the Head of Science on Monday, I will have much more to do in terms of planning. For now, I am just trying to recover from my jetlag. I am ready to fall asleep at 7 pm and then wake up at like 10 pm and lay there awake until 4 am. So, I am knackered (my first English slang word meaning tired!) all day long. I bought some sleeping pills for tonight.

On a non-educational note, last night Anna and I ordered Indian food delivered to the door. I KNOW I am going to love that aspect of England- so good! And, they did have salsa at the grocery store. I’m psyched! I got a library card and have already reserved all of the books I wanted to read in the US. It is a nice little library and they have been very helpful. In case anyone is wondering, Bill Bryson has a new book out called “At Home: A Short History of Private Life” which is apparently the history of people at home, the parts of history we never learn about in school. Sounds interesting and besides, I love him and will read any words he writes down. If you’ve never read his work, you should. He is lovely (as the English would say!).

And, I don’t have a cell phone yet because I just got a bank account today and have to wait for my cards to arrive before I can get a phone. But, please join skype if you want to talk to me. So much easier! I’m looking forward to school so I can meet some people- I mean at the moment, why do I even need a phone- I have nobody to call here!

Somewhat out of the sleepless haze...

I was pretty darn proud of myself that I stayed up until 11 last night after meeting our next door neighbors. They are very nice and have two small children so they just come on over with the monitor once the kids are in bed! We share walls with them so it is not like they have to come far! The pictures, for some reason, will not upload to the blog so I will just post them to Facebook for today! Could I use more exclamation points? Jeez. !

Anna took me to the grocery store and I think the fact that I had spent the summer living with my parents hit me. I hadn't shopped since MAY!!! So not only am I am in a new country, I am an idiot and have forgotten what to buy! Our fridge is pretty small though so I will definitely be making some frequent trips, but it is really close.

Today I will venture out to open a bank account, get a phone, and explore the high street. Have to get some hangers so I can unpack my clothes! Tomorrow I will go to school and meet the Headteacher (Principal) and Deputy Head Teacher (Assistant Principal). The school is really close, just up a big hill!

Officially English...

I'm here and I'm officially English. Walked right through the EU/UK citizens line at the London airport and nobody called me a fraud. I guess I really do have dual citizenship! Anna, my roommate, picked me up and now we are "resting" because we are going to be drinking some wine with the neighbors a little later. The neighbors are also teachers! YAY FOR TEACHERS!

Once I have slept, (I didn't really sleep a wink on the plane despite my two vicodins!) I will post again and share some pictures that I took of the town of Chesham today. It is adorable!

150 pounds of luggage...all in shoes....

I am about to leave for the airport and had to show the luggage situation! I have been packing, weighing, and repacking for the last few days! My bags are all ominously close to 50 pounds and I am nervous for the final weighing at the airport check-in.

I checked in using my British passport which makes me feel like a huge fraud even though it is all legal and I was born in England and have dual citizenship. It is going to be SO WEIRD to step off the plane and be able to go through the exit for UK citizens. I will be looking over my shoulder the whole time to make sure that I am not doing something I shouldn't even though I know it is all okay!

My brother told me to fake a British accent but I would rather talk like Eliza Doolittle from My Fair Lady! The rine in spine sties minely in the pline. We'll see!

So, my next post will be from Chesham! My roommate is picking me up from the airport, which is SO nice because I don't know how I would manage all my stuff by myself!

Au revoir, mes amis!

Look Kids! Big Ben! Parliament! Look Kids! Big Ben! Parliament.....

Friday night was my going away party hosted by my AMAZING friends Natalie and Todd Dudley! They are really great hosts and Natalie thinks of absolutely every detail! (If I ever get married, she will be planning my wedding!)

Here is an example of the fact that Nat thinks of everything....

So, now I leave in a week and I have to actually begin the packing process! When you can only bring two 50-pound bags that will encompass all of your possessions for at least the next year, you have to be pretty choosy!

Let the games begin!

I was intrinsically motivated to write this....

So on my drive home from Taos, I started listening to a book recommended to me by my friend Carrie Norris, who is also a teacher. The book is called “Drive” by Daniel Pink and I had to physically restrain myself from picking up my janky, 1982 Blackberry and calling everyone I know to tell them about what I was hearing. This book is about motivation, hence the title, “Drive.” Though written primarily for a business audience, the connections to educational settings are endless.

Pink talks about how our traditional societal views of motivation are outdated. Prior to the industrial revolution, motivation was purely linked to survival and people’s actions were all in the name of satisfying basic needs. As our society became industrialized, and basic needs were being met, motivation became more related to extrinsic rewards/punishments like a salary, a boss micromanaging your every move, or fear of job loss. Eventually, extrinsic rewards/punishments became things like bonuses, commissions, and sales incentives, and I would think, in an educational setting, we saw the advent of letter grades and office referrals.

He equated these different types of motivation to Maslow’s Hierarchy of Needs (which we’ve all discussed frequently in pre-service teacher programs and don’t even get me started on grad school!). In the beginning, the survival motivation was like the bottom of Maslow’s Hierarchy. However, as we’ve developed as a society, we’ve moved up that pyramid, and we are now in the “self-actualizing” top portion. Because of this, Pink argues, the extrinsic reward/punishment motivation is no longer applicable in businesses and schools. The research has found that extrinsic motivators might work marginally in the very short-term, but over time, are ineffective. This sure is interesting when you consider schools are basically set up on an entire system of punishments and rewards- and mostly punishments when you really think about it.

The tasks that we are now asked to do in many jobs are not algorithmic tasks that simply require a pattern of repeated behaviors. For most of Western society’s large corporations, these tasks are the ones that have been outsourced. The modern workforce requires creativity and innovation and the research that Pink cites claims that our outdated extrinsic motivators actually stifle and dampen a person’s creative abilities and that we need to have a societal business/educational shift into intrinsic motivators. It is interesting to me that businesses require all of this creative thinking/tasks (Pink calls these "heuristic" tasks) and that in schools, we are still asking kids to do a lot of rote learning and trivial tasks. This idea is what really got me thinking about how this relates to classrooms and schools.

What kind of motivational strategies do we employ as individual teachers and as whole schools? Are they extrinsic or intrinsic motivators? I started to think about all the rewards and punishments that we dole out daily- if the research says these are not really effective, why are they so pervasive in schools? Parts of Positive Behavior Support programs are all about extrinsic rewards- prizes, prizes, prizes- but do these really change behavior? Daniel Pink and the research he cites would say no. I know at our school, we saw a downturn in issues when we implemented PBS, but was this due more to the fact that we so specifically taught expectations? Or, was it the prizes? When we say a kid who has a referral cannot go on a field trip, have we really motivated that kid to change their behavior for the future? When a kid continuously gets poor grades, are they suddenly going to turn it around because of a letter on a piece of paper? Doubtful.

I’ve got a lot more to say and think about this- do I smell a doctoral dissertation possibility? I’m not done with the book and will likely have to buy a print version of it too because I am having a hard time driving and taking notes like the total nerd I am. I will write more as I hear more of the book but I just have all of these ideas running through my head and instead of tormenting people by calling them, I thought I’d give everyone a choice of hearing my thoughts or not. Incidentally, choice is one of the main ways that people can become motivated intrinsically. Make it a great day or not- the CHOICE is yours.

Video synopsis of "Drive" is posted on the side!