tag:blogger.com,1999:blog-16323330767208471722024-02-18T23:05:36.889-05:00TeacherTails from DetroitI am a retired National Board Certified Teacher and worked in Detroit Public Schools for 29 years.Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.comBlogger24125tag:blogger.com,1999:blog-1632333076720847172.post-54661985896245790152019-11-25T12:44:00.000-05:002019-11-26T12:39:08.078-05:00<div class="separator" style="clear: both; text-align: center;">
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It’s just a rocking chair. <o:p></o:p></div>
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That’s what I kept telling myself. But as I watched it get
loaded into the back of the car and drive away, I felt a great sense of loss
and overwhelming urge to cry. <o:p></o:p></div>
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The rocking chair was given to me on my return to Michigan,
to rock my two young children. But as time went on it was replaced and so began
its journey on my teaching career. <o:p></o:p></div>
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It traveled with me to kindergarten where I sat every day
singing songs and reading stories to eager young faces. When a child was having
a hard time I could pull him up in my lap and gently rock him to help regain
composure. It’s where we gathered each morning for circle time, talked about
the calendar, reviewed our lessons, wrote shared stories and grew. <o:p></o:p></div>
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It followed me to first grade where students could sit in the chair and read
the stories they wrote to the class. The student of the day sat in the chair to
tell the story of their adventures with Snuggles the Bear the night before. Again
the chair was where we gathered for lessons and stories and songs. <o:p></o:p></div>
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It followed me to preschool where children would tease and try to beat me into
the chair. Where more than once an upset child would bury their face in my lap
over something causing them anguish. Where students who needed gentle redirection sat on my lap. Where guest readers sat and shared their time with my
young students. <o:p></o:p></div>
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It’s just a rocking chair. <o:p></o:p></div>
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When I retired, the new teacher didn’t need it so I brought it home to save it
from an uncertain future. But alas, I had no need for it any longer. I put it
for sale, hoping that if someone spent money on it, however little an amount,
they would value it. That’s when it happened. I was contacted by a person who
wanted to purchase it. She explained that she was a special needs teacher in a
nearby city and her students would love it. She must have thought I was a crazy
person asking all kinds of questions: the age of her students, where she taught, was the chair going to be used in
her classroom. </div>
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She had no idea of that chair’s history, but I did! My heart
skipped a beat and I knew it had found a new home. I told her that she could
have the chair at no cost. My students and I had been blessed for so many years
with that chair. It is only right to bless another class. <o:p></o:p></div>
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It's just a rocking chair, but to me, it is a piece of my
heart. I hope it finds a place in their s. <o:p></o:p></div>
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<br />Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com0tag:blogger.com,1999:blog-1632333076720847172.post-37986536854339048062019-07-05T11:24:00.001-04:002019-07-07T13:43:34.932-04:00Let Freedom Ring (a little quieter, please)<br />
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<span style="font-family: inherit;"> I love a good fireworks display. When we were children our
city park used to have them every year. My mom and dad would line our side yard
(we lived a block from the park) with lawn chairs and we’d enjoy popsicles,
sparklers and all the works while waiting and then sit and watch the display.
When I lived in San Diego we drove to a hillside to watch the big display and
tuned our radios to hear the symphony orchestra play a choreographed song list.
Raising my own children, the Minton Street gang would meet at a business on
Plymouth Road and have a little “block party” while we watched. Later years we
would make the trek to the Spree every year with our wagon, cooler and some
card games to play while we waited for THE EVENT. The kids would come and go to
the Spree and then we’d all meet back at dark. I have very precious memories of
4<sup>th</sup> of July fireworks.</span><br />
<span style="font-family: inherit;"><br /> I’ll admit that I’m ignorant of the history of fireworks laws
in Michigan or anywhere else in this country. But it seems that over the past 5
years or so everyone and their brother (or sister) can purchase and shoot of a
great variety of fireworks from their homes, vacant lots, parking lots and
where ever their fancy strikes. Last summer it seemed it went on for the entire
summer. This year Michigan changed the laws to only allow private fireworks
during a shorter timeframe, with time limits. (Thank goodness because no one
needs to hear M80s going off at half hour intervals after midnight.) This is a
step in the right direction, in my opinion.</span><br />
<span style="font-family: inherit;"><br /> I LOVE my memories of attending fireworks displays. I’m
grateful that my children will have those same types of memories. But I’m
fearful that my grandchildren will grow up hating fireworks, or at best be
ambivalent about them. Fireworks are not an “occasion” any more. They aren’t
special when every night you can drive to the local school playground and watch
a watered-down version that someone picked up to shoot off with friends.
Instead, they will grow up with the sounds of BOOMS and POPS and ZZZZZZZ going
off while they try to sleep each night in July. They’ll see those little sparks
that rise above their treetops and believe that THIS is what a fireworks
display looks like and be disinterested in the preparation and trek to see the
REAL displays.</span><br />
<span style="font-family: inherit;"><br /> These two videos (with sound only because it’s dark) I’ve
attached here were taken an hour apart in my front yard. As you can see in the
one, no fireworks were visible in the sky, although we could occasionally see a
bit of sparks above the trees. This sound went on for THREE SOLID HOURS before
it began to taper off. And it wasn’t just my neighborhood. I’m sure you all
have similar stories if you live in a city and not out in the country where
people are more spread out. Last night was the actual holiday, although with
the weekend ahead, I’m sure it will be the same.</span><br />
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dz8623yGqBYcCnRtuhBRRMCm49699Uab3JwIlNXpiYYBjvLJGAz9rQs1dEsQZoT4zlWWp1jOcbEI0EGJFlZlQ' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
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<span style="font-family: inherit;"><br /> Imagine putting your two-year-old
down to sleep during that noise. Picture all the pets hiding in the basements
with radios blaring to drown out the sound – afraid to go outside to use the
bathroom at night. Or having to medicate your pet to get them through the
trauma. Imagine if you will, all the combat vets (we all know some) who struggle
with memories of war zones, whether they have been diagnosed with PTSD or not.</span><br />
<span style="font-family: inherit;"><br /> I am not being a hater. I love fireworks displays as much as
the next person. But they are losing their shine as they destroy the peaceful
quality of a summer’s evening. Michigan is moving in the right direction with
regard to private fireworks displays but has a way to go.<br /><o:p> </o:p></span><br />
<br />Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com0tag:blogger.com,1999:blog-1632333076720847172.post-5320476533627504172016-07-20T21:49:00.000-04:002016-07-20T22:12:12.283-04:00The #OptOut Bus Comes to Detroit<br />
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Is there someone you admire that you don’t know in real
life?<br />
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Maybe there is someone you’ve been following on social media because you find
they can articulate your position on important issues of the day better than
you are able. Maybe you are following someone because you admire the charitable
work they do. Or maybe you follow them because you are secretly jealous of the
way they can just drop everything and set out to live their convictions. Maybe,
just maybe, there is someone who fits all these categories. </div>
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Enter Susan DeFresne, activist extraordinaire. Susan comes
from the Seattle, Washington area and has a large following on facebook,
twitter and I imagine in real life too. Susan and her husband Shawn purchased a
used school bus, named it the OptOut Bus and are traveling across the country
to highlight the abuse of standardize testing in public schools. While they
travel they stop in cities that have been ravaged by for-profit education
reforms and give books away to school children. <br />
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Monday started like any other day during the summer. I woke up, settled down
with a cup of coffee and began to peruse the internet. Within minutes I read a
message that said Susan and her husband would be stopping in Detroit that
morning and needed information on places they could take the bus and set up to
give away books. Because I teach in SW Detroit I know personally of several
very active parks where there would surely be groups of children. I reached out
and made the suggestion and then met Susan and Shawn in person at Clark Park to witness the
magic. <br />
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The experience was humbling to say the least. I am in awe of
people like the DuFresnes who can drop everything and live out their
convictions. We met with groups of children who were at the park for softball
practice, attending a recreation day camp or just hanging out in the park. Each
one received the precious gift of a book and Susan took the time to write a
personal message in EVERY SINGLE BOOK given away. <br />
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While I was there I took the opportunity to make a short periscope video of the
happenings. You can view it <a href="https://youtu.be/q_9Gswgjkwk">here</a> and
listen to Susan tell her own story. I promise you’ll be inspired as I was. </div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCieUM0vLTzIvF9CiBvmOty30ohrSkeH9oLAB6tmaBgXvPn8A-4Hv0eC4Sj9ELjxE4gQq7UimpNm-v2HpmZSMsGfB7baVnuilI91d_Dct2eT9IoYenJPgR13wXlDYRlCczdZnTz8IfWXo/s1600/DSC_0150.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="261" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCieUM0vLTzIvF9CiBvmOty30ohrSkeH9oLAB6tmaBgXvPn8A-4Hv0eC4Sj9ELjxE4gQq7UimpNm-v2HpmZSMsGfB7baVnuilI91d_Dct2eT9IoYenJPgR13wXlDYRlCczdZnTz8IfWXo/s400/DSC_0150.JPG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Susan and Shawn DuFresne</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-3-VrjGnAPGV4g9LhaFRgqoZNbcGtMg6sqKs3vqT-kxRrK0rJoZHn_NK08_DzLcFCKZm9_IenGnK-pofbgQeQMmCXQkYzHwR_PZnqaVXrtHtESzawxdljELZwfcwOW0VGur2aH0SEm-I/s1600/DSC_0139.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="263" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-3-VrjGnAPGV4g9LhaFRgqoZNbcGtMg6sqKs3vqT-kxRrK0rJoZHn_NK08_DzLcFCKZm9_IenGnK-pofbgQeQMmCXQkYzHwR_PZnqaVXrtHtESzawxdljELZwfcwOW0VGur2aH0SEm-I/s400/DSC_0139.JPG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Susan took time to write a message in every book. </td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivgPcv3K4JhqWlpDgKQN6xJKojpe7JWOh54oa89OrMBNW1yBW4qs22bOqzcx_WjH9VXdIGNS1TmMdemGeXC3DTt_7jID33P-g-7eRaF4BMvKPOY2E8_bvVumc3uXUPlRYTTd4Gy0JTdyA/s1600/DSC_0142.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="263" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivgPcv3K4JhqWlpDgKQN6xJKojpe7JWOh54oa89OrMBNW1yBW4qs22bOqzcx_WjH9VXdIGNS1TmMdemGeXC3DTt_7jID33P-g-7eRaF4BMvKPOY2E8_bvVumc3uXUPlRYTTd4Gy0JTdyA/s400/DSC_0142.JPG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Shawn said he was just there for the "driving and lifting". lol</td></tr>
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If you would like to learn more about Susan's cross country adventure follow her <a href="https://www.facebook.com/All-Aboard-the-Opt-Out-Bus-1614927555416786/?fref=ts" target="_blank">facebook page.</a></div>
To learn more about the Opt Out Movement click<a href="http://www.unitedoptout.com/" target="_blank"> here. </a><br />
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If you would like to donate to Susan's GoFundMe account for the purchase of additional books, click <a href="https://www.gofundme.com/272unp54" target="_blank">here. </a></div>
To learn more about the Badass Teachers Association click <a href="http://www.badassteacher.org/mission-statement/" target="_blank">here. </a>Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com1tag:blogger.com,1999:blog-1632333076720847172.post-69961639777333306452015-04-12T11:02:00.000-04:002015-04-12T11:02:41.324-04:00About Those Grumpy Old TeachersYou know you've heard it before, maybe even said it yourself. "Those grumpy old teachers are afraid of change. They are too set in their ways." Right. As a <b>G</b>rumpy <b>O</b>ld <b>T</b>eacher, <b>GOT</b> for short, I'm here to set the record straight. <b><i>WE ARE NOT AFRAID.</i></b> In fact, as veteran teachers we have not only faced, but have embraced change over and over again in our careers. So often in fact, that undesirable changes were often met with the apathetic refrain of "don't worry, it won't last." That's because change in education is constant. One program is replaced by another, new strategies, new interventions, new demands, in quick succession come and go often times so quietly that the public isn't even aware. But the teachers, the foundation of our schools, dig in and do what's required, most often going above and beyond what is required trying to make someone else's plan work for them - <i>and your child</i>. <br />
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<span style="color: #141823; font-family: helvetica, arial, lucida grande, sans-serif;"><span style="background-color: white; font-size: 14px; line-height: 19.3199996948242px;">So what is different now? Why are you seeing, hearing and reading so many things about teachers protesting the latest reforms? Here's why. This time, not only are they not working - which most teachers know how to creatively get around - but they are actually<b><i>hurting</i></b> education. That's right, current reforms are destroying our system of public education and turning our children into testing widgets. </span></span></div>
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You think I'm being melodramatic, don't you? Here's a simple test. Ask yourself these questions. and then start asking others in different districts the same things. Not everyone will have the same answers depending on the culture and socioeconomic status of their district. But we are all headed in the same direction. </div>
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1.) How much instructional time is spent each month on district and state assessments that are beyond the scope of assessing to inform teacher's instruction?<br />
2.) How much of your school's technology resources are earmarked or devoted to giving these assessments? (thereby reducing the availability of technology as learning tools for students)</div>
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3.) What is the impact of testing schedules on your local school? (i.e. disrupted lessons, "holding rooms" for students as they finish the test before others, practice tests and test prep lessons)<br />
4.) What percentage of your district's budget is earmarked for developing infrastructure to administer these tests? How does it compare to the budget 5 years ago?<br />
5.) How many hours of elementary art or music instruction does your child receive? </div>
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6.) Has recess time been reduced in your elementary school?</div>
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I could seriously create a list of questions that goes on and on but I think you get the jist of where I'm going with this.<br />
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Let's get back to the grumpy old teacher part. Just why is it that you are hearing from these particular teachers. It does make it easier to believe that it's just discontent with change. However I am going to tell you that is is precisely because we are at the end of our career that we can speak out. New teachers (or baby teachers as they are affectionately called) are overwhelmed. They are overwhelmed with the amount of work that goes in to teaching and the disparities between what they <b><i>believed </i></b>the profession was about and what are the <b><i>actualities. </i></b>They are still deciding if this is the career path they want. And sadly, greater numbers than ever are turning away from teaching while there is still time for them to have a choice. Mid-career teachers are unlikely to speak out, especially in Michigan where teacher tenure has been "reformed". They have invested a great deal of their adult life for their career and still hold out hope that it can turn around again, but can't risk losing their job by being a vocal opponent of the current trends. That leaves us GOTs. Quite honestly, we can cash in our pensions at any time if necessary. Most of us are still young enough to get a part time job to supplement retirement until Social Security kicks in. We are hanging on to our jobs because it is our passion, but we are no longer complacent. So you see us as grumpy when in fact we are the very people who have your child's best interest at heart. </div>
Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com0tag:blogger.com,1999:blog-1632333076720847172.post-19830808838325026612014-04-12T17:24:00.000-04:002014-04-12T17:24:58.878-04:00When JOY Is Sucked Out the Door<div class="MsoNormal">
Just this morning I was thinking about all the great
projects I could do with my students and technology. Powerpoints, green screen
videos, digital story writing.....these are great tools for promoting student
engagement. I used to have my students write and produce a weather report that
we videotaped using all their own creative backgrounds. Boy, they were really
into learning about weather.....we used Zimmertwins.com to write and animate
scripts for giving information about topics we were learning and just plain
fiction writing (check out the website), made presentations using VoiceThread,
we even set up a talk show stage and made videotaped exit interviews about
their year in review ...and that was just the tip of the iceberg...all in first
grade. The kids were always so excited to learn more so they could create more!</div>
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Now, our use of technology is limited to using the computers
and ipad to take benchmark tests repeatedly as well as regular quizzes on math
and reading as mandated by our district. We are constantly being told that we
need to "increase our numbers". Meaning get the kids taking more
quizzes! </div>
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Every Sunday night I sit and plan for the upcoming week and
am determined to "reclaim" education in my classroom. I make plans
for technology projects, art projects (all that support learning) and learning
games that support our standards. By mid day Monday I begin to feel defeated as
I realize there just isn't time to get to these plans. Reform model education
has every minute planned out for teachers and students and most of it is based
on passing a test! I am so discouraged and weary.</div>
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I have always LOVED school, which is why I became a teacher.
I never complained about getting up and going to work every morning and was
frequently heard saying how much I love my job - even though I have always
worked in a high poverty, urban setting. I planned to teach until at least age
65. Teaching, although hard work, was so much fun I couldn't imagine my life
without it.</div>
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Now, I have a hard time getting out of bed in the morning
and can barely stand the thought of going in to school. Although I try to make
learning fun for my kids, there is so much standing in our way that my students
are apathetic at best and at worst are starting to hate school. They are 6 and
7 years old! The school reform movement is all they have ever experienced in
their lives. Most of them could care less about learning to read and are never
actively engaged in these scripted lessons (when there is an opportunity for
engagement, that is.) </div>
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Here is just one example: Every morning from the first day
of school, like most teachers, I write a morning agenda on the whiteboard that
includes a little story writing prompt. These are fun “imagine if” scenarios
that the students are supposed to write about. Of course it is all written in
first grade friendly writing so that as their reading skills increase they are
more able to read the board independently or with a partner. I do not read it
to the class initially and wait to pull struggling students aside AFTER they
have given it their best shot. Later I go over it with the class to make sure
everyone has understood. By this time of year, in the past, students came into
the room and went directly to the board to read it, even before they took care
of their backpack or ate breakfast. They were so excited to be able to read
that it trumped everything else! There was always a crowd around the board and
I had to chide them about going to their seats to read it so that everyone could
see. </div>
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This year no one reads the board - NO ONE- not even the best
readers. Every morning they eat breakfast and then sit there with blank stares
or get busy with their friends. When I remind them about their bell work they
always ask – ASK- what are they supposed to do. Every morning I have to say “read
the board” and then remind them that they are readers now. Inside I’m crying.
Just this simple act of walking in the room and getting started has become such
drudgery that my little kids don’t even care that they are able to read. Can
you imagine?! </div>
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This is education reform. I witness it daily and if you and
your children haven’t yet, then good for you, you must be in a district that is
not experiencing a great deal of poverty. But make no mistake, what happens in
my district, happens to yours eventually. They just do it to us first because
the parents don’t have as much political capital as in yours. But it will come,
trust me. UNLESS we all start to scream and shout! Don’t wait; there isn’t a
moment left to lose.</div>
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<i>If you stand outside my school in the morning, when the
first bell rings and listen very carefully as the doors open wide, you’ll hear
it. In case you don’t recognize the sound, let me tell you – it is the sound of
all the <b>JOY </b>being sucked out the doors.</i></div>
Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com1tag:blogger.com,1999:blog-1632333076720847172.post-51144414247323965962013-11-30T15:25:00.001-05:002013-11-30T16:22:04.101-05:00<span style="font-family: Verdana, sans-serif;"> </span><br />
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<span style="font-family: Verdana, sans-serif;">Today is the last day of November and I have been remiss in posting why I am thankful. My friends seemed to have it covered with family, children, friends, sunshine, peace and the likes. I certainly hope I convey my love and thanks to the people in my life on a regular basis so that I don’t need November as a prompt for making a declaration. But here are some things I am extremely grateful for and take for granted on a daily basis. I think I could name one for each day of the month, but that would be terribly long and I think you’ll get the idea. </span><br />
<span style="font-family: Verdana, sans-serif;">Here goes: </span><br />
<span style="font-family: Verdana, sans-serif;"> After long weeks at work I look forward to my Saturday shower. Last week I stood, just stood, under the spray of hot water and let myself bask in its warmth and felt myself relax. I realized I was a little thirsty so I turned my face to the spray and let some of the water fill my mouth and relieved my thirst. That’s when it hit me what a luxury we have and take for granted. Water - you never think about it, but we bathe in it, wash with it, cook with it, drink it, swim in it, water our grass and sometimes just let the water run and play in it. I have been known to use my hose in the summer to wash my driveway on a hot day rather than sweep. We never really think about where it comes from or how it gets to us, and we only rarely have to worry about if it is safe. <a href="http://water.org/water-crisis/water-facts/water/" target="_blank">But over 780 million people in the world DO NOT have access to clean water.</a> I am thankful for water. </span><br />
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<span style="font-family: Verdana, sans-serif;"> It’s holiday shopping time and the stores are crowded, which means full parking lots. I have never been one to sit and wait for someone to pull out of a parking spot, or circle the lot looking for an up-close spot. Except that is, when I used to take my mother out. Bless her, my mother was blind and had a leg amputated due to diabetes. Her remaining ankle had been shattered when someone ran a red light and hit her in a cross walk. Her foot was attached to her leg with a steel plate and pins. This gave her very limited mobility. But <b><i>my </i></b>legs work. They work even when they are tired. They work even when they are bruised. My knees bend, my feet flex and even when my shoes are too tight, I can walk and climb stairs. I remind myself regularly that God has blessed me with legs that work and don’t sweat parking in the outskirts of the parking lot. <a href="http://www.huffingtonpost.com/2012/11/07/iraq-afghanistan-amputees_n_2089911.html" target="_blank">I am thankful for legs that work properly</a>. </span><br />
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<span style="font-family: Verdana, sans-serif;"> I am thankful that I have never had to go hungry. Sure, there are many times I <b><i>felt </i></b>hungry. But I’ve never had to <b><i>go </i></b>hungry. I have never had to worry if I would get to eat tomorrow. I have never had to beg for food or scavenge through other people’s scraps. Many times I’ve stood in front of the open refrigerator or cupboard door and thought “we don’t have anything to eat.” But of course, that is never true. There is always something that could be eaten. Just not something that suits my craving at the moment. What a difference. Open a can of green beans for breakfast? Peanut butter on a spoon for dinner? A bowl of white rice or plain pasta as a meal? How ridiculous that we throw away left-overs because we are sick of eating the same thing for more than a couple meals. My friend calls these “first world problems”. <a href="http://www.wfp.org/hunger/stats" target="_blank">I don’t know what it’s like to be truly hungry and I hope I never learn.</a> I am thankful for having food to eat and to feed my family. </span><br />
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<span style="font-family: Verdana, sans-serif;"> I am an information junkie. I wonder. I ask questions. I like to know things. I may forget them quickly, but when a question occurs to me, I like to get an answer right away. I like that instant gratification. So I am grateful for the internet and Wi-Fi connections. Social media aside, I absolutely love having the world at my fingertips. I have a hard time disconnecting, not because of the social aspects but because there is <a href="http://www.worldwidewebsize.com/" target="_blank">so much information</a> out there. Yes, I am aware that much of it is false. Occasionally I am taken in by a false story. But I think I’m a pretty level headed and analytical person and can cut through most of the bull. I can’t imagine not being able to get the answer to my questions instantly any more. I remember when you had to go to the library and search for the answers to your questions. Each question was a lengthy search and sometimes you just never found what you were looking for. Remember when you would change the topic of your research report to fit the information you <b><i>could </i></b>find? I have to admit I did that more than a few times. I am in awe of the people who create internet search programs that make it possible to find the right information with just a few key words. I am thankful for the internet. </span><br />
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<span style="font-family: Verdana, sans-serif;"> These are just a few of the things for which I am thankful. They are things that I don’t often give much thought. I could certainly list others such as electricity, books, pets, and more. But I think you get the idea. What do you take for granted?
</span>Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com0tag:blogger.com,1999:blog-1632333076720847172.post-18043798545893466352013-05-04T17:37:00.001-04:002013-05-04T17:38:14.492-04:00Virtual Education....Can I Make the Grade?<br />
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<span style="background-color: #fafafa; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 10pt; line-height: 115%;">As I have been preparing for
the possibility of teaching some online courses I have had to take a hard look
at my practices as both a teacher in a traditional brick and mortar school as
well as my habits as an online student. I can see that there are many area I need to
work on improving. In fact, for many
reasons, I would say that I am not prepared to be a virtual instructor at this
time.</span><span style="background-color: #fafafa; font-family: Arial, sans-serif; font-size: 10pt; line-height: 115%;">I felt this question is a good place for me to begin my reflection.</span><b style="font-family: Arial, sans-serif; font-size: 10pt; font-style: italic; line-height: 115%;"> </b></div>
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<span style="background-color: #fafafa; font-family: Arial, sans-serif; font-size: 10pt; line-height: 115%;"><b style="font-style: italic;">"Consider the areas you struggle with in the
traditional classroom. How can you better prepare yourself so you will struggle
less with this in the online environment?"</b></span><b style="font-style: italic;"><o:p></o:p></b></div>
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<span style="background-color: #fafafa; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 10pt; line-height: 115%;">When reflecting on my
classroom practice, I would say that the area I struggle with the most is in
planning the appropriate amount of content. I suffer from the affliction of
wanting to do it all and wanting students to experience it all. So, instead of
choosing one or two significant activities or lessons per topic, I over-plan
and over prepare, Frequently we do not have enough time to finish an activity
before it is either time to clean up for the day, or move on to the next topic.
This leaves me feeling frustrated. At times it has even led to short changing
different subject areas because our lesson will run over into another subject
period and, not wanting to abandon our project it will take up that period as
well.<o:p></o:p></span></div>
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<span style="background-color: #fafafa; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 10pt; line-height: 115%;">In an online course, if I was
to over-plan, it could cause extreme frustration in students who will most
definitely struggle to complete the course. It could lead to students dropping
from the course or receiving an incomplete grade. Students may leave the course disillusioned
about online education and reluctant to take another online course even when it
is in their best interest to do so.<o:p></o:p></span></div>
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<span style="background-color: #fafafa; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 10pt; line-height: 115%;">I think the best way to
prepare myself for this would be to decide up front how much time per week I
expect my students to devote to coursework. Then I need to set realistic
expectations for the number of assignments that can be completed in that time.
Because online courses utilize the internet, it would be wise for me to
exaggerate the amount of time needed, even if just slightly. The reason is
because as students are working online, attention can be drawn off topic as one
explores all the resources available. This is not necessarily a bad thing. Allowing
students more time to explore internet content may allow them the time needed
to put a topic into a personal context that makes it more understandable. I will
also need to closely monitor student’s completion rates and make adjustments when
necessary. <o:p></o:p></span></div>
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<span style="background-color: #fafafa; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 10pt; line-height: 115%;">However, all of my
professional habits are not negative and in fact some are very relevant to the experience
of online work. In the article <a href="http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asp" target="_blank">"</a></span><span style="background: #FAFAFA; font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%;"><a href="http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asp" target="_blank">WhatMakes a Successful Online Facilitator</a></span><span style="background-color: #fafafa; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 10pt; line-height: 115%;">" there are seven criteria of successful
online instruction listed. The one that resonates the most with my teaching
style is:<o:p></o:p></span></div>
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<strong><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Verdana, sans-serif; font-size: 10pt; line-height: 115%;">#5. The person
should be able to subscribe to the value of introducing critical thinking into
the learning process.<o:p></o:p></span></strong></div>
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<strong><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Verdana, sans-serif; font-size: 10pt; font-weight: normal; line-height: 115%;">For me, the internet is a wonderful laboratory of
learning tools that encompass every learning style. Information is constantly
updated and </span></strong><strong><span style="background-color: white; font-family: Verdana, sans-serif; font-size: 10pt; font-weight: normal; line-height: 14px;">it seems </span></strong><strong><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Verdana, sans-serif; font-size: 10pt; font-weight: normal; line-height: 115%;">new web tools are being developed every day. Students can
dig deeper into a subject than easier than they ever have before using
libraries with magazine articles and books.</span></strong></div>
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<strong><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Verdana, sans-serif; font-size: 10pt; font-weight: normal; line-height: 115%;">I find this to be terribly exciting. With a few
clicks of a mouse, students can access information in textual, auditory or
visual formats on just about every topic imaginable. Just about every learning style can be accomodated. </span></strong></div>
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<strong><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Verdana, sans-serif; font-size: 10pt; font-weight: normal; line-height: 115%;">Then with a few more
clicks, students can experience wonderful real life applications of this knowledge
in a way that can bring about more meaning and understanding than any lecture
could ever. Students can launch new ideas in a public forum and get immediate
and varied feedback from countless sources. In fact, students are free from limitations. <o:p></o:p></span></strong></div>
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<strong><i><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Verdana, sans-serif; font-size: 10pt; line-height: 115%;">How wonderful to
be a student in the 21<sup>st</sup> Century!</span></i></strong><i><span style="font-family: Verdana, sans-serif; font-size: 10pt; line-height: 115%;"><br />
<!--[if !supportLineBreakNewLine]--><br />
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Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com0tag:blogger.com,1999:blog-1632333076720847172.post-30228253318463715252013-03-30T11:34:00.000-04:002013-03-30T11:34:56.065-04:00I can't believe it's been so long since my last post. That tells you what this school year has been like for me. We started with 41 students in my first grade class. Then we were assigned 3 additional teachers around Halloween so I went down to 18. That was heaven! But Christmas break brought the reduction of a second grade teacher and I went up to 25. That's ok, we were still cruisin' along. In January our teaching staff was reduced by two more teachers and my number went up to 35! I'm now sitting at 33. Start, stop, start, stop....reorganize the desks, redo the schedule, learn new students' habits, reorganize materials, reteach routines.... It seems we have been in September mode the entire school year. Not to mention only two 45 minute prep periods per week, 1 - 2 hour meetings several days a week after school and the ever present testing,testing, testing. Don't even get me started on Core Curiculum State Standards. Imagine the stress level in my room. It is off the charts!<br />
Sometimes you just have to yell:<br />
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This week we did just that. With our 4th grade friends in the next room, we went to the library, kicked up the jams and had a little fun. No connection to the Common Core. (Although if pressed, I could come up with some.) No pre or post test. No anecdotal records. Just pure FUN. 'Cuz sometimes, school should be just that: <span style="font-size: x-large;">FUN! </span></div>
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Judge for yourself.</div>
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<br />Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com0tag:blogger.com,1999:blog-1632333076720847172.post-79831283655634602352012-08-27T10:45:00.001-04:002012-08-27T16:33:56.778-04:00Chaos?...Chaos.<br />
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This morning several thousand Detroit teachers are waking up wondering if they are employed or not. Today is the day all DPS teachers are to report to their schools. However, the district is downsizing after turning 15 schools over to the new state EAA district. This means a serious reduction in DPS staff.</div>
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Late spring, teachers were given the opportunity to interview with their current principal and the principal from one other school to secure a position for this fall. That’s it, you get two tries. That is, if you were lucky enough for HR to actually schedule you an interview outside your school. I know many teachers for whom this never happened. That means if your principal didn’t want you, either because you were minimally effective or <b><i>she wanted to bring in someone from the outside for your position,</i></b> it’s your tough luck. Also, interviews were scheduled during a one month period of time. Teachers were notified of interviews through their board email with typically less than 24 hours notice. So if you are a teacher like me, who checks email before the morning bell and then again after school because you devote instructional time to <b>instruction</b> rather than email, again tough luck. You may not have seen the notice until after your scheduled time. Or perhaps you had an after school commitment that day, there was no opportunity to reschedule. </div>
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Principals were told this was their opportunity to clean house and get the people they wanted on their staff. Seniority is not a problem due to Michigan Teacher Tenure Reform which removed seniority from the equation. On paper this sounds like a great thing. Clean house – get rid of those ineffective teachers and keep only the best! Unfortunately, this is not how it seems to be working out. Many highly effective teachers are being looked over because their job categories were reduced or eliminated. Or perhaps, the principal that interviewed them was content with their current staff. </div>
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Here are just a few of the cases I know personally. The names have been changed to protect their identities as much as possible.</div>
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<!--[if !supportLists]-->-<span style="font-size: 7pt;"> </span><!--[endif]-->Teacher “A” is a National Board teacher <b>certified in Adolescent Science</b>. Last year she secured a position at a high school for technology with a principal who was very excited to have her on the staff. At the last minute the district pulled her from that school and placed her in another teaching English Language Arts. As you might expect from a teacher placed outside their area of expertise, her evaluation was not stellar. However, during the interview process, the original principal was able to select her as a <b>science</b> teacher for her high school. Yay!, right? No, because of the evaluation, she was told (verbally through the grapevine) that she is terminated. </div>
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<!--[if !supportLists]-->-<span style="font-size: 7pt;"> </span><!--[endif]-->Teacher “B” is an excellent Reading Recovery teacher. A former first grade teacher and early interventionist, the district has invested thousands of dollars in her training. In a district where a great majority of our students come to school unprepared for the rigors of reading instruction, you would think an early childhood educator who has intensive training in early intervention would be golden. However, most principals do not have the Title I funds in their budgets to keep Reading Recovery in their schools. So instead of placing this valuable teacher in a high needs first grade classroom somewhere in the district, her lay-off appears to be taking effect this morning.</div>
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<!--[if !supportLists]-->-<span style="font-size: 7pt;"> </span><!--[endif]-->Teacher “C” is a previous year Michigan Teacher of the Year, National Board Certified Teacher and National Board Candidate Support Provider. She has worked extensively to develop School Improvement Plans and has written for many School Improvement Grants. For the past several years, she has been an Instructional Specialist in the district. Although she has repeatedly been assured by her principal that she was indeed selected, the money was budgeted, and her performance is stellar, she has not received a recall notice and in fact has been locked out of her board email over the weekend. This teacher has devoted nearly her entire summer to re-writing the School Improvement Plan (pro bono) to meet the ever-changing demands of the district and state, and now faces unemployment. </div>
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These are not isolated cases. This is being repeated throughout the district in great numbers.</div>
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So, how are employees finding out if they’re laid off, terminated or rehired? This is the greatest injustice of all. If you did not receive a call back letter last week, you don’t know. So far there is no apparent method for notifying teachers of their status if they did not receive a recall letter. This is a facebook message circulated this past weekend providing some (unofficial) guidance.</div>
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<b><i><span style="background: white; color: #333333; font-family: "Tahoma","sans-serif"; font-size: 10pt; line-height: 115%;">"For those Detroit Public School folks still waiting for a word, please go to Peoplesoft & check your employee status under payroll & compensation. Depending upon what that says, it may give you a clue if you have been rehired or terminated, Not a good way to find out information, but it's better than waiting day in and day out for an answer."<o:p></o:p></span></i></b></div>
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<span style="background: white; color: #333333; font-family: "Tahoma","sans-serif"; font-size: 10pt; line-height: 115%;">Find out for yourself. Yep. Self-serve at it’s best. And it may have worked except those without recall letters, and even some who have them, were locked out of their board email yesterday. Seriously.<o:p></o:p></span></div>
Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com4tag:blogger.com,1999:blog-1632333076720847172.post-15610084816904359982012-08-23T22:14:00.001-04:002012-08-23T22:23:04.942-04:00It's Official!<br />
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One by one today, via facebook , twitter and text messages,
my friends are letting the world know they received their recall letter. For most, they had already been verbally assured by a principal they
were being recalled and to which school. Still, the sense of relief you get
reading these posts is overwhelming. Layoffs were to take effect tomorrow at
4:00. Yet, this is much more notice than many received the last few years where
letters were typically received AFTER the date to return to work and school
assignments took up to several weeks to receive. Unbelievable isn’t it?</div>
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And yet, professionals that they are, most Detroit Public
School teachers had already been reporting to duty the past few weeks.
Workshops were scheduled and attended without any substantial assurance that
they would be assigned to these schools. Some brave souls even began carting
their belongings and materials to set up rooms that could be revoked at the
last possible minute. While the news has been focused on the antics of a dueling
Emergency Manager and School Board, they haven’t taken notice that teachers are
doing everything possible to help the children of Detroit get off to a good
start despite the madness of politics gone wild. </div>
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Mr. Roberts, exercising your financial power today, you shut
down Fredrick Douglas Academy forcing the elected school board to meet in the
parking lot. Elected School Board members, you have been busy scheming the last
few weeks to reverse every Emergency Manager decision made over the last couple
years. Did you notice your teachers busily stepping over and around you to
offer our community some stability? I thought not.</div>
Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com0tag:blogger.com,1999:blog-1632333076720847172.post-50823673670751622212012-02-17T14:34:00.010-05:002012-02-17T16:51:18.846-05:00Missing the Point<span style="font-family:verdana;">It was Friday morning and there were not enough substitute teachers to cover all the classes. We had the great idea to put all the K - 3rd grade students in the auditorium and show Ruby Bridges for Black History Month. The subject is a little deep for the 5 - 8 crowd so at certain points I would stop the movie and explain what was going on and try to put it in kid friendly terms using their own experience. When we got to the part where Ruby was attending her new school for the first time, I stopped and asked the kids to try to imagine that this was what greeted them on their first day of school. How would they feel? Would they come back?</span><br style="font-family:verdana;"><br style="font-family:verdana;"><span style="font-family:verdana;">Later that morning I passed a former student with his vision specialist working in a small office. He is especially bright and has very sophisticated critical thinking skills for a second grader. So I explained that we had been watching the movie and asked him to tell her what he learned from it. </span><br style="font-family:verdana;"><br style="font-family:verdana;"><span style="font-family:verdana;">Very slowly, in his stuttering kind of voice he said "Well, I.. I learned. I learned..." We waited anxiously for his insight, certain it would be brilliant as he is. "I learned...never go to a school with all white kids." (ah, innocence)</span><br style="font-family:verdana;"><br style="font-family:verdana;"><span style="font-family:verdana;">We laughed, of course, and explained that he missed the point of the movie. </span><span style="font-weight: bold; font-style: italic; font-family:verdana;" >But did he</span><span style="font-family:verdana;">? Maybe it is </span><span style="font-weight: bold; font-family:verdana;" >we </span><span style="font-family:verdana;">who </span><span style="font-weight: bold; font-family:verdana;" >are missing the point</span><span style="font-family:verdana;">. Our school is 99% African American, 75.5% free and reduced lunch and not likely to change any time soon. We have no supplies, no ink for printers, no toner for copy machines, few workbooks, few textbooks. There are no noon hour aides to watch over the kids at lunch, no lunch recess; no vocal music, no art. We share a violin teacher with 5 schools and consider ourselves very fortunate. When she retires this year, she will not be replaced. There is no nurse. The ceiling leaks in many classrooms, including mine, only half of the lights in my class are working. The list could go on and on. The threat of closure looms over our every breath.</span><br style="font-family:verdana;"><br style="font-family:verdana;"><span style="font-family:verdana;">Now that I think of it, Brandon is very insightful indeed. He gets it so much more than we do. Not much has really changed, has it?</span><br style="font-family: verdana;">Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com0tag:blogger.com,1999:blog-1632333076720847172.post-54312561850308230892011-08-16T16:26:00.006-04:002011-08-16T17:14:42.806-04:00Last Words<!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:trackmoves/> <w:trackformatting/> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:donotpromoteqf/> <w:lidthemeother>EN-US</w:LidThemeOther> <w:lidthemeasian>X-NONE</w:LidThemeAsian> <w:lidthemecomplexscript>X-NONE</w:LidThemeComplexScript> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> <w:dontgrowautofit/> <w:splitpgbreakandparamark/> <w:dontvertaligncellwithsp/> 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mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--><!--[if gte mso 9]><xml> <o:shapedefaults ext="edit" spidmax="1026"> </xml><![endif]--><!--[if gte mso 9]><xml> <o:shapelayout ext="edit"> <o:idmap ext="edit" data="1"> </o:shapelayout></xml><![endif]--> <p class="MsoNormal">Words are powerful. We’ve heard it before but it can never be said enough.<span style="mso-spacerun:yes"> </span>Well thought out words can make you dream of possibilities you’ve never considered. They can make you feel like you’re the most important person in the world or they can convince you that you are worthless. Words are powerful, and yet at times we throw them around like rice at a wedding. They fall scattered among the listeners. We may not even be aware of where they’ve landed or in whose ears. </p> <p class="MsoNormal">Words are powerful. That’s what our mothers were trying to tell us when they admonished “if you can’t say anything nice, say nothing at all.” Words can bless, uplift, humor, provoke deep thoughts or gratitude. They can also inflict pain, humiliation, anger and fear. The same person can spend inordinate amounts of time agonizing over which words to use when writing. And yet when they talk, their words are careless, thoughtless, causing unexpected and unintended reactions.</p> <p class="MsoNormal">The words we use in our classrooms, as in our home lives, are absorbed eagerly by those that look up to us.<span style="mso-spacerun:yes"> </span>How are we using our words to show that each person has value; that although we are different and may see things from different perspectives we can speak and treat each other kindly?</p> <p class="MsoNormal">Words are powerful. <span style="mso-spacerun:yes"> </span><span style="mso-spacerun:yes"> </span>I’ve been listening to a lot of words this summer, words on the television news, kids programs, and radio shows. I’ve been reading lots and lots of words, particularly on the internet, in the blogs I read and posts on social media sights. I’m discouraged by the words I hear. The words are often hateful and insulting. Even in children’s programming the laugh tracks are heard after insults have been strewn. Only occasionally do I hear or read words that inspire me. And sadly, when I do, they are words that were spoken many years ago and just replayed over and over.</p> <p class="MsoNormal"><span style="mso-spacerun:yes"> </span>It seems to me that we have more opportunity to make our words heard than ever before in history. Yet, it's as though everyone is talking and no one is listening. Is it because in the rush to have our words heard we aren’t thinking about them anymore?<span style="mso-spacerun:yes"> </span>There is a popular saying these days that if you just keep repeating something often enough and loud enough people will begin to accept it as the truth. Are we in a struggle to see who can establish their words as the truth? I wonder.<span style="mso-spacerun:yes"> </span></p> <p class="MsoNormal">How are we using our words to create change rather than just noise? Words are meaningless unless they are followed by actions. Do our actions support the words we speak? Those children’s shows that insult and create characters subject to repeated pranks are often followed by public service messages that denounce bullying. Twenty minutes of programming versus a 60 second PSA. Politicians slinging insults at each other during primary elections hold hands and become running mates after election night, hoping we will forget the venom they spit just 24 short hours ago. What message are they sending about the importance or reliability of their words?</p> <p class="MsoNormal">Words are powerful indeed. We now have the technology to capture every one of our written and spoken words. Words that can be pulled out from mothballs, manipulated and repeated out of context. And in doing so, someone can create an image of you that is not truthful. Yet, the people who know you will remember you best by your actions. What will your actions say about you?</p> <p class="MsoNormal">I was prompted to think about the effect words have while watching an episode of How I Met Your Mother last night. The setting of the episode was the funeral service for Marshall’s father. Each family member would talk about the last words spoken to them. Most were loving, touching and inspiring. But poor Marshall was agonized by the fact that his father’s last words to him were a movie recommendation. In turn, he prompted each of his friends to recall the last words spoken by their own father if they turned out to indeed be the final words spoken. </p> <p class="MsoNormal">Ten years before he passed away, my father suffered a massive stroke. As a result, he lost his ability to communicate with us beyond grunts and a few gestures and soon gave that up as well. I tried to recall my father’s last words to me before that fateful blood clot traveled to his brain. I just couldn’t. <span style="mso-spacerun:yes"> </span>Instead, like Marshall, what I discovered is so cliche – that actions really do speak louder than words. The lessons our fathers (mine real, his fictional) set for us by example are what makes us who we are. Without speaking it, my father was able to demonstrate how to treat people kindly and with respect. He taught me about charity by helping others when they needed it. Even though he lacked an education himself, I knew how much he valued mine by what he gave up to see that I had one.</p> <p class="MsoNormal">It would be rare for someone to know which words will be their last. Or to have the time to carefully craft something that lives on in the minds of our listeners. Words are powerful indeed, but it just may be that actions are more powerful still. And when the two can live up to each other, imagine the legacy that will be left behind.</p>
<br />Click the link to see the episode that inspired these words.
<br /><a href="http://www.youtube.com/watch?v=Gc6z655uns8">How I Met Your Mother: Last Words</a>
<br /><a href="http://www.youtube.com/watch?v=Gc6z655uns8"></a>Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com0tag:blogger.com,1999:blog-1632333076720847172.post-62245852085939460252011-08-03T13:38:00.006-04:002011-08-03T15:26:31.994-04:00My "AHA" Moment at the Save Our Schools MarchThis past weekend I traveled to Washington, D.C. to take part in the <a href="http://www.saveourschoolsmarch.org/">Save Our Schools March </a>and Rally. As I arrived at the Ellipse where the Rally was to be held a man with a video camera approached our small group. I was browsing the tables set up along the sidewalk and didn't really hear the beginning of the conversation or the man's introduction.<br /><br />The next thing I knew the questioning was directed towards me with the statement that he should really talk to me because my bargaining unit the day before had been handed a <a href="http://detroitk12.org/content/2011/07/29/dps-to-save-81-8-million-through-10-percent-wage-concession-and-80-percent20-percent-cost-sharing-for-health-care-benefits-and-other-measures/">wage cut</a>. I should explain that my school district is under a governor appointed Emergency Manager who has the sole ability to void or alter our contract or any portion of it he desires. Although the wage cut is 10%, along with step freezes and certification "bonuses" the total of my lost wages will equal nearly 25% of my compensation.<br /><br />Suddenly the camera was thrust towards me and everyone waited for me to speak. What would I say? I could talk about the <a href="http://teacher-first.blogspot.com/2011/03/business-as-usual.html">Emergency Manager Law</a> that allowed our collectively bargained contract to be thrown out the window. But that wasn't the reason I was in Washington. I could talk about how teacher tenure in our state was "reformed" earlier this summer to abolish last in, first out practices and how teacher evaluations will now be tied to student's standardized test scores. (See <a href="http://teacher-first.blogspot.com/2011/05/pardon-interruptionthis-is-test.html">previous post</a>.) That wasn't really it either. I could talk about the over-emphasis of standardized test scores and the effect it has on the educational opportunities of students as schools restrict curriculum to assure successful test scores or face closure.<br /><br />It was then I had my "aha" moment. What I said went something like this:<br /><br /> <em>I would love to talk to you about all the reasons I came to the March this weekend. I obviously have some very strong feelings about the direction education reform is currently taking across this country or I would not have come all this way on a beautiful summer weekend. However, my state - Michigan, has recently "reformed" <a href="http://www.michigan.gov/snyder/0,1607,7-277-57577-259445--,00.html">teacher tenure laws</a>. Because of the changes in this law I no longer feel I have the ability to exercise my right to free speech as I would in the past. After all I have no idea who you are, what your purpose is or where your video may appear in the future. Therefore, out of fear that my employer or future employers may at some time see this and object to what I say, I am not at liberty to discuss my personal opinions with you. My family relies on my continued employment. </em><br /><br />This is what it has come to.Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com5tag:blogger.com,1999:blog-1632333076720847172.post-56499981669715429752011-07-16T11:03:00.009-04:002011-07-16T15:40:03.064-04:00Not WHY, But For Whom I March...<div style="text-align: center;"><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXN2IVInb6N7oTjs55m3IatABNHrqrb0q3GjqzwRG2ygZJkWDFhNNxJQe9wuLnS49LyI1R7azxwTXqf_8gP2Y_FzrPbtl5EhCpKvAl95i5QpsubSS9t_087EsPqCVA0cIMjnnAVdsAOtQ/s1600/SOS_Banner_960_2_512.jpg"><img style="cursor:pointer; cursor:hand;width: 400px; height: 62px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXN2IVInb6N7oTjs55m3IatABNHrqrb0q3GjqzwRG2ygZJkWDFhNNxJQe9wuLnS49LyI1R7azxwTXqf_8gP2Y_FzrPbtl5EhCpKvAl95i5QpsubSS9t_087EsPqCVA0cIMjnnAVdsAOtQ/s400/SOS_Banner_960_2_512.jpg" alt="" id="BLOGGER_PHOTO_ID_5629994508573543874" border="0" /></a><br /></div><div><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_BET1eZY66GqN_pHH3qtPJSTYSmyjk2Uu7M5_bQbOVDce-53OIRQKENfIkx3tfMuDFqA2R1Izl_RL-xk6U3ihOPyjOuCAGyVpRIF5GYRyZ8zEAEwtqRTTqc7fDELg7XB0zRkFeS5j_Ow/s1600/SOS_Banner_960_2_512.jpg"><br /></a><br />On July 30th I will join thousands of teachers, parents and citizens concerned with the future of our public education system in Washington D.C. for the <a href="http://www.saveourschoolsmarch.org/">Save Our Schools March</a>. Although I would rather be spending that sure to be beautiful July weekend relaxing at home, poolside with my family, I feel as though I MUST participate and take a stand.<br /><br />What worries me most is the number of reform measures that claim to be the path to better schools. What I have not seen is convincing evidence that any of these measures is the answer. In the push for one-size-fits-all reform, what I have seen is millions of education dollars being diverted to private, for-profit ventures that claim to have the answer. No Child Left Behind demands that ALL students will achieve. Admirable yes, but it does not leave room for the devastating effects of poverty on our most vulnerable students. <a href="http://http//www.npr.org/2011/06/14/137182718/duncan-develops-plan-b-for-some-failing-schools">The U.S. Department of Education predicts that by these standards over 80% of our public schools will be labeled as failing this fall </a>. Punitive policies that close schools or convert public schools to charters who do not play by the same rules only further ignore some of the roots of underachievement.<br /><br />In my last post I began to tell you very simply the answer to <strong>Why I March</strong>. Today I begin with not why I March but instead about just a few of the many <em><strong>I March For</strong></em>. Since I am using the names of actual students I have taught either this year or in the past, I am only using their first initial to protect their privacy.<br /><br /><strong><em>I March for K****** </em></strong>– who spent the last three weeks of her time in our class living in a drug rehab center with her mother before disappearing from our system.<br /><br /><strong><em>I March for T****** </em></strong>– who, after being rescued from foster care by her aunt, was denied admission to the charter school where her cousins attended because it was after the state funding count day. (Public schools accept students even when there is no money attached to them.)<br /><br /><strong><em>I March for C**** </em></strong>– a high achieving student from a stable home who becomes so stressed out during our quarterly benchmark tests that he puts his head down and cries.<br /><br /><strong><em>I March for B****** </em></strong>– a visually impaired first grade student who is currently mainstreamed but faced with class sizes of over 30 next year will likely need a much more restrictive environment.<br /><br /><strong><em>I March for Sh***** </em></strong>– a student with cognitive difficulties who cannot get the special education evaluation she needs because resources are stretched beyond their limits. She will need to repeat first grade – AGAIN due to a “no social promotion” policy.<br /><br /><strong><em>I March for I**** </em></strong>– a boy with health issues that cause him to sleep through class every day even after getting a full night’s sleep, but not enough insurance to get proper medical care.<br /><br /><em><strong>I March for A**</strong> </em>- an emotionally impaired kindergartener who was pushed out of his charter school when the teachers couldn’t deal with his behavior problems.<br /><br /><em><strong>I March for L**** </strong></em>- who lived with his mother and brother in their tiny pick-up truck all winter. His mother would bring his clothes to school to wash in our bathroom sink.<br /><br /><strong><em>I March for Z**** </em></strong>- an Arabic speaking kindergartner with very little English who was required to take the same standardized test as her native English speaking classmates because her family had been in the country for two years.<br /><br /><strong><em>I March for C******* </em></strong>- a student who comes to school hungry because their family has no refrigerator to keep food at home. She is often tired because they have no beds and she and her sister take turns sleeping on the couch at night.<br /><br /><strong><em>I March for T**</em></strong> who recently dropped out of high school when his vocational classes were eliminated due to budget cuts.<br /><br /><strong><em>I March for students </em></strong>who have a <a href="http://www.youtube.com/watch?v=KdnF78IvylA">revolving door of substitute teachers every fall while they wait for a permanent teacher </a>to be assigned to their classes.<br /><br /><strong><em>I March for teachers </em></strong><a href="http://michigancitizen.com/community-control-p8958-1.htm">who spend the first week of school sitting on the floor of the Human Resource Department </a>waiting to receive their teaching assignment.<br /><br /><strong><em>I March for former students </em></strong>who this fall will be attending their 3rd school in as many years due to repeated school closings.<br /><br /><strong><em>I March for parents </em></strong>who have repeatedly experienced their neighborhood schools closing and never regain their feeling of community that characterize effective schools.<br /><br /><strong><em>I March for communities </em></strong>that are in constant upheaval, never sure if the “gem” they’ve found, or in many cases helped create, will exist a year from now.<br /><br /><strong><em>I March for the millions of children whose names I will never know </em></strong>that will not receive an education with a rich curriculum including art and music that I had as a child in public schools.<br /><br /><a href="http://nces.ed.gov/ccd/pdf/STNONFIS091agen.pdf">During the school year 2009 – 2010 nearly 49 million children attended public k-12 schools, 1.6 million in Michigan.</a><br /><br /><em><strong>Do you know someone worth marching for?</strong></em><br /><br /><br /><p><strong><em></em></strong> </p><p> </p><br /><br /></div>Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com4tag:blogger.com,1999:blog-1632333076720847172.post-75130474139938548522011-07-07T12:08:00.004-04:002011-07-07T19:00:16.766-04:00Why I March - Part 1<div style="text-align: left;">Everyone has a cause. Some have many. In case you haven't guessed mine is education. I believe in quality public education for ALL children - yours, mine and ones who I will never meet. Whether you choose to send your child to public or private school is your choice and I respect all your reasons for doing so. However, public education is one of the things that has made this country great. If we deny a quality education to others, for whatever economic or political reasons, we will hurt our own chances of a great future and a future for our children. Upset that the 7-11 clerk can't make the proper change? Imagine our future when most of the available workforce is uneducated?<br /><br /><br />I post many links to articles about education issues. I hope that you have read a few. I have spent most of my adult life apolitical but I feel I cannot remain quiet and passive. I am watching our education system go down the drain in the name of "reform". Many people are using their money power to influence policies that I believe will damage our system. Will it be permanent, I hope not. But for the children who are in school today, tomorrow and next year, there are no second chances to get it right.<br /><br /><br />You may not agree with my position. I respect that. But please don't let your disagreement be out of ignorance or complacency. Read and watch. Issues like high stakes testing, merit pay, and charter schools all sound good on the surface. What sane person can disagree with slogans like "No Child Left Behind", "Race to the Top", "Teach for America", "Students First"...etc? Seriously would you name your reform - "Slash State Budgets By Using Only New Teachers"? Read up and be informed. If you want to know more, and don't know where to look - ask. I will be happy to direct you to information on BOTH sides of the issues. But please don't be apathetic. Many bad things happen when people are not paying attention. Schools need improvement, this is true. Change takes time. Don't be fooled by reforms that promise miracles.</div>Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com0tag:blogger.com,1999:blog-1632333076720847172.post-20168709233023335002011-06-07T21:49:00.010-04:002011-06-08T08:32:47.369-04:00What You WOULD Have Seen...Today our school was besieged with visitors - important people in suits, with reporters and camera crews. Among the visitors were the presidents of the American, Michigan and Detroit Federation of Teachers, DFT Vice-President, Detroit Public Schools new Emergency Manager, and an asst. superintendent. In all I counted at least 15 people, maybe more. This wasn't a surprise visit. On the contrary, we were told of the visit last week with plenty of time to prepare ourselves both physically and mentally. We were even given a schedule of which classes they would observe and when they would come. My 1st grade classroom was on the list, last stop.<br /><br />I am not new to this profession and this was not the first time my school has been scheduled for a visit. I know there is a degree of uncertainty as to whether the visit will actually take place, if the plan will stay the same and who will actually show up. I know better than to place bets on what will happen come D-Day. So it was no surprise when an apologetic person appeared at my door at the scheduled time to announce that they were running behind schedule and would not make it to my class.<br /><br />Things like this happen, it was no one's fault, schedules just get behind sometimes. While I was a little relieved, I will admit that what I mostly felt was disappointment. A lot of emotional energy had been invested in this visit, along with a considerable amount of time spent cleaning and de-cluttering. Elementary teachers are solitary creatures by profession - just us and our room full of darlings for 7 hours a day. Most of the time this suits me just fine. However, I get so excited about all the great things we do every day and how much my students are growing I look for opportunities to showcase our class. (see previous blog entry and my invitation to Arne Duncan) An opportunity like this coming at the end of the year, when routines and expectations are established, projects are in full swing and students are filled with pride over their accomplishments was just to good to be true. Alas.<br /><br />So, as a small consolation, I will tell you just what you <em><strong>would</strong></em> have seen, if you had come to my class this afternoon. To do that I'll start with what you wouldn't have seen. You wouldn't have seen me teaching to a large group, or even to a group of more than 2 or 3 at all. That is mostly done in the morning. Mid-afternoon is the time when we work independently on individual projects, catch up on missing work, get some individual instruction or work in small groups, practicing skills.<br /><br />At the time of our scheduled visit you would have seen a group of four students at a listening center practicing fluency skills. Today, they were struggling readers who benefit by hearing the week's reading selection read and following along in their book. You would have seen one student sitting off to the side of the room with headphones on practicing this week's spelling words by listening to them with a Califone Card Reader. The card reader allows me to record blank cards with the spelling words. Students then run the cards through the reader, see the word and hear it spelled. They can then run it through on their own and record their own spelling and compare it to the correct spelling.<br /><br />You would have seen various students around the room sitting with Neo2 keyboards and one at a computer typing the words they wrote to the wordless Tomie dePaola picture book "Pancakes for Breakfast". You may even have seen one student with a red pencil and the printed version of his story, checking for spelling errors, punctuation and making other corrections. And you would have seen one or more of these same students illustrating their story for publishing. Hopefully you noticed some of the already published stories hanging outside our room in the hallway.<br /><br />If you had looked on the carpet, you would have seen me with a group or 3 or 4 students going over the procedures and rehearsing for our end of the year reflective interviews. Each student was given a list of 6 questions about their year in first grade to ponder and make notes about. The questions are designed to look back at their year and reflect on what they have learned, what they have enjoyed most, the friends they have made and what they would like to do next if we had more time.<br /><br />After completing the questionaire in groups of three, the students will videotape a "interview" around these themes. One will be the interviewer, one will be interviewed and the third will videotape using a Flip camera. Then they will switch roles. These videotaped interviews will become part of a digital portfolio that each student will take home next week. On the dvd will be scans of their best/favorite journal stories, class videos from our Christmas performance, field trips and reader's theatre, individual videos made for class projects like the interview and television weather reports students wrote, and a slide show of all the photos I took this year.<br /><br />For the 15 minutes or so that you were in our room what you saw may not have always appeared orderly. It may not have always been quiet. And more than one time you would have seen me running from student to student to give guidance on this or that. You may have even seen a student off task for a minute or so before they caught my attention. But for the most part you would have seen a group of students engaged in challenging and hopefully fun activities designed to encourage critical thinking and problem solving skills.<br /><br />This is the important thing I would like everyone to take away from the picture of my class this afternoon. I have an unuasually small class this year. In fact, until this week I was afraid to publicize that I have averaged around 15 students since November, lest someone decide to close a class and combine the two first grades at our school. I have been teaching for 22 years and this is the first time I have been blessed like this.<br /><br />Truthfully, it is the children who have been blessed. In the past my classes have been anywhere from 27 to 37 students. I would never have attempted something like a digital portfolio with that many students. There would never have been enough classroom technology for every student to complete projects. Perhaps more importantly I would never have had enough time or energy to devote to each student, indiviualizing to the degree that I have been able to this year. So excuse me while I step up on my soapbox for a moment. When you start hearing talk about class size and so-called school reformers are talking about how class size doesn't matter, please think about my small class where students have options and materials and attention. And then tell them class size matters, it matters very much.<br /><br /><em>Special thanks to David Hecker, Mark O'Keefe and Jack Elsey for stopping in for a few minutes to see some of our class videos, because as you know, when you tell children something is going to happen, it's important that it does.</em><br /><em></em>Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com0tag:blogger.com,1999:blog-1632333076720847172.post-37135451212987315952011-05-08T09:09:00.002-04:002011-05-08T14:08:12.915-04:00Pardon the Interruption...This is a TESTLast night I couldn't sleep. I kept going over the calendar I had been working on all evening. You know the one? - an overview of what I am going to teach in May. A plan for the prescribed curriculum, art projects, field trips, spring celebrations, and yes...testing. This is what has me lying awake at night. There just isn't time for everything and since the testing can't go...what to give up?<br /><br />Let me explain our May test schedule. Oh, and before I do, did I mention I teach <strong>FIRST GRADE?<br /><br /></strong>This coming week I must complete all our end of year benchmark assessments for DIBELS, TRC and BURST. These are all done one on one. So, let's see, DIBELS - a series of 3 one minute oral reading fluency tests, and a nonsense word assessment - total time with instructions, transitions and all, about 10 minutes per student. TRC - this one is tricky, because the better a student reads, the longer it can take. It starts with reading one book, and perhaps book after book, until you determine the student's instructional level (90 - 95% accuracy + comprehension). This test is untimed so the slower a student reads or the higher the reading level, the more time it takes. The last benchmark test I gave took anywhere from 5 minutes per student to 40 minutes PLUS transition time. Finally BURST - measures vocabulary, decoding and comprehension- about 10 minutes per student. My modest estimate is a minimum of 20 - 30 minutes per student.<br /><br />This testing is done during class, so while I am spending 10 hours plus assessing my students one by one, guess what I am <strong>NOT</strong> doing. That's right,<em><strong> teaching</strong></em>! And the rest of the class has to be monitored and kept engaged in an activity while I test. This year my class is relatively small, but I keep thinking about the fall when we have been promised <strong>class sizes of 37</strong> for first grade. How in the world can this be accomplished?<br /><br />As soon as we finish these end of year assessments, we move right on to Quarter 4 assessments for reading and math. These assessments are fill in the bubble tests the entire class takes at the same time, so they are not as time consuming. While the math test is fairly appropriate and measures what we have been learning during the year, administering the reading test is one of the most painful things I have had to endure in my 22 years of teaching.<br /><br />What is the purpose of all these tests you might wonder? I mean, why so many? In a perfect world, tests should be used to inform instruction. That is, let the teacher know what skills students have mastered and where more instruction is needed. Assessment should be for determining "next steps". I did say <em>perfect world</em>, didn't I? I'm not naive enough to think the world is perfect so let's move on to the next purpose, the one that is all the buzz in education news and politics. That purpose is <strong><em>accountability</em></strong>. That's right, make sure teachers are doing their jobs and that students are doing theirs. Let me set the record straight; I have no problem with accountability. In fact, I have often asked to be observed and critiqued so that I can improve. I welcome anyone to come sit in my class, observe me teach, or speak to my students. Are you listening Mr. Duncan? You are welcome in Room 3 ANY time, no notice necessary.<br /><br />There are yet other purposes floating around lately. The first is to connect student performance on these assessments to teacher evaluations. And finally, a proposal by our new governor would link school funding to student performance. On the surface it's hard to argue with either of these. After all, if teachers are teaching, then students are learning, right? I wish it were this simple. That takes me back to the dreadfully painful quarterly reading assessment.<br /><br />For the first ten weeks in the fall I work endlessly to encourage my students to read, to convince them they are readers even if they can't write their name and there are plenty of those. Kindergarten is not mandatory in Michigan and many first graders are entering school for the first time. Even those who were in kindergarten may be considerably behind grade level. Because I believe that attitude matters, that's where I start. By the end of the first marking period, everyone believes he is a reader. Yay! Then I pass out <strong><em>the test</em></strong>.<br /><br />First grade does not take the Q1 assessment, we start at Q2. This is supposed to give us a baseline for each student so we can mark progress throughout the year. The problem is, this assessment is 4 stories, comprised of several unspaced paragraphs taking up to two full pages of space each. Then come the accompanying questions - some multiple choice, some constructed response questions with two and three step directions. Students must read stories, questions and answers all on their own. And write their own responses, no help given. The readability level is end of first grade/beginning of second. Again, on the surface this sounds reasonable.<br /><br />Let's remember the stated purpose of this test is to measure student <strong><em>growth</em></strong>. In order to show growth, you must use an instrument that shows where the student begins. Remember those first graders who are just learning to write their name when they begin the year? What does this measure for them? All it tells me is that they can't read at end of year standards yet. Thanks, I already knew that. What it <strong><em>doesn't</em></strong> tell me is which letters or letter sounds they can already identify, phonemic awareness (rhyming, alliteration) concepts of print, sight word recognition, vocabulary...the list goes on.<br /><br />Then comes Q3 and what do I learn? <strong><em>What?</em></strong> That child who couldn't write his name in September <em><strong>still</strong></em> can't read? But, how many letters does he know now, which sounds can he identify...you get the point. According to Q3, there has been NO growth. Same for Q4 - still can't read those four stories, questions and answer choices? Is it correct to say this child has shown no growth? Absolutely not. In fact, some students could show up to a year and a half's worth of growth and it would not be measured on this assessment. So I have failed as a teacher, he has failed as a student and the school should be penalized. <strong><em>Right</em></strong>?<br /><br />Let me introduce you to Bob. Bob <strong><em>could</em></strong> read at grade level when we assessed with Q2. In fact, using the measures in our core reading program, he was slightly above average. Bob knew he could read. His teacher had convinced him he could read. His parents had told him how proud they were of his reading ability. Robert was an able, confident reader and had a positive attitude towards reading. He opened that test booklet and began to read. Alas, it was written to end of year standards. He tried and he tried, but in the end, he put his head down and cried inconsolably for the next hour. After lots of soft words, gentle hugs and assurances that the test wasn't important, not to worry, I wiped his tears and sent the class to lunch. Then I closed my door, put my head on my desk and cried along with him.Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com3tag:blogger.com,1999:blog-1632333076720847172.post-13763403961522600832011-04-22T12:42:00.000-04:002011-04-23T14:03:46.210-04:00The Geranium on the Windowsill...Lately I have been haunted by the words of a poem I barely remember from my early college days as an elementary education student. <em><strong>"The geranium on the windowsill just died and teacher you went right on..."</strong></em> At the time I don't really think I fully understood what those words meant. But today they keep coming back to me, a refrain that whispers to my soul without warning. I don't recall the rest of the poem and in fact, until this morning, wrongly attributed it to the Shel Silverstein book <a href="http://www.shelsilverstein.com/play.asp">Where the Sidewalk Ends</a>.<br /><br />The words come from a collection of poems by the same title published in 1971 by teacher/author <a href="http://www.pbs.org/independentlens/touchofgreatness/teacher.html">Albert Cullum</a>. It was reprinted in 2000 and is currently out of print. While unsuccessfully searching for the words to that particular poem, I learned this about Mr. Cullum: He was an elementary teacher in the 40s, 50s and 60s who objected to teaching through the popular Dick and Jane series. Instead he used Shakespeare and other great literature to motivate his students. Mr. Cullum believed that play and learning could be combined in the classroom. His effectiveness at mastering this is evident in the documentary produced about him in 2004, <a href="http://www.zimbio.com/watch/56SHv5Lfh5p/A+Touch+Of+Greatness/A+Touch+Of+Greatness">A Touch of Greatness</a>. While watching you can't help but wistfully wonder what the world would be like if we all had a Mr. Cullum in our educational past.<br /><br />As an undergrad at Michigan State in the early 80s and a graduate student in Early Childhood education at Wayne State in the mid 90s, I studied developmental psychology like everyone else. I memorized Piaget and Vygotsky's stages of cognitive development, Erikson and psychosocial development, behavioral psychology by Pavlov and B.F. Skinner. I also studied systems for educating the young child ala Maria Montessori and Rudolf Steiner (Waldorff schools) versus traditional public school. As a teacher I chose what I felt was best from each and concentrated my instruction on what worked for the particlar group of children I faced.<br /><br />Nothing taught me more about early childhood education than submitting to the <a href="http://nbpts.org/">National Board </a>process in 2002. The National Board for Professional Teaching Standards (NBPTS) has established a set of teaching standards that one must exemplify in order to hold the status of National Board Certified Teacher. Through a series of portfolio submissions that included not only student samples and collected documents but also videotaped lessons, I had to describe, analyze and reflect on my teaching practice in comparison to those standards. I am proud to say that my entries achieved me the designation of "accomplished teacher" and I wear my National Board status with pride. It has also inspired me to encourage others in the teaching profession to go through the process and learn what they can about their own practice.<br /><br />Here I sit, eight years later, faced with the task of renewing my certification. It should be a simple task, at least no more difficult than the original. And yet it is so much more difficult in so many ways. Eight years ago I was able to use the curriculum handed to me by my district, teach it the way any good teacher does - twisting here, padding there, and stretching it a little in this or that direction. Collect the evidence; reflect on what happened, why it happened and how I would make any changes in the future and viola! Don't get me wrong, this was a very agonizing accomplishment. I spent immeasurable hours looking at my lessons from every angle imaginable, researching best practices and scrutinizing every word I wrote. Then there were decisions to make - which pieces of evidence best reflected the learning outcomes of the lessons and demonstrated my knowledge of the standards, which videotape segment showed the true essence of what my class is about. Be sure to get as much in those 15 minutes as possible. But the elements were already there for me. All I had to do was the work.<br /><br />Fast forward eight years. Our curriculum has changed. We are using scripted programs for nearly every subject. Pacing charts tell us when and what to teach on any given day so that classrooms across the district are doing the same thing at approximately the same time, at least in theory. We must find time to give K - 6 students individual reading screenings 3 times a year for benchmarks and at least once every one or two weeks in between for progress monitoring. Quarterly benchmarks in reading and math (yes, the dreaded fill-in-the-bubble) for grades<br />1 - 12 as well as MEAP for grades 3 - 11 round off the onslaught of district-wide testing.<br /><br />But it doesn't stop there. Our district has also bought into different computer based assessment programs, 2 for reading and one for math at the elementary level. We are constantly being reminded that the "powers" downtown are monitoring our use of the computer programs to determine how often we are assigning tutorials and assessments and what pass rate our students are achieving. This is in the interest of promoting increased student achievement. While true, there is also the unstated realization that the results will be used to evaluate teacher effectiveness. Conspicuously absent from all the data collection are uncontrollable factors such as student attendance, homelessness, poverty and language deficits.<br /><br /><em><strong>The geranium has not only wilted but the leaves are crisp and falling to the counter below. There is no time to stop, examine the plant, make shared decisions about how to save this plant or decide whether to plant new seedlings to nurture. </strong></em><br /><br /><p>Here I sit reflecting on my teaching practice as it is today, comparing it to those noble standards accomplished teachers must live up to. I feel like a fraud. Strip the letters NBCT from behind my name. I know the standards like the back of my hand. I believe in those standards; I want nothing less for my students. And yet, I sit and ponder "creating" evidence as opposed to "collecting." I contemplate introducing lessons for the sake of videotapes and documentation rather than using what comes from the natural events of our classroom. I am frenzied by the attempt to be two teachers rolled into one: the one who knows her students and does what's best for them, and the one who fulfills all the district mandates. Unfortunately there aren't enough hours in our already extended school day. So I do a little bit here, a little bit there. Make sure the assessments are current. Skip a lesson or unit if needed. Keep extensive records of those uncontrollable factors so when it comes time to defend myself I have the exalted DATA.</p><br /><p><em><strong>Yes, Mr. Cullum, the geranium on my windowsill has died, but there is no time to stop. I am already three weeks behind my pacing schedule. And the walls have eyes.</strong></em></p><br /><br /><br /><br /><em></em><em></em>Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com0tag:blogger.com,1999:blog-1632333076720847172.post-4017221160141827032011-04-08T10:37:00.000-04:002011-04-08T11:01:33.191-04:00I Need a Hero!We're not "<strong><em>Waiting for Superman", </em></strong>we just need UNDERDOG!<br /><br />There's no need to fear! Underdog is here! <br />when budget cuts and laws appear <br /><div>destroy the schools, bring kids to tears <br />and frighten all who see or hear <br />the cry goes up both far and near <br /></div>for Underdog! Underdog! Underdog! Underdog! <br /><br />speed of lightning, roar of thunder <br />fighting all who rob or plunder <br />Underdog. Underdog! <br /><br />when in this world the headlines read <br />of those whose hearts are filled with greed <br />who rob and steal from those who need <br />to right this wrong with blinding speed <br />goes Underdog! Underdog! Underdog! Underdog! <br /><br />speed of lightning, roar of thunder <br />fighting all who rob or plunder <br />Underdog. Underdog!<br /><br /> <a href="http://www.youtube.com/watch?v=tEVsRLhet2k">http://www.youtube.com/watch?v=tEVsRLhet2k</a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3dRUWcWaWjXjxBmfP9PE3qt8UHdd0tCUrPRPgTDhugR3ISaIxnnnqIwKZ9nn7X2NbAw9G6iTPLGBUCImXAiDkp-PAhCsmDOfiGxcCEHKa-_y4LgCa-pxsAYwOLi1PnrDo__yu16xMDTE/s1600/underdog2.jpg"><img style="MARGIN: 0px 10px 10px 0px; WIDTH: 191px; FLOAT: left; HEIGHT: 207px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5593223033303316978" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3dRUWcWaWjXjxBmfP9PE3qt8UHdd0tCUrPRPgTDhugR3ISaIxnnnqIwKZ9nn7X2NbAw9G6iTPLGBUCImXAiDkp-PAhCsmDOfiGxcCEHKa-_y4LgCa-pxsAYwOLi1PnrDo__yu16xMDTE/s320/underdog2.jpg" /></a> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3dRUWcWaWjXjxBmfP9PE3qt8UHdd0tCUrPRPgTDhugR3ISaIxnnnqIwKZ9nn7X2NbAw9G6iTPLGBUCImXAiDkp-PAhCsmDOfiGxcCEHKa-_y4LgCa-pxsAYwOLi1PnrDo__yu16xMDTE/s1600/underdog2.jpg"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3dRUWcWaWjXjxBmfP9PE3qt8UHdd0tCUrPRPgTDhugR3ISaIxnnnqIwKZ9nn7X2NbAw9G6iTPLGBUCImXAiDkp-PAhCsmDOfiGxcCEHKa-_y4LgCa-pxsAYwOLi1PnrDo__yu16xMDTE/s1600/underdog2.jpg"></a><em></em><strong></strong>Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com0tag:blogger.com,1999:blog-1632333076720847172.post-90628773643428485582011-03-22T00:15:00.000-04:002011-03-22T00:20:25.395-04:00It Happened to Me and It Can Happen to You<span style="font-family:arial;">It seemed like a rather benign task: Write a blog entry on “<u>Why Teachers Like Us Support Unions”</u>. After all, I could write about the historical perspective on how unions fought for and established fair working conditions for all Americans such as the 5 day/40 hour work week, workman’s compensation and unemployment insurance. I could write about how teachers’ unions in particular have fought for improved conditions in schools for BOTH teacher and student such as smaller class sizes, availability of books and supplies, cleanliness and security.</span><br /><span style="font-family:arial;"><br />But as I sat writing I realized the one, most important thing my union has done for me, I can’t write about it. Oh, I’m <strong><em>able</em></strong> to write about it. I just can’t, at least not in detail. Let me explain. </span><br /><span style="font-family:arial;"><br />Right now there is a great deal of talk going on in our nation about bullying. Playground and cyber bullying get the most attention. But the one I want to talk about is workplace bullying. I want to tell you my story, of how grateful I was to have a union, with all its protections, standing behind me.<br /><br />One September, just as school was starting, I received a phone call offering me the job I had been hoping for all summer. “<em>One thing I should tell you</em>,” the voice on the other end said,”<em>some people think the principal can be difficult to work with.”</em> I like to think I have a natural ability to get along with most everyone, even difficult people. The secret is to work hard, listen well and look at things from other perspectives. And I have worked for difficult people before, so I jumped right in.<br /><br />Three definitions of bullying:<br /> ---<em>To force one's way aggressively or by intimidation</em> (thefreedictionary.com)<br /> ---<em> the act of intimidating a weaker person to make them do something<br /></em>(wordnetweb.princeton.edu)<br /> --- <em>repeated oppression, psychological or physical, of a less powerful person by a more powerful<br />person</em> (kenrigby.net/define/html)<br /><br />My first year I witnessed bullying like I never knew existed. I was brought in to witness many sessions between this administrator and other teachers making me look and feel complicit. I worked long and hard to establish a relationship with the abused hoping to restore a sense of worth and normalcy to their work life and credibility to my own. I hope I was successful. Many could not stand up to this type of pressure at work. About one third transferred after the first year, not just teachers but EVERY category of employee. One poor soul retired mid-year as this torment added to an existing medical condition making her life hell. I survived – and stayed.<br /><br />I survived by walking that fine line between people; listening- but not speaking. I did my job the best I could, provided comfort and support when necessary but mostly tried to fly below the radar. I knew that the union was working to have this situation resolved. Secretly I prayed they would hurry. I wasn’t sure how long I could hold out. Year two - rumors are flying. The union has been working with central administration to find a solution. People are hopeful. One third of the staff is new. Smiles are painted on faces and I wonder how we are supposed to educate our students with the air so fragile we could all break into a million pieces with one sneeze. And then it happens to me.<br /><br />I wish I could tell you <strong>what</strong> happened to me. I want you to know that I would never wish it on anyone - understand I mean <strong><em>anyone</em></strong>. The teacher in me is screaming: SUPPORTING DETAILS!! I <em>could</em> give you details, lots of them. After consulting an attorney, I started recording our conversations and making transcripts. I became the queen of documentation.<br /><br />But you see, back then, I had my union to stand behind me shielding me from the capricious whims of a bullying administrator. And that administrator is still around. Only now, I may not have the protection of my union for much longer. So I must protect myself with my silence. And pray that my silence does not bring harm to someone else.<br /><br /></span>Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com2tag:blogger.com,1999:blog-1632333076720847172.post-74970961662121254402011-03-09T14:21:00.000-05:002011-03-09T21:46:21.312-05:00Business as Usual?<span style="font-family:verdana;">The Michigan Senate just passed the Emergency Financial Manager bill today. Your city, town or school district can be declared as having a "financial emergency" <em><strong>(think $715 per student budget cuts coming up)</strong></em> by our governor or a company he appoints. This manager will have supreme power to void all private contracts and collective bargaining agreements <strong>AND</strong> the power to dismiss elected representatives! BUT here's the rub - the EMF doesn't' have to be a <strong>PERSON</strong> - they have deemed it okay to be a <strong>CORPORATION</strong>. So, governor (or corporate appointee) declares your city/schools to be in an emergency...appoints a corporation to take over...dismisses your elected representatives...do you see something WRONG with this?</span><br /><span style="font-family:verdana;"></span><br /><span style="font-family:verdana;">Now, if you have children you should be worried. What this means is that in an effort to slash budgets and without the constraints of collective bargaining agreements, the most experience teacher and school leader may be the first to go. <strong><em>Why?</em></strong> Well, of course, it only makes sense that you can get two first year teachers for every teacher you release that has 15 or more years experience. It's Walmart shopping for you child's education. This is not to put down first year teachers. But without that experienced teacher in the room next door, um...will little Johnny really learn the skills to be competitive in college?, or will we be fumbling for the light switch in the dark?</span><br /><span style="font-family:verdana;"></span><br /><span style="font-family:verdana;">Think I'm crazy? I hope you're right. Because I still have a child to get through 6 more years of public education and I'll be happy to eat crow if it means quality for him. For those of you who feel righteous triumph, erroneously thinking this will only affect Detroit and the likes - don't kid yourself. Most school districts and soon cities will be on the brink of financial collapse if the new budget proposed by Rick Snyder is passed.</span><br /><span style="font-family:verdana;"></span><br /><span style="font-family:verdana;">Hmmmm, I wonder if they thought to put a provision in the bill that prohibits any corporation named as an emergency financial manager - AND their subsidiaries - from doing business with the public entity? Well, they can't think of <strong><em>everything</em></strong>, now can they?</span>Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com1tag:blogger.com,1999:blog-1632333076720847172.post-32535165804854219262010-07-14T14:28:00.000-04:002010-07-14T14:55:35.057-04:00Memories and Thanks<span style="font-family:arial;">The N.Y. Times ran a story today about adults using facebook to reconnect with teachers that had a positive impact on their lives. </span><a href="http://www.nytimes.com/2010/07/14/nyregion/14facebook.html?pagewanted=2&_r=1"><span style="font-family:arial;">http://www.nytimes.com/2010/07/14/nyregion/14facebook.html?pagewanted=2&_r=1</span></a><span style="font-family:arial;"> </span><br /><span style="font-family:arial;">It was a very nice story about those extraordinary teachers who had a "following", Mr. Holland type teachers. But the truth is every teacher has an impact on their students whether they or the student is aware. It can be as simple creating a classroom environment where a child feels safe to try something new. Or the teacher who makes all the problems of home go away by the gentle smile she gives. Or how about the teacher who encourages and reassures a student that they <em><strong>can</strong></em> do something when everything around them says they can't. These are subtle influences that are hard for students recognize and even harder to articulate. Yet these influences have the capacity to change the way a student thinks and learns for their entire life. Imagine if you can 180 straight days of someone sending you the message that they believe in you, even when you make mistakes or misbehave. That's powerful! </span><br /><span style="font-family:arial;"></span><br /><span style="font-family:arial;">As an early childhood teacher I always wonder what type of impact I had on my students' lives. By the time they are asked the question of which teacher had the greatest impact I am long gone from their memory except as perhaps a warm feeling of "we had so much fun" in your class. Those intangibles that early childhood teachers develop: inquisitiveness, sense of accomplishment, joy at discovering a new skill, are buried beneath the high school plays, sporting events and awards nights of teenage years. And yet, without that foundation to build on students would have a difficult time benefiting from all that education has to offer.</span><br /><span style="font-family:arial;"></span><br /><span style="font-family:arial;">Recently I heard that my 8th grade science teacher was retiring after 40 some years of teaching. Once I got over my initial shock that she was still teaching, I realized that she is one of those teachers, although not early childhood, that had an intangible effect on the adult that I have become. She has greatly influenced the <em>teacher</em> I have become - and I NEVER TOLD HER. </span><br /><span style="font-family:arial;"></span><br /><span style="font-family:arial;">Of all people, teachers should have the greatest motivation to reach out to those who shaped their education and careers. Yet, sadly, we too are consumed with the daily obligations that provide excuses for not doing something. So I decided to do just that - reach out and let her know what an impact she had on this <em>one</em> student. I wrote her a letter thanking her for what she taught me, put it in a retirement card and mailed it. No, I won't be creating a facebook group dedicated to her, but I think she'll forgive me. This week I got a wonderful letter back expressing <em>her</em> gratitude for my words of kindness. Imagine that. She was thanking me, for something I should have done 35 years ago. Maybe it has more meaning after transcending so many years and life events.</span><br /><span style="font-family:arial;"></span><br /><span style="font-family:arial;">My challenge to each of you is to reach back in your memory as far as you can and find that one (or more) teacher who helped shape your attitudes, ethics, values - the intangibles, and send them a few words of thanks. Social network sites and the internet make it easier to locate people from our past. Take the time, make the effort. You will be so rewarded in return. I know I have been. Now, anyone know where I can find Mr. Dazer....</span>Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com0tag:blogger.com,1999:blog-1632333076720847172.post-32728016495194183612010-06-23T13:42:00.000-04:002010-06-23T17:23:23.921-04:00Umping With Two ThumbsLast night I attended a girls’ softball game to watch a neighborhood girl play and her parents coach. Softball and baseball games occur nightly in my neighborhood. Everyone is involved. It is a fun way to spend spring and summer evenings. If my own son is not playing, you can be sure one of the other kids on the block has a game that night. Last night once again, I witnessed something I have seen more and more of this year. I don’t remember seeing it before this year: umpires text messaging while they officiate a game.<br /><br />I admit, I text message. Sometimes even under the table at a meeting. BUT, the outcome of that meeting does not depend on my 100% attention. At first I witnessed the outfield umpire coming to the sidelines during every change of “at bat” and texting away until the last warm up pitch was thrown. Actually, I couldn’t help but notice since I was sitting along first base line and he would come to within several feet of me to do it. But as I have been watching closer, I noticed that the outfield umps will pull their phone out of their pocket to check incoming messages while the game is being played! I question how close they are paying attention to the game when the big concern seems to be carrying on a conversation. Was that blown call because he/she (yes, I’ve seen both genders do this) was daydreaming about where everyone is hanging out that night and who will be there? I imagine it is to a certain degree. Last night, an outraged parent yelled to the umpire to put her phone away. There seemed to be an awful lot of controversial calls that went against her daughter’s team for the remainder of the game.<br /><br />If I could have a minute before each game to talk with the umps, this is what I would say. I would not state the obvious - that you are being paid, no matter how much or how little, to do a job and that is where you should devote your attention. What I would like to remind these umpires is this: “You are not much older than the kids playing the game. In fact just a few years ago, it <em><strong>was </strong></em>you rounding the bases and sliding into second. I’m sure you wanted a fair call back then. What you didn’t want was an umpire who was hurriedly shoving their phone into a pocket to get over and make, or possibly miss making the call. You wanted someone whose eye was on the ball the entire time, not just at the crack of the bat. Please remember that our sons and daughters believe their <strong><em>lives </em></strong>rest on the call you make.” Dramatic, yes – but isn’t that what being a preteen is all about?Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com0tag:blogger.com,1999:blog-1632333076720847172.post-39042311963632882792009-11-26T09:39:00.000-05:002009-11-26T09:52:00.252-05:00Happy ThanksgivingWhat a wonderful morning. Sitting in my bathrobe with my cup of coffee and watching America's Thanksgiving Day Parade conjures up all sorts of memories. My father used to wake us up on Thanksgiving and we would all gather in our tiny living room and watch the parade. I think he loved it best of all. How exciting those morning were! Of course then it was called Hudson's Thanksgiving Day Parade. That's another wonderful memory. Today I'm sitting here with David, my youngest son. I am determined he will have the same great memories: the smell of brownies in the oven and marching bands on Woodward Avenue. Unfortunately, I think he'd rather be watching Sponge Bob (for the billionth time!) Kids move too fast these days. Watching the parade takes patience.Cathy Bracketthttp://www.blogger.com/profile/01350271032078947961noreply@blogger.com0