My second desk...things to be thankful for.

So, in the midst of all this craziness, I know I mentioned it, but I don't think I talked about it: my second desk!

So, I think I've lost count of how many hats I wear during the week... let me refresh the list:

• part-time tutor at Sylvan Learning
• part-time tutor at WyzAnt Online Tutoring
• personal tutor on occasion
• part-time teacher at a Catholic middle school once a week (Latin)
• NEW! part-time teacher at another Catholic middle school four times a week (English)
• curriculum writer (DONE just before the hurricane)
• translator/transcriber for genealogy project (in progress)
• personal teacher's assistant from time to time

So these are all the things I am doing during the week.  I work Monday-Saturday; slowly but surely my paycheck is getting a little bigger, but about half of it goes to loan payments, anyway, and a good portion goes to putting gas in my car so I can continue to work in the many places which are not my own town (it's a vicious cycle!). 

For Thanksgiving this year, I have VERY MANY things to be thankful for... For one, heat, electricity, food and a refrigerator to put it in, lights, being able to go to work and put gas in my car; being able to make my loan payments; being a recent graduate and having jobs, especially ones that are related to what I wanted to do and what I studied; having the support of all my family and my friends; for every learning experience I have, whether it is a happy one or a more painful one; for sunshine and good health; for all the good gifts and talents the good Lord has given me to accomplish what I am meant to do on this earth.  Life is definitely good, even with the struggles - I have always been and still am very blessed even amidst my grumbling and complaining.  

I wish you all a happy Thanksgiving! I was about to say, "and a happy new year", but that's only because I was up before 6 am today, so... my brain isn't there, quite. 

Parent-Teacher Conferences: Lessons Learned

Okay, guys, when people told me teaching was hard, I believed them and so I took the precautionary measures that I thought were enough... but teaching is even harder than I thought!   I hadn't prepared for parent-teacher conferences.

Lesson learned this time: you must contact the parents. Often. The more annoying you are, the better.  At the first sign of distress, no matter how slight.  If you do not, come report cards time, the parents WILL blame YOU for their child's failures or almost failures, even if the student was at least partially to blame.  I am experiencing this the hard way.

So my adventure behind the desk (good thing I was behind it, or I would've been destroyed):

What I have learned from this marking period is that what I thought was being informative to the parents was not what is being informative to the parents. I did send home papers and sheets home, saying what assignments were missed when, asking for a parent signature; I am only in the building once a week, which puts constraints on how many phone calls I can make (since for professional reasons I can only use the phone at school to make these phone calls).  I updated the website.  I thought I was doing all the right things.  The one thing I didn't mention was the actual grade the student was getting. You see, there were a lot of problems with the school's online grading system which wreaked a lot of havoc, especially for me, who did not yet have a working account when progress reports came out.  I went to the school and handwrote the grades in, with comments - however, not all the parents got a handwritten progress report. I have no idea how that happened, since I was there, personally handling and writing on every progress report, for every grade, for every student.  Yet, I was not informed that these progress reports weren't received by which students.  And then there was Hurricane Sandy (thanks a lot, nature) 2 weeks before the 1st quarter ended. And then the quarter ended, and my grades were incomplete.  Never mind the reasons - the point is, I didn't get to contact the parents about the grades.  Now I am dealing with it.  I had a meeting on Friday with parents that lasted for 1.5 hours - usually, to give you an idea of it, conferences are supposed to last maybe 20 minutes.  It was long and difficult for me to get through, but I survived it.  When I got home, there were 4 more emails from parents waiting for me, and if I went to the school, I can bet that there are probably other notices waiting for me to answer in my inbox.  I'm not entirely looking forward to it, and now I have to explain that due to my inexperience with the online grading system (and just my inexperience in general), I hadn't weighted the grades properly, so now a lot of the grades that were on the report cards are different and have changed for the better.  I'm only hoping I can survive this all without looking like a total, incompetent fool, and without the kids feeling disheartened or unmotivated by a bad grade.

So, my lesson for any aspiring teachers is this: when you set aside time in the week to plan your standards-based lessons/units and grade papers etc, also set aside some time to plan how many/which parents you are going to contact each week.  If you have over 100 students like I do, this seems very overwhelming, but it's very necessary to avoid major headaches, anxiety attacks, and feelings of depression like the ones I had this weekend.

Besides saving yourself the pain of 400 angry conferences later, it is also important to know that you can learn very many things about teaching and about the students by talking to the parents, no matter what their attitudes are when they come to talk to you.  I've had a mixed bag with parents - some are very happy to work with you and cooperative and friendly, and others will come to you as though you have committed a felony.  Yet, as a new teacher, you must realize early on that you are learning how to be a teacher, and largely parents are there because they are concerned for their child's future, not because they have a personal vendetta against you.  If you show that you are listening, and acknowledge any part that may be your fault (and there is bound to be some occasionally even for the best new teachers), and yet stick to your guns about what their child needs to do, things work out and everyone can leave the room feeling like something was accomplished (or, in some cases, like a bomb that was about to explode was defused in the nick of time).  I often try to talk about other things completely unrelated to the topic at hand when I first meet them to show that I'm a caring human being and normal, and that I'm not on a personal vendetta to ruin children's lives.  Middle school is hard enough without adding the stress of school on top of it [l o l].

Okay, my brain is fried... please pray that I will survive the end of this first quarter!!!

Hurricane Sandy

All I can say is, I have nothing to thank Sandy for.  The kids have had off from school for more than a week now.  I'm sure they're happy... I know I liked having the break to a point.  At the same time, I know my kids NEED to see me when they can because I'm only there once a week!  They haven't seen Latin in nearly 2 weeks. 

Did I also mention that their end-of-the-marking period tests were scheduled for October 31 and November 7?  Yeah.  And they haven't seen the material since October 24. They're all doomed to fail if I give them this test. 

Did I also mention that it was the end of the marking period and this was the latest time I could give them exams?  It's not like I can just reschedule it for a Thursday when we review on a Wednesday.  Ugh.  I have no clue what we're going to do.  

I can tell you, the reader, that Hurricane Sandy was devastating... I was out of power for 5 days, which comparatively, is not bad.  I still have a home and power restored, even if we lost everything in the fridge.  I urge you to donate to help those who are homeless in the most devastated areas, especially since there's a nor'easter heading this way and many other people still do not have heat or power.  New York is especially struggling, and the Jersey shore.  I'm not talking the stupid MTV show.  So many people are just not getting it... some people I've seen have rejoiced in the hurricane because it scores political points, or whatever.  The task at hand is to help, not to politicize.  Please help.  You can go to the Salvation Army website or the Red Cross website.  Give what you can, whether it's money or it's in-kind donations.  

Those Moments When...

... you go over vocabulary that they've had for a marking period before you give out another vocabulary quiz, and you still don't see perfect quizzes.
... one of your students says, "We have a quiz today?", when they know they have a quiz every week.
... one week they get it, and the next week it's like they have never seen it before.
... no matter how many times and ways you give directions, there will always be that handful of students who just don't get it. Your words might as well be written on the wind or on running water (Catullus).
... when you move seats around, and the students are still determined to talk to that friend, no matter how far across the room he or she is.
... your students think that homework is optional, when it's 25% of the grade.  That goes for quizzes, too.
... your student says, "I will be coming to make up my X, Y, or Z", so you expect them to come... and they don't come.
... they ask the same questions every week.
... they ask you questions about your personal life.
... they love coming to class.
... the class average is a 70 (a D).
... the class average is 100 (A+)!
... a parent tells you his/her child loves coming to class and is teaching his/her siblings and the rest of the family.
... you are asked what you are going to be for Halloween.  Or, if they are going to have a party on Halloween.
... they love an instructional strategy/technique that you are using and really get a lot out of it.
... you don't have a desk.  In fact, you don't even have a table. And you have to carry everything.
... they swarm you, thinking that will pressure me to distribute 30 grades individually.
... you are so glad that the fire alarm didn't go off in *your* class, especially when you don't know the exit procedure because you're a new teacher.
... you get paid!!!
... the student GETS it and you can see the moment of revelation dawning upon him or her.
... that moment of revelation happens to the entire class.
... you break the chalk because you're so excited about what you're teaching.
... you're frustrated because you want to incorporate technology, but it's either not available or you don't know how to use it because you're a new teacher.
... it's a rainy day and 130 kids have cabin fever.
... you realize you have an entirely wasted day.
... you realize next week is a new week - and they're probably not going to remember what you said last week, anyway.
... you realize the kids respect you and look up to you.
... you have 24 hours to respond to 5 parents, and you're in the building once a week.
... the parents are nice!
... you love your job. :)

Most Recent Update!

Things have been very insane!! Here's an update...

1. I actually have a SECOND desk I'm going to be behind rather soon. It's a maternity leave at a Catholic elementary school in my town - I will be in charge of 8th grade Reading/Vocabulary/English.  There are a couple of classified kids in the class, but I'm actually excited to be working with them because I really want the experience.  I am excited to be able to do this!  It's going to start right after Thanksgiving break, so December to March I'll be behind that desk four days a week. It's part time, so it's afternoons for the two 8th grade classes.  It's also a team-teaching experience, and they have literary circles and things... I'm very excited to learn all about these things so I can incorporate them myself into lessons and such.

2. My Latin kids are doing okay... the 6th and 7th graders are picking up the language, but I am going super, super slow, especially since they don't always remember words from week to week. I'm also having problems getting them to do their homework - they officially have no excuse, so they better do it from now on!  Progress reports went out, and some of them are failing just because they haven't been doing their homework and/or haven't made up any missed quizzes.  I'm really loving my job and I'm loving teaching!  My only sadness is that it's not a higher level because I would LOVE to teach high school.  The good news is that I've picked up plenty of Latin students on the side, even at Sylvan, who are operating at a higher level or at least get the basic concepts, so I'm able to push them a little farther than my students.  The 8th grade is struggling, but I think it may help them if I move them on to verbs.  I'm getting settled... unfortunately, I'm STILL learning students' names.  I really wish I saw them multiple times a week so I could learn their names much faster than this pace.  I put them into seating charts last week, so now I at least can match a name with a face on my own (plus, it seems to have largely solved the talking problem in class).

I've been doing a lot of group work and review activities, alongside traditional assessments etc. I wish I could have an experienced teacher observe my class and tell me how I could improve my classroom (if anyone is up for it, let me know!  I love it when people sit in on my class).

3. I FINALLY finished the basic requirements for my CE for English, so I'll be sending that in soon... I can't wait until I can start taking teaching classes. I'm very excited to learn effective, new pedagogical methods.  My 24-hour CE class was very informative, even though I had learned much of that information in the GSE's Introduction to Education class or just from going on interviews/teaching.  It was fun and a great review, and it updated me on the latest trends in education.  I'm glad that I'm learning how to teach while I'm teaching because I've always been a hands-on learner - putting theory into practice really helps me grasp the concepts better.

I also observed a Latin class to complete the requirement, but it was very not my style. So many people in Latin think that there is only ONE WAY to learn the language, which is definitely not true and really doesn't interest too many people in taking the language. The amount of teaching material out there is very hard to work with because it's just boring, especially to kids. There are multiple intelligences and MANY ways to learn Latin.  I'm trying to open it up to people to show them that Latin actually IS enjoyable - I always have loved Latin.  I happened to be one of those straight-up-memorize-it-and-learn-it students, so I had no problem learning Latin the way it has been traditionally taught; however, so many people struggle with Latin because they don't have that type of mind.  It drives me nuts to see that people think there is only one way to learn Latin.  Ugh.

4. Sylvan is also going well.  They have been putting me with SAT/PSAT/ISEE/COOP kids and kids who need help with writing/reading in the middle-high school levels.  I'm very happy with that - it's a great place to work.  The only thing is that I feel that my training was very basic so in some ways, I still don't understand my job - I guess I'm still figuring out how the place works and what they exactly expect of me.  I got my first paycheck, so I must be meeting expectations! I am trying very hard.

5. I'm almost done with writing my curriculum.  I just have to create the last marking period of the 8th grade, plug in the NJCCCS, edit it, and then I'll be DONE.  I can't say it's perfect, but it is a curricular guide - and I'll be happy all in all that I did that.

6. I'm also working on a genealogy project.  This one guy has Italian ancestry, and in tracking down his great-grandfather's marriage records, he had to contact the archivist at the church where his ancestor was in ITALY.  The documents are all in HANDWRITTEN, ECCLESIASTICAL LATIN.  This is a pain for classicists, but even more so for someone who can't even read Latin.  I've been so swamped that I haven't had a chance to work on it, but I'm planning to work on it this weekend.

7. I've also been tutoring a lot of students on the side, as I've mentioned; I'm currently tutoring a couple of high school Latin students and then a guy who's trying to get his Ph.D. in Ancient History, who's never taken Latin or any language before now.  It took a few weeks, but he finally found a book that helps him learn Latin.  It's actually not bad - he's reading it really well and it's because it's in context.  It only makes sense - it's better for the Latin itself to drive the instruction instead of the instruction to drive the Latin.  I basically only give him extra information or ask him questions about the forms of verbs/nouns or point out patterns. It's really cool.

This is all that's been going on in my life... I've had a lot of headaches and long days, but I'm proud of everything I've been accomplishing in my post-grad life so far - I just wish it was something more "stable" with benefits, but at the same time I'm glad I'm getting a very diverse set of experience.  The only thing I'm not looking forward to is starting to pay off my loans NEXT MONTH.

So, to recap, I am:

• a Latin teacher at a Catholic middle school
• a curriculum writer, currently finishing my 7th-8th grade Latin curricular guide this weekend
• a private tutor via WyzAnt, mostly Latin
• a tutor at Sylvan Learning Centers
• a soon-to-be substitute 8th grade Language Arts teacher for a maternity leave
• a translator for a master genealogy project
• almost initially certified - I just have to get all my paperwork finished and send it in to the state

To my friends: I miss you all - please keep in touch and keep me in your prayers!

WEEK #2 = STILL AWESOME AND BY THE WAY - HAPPY NATIONAL TALK LIKE A PIRATE DAY - ARRRR!

I am SO excited.  I taught 6th and 7th grade pronunciation today, and 8th grade I reviewed basic grammatical concepts.  Apparently their last teacher had no idea how to teach Latin and tried to shove it down as quickly as he could without explaining things or attempting to make it fun/alive/relatable.  He went through 3 declensions in 1 marking period (and they had the class 1x a week, so that's like 12 classes). The 8th grade was feeling demoralized because they always had done so poorly in Latin.  Hopefully, I can turn that around.

Today went soooo well.  I am having problems with people talking in class, but I am following my classroom management guide and I'm keeping track of who is talking/when per class.  I'm starting to remember people's names, which makes it easier, but I still don't know enough names that I can't pinpoint which Jake* is talking.  (* name which no student of mine has)  I'm trying really hard to bring creativity into this subject, but it's really difficult with the boring stuff that's out there.  What I'm thinking I may have them do for extra credit is to research Roman clothing and headgear/dress and come in on Halloween wearing them (when they have their test).  I think that would work really well! I'm planning on having 1 extra credit project every marking period.

I think I have finally mastered google sites... that was such a pain.  Blogger is much more user-friendly.

I have to tutor another student tonight (through Wyzant) for Latin. YAY

YAY!!!

Okay, so first with the bad/annoying news...

I've been trying to complete the requirements of my CE.  I have to complete a 4-hour observation - yet, I've been having a very annoying time trying to get it done.  The problem isn't finding a willing teacher - it's finding a willing administration.  Ugh. I would be done before lunchtime.  More on that to come when I'm not so tired/busy.

My first day last week was AWESOME.  I laid (I hope that's the correct use of lay/lie/laid) down the law last week with all the grades and I kept their attention for the full period.  I want to keep up the enthusiasm as much as I can because Latin is worth it!!  Problem is, most resources are either super-boring and really lame or way too scholarly for the kids to enjoy it.  If anyone sees anything fun related to Latin, let me know.  I'm trying to think of fun things to do as a class. In any case, I created a class website and personalized it to be all Roman-like.  I'd provide the URL, but I'd rather it be private for the sake of my students' anonymity.

Tomorrow is my second day.  I have 5 classes - two 8th grades, two 7th grades, and one gigantic 6th grade.  Classroom management will be incredibly essential for the 6th grade.  I'm going to need a seating chart as soon as I possibly can have one - I'm planning to arrange that with the 6th grade teacher.

I just created all my lesson plans for tomorrow, complete with the Classical Language Learning standards they cover.  I have to review Latin with the 8th grade, but everyone else is starting on a clean slate.  Tomorrow, I'll be working on pronunciation and derivations. YAY!

I'll say more tomorrow (or Thursday), but I wanted to give an update! I am very, unbelievably happy with everything I am doing... I do have to admit, though, that I am sorely missing taking classes myself.  

I HAVE A DESK!

I AM GOING TO BE A PART-TIME LATIN TEACHER AT A CATHOLIC ELEMENTARY SCHOOL!

I start tomorrow!  I am going to teach grades 6-8.  I just got the book today and a planning book so I can record all of my lessons.  It's a once a week position, so I teach all day on Wednesday and then I'm free to do other things during the week.

So these are the teacher-y things that I'm doing so far:

• working part-time at Sylvan Learning during after-school hours
• working on designing the curricula for a charter school for 7th and 8th grade Latin
• tutoring on the side - WyzAnt tutoring is giving me some opportunities
• working part-time at the elementary school teaching Latin to 6-8 grades

I'm also concurrently working on my certification and I am almost complete with the paperwork needed to be a substitute teacher.  I am registering for the 24-hour class requirement for the CEs.  In some way, I'm glad that I didn't get a full-time position after I already accepted the other part-time jobs.  I have a lot of good things that are very complementary (not "complimentary" - "Hi, nice dress you've got there") and are giving me experience that money can't buy. 

I'm excited! 

Another Interview

I think this makes it Interview #9?  I can't remember anymore.  Interview #8 wasn't an interview; I was just collecting the materials for curricula writing, but I'm counting it because I wore the suit and drove to a different school. Anyway, Interview #9 is this afternoon at 2 pm.

This is for a position as a middle school Language Arts/Latin teacher at a Catholic school.  This is pretty much my last hurrah (or so I would think!) in terms of trying to get behind a desk for the fall.  My dad found out about this opening while he was at a funeral - a priest there knew that this principal was looking for someone.  The Latin teacher part is once a week to 8th graders (they already have Spanish twice a week).  They take languages seriously when considering who to put on the honor roll there, so even though its taught once a week, maybe the kids will be motivated.  They have a lot of technology and there is a lot of diversity in the student population (because of the local area).  I am not sure about EPICS at this point... I don't know if they would consider me "hopelessly behind" or what.

I feel pretty chaotic right now.  I started at Sylvan and it's going pretty well!  They are in accord with the core curriculum standards and the training is good because it covers things I would learn as an English teacher.  Yesterday they surprised me with my own table on day #3!  It's a lot like my last job, so I feel pretty comfortable with the work they expect of me; there's just a few ins and outs that I don't know yet because they're very structured and I haven't quite gotten used to how things go there.  I like it, though - it has a LOT of support for the teachers and their methods are extremely effective (I know this from my experience teaching kids).  I can literally walk into the building and do my job, and do it well.  It's great!  The curriculum that I'm designing, I've been pretty much looking over the material and such and I am going to start on that either today or tomorrow... things have just been hectic. Just Monday, I tutored a girl for 3 hours. I signed up for the pre-service 24 hour class for the alternate route process - I just need to make payment on that. Beyond that, I got my criminal history background check back, and the government says I'm able to work in a school district, so I can continue on with trying to get my sub license etc. I just have so many different things working for me at once! I also have a lead on a high school English teacher job down by Rutgers which I am in the process of applying for.

I also have to say that I'm a little heartbroken because Rutgers just started their class schedule on Tuesday... last year, I would've been going to class.  I miss studying (remember my confession about loving homework from my earliest posts?).  I feel disconnected. Sure, I'm getting enough sleep and exercise and being productive.  I guess ya'll down at Rutgers took a piece of me when I was leaving.

Alternate Headaches

This is what you get when you try to go alternate route.  To save anyone else from the enormous headache that I am having and massive confusion, I am going to dedicate a post (especially once I have completed the process) to help others considering the same path.  Now, because I haven't finished this process, my headaches aren't completely gone, and there is the caveat that there are specific requirements for different subjects. I'm going to lay these out as best as I can for now, and I'll let you know in an update post how things *actually* are.

1. Thinking about teaching? 

To make sure you want to be a teacher, I recommend getting tutoring experience and taking at least one education class to get the idea of the field and how it works.  Teaching is NOT for everyone - trust me, it's not.  You really have to have a gift/desire for it.  It's not a 9-5 job where you come home at the end of the day and can unwind and not have to worry about work until the next day.  It follows you everywhere. So work on getting experience. Get your substitute teaching license (this will be a post for another day... there is also a lengthy, hairy process to this as well!).  Anything that puts you in a classroom. You'll make some money and decide whether or not it's for you. I also recommend trying out different types of internships in fields you're potentially interested in, too, just to be well-rounded.

2. You want to be a teacher!

I'll assume for now that you want to become a teacher.  There are two ways you can go for now:

• You're a happy undergraduate.  Easy - just apply for a MA in Education for your subject! They will take care of everything for you.
  
  or
  
• You're a happy undergraduate. You're more concerned with graduating on time, since the economy is bad and your loan payments are starting to pile up.  It's senior year and you have no idea what you're doing next year, but you found out that you want to teach. You've decided to just go ahead and graduate and worry about those requirements later. (Option C also includes people who switch to the teaching profession, but they fall into Option B territory)

I recommend option A, but hindsight is 20-20.  In fact, I did try for option A, but that option caved.  I decided not to do the GSE or the Classics MAT program because I didn't want to be a full-time student for another 2 years while my dad is unemployed, plus I wanted to get started with living my own life and becoming independent, etc. So, now I'm stuck with option B.  If you're in option A, everything is golden and rosy - you just have to find that job once you graduate with your MA. 

For people like me who end up in option B, you still need to go back to school, almost to the same level as the people in option A.  The fun part is that you get a job while you're doing year 2 and you can skip student teaching and can pay back your loans (yay!).  The sad part is that all the paperwork that a program does for you?  You have to do it yourself.  It's like experiencing the infamous "RU screw" every day (Rutgers students/alums know what I'm talking about).  At least I can say Rutgers prepared me for the real world. Anyway, ultimately, people in option B oftentimes opt to get a MAT or something like that because they take enough classes to almost have one, they figure why would I not opt for having a masters degree??

3. Option B

So, let's assume you're stuck in option B.  This is where it gets very difficult to understand.  You have suddenly a lot of paperwork to do and you're not sure what is a prerequisite to what or why suddenly $300 is going to the state for... something.  I'm going to try to lay out the process as simply as I can, because the state makes it very obscure. 

*Caveat: this is only for the state of NJ. 

*Caveat: I am getting certified in English/Latin at the secondary school level.  Yes, it matters by subject and grade level. There are more layers of complication, so I am going to assume that you're someone going for English or Latin (which is a very unique "world language").  

First things first. You need to be familiar these websites: 

• New Pathways to Teaching in New Jersey - this lays out the alternate route process and the different dates classes are offered. 
• New Jersey Licensure & Credentials (NJDOE) - this website lays out specific requirements for all the different CEs in NJ.  CE means "Certificate of Eligibility".  This is what you are aiming to get ultimately because without it, you cannot legally be hired by a public school in the state of NJ. You might think, "I can bypass that by going to Catholic schools!" Actually, they care just as much about having you certified and being qualified to teach their students.  Trust me, I went on 7 interviews, 6 of them at Catholic schools.  They want to see that you're serious about being certified, especially in the more popular subject areas where you will have competition (English, Social Studies). 
• Apply Online for your CE - you need to apply online for your CE.  CEs that require a Praxis II exam cost $190, and any other CE that doesn't require one costs $170.  Pretty much expect the higher price.  

4. Initial Questions... 

Got all those websites in mind?  Okay, question time: 

1. Did I graduate with 30+ credits in my intended subject field, with at least 12 credits at the upper level (300-400)?

2. Did I have a GPA higher than 2.75?

3. Do I have my BA?  

If you said "yes" to all three questions, YOU CAN APPLY ONLINE FOR YOUR CE!!!!  (YAY!) They recommend that you apply just so you have a tracking number, which you get after you apply. 

5. Where to go from there: the Praxis II and the 24-hour class*

• After you get your tracking number, I recommend that you take the Praxis II test for your relevant subject area.  The ETS website allows you to register online. *Caveat: there are multiple Praxis tests.  Before you register and lay down a whole wad of money, make sure you are registering for the CORRECT test.  The ETS website allows you to look by state for the required test, but I recommend asking a real person rather than trusting in the website. Ask someone from a reputable education program, or someone else who is getting certified in exactly the same field as you are.  You can also look on the DOE website provided/call help numbers listed.*  Another warning: unlike the GRE, Praxis tests aren't offered every day.  The English Praxis I took is offered only 7 times a year. Therefore, if you are taking a Praxis test, don't expect to be able to just take the test whenever you want. So, sign up for the correct Praxis, study, take the test, do well, get your score report. You're allowed to take it again if you fail, but if you are fresh out of college/studied well enough, you should do well.
  
• In the meantime, before you mail in all the documents for your CE, look at the first website I provided. You have to find out where/when the 24-hour pre-service requirement is being offered so you can take it.  You NEED this in order to get your CE. *Caveat: there are more classes needed for someone who wants to do elementary education/special education*.  These are usually offered at a county college.  The NPTNJ website lists the schools and where they are being offered. When you find out when/where a 24-hour class is being offered, you should sign up for it.  YOU CANNOT GET YOUR CE WITHOUT TAKING THIS CLASS. You need to have a certificate saying, "Yes, I completed this class." 

6. After the Praxis/24-hour class.

Once you have your Praxis II scores and your 24-hour class done, you can finally send your documents in to the state!  What these documents are: 

• Oath of Allegiance (notarized) - you can go to a bank where they have someone who notarizes things and they have to watch you sign it etc
• ALL transcripts, with degree indicated on them
• Praxis II scores
• Program completion certificate

There are other things on the checklist, but most of them do not apply to me and I don't have the paper on hand. Mail the transcripts to yourself, because the state is disorganized and they will lose things more likely if you do not keep them all in one place.  

Then you have to wait.  Once you get your CE, you can begin the alternate route process!!!  This means that you just have to sign up for Stage 1 (listed on the NPTNJ website).  Schools prefer if you have Stage 1 out of the way because they don't want to have to pay for you to go to school.  When it's time for Stage 2, you have to find employment because that's just how life is.  You can't complete Stage 2 without a job.  Just a note: once you have your CE, you can legally be employed in a public school.  

I hope this was clear.  I'll summarize: 

1. Obtain CE. This means take your Praxis II, take the 24 hour class, get all your paperwork in, and wait. 

2. Sign up for Stage 1.  

3. Sign up for Stage 2, after you found employment in a school. 

Opportunities!!

(I [unfortunately] do not own Tangled or anything of Disney's, copyright-wise... this video is from YouTube which is from Tangled). Like Rapunzel here, I feel so close to getting where I want to be, where I've been working so hard to be since graduation and even before graduation.  I had some good news today that gives me hope!

So, I haven't (yet) found a full-time teaching position.  I have interviewed for them! Interview #5, a tutoring center, is willing to hire me, so at least I have some of a back-up plan in place.  They actually want me to start training on Monday if I can. It's a part-time job, though, so if I go that  route, then I'll be looking for another part-time job to complement it.  I really like it there, though.  It has so much structure and it's really organized.  I have to take a pay cut of $3/hr from my last job, but they said there's a chance that I can work my way up depending on how good of a job I can do.  I went in and took the SAT test for them and I'm pretty sure I did well on it... after teaching the SAT and being an English major, it's really not bad.

Interview #6 still hasn't gotten back to me yet.  I almost had an Interview #7, but it's for a part-time English teacher position at a Catholic school, and the EPICS program requires me to have a full-time position to qualify for the tuition remission.  I'm trying to interview there anyway for the reasons listed above (that it would complement my part-time job).

I can't remember if I posted about it or not, but I started on my CE licenses for English/Latin and my substitute teaching license.  It's actually easier to apply for a CE than it is to apply for a substitute teaching license, ironically...possibly because the process to getting standard certification is much more involved in the sense of long-term commitment.

In the meantime, calling to inquire about a job does pay off! I was looking at a charter school that was offering a part-time Latin teacher position for grade 8, so I called and asked about it (I had just put my resume to the place in the mailbox that day). The principal called me today and told me that the position was filled, but he offered me a position writing the Latin curriculum for grades 7 and 8!  I have some connections in the school, and the principal himself is a RU Classics/English alumnus, and he told me they had everything I would need to be able to write it.  I'm majorly excited!! It's not a permanent job, since it has to be complete by the day before Halloween (but he'd like it at least a week before that), but it pays pretty well for those two months and it's something related to the field and something to put on my resume.  That'd give me a little bit of time to finish up my CE and my sub license and save some money for loans and other teacher-related classes that I'll need to take.

I'm going to call the principal from Interview #6 so I can find out what the verdict is so I can plan my life accordingly.  I am getting some responses from the remaining schools I sent my resume to, but most schools at this point are closing up the deal if they haven't done so already.  Any school that hasn't closed the deal is really, really desperately trying to do so.

Keep praying!  I told God last night about how I need to pay my loans and making $12/hr for only a few hours a day wasn't going to cut it... and then I got this offer today for writing the curriculum which will pay significantly more for at least 2 months!  God provides, even though he seems to be running on Randalf time... (from Lord of the Beans... yes, I watch Veggie Tales on occasion): "Toto Baggypants, I am NEVER late.  I arrive precisely when I intend to."

With that, I shall end this post.

Interviews #5, 6

Ever since I was turned down by Interview #4, I've been dispirited... that had been my closest shot to being behind my sought-after desk.  In a last minute panic to find something, I've started looking into other options and seeing if I could get anything before the fall.  Here's a list of all the stuff that's happened:

• sent out 18 resumes/cover letters to various schools, public and private, in the area.
• called a principal about a part-time 8th grade teacher Latin job; he said call me in two weeks and let me know how you've progressed with your certification process.
• started my substitute teaching license application.  I am getting fingerprinted on Tuesday.
• started my CE (certificate of eligibility) license applications for Latin and English and got my tracking number. I need to collect my transcripts and Praxis scores and an Oath of Loyalty to the U.S.  (This cost $360.  I sucked it up and spent the money because principal in point #2 said public schools can't legally hire anyone unless they have a CE.  For Latin, he was willing to make an exception because he knows teachers are few and far between for said subject).
• scoured pages of listed jobs from various newspaper and online resources.  Found that if I wanted to have something teaching *related* from there, I would need to work with 3 year olds, which is not my intended age-group. 
• started Applitrak online applications to public schools.  Now that I know they can't legally hire me without a CE, I may not finish them (or I may... it depends).
• applied to Sylvan, Huntington, and Kaplan.  These are all tutoring/teaching positions, like the job I used to have.  I had an interview (Interview #5) with Sylvan today, and I LOVE it there.  It has an open space, autumn-colored paint on the walls, a classroom space for SAT prep, and you get 3 kids to a desk.  Plus, if your student cancels or fails to show up, there will always be something for you to do.  Plus, they have an EXTENSIVE training program... which is what I'm really looking for. As a new teacher, I need all the structure and instruction I can get so I understand what to do as it is modeled for me.  I think if I don't get a full-time job, working at Sylvan would be a pretty good alternative to give me the experience I really need. 
• got a call from a principal who received one of said resumes/cover letters from point #1.  Luckily for me, this school just had an opening for an English teacher at the time I applied. It's an all-boys school with a very good reputation.  It's not that far from home, so the commute would be ideal.  I have Interview #6 set up for tomorrow morning, early.  

That's everything that happened THIS WEEK.  I've been feeling like a maniac lately!!! Not getting the job at Interview #4 really got me worried that I would find NOTHING this fall. The EPICS program already started and finished it's 2 weeks of certain classes, and I'm sure the weekend class is running now.  They haven't contacted me all week, and I feel that that's probably not a good sign.  At this point, I feel like the marathon started without me, even though I've been running since I graduated to even get into this program.  It's not the end of the world (it took me a few days to get over this feeling, I must admit), and I'm already optimistic because I still have many options that are teaching-related and some way or another, I will get behind a desk next year yet.  I will.  I will have more time to explore different options if I don't find something, like other MA or MAT (or Ph.D) programs I could do.  We'll see! 

Latest News

Okay, so here's the latest...

The position was filled, but not by me (again).  I was very, very close to getting a job at interview #4, but I did not get it.  Therefore, I am back at square one looking for a new place in which to be awesome.  The EPICS program has already started and is in fact already 2 weeks into the program, which really breaks my heart because I am missing so much and I have been trying very hard to complete the requirements to finalize my acceptance.  They told me that I can make up the class, but I need to find that job for the fall. The prayers to St. Jude (saint of hopeless/impossible cases) should start now!  This really feels impossible at this point, and not too many openings are left.

I've updated my resume, printed out 17 cover letters (not an exaggeration), and I'm ready to do the final stretch.  I've started applying also to any public/private school positions that I see are open (most of them are for Latin... English teacher positions are being filled very rapidly, but that's been true since the beginning).  I also applied to Sylvan Learning Center at all the nearby locations, and they were interested in doing an interview (because they got 9 of my resumes), but there is so much going on this week that I really can't go.  I'm planning to apply also to Kaplan and to Huntingdon Learning Center because tutoring makes the most sense for me to do at this point - I'm not about to switch careers exactly.  I already took the PRAXIS II - it's not that hard to get certified after that's done.  If I don't get anything this month, then I'm also going to get my substitute teaching license done as well as my CEs (Certificate of Eligibility) for Latin and English, and then look into teaching programs I can do the year after that so I can get my MA in Education.  One step at a time, I will be behind a desk.

I can't deny that I'm disappointed that things aren't going as planned; I can't be angry with the world or with anyone because that's life, and there was always the risk that I wasn't going to find anything this summer (no matter how many interviews I went on!).  I always remember that poem by Stephen Crane:

A man said to the universe:
“Sir, I exist!"
“However,” replied the universe,
“The fact has not created in me
“A sense of obligation.”

No one should feel that the world owes them something. You have to earn your way.  Everything else is a gift which should inspire gratitude (gifts are not things owed, but things given freely out of good will).  I'm glad I have tried, am trying, and will keep trying.  I'm willing to put in the work to finding the job that I really want. Even if I don't find anything this fall, I had a couple of valuable life skills that I honed (making my resume awesome, writing a really solid cover letter, interview skills), which will help me as I go forward in any direction.  If I don't find anything, I will spend that time making myself even more irresistible for schools next year and use that time wisely.  You can make fairly good money (and connections) substitute-teaching, and you can gain very valuable classroom skills by tutoring.  Hard work and determination will give you what you want - giving up will never get you anywhere. I may not get there this year, but there is next year.  I got very, very close, and I only have so much experience and fewer credentials. Next year, after more experience and more credentials?  I'm sure I'll find something, especially since I have a great resume, I can easily write a good cover letter, and I have the interview skills. I just have to persevere. I don't expect anything less of myself than I would for my students.

Keep praying!

Webinar on the Alternate Route Certification Process (NJ)

This is a lengthy webinar, but it provides a lot of useful information if you plan on becoming a teacher... the simplest thing is to just do the GSE at Rutgers while you have the chance!

Webinar

No news...

Well, it's been exactly one week since I had a second interview at interview #4.  (I forgot to update it). I met the English department there and I don't think the interview went too well.  I was excited to hear I was one of the top 2 or 3 candidates for the job, but because it's been a week, I'm starting to feel like maybe I'm not what they were looking for. I am going to wait until tomorrow and then I'm going to call them to see whether or not they have made their decision yet.

I felt I should update just so people don't think I gave up on this blog endeavor yet.  At this point, it's all or nothing... I'm either going to be a teacher in the fall, or I'm not, at least, not a "formal" teacher.  If I don't get this job, I plan to do alternate route certification over the course of next year and get my CEs in English and Latin, and get my certification to be a substitute teacher, as well as find a center where I can tutor (run-on sentence much?)... plus find some students on the side to tutor through the internet. I loved my last tutoring center, but if I worked there, I would be breaking even (and that's without considering loan payments/etc)... plus, it's 2 hours away from where I currently live. I'm not losing hope quite yet, but nevertheless, it's August and I was hoping I would have something by now.

Homework Philosophy and Good News?

Homework Philosophy

I've always struggled with the idea that some kids might be too good for homework.  I guess I never struggled with it myself because I loved doing homework (I was a weird kid... in 3rd grade, I was so disappointed we had no homework one day). You know, the really smart kids that just get "bored" and "don't need to do this" - the homework that's "a waste of time" for them.  Well, what opened my eyes happened the other day.

I was tutoring my Latin student, who came to class with homework that was 3 weeks old that still wasn't done.  At first, I thought it was a problem of the directions being too difficult, so week 1 I forgave.  I spent time explaining the steps of thinking that needed to go into the homework.  I also pointed out any words she didn't know.  Week 2, I thought maybe it was the fact that she didn't remember how to do the work to solve the questions I gave, so I spent a lot of time with drilling and repetition and using cutesy things like the future ghost and the imperfect sheep (flashback to Latin 1) to help her remember certain morphology.  Week 3, after all that, the homework was still not done, so I told her now it was a question of time management - I only gave 20 problems every week, so I expect them to be done by the next time I see my students.  Otherwise, everyone is wasting their time, to a certain extent.  I told the father at first I didn't mind if it was incomplete, but what I meant by "incomplete" in that sense was 1 or 2 problems that were highly complex not done all the way.  She is taking another very challenging class this summer, which is why I can understand if she doesn't finish ALL of her homework, but I mean it should be mostly complete.  This is getting to be a bad habit and unacceptable.

When I was tutoring, kids didn't do their homework all the time, so that meant that tutoring time became homework time. When you have 1 hour to work with a kid, you don't have that much time every week to teach new things and assign more homework and assess whether or not they know the old stuff. Doing homework streamlines the process the teacher has to take to figure out what the student's strengths and weaknesses are.  If the student can do the homework easily, that's a sign that the teacher can move on to new things or more challenging, in-depth things - the things that are more exciting.  Without old knowledge to build on to, you cannot build.  When a student doesn't do homework, the teacher has to use class time to figure out how the student is doing, which destroys the ability of the class to move forward as a whole.  It's easier to motivate some kids to do homework by giving grades; students that don't care about grades either don't understand or have other issue that need to be worked out by the teacher, parents, and maybe some other professionals.

But really, the top reason for giving homework is simple.  You expect your students to respect each other in the classroom; you expect your students to respect you in the classroom (hence, classroom management and expectations); you must also expect your students to give respect to the subject they are learning.  How can you gain an appreciation or respect for something with which you have no connection or relationship?  You build relationships first by spending time with them and getting to know certain things about other people.  How can you expect students to respect the subject they are learning if the teacher does not advocate respect for the sububject?  The easiest way for them to gain respect and get to know the subject is by giving homework.  Does homework have to mean boring, repetitive drills? Sometimes.  It's like how some people have a weird giggle you have to get used to, and then what might've been an annoying quirk becomes endearing. It's accepting the subject as it is.  Sometimes you are able to make the assessment fun and really interactive; sometimes, the boring, old, normal stuff does the trick.  The teacher's job ultimately is to be the guide to and catalyst of knowledge - giving homework allows the students to have a better relationship with the material, and actually foster a love for that subject.  Would you suggest to a friend to try to marry a guy that she has only spoken to once or twice, and only for necessary things?  Or would you suggest the guy she's been dating for several years?  For homework, it's the same thing.  You want your students to take the knowledge and use it to change themselves, their way of thinking, the people they interact with, the world even.  I think even an extra 15 minutes a day of doing drills is better than allowing the student to trample all over the subject. That's like setting someone up on a date (not even necessarily a romantic one) again and again and let down each time.  The subject will always have its potential; you have to convince your students that it's worth spending time with.  If you are lenient about homework, for one, that's saying it's a chore and not something pleasurable; two, it's saying that you are not serious about your subject, nor are you serious about being a teacher (oh boy, classroom management problems); and three, it's saying that your subject is not worth spending time with.  Think about not just being an advocate for your students; think about being an advocate for your subject which you love.  If you don't show it proper respect, who will?   From now on, I am not lenient about homework or assessments.  The student must take it as a serious obligation to be upheld unless there is something more immediately serious.   It's not about whether students don't need it; education I guess is not something "needed" practically to survive, and my subjects do nothing to save you if you're stuck in the wilderness alone.  It's about accepting the subject as it is.

...and Good News?


The director of the EPICS program called me today hoping that I had heard back from Interview #4 because apparently, I impressed the heck out of the principal there. I hadn't heard anything yet, since the principal is on vacation until August... but I'm going to take it as a good sign because that probably means I'm on the path to having a job soon!  Yet, I haven't heard back from the principal or any of the other interviews yet, so I can't say anything but "?".  Ya'll will obviously know when I get a job, and I plan to throw a huge party to celebrate when I FINALLY am behind a REAL DESK.  I start the EPICS program through Seton Hall next Monday, so I hope I hear something soon.

A word of sage advice, brought to you by Hogwarts: "Draco dormiens numquam titillandus est."  (Translation: A sleeping dragon ought never be tickled)

So, the interview....

I went to an interview yesterday at an all-girls' academy.  It's a very small school - the principal said there are about only 20 girls in each class (and by class, he meant grade).  They are run by/staffed by some of the Benedictine sisters, who live across the street.  It wasn't that hard to get to, either; I took a more roundabout way to avoid tolls and insanity, but I still got there in less than an hour.  The position was for a 9th grade English teacher, with a possible Shakespeare elective class and perhaps sometime Latin (since he saw my credentials).  He said I had a very impressive resume for teaching, but his only concern was whether or not I'd be able to handle it plus do the masters' program...but I told him that I need to start somewhere and that I know it's going to be hard work. I didn't come to interview for anything less. This school has an extremely diverse population because it mostly draws from girls in the area (Elizabeth, NJ) who have come from other charter schools/etc wherever they've come from.  I told him I would definitely not be afraid to use the resources I was given to be able to perform my job well.

He asked me about my educational philosophy, what he would see if one day he would walk into my classroom, and he told me how hard it would be and not to have any fantasies about it being an easy job....which I didn't come in expecting anyway. I feel the most qualified for this job out of all the ones I've applied to, plus here, there's a hope of teaching Latin.  He told me the girls there are struggling with Latin and they only have Latin 1 and 2, maybe Latin 3 (I can't remember).  The focus I would have is grammar/vocab/writing, which is what I did when I was tutoring, anyway - it would just be in front of a class of 20 girls.  They have a 7 period day which starts at 8 AM and a daily faculty meeting at 7:45 AM, and they meet as a school after 2nd period to pray and have daily announcements.  Teachers are expected to stay after school for at least 20 minutes to tutor or participate in some way with extracurriculars.  They have a retreat for teachers at the beginning of the year.   The potential pay is about the same as the other places.  I really like this school.  The principal said I was the first to interview for the position, and that he's interviewing someone else today from the EPICS program, but then he's going to be away on vacation until August (but I hope there's some way I could know before August, since the program starts July 30...I can't believe I'm going to be back in school if that's the case in 10 days because all I've been doing all summer is either working or looking for work).  I feel very happy with this school.

Now, in terms of all the schools I've interviewed with, I've only heard back from Interview #1 saying that they filled the position with another candidate.  Interviews #2, 3, and 4 (just yesterday) I am still waiting to hear back from.

Re-Cap:

• Interview #1 was a co-ed high school with a position for 9th and 10th grade English (I believe) at a tech-savvy and diverse school in Scotch Plains, so the commute was an hour away - but I was turned down for the position.  
• Interview #2 was a co-ed high school with a position for a 10th and 11th grade English teacher and it was a nice, easy commute.  It had an urban population in a suburban setting, and it was a college-prep school.  I had a very good interview there, but they were starting the process of interviewing, so I may not know for another week or two.
• Interview #3 was a co-ed elementary school with a position for a 6-8 grade English teacher and it was a little bit more of an arduous commute, but their extremely spiritual atmosphere and tech-savvy school trumps the commute. They are almost done interviewing and I should know soon whether or not they want me for the job.  
• Interview #4 was an all-girls' academy/high school with a position for a 9th grade English teacher/Shakespeare elective with a possibility of  being able to teach Latin at a more basic level and the commute, though a little lengthy, was pretty easy.  It has an urban population in an urban setting (though I'd define "urban" here like "New Brunswick" - it's not anything I haven't seen before). I should know by early August at the latest if I was chosen.  

Somebody's got to eventually, right?

In the meantime, I will keep looking and trying to secure more interviews.  I am happy that my resume is very strong and I am starting to get better at being interviewed: knowing the questions, the dress, the demeanor, etc.  It does help.  The key thing for all of them is being honest, whether or not you have everything else.  You don't want to end up in a job that you aren't ready for.  I really want to teach.  Tutoring is good, but it  is only one step on the journey, or part of it - just because I become a teacher doesn't mean I won't stop tutoring. 

I'm starting to fall back asleep because of how dark it is in here, so I am going to stop blogging before my writing turns into fushgluiagughhgahuiyer8a3y7xshghajkah.  I know it's probably pretty repetitive (and alliterative) to hear about all these interviews I'm going on, and I really wish I could be talking about being behind the desk already, but well, everyone has to start somewhere.  Tomorrow I am tutoring a girl in Latin, if that helps.  Once I finally get a desk to be behind, THAT will be very exciting!! I feel like I am getting closer each time I interview.  

Onto the next (whenever that shall be)!

Interview #4!

Getting my game face on for another interview!  Korra's face here looks scarier than what I remember... she has such expressions!!! Here she is attempting to practice an ancient training technique in airbending, which requires "being the leaf".

I'm interviewing at an all-girls' high school/academy tomorrow at 11 am in Elizabeth, NJ... please pray for safe travels there and back and a good interview!  The school is EXTREMELY impressive - new, top-notch technology, very talented/service-/leadership-oriented students... I hope they would find me a good fit!  The position is for an English teacher (I'm not sure for which grades specifically, but it's a high school so in general grades 9-12). The website answered a lot of questions I would normally ask, so I have to go back to the drawing board and see what I can ask the principal tomorrow. I was lucky I got this interview scheduled in so quickly! The director of my program called me and told me about this school looking for an English teacher, so that luckily got me an in with the school.

*Update*
I also found another school in Newark that is looking for a 10th and 11th grade English teacher for American/British literature... I sent my resume there and a cover letter just a few hours ago, so we'll have to see if I hear back from them. I think I'm going to start applying to elementary schools now... I have mostly been focusing on high schools since that is the age group I want to teach, but I also am comfortable with middle school.  There are SO many elementary schools out there that I will probably have more options.  I'm getting to the bottom of my list with high schools, and it seems that not too many are hiring. I'll be sending my resume in anyway, but I figure I should spend my energy and drive where I may actually get hired more immediately than not.

Wish me luck! :)

Interview #3: Middle School

I interviewed today for a position for a homeroom 6th grade teacher and a grades 6-8 Language Arts teacher at a Catholic elementary school. It's a hop skip and a jump away from the Lincoln Tunnel, so the commute will be traffic-heavy come back-to-school time, but that's okay. :)

I liked the vibe of the school; the staff was very friendly.  They stressed classroom management a lot, which isn't unexpected for grades 6-8.  I talked about being organized, my experience, things I'd like to help create in the school, etc.  They are pretty tech-savvy there. I'm excited! The school goes to mass together every Wednesday, which is pretty awesome. The church is across the street, so it's not too bad.  They are very pro-family and have that atmosphere; they even have the older kids mentor the younger kids.  They also have a pretty good teacher support system and cooperation there, and they've hired people from the EPICS program there (which is the program I'm doing).  They have some good benefits, but they haven't yet talked about salary.

I should know by next week whether or not they pick me.

Incoming!! Interviews!!

Two bits of good news!

1. My interview today at the high school went well!  They were just starting their interview process, so I won't know for a while yet who they pick.  I got a tour of the high school, too, which was pretty neat.  The vice principal there was friendly, but asked some tough questions.  He told me that 50% of new teachers leave the profession - I know it's going to be hard, so it didn't surprise me.  I just need support and knowledge, which I am going to be getting through the EPICS program and the resources the school has to offer. I had to describe how I would teach a lesson: I got to pick the objective, which was sonnets (pretty basic).  I also had to describe my teaching philosophy and how I was ready to teach even though I didn't have student teaching experience (which is where I got to talk up my tutoring experience).  I gave him my unofficial transcript, my Praxis II scores, and my reference list.  The students I met there were friendly and hard-working.  They had summer jobs working in the main office. I got to talk to them a little bit and I found out that they were seniors and the position I was interviewing for was for sophomore/junior year English.  The school has an urban population in a suburban setting, and it's a college prep school.  It made a good first impression! There is also plenty of inspirational student artwork and calls for student poetry all around.

2. As I was being interviewed there, I got a call from another principal asking for an interview there!  The position there is for a homeroom English/reading teacher for grades 6-8.  I called her back and I have an interview for tomorrow at 1 pm.  Hopefully, I don't get lost!  That's always my big worry whenever I go anywhere, so I always leave ridiculously early to prepare.

Prayers are always appreciated!

Resources!

This is thanks to Laurice... I started looking through these and these are really, really AWESOME!  I will definitely make use of these!  So that I don't lose them, I am posting them here: Read Write Think and
the National Writing Project - with NaNoWriMo lesson plans!  I'm looking forward to delving deeper in there and finding other things I can use. :)

Second Interview!!!

I applied to this job just last week and re-applied yesterday (thanks to Charissa!), and the vice principal called me and asked me to come in for an interview tomorrow at 11 am!!!!  This one is a half hour away from home, so the commute is very convenient.  Please keep me in your prayers!

Praxis II Scores!

In other news, though, I just got my Praxis II scores today... I super-passed them!  I could tell... the test was very easy when I took it.  The passing score was 166, and I got 189.  They scored it out of 200.  I think I'm qualified to teach English, no?  Now, I better find myself some more places to interview...

Position Filled! ... Not By Me, Though

So, I heard back from the high school where I interviewed today... they said the positions were filled, but they'd keep my resume/application active and pass it along to anyone who was looking for an English teacher.  That was the only interview I've gotten so far... I think it went well, even though I didn't get the job.  I am pretty sure they were looking for a 9th grade writing teacher and a 10th grade American Literature teacher.  I'm trying to stay hopeful, but the reality that I may not get a teaching job before the summer ends is starting to become a little, well, more real.  I know the market is tough, but I have to keep trying.  I'm still waiting to hear back from a couple of schools that I've applied to already.  We'll see how it goes!

Lessons Feedback

Hello, all my readers!

I wanted to thank you for your support, first of all... it means a lot to me that you all are following my adventure! :)  I also value your feedback, so here goes!

Can you mention a lesson/lessons you had in school - a project, some sort of worksheet, video, etc - that really worked and helped you learn something?  I'd prefer if it was for an English (or Latin) class, but I'm open to whatever subject.  I'm going to need a lot of ideas for lesson plans, so it doesn't hurt to ask students (past or present)!

You can leave a comment in the comment box - say what subject the class was, what you were learning for that lesson, and then what you did in that class or for that assignment that really clicked for you.  I appreciate it :)

INTERVIEW UPDATE

I had my interview today at the high school!  I didn't get too lost (shout out to Carrie for praying to St. Anthony to save lost Amelias) and I have a 40 minute interview. If I had thought about it, I would've taken a picture in the suit I was wearing, but after being jittery to the point that my heart and my stomach became one organ (or so it felt), I was so tired when I got home that I just got changed immediately. Ah, well!  I was only nervous all yesterday to the moment I met the woman I was interviewing with.

They were friendly and very welcoming. They wasted no time making me feel at home and talking to the one woman was very calming to my jitters - I knew once I had conversations, that would calm me down.  For once, there was only one thing that conquered my fear of driving to new places - fear of the interview.  You always have those horror questions run through your head, as if your interviewer is trying to break you... my brain is too tired to think of something right now.  They didn't ask me any of those nightmare questions you hope you never get at an interview - they asked me about my experience, who I was, how I would implement technology (they're a very tech-savvy school, however you spell "savvy"), different things on my career path, etc; I asked them a couple of questions like what resources did the school have, what's the student population like, spiritual resources for students/faculty, etc.  It was a really nice conversation and I was excited to be there and happy to be there talking to them.  I'll know in 3 weeks whether or not they want me to come in for another interview.

Even if I don't get this job, I at least got to know them and their school a little better and it was an adventure driving around!  I only made 2 wrong turns but I corrected them with the help of the GPS... sometimes, the signs were lacking, so it was easy to miss the turn, but the TomTom always knew the way.  Thank goodness.

Also, more promising news! I was talking to some people at my priest's farewell shindig about how I wanted to find either an English teacher job or a Latin teacher job, and one father approached me and asked if I could tutor his daughter in Latin and potentially ancient Greek! They actually have Hansen and Quinn... I told him that Hansen and Quinn will need to be taken REALLY REALLY SLOWLY, especially since she's in Latin 1.  For those that don't know, Hansen and Quinn are the two authors of a certain book, Ancient Greek: An Intensive Course, and it looks like the textbook added above.  I studied ancient Greek from this tome and let me tell you, this book does not lie when it says it's INTENSIVE.  College friends of mine have seen me carry this book around campus as though I were Hermione Granger with her "light reading".  I've scared some curious people looking over my shoulder - they see the Greek letters and run away.  Anyway, I start tomorrow and I'm going to be tutoring her twice a week for a total of 2 hours a week on Latin. I'm happy I have a Latin student!

I don't think I have anything else to say for now... my brain is fried.  I just wanted to update my followers on my teacher progress. :)

Side Note...

I found a cool little resource for teachers on Pinterest! It has tips for pretty much everything... it made me pretty excited.

http://thecornerstoneforteachers.com/

First Interview!

Tomorrow, I have my first interview for a full-time English teacher position at a high school at noon.  I am so nervous!  My email has been on the fritz, so they didn't get my first message; luckily, they got my second message today!  I worry about my qualifications and whether or not they will want to hire me because I lack formal experience.  I have to be confident, and I will be!  I did buy a suit the other day... perhaps I'll post pictures if I have time.  If I get the position, I'm going to have to move because it's an hour away from my house (so, Rutgers people, good news for you!)... I'm so nervous!  But I have good ideas.  I will just have to show them. 

In any case, prayers would be really, really, really appreciated. This is my first chance to show the world that I CAN be a great teacher.

"Be The Leaf"

Meelo bends his arms in impossible ways to illustrate this point, I guess. 

I have nostalgia today.  It was my last day at the one branch of the tutoring center at which I have been working for the past year.  I am never going to step into that building again, or drive that drive ever again. Tomorrow is my second to last day at the West Windsor branch... due to some weirdness, I have to work on Tuesday... when KPLC is closed. I just go when they tell me.

I feel at these moments, when change comes, very reflective.  This place has really shaped me into the teacher I am going to be.  My experiences next year will shape me even more.  I have had the thought that it is good to be a blank canvas; I thought about that at this past retreat.  God will shape us into who we are meant to be, as long as we allow the Spirit to move.  If we accept that we are a blank canvas, we will be shaped into something beautiful - we can't know or understand the end result, but it will be better than our wildest dreams.  This is how I feel with my experiences with teaching - they have shaped me into someone new. I have learned about myself while I have been a teacher; I've even learned about the things I thought I knew 100% - I found I only knew 100% (ish) of only ONE SIDE. I never saw the world in this way before, until this year.  I am so blessed to have had the opportunity to see this new horizon of potential stretching before me.

It has not been an easy ride.  One *key* thing I learned this year is never-ending patience and flexibility.  I have definitely learned to go with the flow: kid doesn't show up for class? Okay.  Kid didn't do his homework? Okay.  Do something new, out of your comfort zone? Okay.  Extra 3 kids show up for a class whom you weren't expecting? Fine, we can work with that. At first, I didn't understand or like it... yet, to quote the Avatar, a teacher must "be the leaf": be as a leaf in the wind.  Teaching isn't something you force your way through - you dance your way through, with grace.  You don't confront your obstacles - you work with them and are attuned to their movements and changes. If you do well, you should find the rhythm at which to dance to change directions, avoiding major obstacles and using them to grow.  (Of course, that doesn't mean that everything is "okay" - classroom management and boundaries are incredibly important!)

I have really enjoyed every moment I have spent in the classroom - my successes, my failures. At the beginning, I had one girl withdraw because she was moving, and she hadn't improved at all.  I took the girl's lack of improvement to mean my own failure, blaming my inexperience.  At the close of this year, however, I have learned how to tell when a kid has learned, and when he or she has not, and how to fix it and with what materials.  I've learned how important a teacher's presence is and how authoritative one can be just by being oneself and demanding respect. I have learned about a number of modern resources and good classroom ideas.  For example, I want my kids to do a unit on poetry in a way unlike what they've experienced before. Post-modern poetry incorporates technology, particularly music, into it - the kids would love a technologically-relevant, creative project!!! I know I did when I was a student.   I really can't believe how my mindset has changed since I started working there... at the beginning, I really had no clue and no confidence. I felt like I had no idea what I was doing! Taking over extra students from other teachers, experimenting with various ways of running a classroom, and going out of my comfort level was the best thing that I could have ever done.  I have grown so much professionally, mentally, in myself, how I face the world... I am ready.

I can't wait to be back in a classroom (luckily, I have work tomorrow!).  I have made some progress with my applications and cover letters etc. but I still have a lot of schools left to apply to.  I really love my subject areas and teaching so much!  I can't wait to learn how to "be the leaf" next year with my new students! I will miss the ones I had this year, though.  Some of them told me to become a teacher at their own school. I've tried to embrace the loss of my students at KPLC ... I may never see any of them again, even though I enjoyed working with them. I can't say whether it's going to be okay or it's not - it just is and I can only hope for the best.  To be the leaf you must let the wind blow.  That's what I'm trying.  I'm waiting to see where and who I am meant to go and teach; and, as Mary Poppins says, "I will stay until the wind changes," when I am meant to go and serve and give my all somewhere else.  God willing, there is a lot of life left in me... I only hope I can live/give it to inspire others. :)

Blogging Resource!

I am not original!  I'm posting this for myself, but other teachers can use this, too... Anthony sent me this link, and Laurice posted it.

http://blog.web20classroom.org/2012/01/soyou-wanna-be-blogger.html?m=1

Conquered the Praxis II

Now all we need to do is wait for the scores.  The test was really easy... the test was exactly like the practice tests.  There were a few "I don't know this" questions, but most of them were pretty simple.  Perhaps it is too soon to speak, but I completed this 2 hour test within the first hour and 15 minutes, then remained until there were 15 minutes left to check over everything.

The only other test I'm planning on taking for the moment is the Latin test, but I will try to do that sometime in July.

Praxis and Teaching

"Homework used Literature! Student is already asleep..."

I am taking the Praxis II exam for English Literature this Saturday, June 9, at 10:30 AM.  I am pretty sure I will pass it; I've taken 3 practice tests and I only got a few answers wrong on each of them.  The Cliff Notes' one was somewhat more difficult than the official tests, but I still did pretty well on it. We'll just have to see how it goes on test day.  I am still planning to take the Latin Praxis Test Thingy, but I have to schedule that still.  I'm pretty sure I'll be fine on that as well, so long as I brush up on my Roman history, and maybe some Greek history... anyway, the Saturday test.  It will be 2 hours long with 120 multiple choice questions (math majors, do the math... yes, 1 min/question).  Prayers are always appreciated!  

Studying for this Praxis has helped me even in small ways to see how to be a better teacher.  I'm excited to be doing a program where I will actually LEARN how to be a teacher.  There's so much I don't really know yet, but I am eager to take on the challenge so I can help my students more effectively.  All I really want to know is how to do my job really, really well. I never have gone at anything in life that I have really wanted halfheartedly.  

About why I want to be a teacher (good to know, right?).  I have always loved studying.  I know, that's weird.  I was that kid in third grade who was sad that we didn't get more homework than we did - that's how much I loved homework.  I was especially fond of spelling homework for some reason, but that's kinda besides the point.  When I was younger and people would ask what I wanted to be when I grew up, I only ever said I wanted to be a teacher of some kind or I wanted to be an author (still two things I hope to be).  I didn't want to do anything else - some kids want to be doctors or lawyers or whatever, but I really wanted to be a teacher.  I didn't know what else I'd do with myself (not that I couldn't find any other options - I just wanted to be a teacher and I didn't want any other career).  

When I got older, I wasn't sure entirely if that's what I wanted to do - I was very shy growing up, and people from my high school can tell you, I was voted most quiet because I never talked. Going to college cured that, as many people can attest to!  Then I explored a few options, but teaching was still the ultimate goal, which has become especially clear to me this year while I was tutoring and looking for jobs for next year.  However, my primary reason wasn't the kids at first - I was afraid I couldn't relate to them. I really wanted to be a teacher mostly because I loved learning about my subject areas, and I was really passionate about them.  I still have a dream to get my Ph.D one day in Classical Philology (ask me about what that is later) - like I said, I love to study.  I can't see myself never being in school at all.  Now I see that kids are not really all so bad; in fact, they're pretty awesome.  They're just learning things, even the older kids.  I found out that when the kids start to really get my subject areas and appreciate them and learn about them, everything is great in the world. I love it when a student comes up to me and thanks me for teaching them about commas or thanks me for helping them understand how to read better in school. Kids are great to work with. Teaching really just makes sense in my head. 

Teaching isn't something you do to get promoted and make more money; you know you're not going to be making 6-digit numbers when you get into it.  You don't go for a steady job and regular work environment.  You have to LOVE teaching to be a teacher.  You have to have creative passion for your subject area, and you have to be willing to pour yourself into what you're doing for these kids.  You cannot be a half-hearted teacher.  Your teaching style is an art and is self-expression.  In some sense, a teacher is a professional artist.  Or such is my experience.  It's really something your soul gets a lot of good out of.   You really put in a hard day's work, but it's good work.  You have to metaphorically dig in the dirt and get to the roots of things.  

Anyway, I've babbled long enough, once more.  See? This is how I can write 15 page papers... I don't know when to shut up!!!!!! 

The Adventure Begins

Obviously, this is my first post.  I came up with this idea while chatting with Mark R., a good friend of mine from Rutgers, to start a blog on my teaching adventures next year.  I just graduated from college and I am embarking on a new adventure.  I've always been behind the desk, I suppose, having studied all my life, but now I am coming at it from the opposite side of the room - front and center stage!

I'll give some background for those just tuning in... I was accepted into Seton Hall University's 2-year Educational Partners in Catholic Schools (E.P.I.C.S.) Program, which ends up in a M.A. in Education.  Of course, as a Classics major, I was instantly attracted to it because of its acronym; it is a program that is geared towards teachers who want to teach in Catholic schools.  I'm not against public schools, but for now I am going for Catholic education.  Plus, the moral formation the program provides is pretty solid and the school itself is reputable.

At this stage, I am gearing up for the Praxis II exam for English Education (only offered 7 times a year - so if you want to be certified,   LOOK INTO THE DATES THE YEAR BEFORE YOU WANT TO BE CERTIFIED).  I am also studying for the Latin certification exam, which is not a Praxis but whatever.  It does the same job.  I am going to be dual-certified in English and Latin for the time being.  I'm also writing a ton of cover letters and sending out my resume to different places.

The thing I've noticed about cover letters and resumes is that everyone has a different opinion.  What looks great to one person, looks terrible to the next.  And then, teaching cover letters are different from every other kind of cover letter accepted anywhere else.  Therefore I am always spiraling downward in periods of self-doubt and confusion whenever these things are necessary... yet, I find it humorous what people like and dislike.   It's one of those things in life where you look back and laugh, but not while you're doing it. And then there's how special "teaching"is, and how different it is from applying to any other job.  But it is a special profession - that's why I chose it.

By the way, NEVER START YOUR SENTENCES WITH CONJUNCTIONS THE WAY I JUST DID - 'TIS A GRAMMAR NO-NO.

I know how the blogging genre goes: one creates it in a fit of inspiration by some Muse, and as time goes on, it is hardly ever updated, except when the fancy strikes one again when it is no longer relevant.  Well, this is a two-year program and it is my first years of teaching, so I see this possibly going the same route at some point; however, I will try for the sake of my friends and family who want to follow my adventures as a teacher.  Since I will be busy up to my ears, it may be all they see of me!!!!

I think I have babbled on long enough.  Perhaps I should try to end each of these things with a pithy quotation, or begin them, or something.  That seems like an English-teacher-y thing to do. Well, here goes.  A wise friend (Anthony) told me once that teaching and learning is all about self-discovery at the end of the day.  If I am successful, I should learn the one thing that Socrates advises mankind:

"Know thyself."
(Or, "gnothi seauton",  for my classically-minded friends).