The First Cry is Life Itself..Champion Kids With Hero Parents

   

     The last push and then stillness as a child is born. Anticipation of a hearty cry, a cry that signifies good health and vitality. Not every mother hears a hearty cry from their infant. When this happens, the cry comes from the mother deep from her soul itself due to the despair of broken dreams and helplessness. She knows intuitively that something is not right with her child. That cry whether from the infant or the mother symbolizes that they are one.

   Their are many cries after a delivery. The first cry, usually the infant's followed by it's parents and down the line as each family member and friend meets the child for the first time.  The first cry is life itself. When something goes wrong either during pregnancy or during delivery, parental affection does not end.  A parent's job from the moment of conception or adoption is to be that child's protector and guardian. Heartstrings are quickly attached, so strong that no one can sever them. From that last push to that baby's first cry the mother is bound by eternal love for her child. Healthy or not, that baby is a part of the mother and of course the father too. Parent's want what is best for their child.
        Parent's dream of idyllic children who effortlessly pass through each phase of life, filled with accomplishments and many friends. If you read Facebook or letters included in holiday cards, pages are filled with joy and accolades of how well the children and grandchildren have done and how beautiful they are. Every child is a gift to be cherished.
     However, in reality, at any stage in life, learning issues, illness or accidents can strike.  Then what? Are these children any less accomplished or lovely? Absolutely not. These children become champions who should be marveled for their for their strength, endurance, and tenacity. They are the ones who should be showcased for setting the standards that we should all follow. These kids are the ones with a strong work ethic because each day is a struggle and instead of giving up they forge ahead just to make through another day.  The parents who step up to the plate and stand by their child are heroes.  Having a sick or disabled child takes an enormous amount of energy. The whole world expects the parents to go on as usual when in reality their brains are racing trying to figure out the best way to help their child, while their stomachs churn from anxiety and their hearts are heavy and dark except for the one pink spot that is their child. Their child beats life into their tired hearts. It's a funny thing but no matter what else is happening in the world, when a parent sees their child, love takes over. Love is what makes that parent fight for answers. Love is

what gets the child through every day because s/he knows that at the end of it mom and dad are still going to be there to say "I love you," just like they have every day since that first cry.
   While all disabilities and illnesses test the human spirit, it's the invisible ones that come late in childhood or young adulthood that really test those heartstrings. When mental illnesses like: schizophrenia, bipolar disorder, borderline personality disorder,anorexia, bulimia, anxiety, depression with or without suicidal idealization...etc. take over the child's brain the heartstrings are really tugged on. Through no fault of their own these seemingly healthy children can become strangers. These hidden illnesses change them in ways that are out of their control. They may hurt themselves, physically or with drugs or alcohol in an attempt to soothe themselves. They may push those closest to them away. They may do things that make absolutely no sense to anybody but themselves. This is where friends and family walk away saying things to parents like, "Stop enabling", "S/he needs to knock it off, "S/he needs to grow-up," or "Let go before your life is ruined."   To these parents I say, "trust your heart and your instincts." Parents are their child's strongest advocate. They know their child better than anyone else. These parents are heroes who never stop believing in their child. They listen to the professionals but still trust their own instincts to get the best services for their child. These parents listen to their kids. These parents know that when their child's behavior changes it's not because the child is bad, it's because something is not right in the child's world. Instead of blaming the child, that parent will once again do the spectacular work that super parents do and find out why that child is behaving this way and will begin a crusade to get the child what s/he needs to bring stability to his/her world again. People forget that parents have known their children since that first cry.
     The first cry is life itself and there will hopefully be thousands more before the last. To all of the parents who advocate for their children through ever tear, this special educator cries "Thank you."


Also, Please check out my web page @ mittaubin.weebly.com
   

Old School Meets New School on Twitter Chat- Find Your PLN

    I love being an educator, old school or new school, I love it all! I even sort of appreciate paperwork, not because I like it really, but it keeps me in check making absolutely sure that I am doing everything I'm supposed to do to help my students achieve their goals. Back when I first started teaching special education, IEP's (Individual Education Plans) were still hand written! Computers were not yet in classrooms! I am old

school with a new school twist! I love being exactly what I am!

I love technology and I love new teachers because I need them so much! They are always kind and don't mind getting this almost oldie, but goody up and going with whatever technology question I have! I'm learning! I love being an oldie too, because in the back of my brain I have a repertoire of  bare bones educational games that work well in a pinch when the technology goes haywire and the planned lesson can't go as planned! The young teachers are sometimes amazed with the old school way, that make we teachers appear  seemingly flawless to our students, when we are really under pressure because our original lesson needs to be tweaked 24/7 due to a technological glitch. The students enjoy the old school activities as well as the new school strategies. Students like all activities that are creative and new, they don't necessarily care if they are high tech or not! 
     There is a place where old school meets new school..it's called Twitter chat! Eight short months ago discovered

Twitter and unknowingly changed my world and improved my teaching! I came upon something completely unexpected, a pln (personal learning network). I have made connections with educators, school administrators, university professors, authors, and experts in every field.

I have encountered amazing people in my network from around the globe. Many have become personal friends. They are from: Canada, Scotland, New Zealand, Nepal, Ireland, Germany, Australia, England, India, Africa, Asia...and America of course, nearly all fifty states! We share ideas and strategies, resources, and collaborate. We debate, discuss our unique educational issues, and exchange our global perspectives. We also, exchange photographs of our pets, our classrooms, our landscapes, and most recently our holiday dinners! I even received a virtual birthday cake from New Zealand and virtual birthday cards from Canada and the United States!  I have learned that each person in  my pln brings something new to the table even if it is a different perspective or a virtual casserole (Pun intended!)!
   My pln has energized me and helped me to become a modern educator! I know way more than I did a year ago about how to reach my students! I have even met students who have engaged ideas with my students through postal mail, Twitter, and Skype! Now, I'm on a one teacher mission to get other educators or those in related fields involved! As far as I know, I'm the only person in my district that takes part in Twitter "Ed-chats". I go to school each day bursting with excitement to share my latest discoveries in education with my colleagues. Mostly, they are overworked and tired and without ever experiencing an Ed-chat, it sounds too much like "more work"! It's not more work though. It almost creates less work because chats put our current teaching practices into focus and sometimes these current practices are enhanced or seen in a new way that in the end give value to us and our students! Ed-chats are like a social gathering with people who are like- minded and actually understand what you are saying. I come home from work every day and try to share a story that I think is amazing with my family. I love my family dearly, but often get an, "Uh-huh" or "sounds good", with an enthusiastic tail wag from my dog, who really just wants a belly rub! I can't blame them, teaching isn't their "thing", it's my thing! This is why Ed-chats are so important and fun! We get each other! We need each other! We are all on the same page!
    As for joining Ed-chats, be not afraid! Jump in! Everyone is always nice and always helpful. You can find a list of ed-chats at @http://bit.ly/officialchatlist.  There is a chat for everybody! I've joined chats that I'm not "certified" for and have always been asked to stay for my view on the topic! There is even a chat for new people: #Nt2T . I still frequent this chat because I consider myself a newbie.  I learn

something new every time I Ed-chat! One of the best pieces of advice I received was to add a "Tweet Deck" so I did! Then I needed help using my Tweet Deck! However, as much as I like the Tweet Deck, I usually still use my regular Twitter account and notifications to follow an Ed-chat! Remember we are all new at something often, so ask questions! Look at the Official Chat list for times and groups that interest you. To date, I've attended: #Nt2T, #sunchat #edchat #colchat #INZpirED #satchat #mschat #asiaed #txeduchat #lidchat #aussiechat #edtechchat!  This is my beginners list but there are so many more, six pages in fact! Oh, and do not let the (#) hashtag scare you. The hashtag is simply a label of sorts to help you to identify keywords, certain topics, or to help you aid your searchers. When you participate in a chat simply use a hashtag followed by the chat name so that you are automatically routed to that exact chat! The hashtag label can go before or after your comment. Oh and yes, of course I had to ask about this too when I participated in my first chat!
    After a while you will see familiar faces on various chats and before long you will have your own set of Ed-chat friends who will actually invite you to more Ed-chats! These great people will become a big part of your pln.


 

Special Education Students Soar to New Heights

   Miss Jenaia aka as Jena Ball, the author and creator of The Not Perfect Hat Club, inspires one child at a time in her unique, positive and supportive way. Every child is a star. Every child leaves her lessons a winner who internalizes his/her new found skills. Miss Jenaia has the perfect mix of art, mutts, and literature that reaches all learners young and old alike!   Name a child who doesn't love animals, or drawing, or listening to a book that teaches about, love, acceptance, and dogs!   I know not a one!

     In the introduction to Poco a Poco (little-by-little), she has stated, "I have come to believe that children who are given the chance to love and care for pets learn

empathy,understanding, and responsibility. This in turn, prepares them to become caring, respectful, and responsible adults. We need many of those kinds of adults as we can get, don't you agree?" Yes Miss Jena, this teacher agrees!

        I often let the people who have touched me in a positive way know that I am better from having known them. Thirteen of my perfectly not perfect special education students, five aides, and myself are better for having known Miss Jenaia (Jena Ball), her business partner, Marty Keltz, and her public relations expert, Karin Lippert, and of course Newton, Lance, and their friends! They brought us to new heights! We did the unimaginable and surprised a whole community with our worth!
     Today's blog is about honesty, kids, and triumph. Several student's writings will appear throughout this piece. To me, I am fortunate enough to teach the most amazing kids anywhere! I believe in them everyday, even on their worst days. When one of them has a meltdown, my insides melt too, while my exterior remains firm and fair. My insides melt right along with them because I want this kid to know what I know that "s/he can do it! That s/he has what it takes to be successful, and likable." My outside stays firm and fair because there are consequences for our actions and I'd much rather give out positive consequences than not! I have to be fair, yet firm to almost plead with this student to stop because s/he is better than whatever is causing this meltdown. We must get to the heart of the matter. We can get through anything as a team! Sometimes my pleas stop the meltdown and I am able to show the student just how great s/he is. Miss Jenaia helped us to bring out more of our strengths.

Oh No!
    Initially when Jena and Marty asked me to become an NPHC Educator, I was so excited, because it was the chance I wanted to show everyone what I see in my students. I see warm-hearted kids who work hard, and want to be noticed just like everyone else. Realistically, as perfect as I see my kids, the chances of them becoming valedictorian, sports stars, essay contest winners, or class officers is slim. Year after year they sit back with smiles and see  the accolades go to other students. They clap and congratulate them but what does this do to their heart? Why can't they be part of the hoopla? Through the "Not Perfect Hat Club" it was our time to shine! 
   Sorry, Miss Jena, and Mr. Keltz but our first round circle conversation about being part of the NPHC did not go quite as enthusiastically as I had planned. The one thing my kids don't want is to be looked upon as "different". I can't say I blame them. They worried that all of this hoopla would make them stand out and maybe they'd look silly or worse, teased! 

     So, I made a pact with them that we would not be teased, we would be stars! We would be the first classroom to join "The Not Perfect Hat Club". Others across the world would follow us. We would be the first to hear the first chapter in Jena Ball's new book, The Not Perfect Hat Club, read by her character Miss Jenaia over Skype! We would be taught to illustrate the main character, "Newton" just like Jena Ball does! Then, because we are  people who can make a difference, we will find a way to sponsor the NPHC to help enhance global literacy for other kids just like all of the kids in Whitehall! They said they'd try! I love them, they always try!

Found enthusiasm

   We Meet Miss Jena/Jenaia:

     January 20th, 2015, we Skyped with Miss Jenaia for the first time! We surprised her with our plan for earning funds for the NPHC Global program...we are all wearing "Not Perfect Hats" that we made ourselves! We came up with a game plan to make hats and have a hat day! I contacted my two favorite seamstresses: Aunt Linda and Teacher Barb!  They liked my plan and helped me to detail it! Our aide Mrs. Farynirarz also sews, so we went into action! I bought fleece, and thread, and yarn, and needles! We borrowed sewing machines! We taught all twelve kids how to make their own hat! Our Principal, Ms. McHugh approved our plan! Ms. Jenaia loved our plan! 

     Miss Jenaia read us the first chapter in her book, "The Not Perfect Hat Club". We drew Newton! We did great! We scheduled a second visit with Miss to teach her how to make a hat and how to make flyers for our hat day extravaganza!

The Process has Begun:

     Little did my class know it but thirteen leaders were about to be born.  Why thirteen? During the process one child moved on and another came aboard!  My students developed twelve steps to making a not perfect hat! We taught Miss Jenaia how to make hats. Then in our "free" time we made hundreds of hats and flyers for our hat sale and hat day! The best part is, Mitt Aubin's students are not slackers, they also completed their school work! 

Miss Jenaia in her Not Perfect Hat!

The Transformation is Complete:
    The WCSD Not Perfect Hat Club did what no one ever thought they would do! They:
1) Came up with a solid business plan.
2) Designed an unique product.
3) Measured, cut, sewed, and finished their fleece hats 
    almost flawlessly!
4) Determined a fair and affordable sales price for their 
     product.
5) Advertised their product with a bulletin board and flyers.
6) Planned a school wide event to sell hats for three days 
    during lunch, and have a "Not Perfect Hat Day" complete
    with prize categories and winners!
7) Designed their sales space and asked Mr. Reynold's their 
    technology teacher to make them a "hat tree" to match the 
    NPHC logo! He so kindly did!
8) Learned to handle the money during the hat sale and how
     to treat customers! We became a true sales team!
9)  Learned what "Mail order" is and sold Not Perfect Hats 
     through mail order by advertising on social media.
10) Did morning announcements in the front office to
       announce our Not Perfect Hat Events! Public speaking!
11) Created collection cans for the NPHD event. Price, 
    $1.00 to wear a "Not Perfect Hat " all day in school. Miss 
     Jena provided cool "Newton" stickers for the event.
12)  Collected money and handed out Newton stickers to 
       NPHD participants.
13)  Choose winners for the first annual "Not Perfect Hat 
       Day" Competition!
14)  We were interviewed for local newspapers
      and were on the news...two different  television stations! 
      WE DID IT!!!  WE WERE THE STARS!!!  Nobody 
       laughed at us! People congratulated us! It was so 
       awesome! We raised and donated nearly $800.00 for 
       the  global Not Perfect Hat Club. Best 
       yet, people loved our hats and came back for more!

Selling Hats!

Putting our hat tree away for the day!

CBS News 6

Teaching Other Students Nationally Through Skype:
     Our Latest achievement was to Skype with a third grade class in Iowa at the Northeast Hamilton School.  Mrs. Tammy Massman is their teacher. They will be making the hats that we taught them how to make and will be sponsoring their first "Not Perfect Hat Day" in their school. It is said that the best way to learn is by teaching. Thirteen kids at WCSD have become designers, public speakers, writers, illustrators, entrepreneurs, teachers, and our next feat is to mentor younger students who want to become a part of the "Not Perfect Hat Club," right here in the Whitehall Elementary School. We can't wait! 

Skyping with third graders in Iowa.

     Our NPHC journey is not ending here. Miss Jena is creating guidelines for us to become NPHC Ambassadors! I know we will be able to accomplish this goal! 
     In two short months, Miss Jena has taught us all that we can do and more. We can do amazing things that impact children around the world all from our small town in the Adirondack Mountains!  We all need to learn empathy, understanding, and responsibility. I, with thirteen children who want to learn and do more, will accomplish new things everyday with Jena Ball, Marty Keltz and the Not Perfect Hat Club cheering us on all of the way!

Barren Classrooms Can Ignite Creativity

   

 The year was 1984. My first year teaching. There I sat in my principal's office, dressed in blue jeans, a t-shirt, in striped, green socks and sneakers. I had worked a full day in a school for dually diagnosed, autistic children. Most were aggressive and non-speakers. They were self-abusive, active, destructive, and mostly non-verbal. It was a locked facility to keep the children safe. I had applied for another position within the same school.  My Principal sat across from me in her leather chair, perfectly coiffed. She wore a tailored navy blue suit, white blouse, nylons, and matching navy blue pumps. Mrs. Roy was always professionally dressed, straight-laced, and proper. She seemed quite out of place from the environment she worked in. Though she had been the Principal here for twenty plus years, she seemed aloof to the students. 
      I had no idea why she wanted to see me. After "hello", she said, "I see you've asked for a transfer to the "Pinebrook Facility." I replied, "yes. Do you know when my interview will be?" She replied, "This is it"! Every neuron in my brain must have sparked at the same time, as I sat there thinking, "seriously, why did you wear striped, green socks, jeans, and a t-shirt today?"! Dress at "Greenbriar" was very casual because on a typical day  I was spit on, pinched, scratched, covered in student food, and had to restrain children. Today happened to be laundry day, so all I had left clean was, striped, green socks! Had I known that I was interviewing today, I would have brought a tailored suit, white blouse, nylons, pumps, and maybe a string of pearls to change into! 
Since, running away seemed like a poor choice, I stayed and carefully answered, Mrs. Roy's questions. Somehow, I was granted the job. Mrs. Roy, a woman of distinction must have given me a pass on wearing incorrect job interview attire.

    That night, I kind of laughed about my striped, green socks and thought back to my first interview where I was so nervous, but perfectly dressed! Then, I thought of my first day at "Greenbriar."

     I was responsible for teaching eight boys, four at a time. They were between the ages of 11-15.  I was also responsible for the day care for four of them. This meant that I had to arrive at school one hour early to help them get dressed, clean, and to eat their breakfast. Telling you about them is another story altogether! Since this was a residential setting,they lived in a secured, renovated, manor house. Their rooms were upstairs. Their living room and dining room were down stairs. There was a rubberized room downstairs too for students who were out of control and needed to be kept safe. Their school house was attached out back.

      This school consisted of three teachers. Me, another academic instructor, and a physical education teacher. There were three classrooms and a student bathroom. My classroom was barren! My classroom had an old, oak, wooden teacher's desk, a kidney shaped table for the students, and chairs to sit on.

      Keep in mind there were not computers of any kind in classrooms in 1983! The picture shown is not original! Initially, I did not see materials of any kind. Then, I saw a closet. I gingerly opened it hoping for supplies. I found an old record player, Hap Palmer records, Laurie rubber puzzles, wooden puzzles, peg boards, and geoboards. My heart sank!

       I poured over my students IEP's. These children were all non-verbal except one who had limited speech. They mostly needed self-help skills, fine motor skills, and gross motor skills. Some had self-injurious behavior, and could be aggressive. My most involved student wore a helmet and Posey mitts that tied around his waist in an attempt to decrease his self-harm. This child was like Houdini and could get the mitts off with ease. Helping him to dress each morning was a fierce battle of wills, we both won a little every day!

protective helmet

Posey Mitts

“At the classroom level, materials often seem more prominent than any other element in the curriculum.  They are, in fact, omnipresent in the language classroom and it is difficult to imagine a class without books, pictures, filmstrips, realia, games and so on.  Even the more austere classroom will have some sort of materials.”  (Nunan,1988)

     I had quite the austere classroom! I also had an austere classroom one year later when I transferred to another unit, called "Pinebrook".  The students at Pinebrook were mostly verbal, dually diagnosed with intellectual challenges and emotional disturbance. Some had limited reading and writing. They too were self-injurious and could be aggressive. They were 16-21 and strong! I had 28 students who rotated between classes in small groups. I did have a chalkboard at Pinebrook so this was exciting!

     Pinebrook was also a residential, locked facility for the safety of the students. I was hired as a functional academics teacher. We also had a home-economics teacher, a sheltered workshop teacher a wood-working teacher where the students learned to refinish furniture and cane chairs, an art teacher, and a physical education teacher.
     I began this new position in the Autumn, near Thanksgiving. I was sent to observe the previous teacher for ideas. She said "trace your hand with the paper on your desk and then color it to be a turkey." She then sat back at her desk and read the newspaper. She had no desire to talk to me! I was no more important than the turkeys the kids were drawing on the paper and they appeared no more important than me! I thought, "Are you kidding me? This is it? No wonder these kids throw furniture!" As class ended, she handed me a ruler. She said, "Carry this at all times. It scares "John". He won't pull the hair out of your head if you hold a ruler."  Then she turned and walked away. I began this position the following week.

     I again poured over IEP's. The histories of these kids were simply amazing. I, being me, needed to change things for these kids. They needed to learn that there is more to life than uncomfortable furniture, crayons, meds, and a television secured highly on a wall behind a case! Actually, they needed to know that there was more to each of them than just being part of the gang! No, I don't believe I was being unrealistic. I did not expect any of these kids to ever live independently but I did expect for them to find out that they had worth and there are things that they can be good at! Even, "Travis" who my Principal told me not to worry about! I worried! So, my eight year mission began!
     Teaching with limited resources can be both incredibly challenging and extremely educational.  This new position lit me on fire! I love a creative challenge and this was it! Like Greenbriar, I needed to get to know the idiosyncrasies of each student and allow them to work for the common good. Idiosyncrasies are often looked upon as negative, but if this particular behavior isn't hurting anyone and is important to the child, why not redirect it in a positive way?  Next, I had to know each child like a book! Their likes,dislikes,fears,foods,songs,aversions,loves,home-lives...etc. Finally to academics, functional academics to be exact, I needed to teach these kids skills that they need in real life!
      Having no materials is rough but does not make teaching impossible. I started out by throwing away all of the broken materials of teachers gone by. I couldn't understand how things of value couldn't be respected more!

      I began with what I had, a chalkboard,paper, pencils, crayons,and 28 students! We wrote daily journals, all the same that I wrote on the blackboard with each student contributing a personal sentence. For those who couldn't write, I quickly dotted out the entry so they could trace it. For those with no line boundaries, I made special with elmers glue. I traced the lines let them dry overnight to give the student built in boundaries! Eventually we began a pen-pal initiative with their families. Those without families were provided pen-pals by me! My little brother wrote to a student for years! We learned how to fill out envelopes and place a stamp. We learned the difference between an "in-town" and an "out-of-town" letter.
    Eventually, we went to the post office to mail the letters because I took a test to be able to drive the school van. So...we went out once a week to places that we needed to know about, the laundromat, the grocery store, the hardware store, farmers markets, restaurants, sometimes we went to homes just to visit people and to learn how to behave socially! Just to note, the first kids, the Greenbriar kids used to come to my house with my aide to cook, eat, and hang in a regular home! They always respected my home! 

   As years progressed and I was given my yearly stipend to order materials, we had more and more things! I wrote my name on everything and hoarded them to keep them safe! When I left Pinebrook, the new teacher was not walking into an austere classroom, but a vibrant one with many tools to teach with.
     Thinking of this first teaching experience made me think of my friend Sunny Thakral, an educator in Nepal and cofounder  of #INZPirED a chat on Friday evening. To quote Sunny, "Ignorance is never bliss".  He is so right! I guess that this is what ate at my heart back in 1984! Here were many children who were given the worst lot in life. They couldn't possibly go out and help themselves except for the basic instinct of "fight or flight".  Which they did well. They needed educators who believed in them as people. Educators who didn't care if they had supplies or not. Educators who will find a way.

       This brings me to all of the countries in the world who do not have adequate supplies or even basic nutrition in which to cultivate young minds. Can these children still learn? Can these children still be taught? Of course!

Technology is grand and I hear so many educators, including myself from time to time, whine when their technology is down. I love technology because it brings the outside world to the classroom. It makes learning fun! Is it absolutely necessary? Sorry, no! The outside worlds is grand if you have no materials.  You can use sticks or stones to count with, write in the dirt or dust, role-play, sing, dance, do anything thinkable to get children's minds away from their ghastly situation and on to learning. Just never do nothing!

So, back to those with austere classrooms, or no classrooms, I applaud you. I know that you are working harder than any educator in the world to give kids who seem to have no chance in life a chance to better themselves. A chance to know that even though their situations are bleak and perhaps people are dying around them everyday, that if they use their basic instinct of fight or flight perhaps they can too can make their lives better with education. If for just for a short time, they have positive memories from their educational experience and the educator's kindness, then they have something that will last a lifetime.

*The names and photographs used in this blog are not from the actual schools involved to protect all identities involved. The content however is true.

Keep Calm and Teach On

     Each school day buses pull up to 98, 817 public schools in the United States, according to the National Center for Education Statistics. This does not include private schools. Let's think about the staggering number if children, parents, and teachers this number represents! Wow! Next question, what do you think that a parent or a student expects to happen in their school each day?  I can only speak from a parent perspective, but I expect that my child will enter school, be greeted by teachers and friends, be taught daily lessons, eat lunch, go to specials, possibly be assigned homework and then ride the bus home. Day after day, I sent my children to school with no worries. I had faith in their principal, their teachers, other school professionals, and their friends. Did all of their school days go smoothly? Of course not! In fact, we had days that I'd like to forget! However, in any of these days did I ever worry that my child would be yelled at or scolded by an adult working in the school system? My honest answer, "no".
      The word, "scold" comes from the middle 12th century. According to Dictionary.com, "A person who is constantly scolding often uses loud, abusive speech. It's to find fault, angrily, to chide or reprimand." This does not mean the adult is cursing at the child, it simply means the adult is using a loud tone often with demeaning words and/or gestures, such as the common pointing index finger!
     Did you know that discipline is actually suppose to be about education? According to Education.com, positive discipline is: 

Positive Discipline:

• is guiding and teaching;
• is done with a child;
• requires understanding, time, and patience;
• teaches problem solving and builds a positive self-image;
• develops long-term self-control and cooperation.

 According to James L. Hymes, Jr. an U.S. child development specialist, "Building a conscience is what discipline is all about. The goal is for a youngster to end up believing in decency, and acting whether anyone is watching or not--in helpful and kind and generous, thoughtful ways."
       Students perceive the yelling or scolding in various ways:
1)  Often the adult "yeller"becomes the victim when the student tries to regain control by becoming defiant which only increases all parties anger and chaos commences.  
2)  Some kids accept the fact that they didn't do what they were suppose to do and accept the scolding as a justified consequence.
3)  Some children just think that the adult is doing this because s/he doesn't like her/him.
4)  Some kids think, "This stinks but adults can yell, if they want to."

      The University of Pittsburgh found in a study that yelling and scolding:

1) Reinforced each other. In other words, the more the adult yells the more negative the behavior in the child becomes.
2) Yelling can cause depression in the children if it is used often.
3) All kids regardless of their home lives are equally in danger of the long term effects of being yelled at.
      Children who are scolded can psychologically have feelings of guilt, shame, humiliation, anxiety, stress, and indignance. If this is combined with a lack of positive feedback, the child may have difficulty forming positive friend or social relationships as they grow-up.   
     On-lookers or classmates may feel a negative impact as well. Have you ever been in a situation where someone is yelling and every muscle in your body cringes because you feel so small and helpless? This is how classmates may feel. This is not conducive to learning for anybody.
      Yelling or scolding can help temporarily but does not change the behavior. Why? The reason why is that "discipline " is to educate and yelling does not teach appropriate behavior. Plus even if the educator tried to teach acceptable behavior after scolding, the student has probably tuned him/her out!  Plus, think of yourself too, yelling is ugly! Do you really want the students to view you this way!

     So, to preserve the reputation and serenity of the entire class including yourself, remember, yelling should never be an option. Instead, create class rules and stick to them. Create a positive classroom behavior plan or a behavior modification plan. See mine at: http://mittaubs.blogspot.com/2014/11/a-win-win-reward-system.html Also, get to know each child in your classroom. Build positive relationships with each child. do all of these relationships come easy? Uh, no way! So many factors come into play such as the child's home life, if they are hungry or not, did the child get enough sleep, does the student feel inferior because s/he just can't grasp the school material, there can be hundreds of reasons why it will be hard to get to know every child in your classroom. My advice: Do it anyway! Will other adults and students frown because you have taken the "bad" kid under your wing? Yes! Ignore this, do what you have to do! Build an influential relationship with this child that makes him/her want to be respectful in class and participate in the learning activities. Oh, and the best part is, those that felt you were wrong for not yelling, may actually come back to you and say, "now I see why you did what you did!" 
   In a sense, you will be "shadow coaching" a new term I learned from my friend in New Zealand, Ritu Sehji.  Ritu Explains Shadow Coaching as an application of reflective and observational coaching that provides people opportunities to explore beyond the superficial into the core and making decisions that help people move forward. It goes beyond just supporting to problem solving. Read her blog @ http://linkis.com/ritusehji.wix.com/rXCci. 

Good-luck! 

Please Rate Me on My IEP's... My Roadmaps to Student Success!

      An Individual Education Plan better known as the IEP is a system, a dashboard if you will, for spelling out where the child is, where s/he should be headed, how s/he is going to get there, how long it will take, and how to tell when the child has arrived where s/he needs to be. The IEP is essentially a measure of accountability for teachers and schools. I like to think of it as a roadmap on how to address the important needs of each student.
      Every year, I get the memo: "Annuals", no matter what date and how many student dates are attached to it, I cringe and whine a little! I'm not sure why I whine because in writing an IEP, I actually become at peace. I cringe because they take me no less than four hours each to write and that's not counting all of the hours of monitoring, testing, gathering data, interviewing students, parents, and other school personnel. 
      So, I've begun the process of writing them for the 2015-2016 school year. I spent both Saturday and Sunday compiling all of my data and writing six IEP's. I should transform my thinking when writing IEP's because they actually do amazing things for the special education teacher writing them! 
       They invite me to take time out of my very busy day, and plan to test each student individually for several hours. What a gift! How often is a teacher allowed that one-on-one time with a student that allows them to really get to know them! I love testing my kids on a personal level because after working with them all year I know what they can do. So as they work their little heats out trying to their best, I sit their silently cheering for them in my head because I know what champions they are! Then the best part is, I get to compare last years scores to this years scores and see all of the progress we have made! Yes WE! Since opening day in September, we have been a team! I used this child's former IEP as a roadmap to plan out what this child needed to learn this year and it worked!!!! Trust me, the moment of knowing what we did as a team work really is as exciting as winning the superbowl or an academy award! It's on a smaller scale and the whole world doesn't know but it sure is equally as exciting! 
     When writing IEP's I take the time to think back on all of the lessons I've made and taught and how they've impacted each individual student! I see the progress that each child has made up close and personal! Until this point, I don't see all of the work that we've done this year! All of the planning! All of the doing!  and...All of the progress!! Trust me, this aha moment is amazing! It's my personal, secret prize, knowing that a job was well done.
    I love writing IEP's because in the hours it takes  to write them, that child unbeknownst to him or her becomes the complete focus of my attention, during those four hours, I think of no one else! Sometimes students don't make the progress that we have hoped, so throughout the year, I tweak my plans for this child and tweak them again and call the parents, and the guidance counselor, and the psychologist in trying to figure out what is going on that is making this child behave the way s/he is which is stopped him/her from making adequate progress. In writing this child's IEP, I put in extra thought to think about the child's skill level, personality, friends, homelife, growth changes, maturity level, and health. Then I write an IEP that I think may benefit this child for the following school year so that s/he makes positive academic gains. 
     This year in writing my IEP's, I had an epiphany of sorts! I realized that I know all twelve of my students very well. I know their favorite colors, their pets names, their favorite foods, their favorite school subjects. I know what's going to make them happy or angry. I know their hopes, dreams, and fears. I sometimes know what they are going to say or do before they do it! I know their reactions to various stimuli! Ask me a question about any of these kids, and I probably know the answer, right down to their favorite song , game, or sports team!
    So, why can't I be rated on their growth according to their IEP's? I use standardized testing to rate their progress in reading and math. I have portfolios of work from years past until now. I have kids in my room who could barely read when they first became my students who are now reading short novels fluently!
     In a sad sense the APPR rating seem laughable to me! 60% of my teacher evaluation comes from being observed twice by my supervisor, 20% comes from state tests, and 20% comes from my districts standardized testing. My first observation is announced. Let me just say, in special education with a mix of students with emotional disturbance, health issues, and intellectual delays, one never knows what a day may bring! Every moment of every day has the potential to change! I of course have a behavior program set in place in my classroom which helps, but it is certainly not a panacea for every situation. I can write the most perfect lesson plan in which all of the students are working, engaged if you will, and then, my one student who likes to upset others may whisper to the sensitive kid next to him, "I heard nobody likes you." Then that kid runs to the back of the room in a puddle on the floor, sobbing uncontrollably, and talking incoherently,  while the other kid stands there with a smirk stating that he did or said nothing wrong"! Trust me, on a daily basis, I try to keep kids
 apart who may bother each other, and I stress the importance of respect and kindness, but even with many rules and behavior plans in place, it only takes a moment to unravel the best made plans. So, does this mean my observation is poor? Should I be rated ineffective?
    Then there are the state tests! Oh my! My kids are several years below grade level but they take the grade level state test. Hard as I try, I can't expect kids who can barely add and subtract to do linear equations and proportions! Do we practice all of the ELA and math standards, absolutely, but this does not mean we will do well on the state tests?  In my dreams, all of my kids do well on their state tests and on my district's standardized testing but in reality, my main goal is to keep their self-esteem high during  difficult testing situations!
    So....my epiphany was, please rate me on my IEP's and on my observations! I'm not really worried about my observations because I do take my time making lesson plans. I do take into account that Christopher might whisper something horrible into Michael's ear! I do have a response for that! So, if I'm observed and my IEP's are read and compared  to last years IEP's you will see that my students overall have made growth! You will see that I not only know my students, but I care about them too. You will see that sound lessons usually do keep kids meaningfully engaged. You will then know that I am a effective teacher, maybe even highly effective! IEP's work and so do the people who write them always with the best interests of their students in mind.