Phew...week one complete! For the most part I must say it was brilliant! There were ups and downs, lessons that worked and some that didn't, technology issues, students testing their limits with the "American" teacher, and students who posed challenges beyond what I usually experience - especially from the little ones; but with consultation, questioning and observing by the end of the week I felt good about all the students, the curriculum, and my new colleagues.
Fairfield is made up of Year 7 (ages 11/12) through Year 11 (age 16) ; more equivalent to our Northbridge Middle School, than our high school, with the exception of the top two years. However, to have such an age span, and to be teaching them all, is somewhat a challenge. I am quite comfortable with the older students and even the Year 9 (8th graders at home) are somewhat in my comfort zone, but the real challenge for me comes with the Years 6, 7 and 8. I am not a very "nurturing" teacher and my reasons for entering education at the secondary level were strong - I need to teach independent thinkers, students who can read, write and communicate in a mature fashion (for the most part) and who do not need to have their hands held, their booboos cared for, etc. My patience will be tested with the little ones and I constantly remind myself that they are babies and are not really "high school" students as I define them in my mind.
Getting my head 'round the prescriptive curriculum - and the very rigid structure of having 21 lessons, 15 lessons, etc.. to complete certain units of instruction and then moving to the next "scheme of work" where the number of lessons are once again all defined, is probably the largest hurdle to overcome and to understand on this end. Knowing that every teacher in the department, teaching the same year level, is teaching the same lesson at the same time, is a bit different also. In Northbridge, while there is a prescribed curriculum and a set of Massachusetts educational frameworks around which we have created very detailed curriculum maps - which are much like "schemes of work" for each unit of study, there is a lot of individuality imposed in the classroom lessons, at least in the area of English, by each teacher in order to achieve the same ultimate goal of teaching the skills. Assessments, such as tests, quizzes, oral presentations, book reports and projects vary from one teacher to another at any given grade level.
In the case of students learning English, not every teacher of the same grade level uses the exact same pieces of literature, but we do cover the same skill sets as outlined in the state curriculum. When we do use the same literature at the same grade level, we may not have the resources available for all students to study it at the same time - so some may read a novel in first term, and some may read it in the second term. At Fairfield, and indeed throughout the UK, the same pieces of literature are being taught, read, and the same coursework essays are being written across the UK for all students in a given year group. These pieces of literature are chosen based on the pieces that will be tested on the exam the school affiliates itself with, in this case the AQA examining board. The same scenario is true, across the UK, for each academic area.
Every teacher in the department also having mirrored schedules is a bit unusual, as that is not the case at home. Here, at Fairfield, each Year group is instructed in English all at the same time. So, while I am teaching Year 10 students lessons on Great Expectations to the top set(which are equivalent to our homogeneous ability grouping), the middle set of Year 10 is next door studying Romeo & Juliet, and the lower set is further down the hall studying "Inspector Calls.". After 21 lessons they rotate through the teachers to study all three pieces of literature; hence the importance of keeping the pace and covering the scheme of work, and all students will produce the exact same assessment task for each piece of literature as their coursework. The same happens with the other Year groups, except they may be instructed in "house" groups, (read Harry Potter and you'll understand the House group idea) rather than set groups, but all are in English at the same time, and all are working towards the same end product.
For the most part, all English teachers have the same preparation periods also, although none are used for meeting time -department meetings are still conducted after school - and prep time is used for lesson planning. However, on Monday, there is no prep period provided and on some days, when there are two prep periods, a teacher can be called to "cover" classes - these times are "weighted" on a scale of 1 and 2, where during the prep period with a "1" you are more likely to be called to cover than on a day with a "2". Other planning periods are "protected" periods and are guaranteed to you; there are three protected planning periods per week in my Fairfield schedule. This is unlike home, where the teacher contract provides for a minimum of one daily prep period equivalent to the standard teacheing block,each day. At NHS, three days in the seven day cycle there are two prep periods, only one of those days will constitute a duty on the second prep and a teacher is never called to cover a class, unless it is the end of the year after seniors have departed, and you are a teacher with many senior classes. The teaching "contract" here provides for an amount "not less than 10% of the teacher's time-tabled teaching time", which is time actually instructing students.
Teachers here also are expected to work 195 days per year for 1265 hours per year. This too is different, where back home we teach 184 days per year and only two evenings per year, for 2 hours per evening, are required for parent meetings. Teachers here are also not paid for any extracurricular activities they may lead for the students - this too is different from home, where our teaching contract provides for guaranteed stipends to club and class advisors, as well as coaching staff. The "contract" here covers all teachers in both Wales & England and the pay scale is the same for all teachers, no matter where their school is located or its size. The exception to this rule is if you are a teacher in London or outer London. You are generally paid more because the cost of living is generally higher. Also, generally teachers here are paid less than those in our district and pay raises are based on merit and recommendation from the head teacher each year. If I were to work here full time, my pay, for my years of experience, would be about 39,363 pounds, or $65,585.00. If I were to teach in London my pay would be 45,651 pounds or $76,062.00, which is more aligned with my current salary at home.
Also in Northbridge, most teachers do not teach more than three different courses in any semester. For example, at home my current teaching schedule, now being taught by Sam, consists of two sections of Grade 10 college prep students, two sections of Grade 12 honors students, and one section of Advanced Placement English. While there are five different groups of students, there are only three different preparations. Here my schedule is quite different. I teach one class of each year group, Year 7,8,9,10 & 11 as well as one hour per week each of Expressive Arts (Year 8) and GCSE Drama (Year 10) - seven different preparations. It is a very good thing I am an extremely organized person and am able to keep track of what I am doing with each class on any given day.
The time table at Fairfield is fairly straightforward. School begins at 8:50 a.m. and ends at 3:25 p.m. Students report by house groups for registration, which is the equivalent to homeroom and attendance, at 8:50 - 9:15 a.m. This is a time for form tutors, of which I have found myself serving in this role to the Year 7 students ( the newbees), to give out flyers, make announcements, deal with any kinds of social issues that may arise for students - it is a form of providing children with a mentor in the school and serves as a function of "pastoral" care for the students. This is when I am supposed to the warm and nurturing "mothering" hen...I'm not very good at it. The second two classes of the day are one hour long, 9:15 and 10:15 respectively. There is no "passing" time in the schedule, so the movement of students is expected to be swift from one class to the other, but the campus is quite small and hardly takes more than a minute or two to get to another class. There is a 15 minute break from 11:15 to 11:30 and then the third class takes place from 11:30 to 12:30 p.m. Students and teachers then get a one hour lunch break, from 12:30 to 1:30. Students then return to their registration classroom for afternoon "attendance" at 1:20 and stay no later than 1:25 when they go to their final two classes, which begin at 1:25 and 2:25 with dismissal from the last class at 3:25 p.m.
The schedule at Fairfield does not rotate daily, it is a fixed weekly schedule. So while each day of the week is not the same, each week is the same. All Mondays are the same schedule, etc. it does not rotate, as it does in Northbridge. The main reason for the rotating schedule in Northbridge is so that the same class does not meet each day at the same time, if students function better in the morning or the afternoon, they have the opportunity to have their classes at different times. This time juggling is automatically built into the Fairfield schedule.
Also, the younger year groups at Fairfield, only have English 3 hours per week; the older students who are completing GCSE coursework and preparing for their exams take four hours of English each week. This is unlike home, where students receive approximately 5 1/2 hours of instruction on each core academic subject over a seven day rotation. However, all students at Fairfield are exposed to Physical Education, Music and Art as well as Food & Nutrition, IT, Design Technology regularly throughout the year. Additional hours of instructional time in areas such as drama and animal care classes are given during the day as well as after school. Students in GCSE drama classes are expected to extend their learning time after school is dismissed on some days of the week. Jobs outside of school, albeit most of these ages are too young to work, are not discussed, unless it involves working on the family farm. Practices for school athletic teams only occur once per week, so that too is different.
As discussed in an earlier post, I can understand the evolution of the earlier start times, due to the fact that this is largely an agricultural and livestock farming area, and children were needed to do family chores. I personally am not a fan of the later start time, mostly because the highly touted benefit of more sleep, proclaimed profusely by my exchange counterpart, Samantha, is not a reality for me. I find myself rising at the same time I would normally rise at home, which would be between 5:45 a.m and 6 a.m. - to be at school for 7:15 a.m. for a 7:25 a.m. start time at NHS- including travel time and a stop for a cup of a coffee. Here, I am rising at 6 a.m. to arrive for 8:30 a.m. with an 8:50 a.m. start time...the difference being the distance needed to travel and spent in the car, both to and from school each day. Arriving in Gilwern after 5 p.m., if not later, each day this week, having to deal with dinner, if not shopping for the dinner and cleaning up later, does not allow any time to settle down for the evening until close to 7 p.m. or later; add housecleaning, laundry and preparation for the next day to that and its quite late until I feel ready to relax. So this is definitely a very large adjustment to my working day. I would much rather be out in the sunshine at 2 p.m. and attending some athletic event. As Murphy's Law would have it...the weather this week has been bright, sunny, even warm on occasion...its the best weather I've seen since arriving and by the time I reach Gilwern the sun is about to be hidden by the hills and the warmth has disappeared.
Students travel to school from many parts of the Fairfield "cachement" and arrive on a mismatch of "city" busses as well as smaller white mini-van types of busses. Some walk, some have parent provided transportation and others take taxis. Families are responsible for providing transportation for their children by purchasing bus passes. There is no free school district transportation that I have been made aware of, unlike Northbridge, where the big yellow busses are a familiar site on the roads each morning. Also, children here are accustomed to walking long distances. In Northbridge, if you live within one mile you must walk to school, outside one mile you get free bus transportation. It may surprise you to know that many students travel over 13 miles to get to school in the morning. Indeed, in a class of Year 7 students, when the question was posed regarding how many of them lived in a town, not one hand was raised. Most of these students come from small rural farming villages in Herefordshire.
My biggest goal this week was to figure out the seemingly complicated schemes of work, and while Samantha attempted to explain these to me in advance of the exchange, it was not until I started "doing" that it all came together, as I have said in an earlier blog. Now that I know the ultimate end product for each year group, I have set out on my own course of lesson plans, loosely planned around what was already given me, but infused with my own creativity, coupled with research on line and perusing the unit binders in the classrooms. This week I have introduced United Streaming video clips into the lessons, which sent the school network into a frenzy, but the IT guys were able to help me out and get it up and working. The classroom set up is conducive to using this resource as it is equipped with a "smartboard" set up...not exactly a Smartboard, but it works similarly because the desktop has a "write-on" monitor. Although the whiteboard space is rather small, so keeping work for one group, from one day to another, written on the board does not work.
The area I now have to conquer is assessment. I am not sure how students are assessed here, outside of their coursework and exams for the GCSE. The variety of formal assessments (tests, quizzes, projects, homework, book reports) that we are accustomed to providing and doing in Northbridge, all of which translate into a numerical and/or letter grade every 12 weeks, is not the case here. Students create portfolios of authentic assessments, which are larger pieces of independent work, such as a Year 7 autobiography to be completed at the end of the the first term. However, all the classwork, homework and other assignments are not "graded" the way I am programmed to grade, so I am not sure how a student's progress is actually assessed and reported back to the parents.
Students do not "repeat" subjects here. They are moved ahead with their year group,no matter their performance. The House groups are instructed heterogeneously. So in the younger year groups there is a wide range of ability levels, from students who complete their work very quickly and correctly, to students who need the task repeated several times, work very slowly and need a lot of teacher guidance to complete the task.
Textbooks are not used. There are some "books" used for instruction in foreign language, and students are provided with copies of the novels they are required to read. Students do not buy notebooks for their classes, instead, each subject area provides students with a "rough book" ( a small composition book, similar to our "blue books", except more pages). These books are color coded by subject, (English has lavender) and when students fill them with their rough work, they may get another,or if they lose it, they must pay 50p for a new one. Students are allowed to carry their backpacks to class, which I find rather annoying, as I am constantly tripping over them. Students are allowed to have drinks in class, kept in their backpacks, and must ask to retrieve it should they feel thirsty.
The entire school, all 356+ students, take lunch at the same time, between 12:30 p.m and 1:30 p.m. Students are free to sit outside, eat in the dining hall, which only holds about 100 people at any given time, visit teachers in their classes for extra help, or return home for lunch. Usually at this time a group of very nice young ladies, prefects from Year 11, arrive looking for any photocopying or filing I may need done. I will say I find this quite different, as I am very accustomed to doing my own photocopying and filing. I have given them a few things to do for me, but mostly we have quite pleasant chats revolving around Micaela's well being and sights I must see while here.
I know you are thinking that my first week all seems very uneventful and boring... but now that I have given you the basic overall view of the educational structure... the real stories are yet to come.
Friday, September 11, 2009
Wednesday, September 9, 2009
Monday, September 7, 2009
Dangling Modifiers.
When I was selected for this Fulbright exchange I was very anxious and apprehensive about leaving my school, my friends, my dogs, my son, indeed, my entire life behind for a year or more. In the end the exchange turned out to be just a half year, but the work and effort put into this time period is equivalent to the full year exchange, the difference is that, once I become adjusted and learn everybody's names here at Fairfield, it will be time to go home!
Coming here with Micaela has also been a challenge. Being a teenager, about to begin her first year of American high school, I think it is very brave of her to have come along. In my effort to make certain she is comfortable, adjusting and making friends, I have been accused of treating her like a baby. I have been reminded more than once that she is a big girl and I don't have to ask her my "silly" questions. I will admit, it is hard to believe that my little girl has reached her high school years, and that she has grown up; that she is fashion conscious, hair conscious, boy conscious and has a mind of her own.
During the time we have spent here I have had to caution her numerous times not to pass judgement on the cultures we are observing. I have had to point out to her on many occasions that things and processes of doing things are not "stupid", "bad", "worse" or "dumb" and that food is not "disgusting", "gross", or "yucky" and that the things and food we are accustomed to are not "better", "best" or "right" ...simply a lot of what we are experiencing is just "different" and results from a myriad of influences having to do with hundreds, if not thousands of years, of historical and political experiences that have shaped and molded the cultures of both the United Kingdom and the United States. One evolving from absolute and limited monarchies; the other evolving from "No taxation without representation" and a revolution for independence!
Nothing is "worse" or "better" it's just different. There are advantages and disadvantages inherent in both educational systems; but ultimately both achieve their ultimate goal - to shape and mold young minds to be productive citizens of their countries and to provide quality education.
I have cautioned Micaela that we can form opinions based on our experiences while we are here, but we must be careful that facts and understanding surround the basis of these opinions, and we must ensure that those opinions are not based on misinformation or misunderstanding of those facts and that they are not clouded by "emotional" reactions. It will be natural that we will be biased to our own culture and our own educational system back home, but the point of this exchange is to observe, participate, share knowledge of why or why not things may or may not be similar, to create friendships, to infuse the instruction with individual style while adhering to curriculum guidelines and to ultimately bring home ideas and information that may be useful to NHS.
Uniforms are not "dumb", they are an ingrained part of British culture. ALL public and probably most private school children, from the time they enter school until they leave high school, wear a uniform. It is expected that the cost of a uniform must be budgeted for each child in a family, and that this also includes a PE uniform. Students don't necessarily like them, but since everyone is wearing them, it makes no difference to anyone. There are uniform funds for families with hardships, but generally uniforms are a standard part of the culture here...every UK student wears them...therefore every family plans on buying them. The "uniform" policy extends to the wearing of makeup, jewelry and nail polish - all of which must be non-existent for younger ages or "discreet" for the upper levels. Uniform policies solve many problems that can often occur in an American high school, such as the peer pressure to own the "designer" handbags, jeans, boots, and sneakers. While I can most certainly see the benefits of wearing a uniform, I like the individuality expressed by our American high school students with their dress; although I could do without cleavage, boy's undershorts being visible and offensive logos on t-shirts (all of which are against dress code policy anyway). What I didn't realize fully before today was that I rely rather heavily on the style of an individual as expressed through their clothing and hair to help identify and match their name to a "face" and help me retain that knowledge. I may have an even longer learning curve to learn names.
Making sandwiches and buttering every slice of bread when making them, is not "gross", it is just the way things are done. Someone who has grown up with sandwiches being made this way probably loves them...and Brits do love their butter...it is one of the most stocked aisles in the supermarkets.
Driving on the opposite of the road and the car is not the "wrong" side, it's just the opposite side.
Beginning school at 8:50 a.m. and getting out of school at 3:25 p.m. is not "stupid", it is just what has evolved as a result on the dependence of the family farm as a means to make a living. In communities where people were dependent on the family farms, and where the children were needed to help with the farming chores in the early morning hours, schools needed to start later in the mornings. In some instances, I am sure that there are Fairfield students who must help out on the farm before they attend school in the morning. In Northbridge, our students are busy with sports practices 5 days per week after school and on Saturdays, and athletic contests begin at 3:30 p.m. on weekday afternoons, so as to be done before dark, therefore earlier start and earlier release times are what work with our extracurricular schedules in the states. Here, at Fairfield, students live very far from campus in some cases and must take busses home, which arrive promptly at 3:25, so the campus is fairly empty by 3:45 p.m.
This whole experience is probably the greatest lesson in tolerance and diversity that only a parent could dream about providing for their child. My wish is, that by the time we return home Micaela will come away with a mature outlook on the lifestyles of other cultures, and that she will gain a better vocabulary and list of modifiers with which to explain the differences she has observed.
Coming here with Micaela has also been a challenge. Being a teenager, about to begin her first year of American high school, I think it is very brave of her to have come along. In my effort to make certain she is comfortable, adjusting and making friends, I have been accused of treating her like a baby. I have been reminded more than once that she is a big girl and I don't have to ask her my "silly" questions. I will admit, it is hard to believe that my little girl has reached her high school years, and that she has grown up; that she is fashion conscious, hair conscious, boy conscious and has a mind of her own.
During the time we have spent here I have had to caution her numerous times not to pass judgement on the cultures we are observing. I have had to point out to her on many occasions that things and processes of doing things are not "stupid", "bad", "worse" or "dumb" and that food is not "disgusting", "gross", or "yucky" and that the things and food we are accustomed to are not "better", "best" or "right" ...simply a lot of what we are experiencing is just "different" and results from a myriad of influences having to do with hundreds, if not thousands of years, of historical and political experiences that have shaped and molded the cultures of both the United Kingdom and the United States. One evolving from absolute and limited monarchies; the other evolving from "No taxation without representation" and a revolution for independence!
Nothing is "worse" or "better" it's just different. There are advantages and disadvantages inherent in both educational systems; but ultimately both achieve their ultimate goal - to shape and mold young minds to be productive citizens of their countries and to provide quality education.
I have cautioned Micaela that we can form opinions based on our experiences while we are here, but we must be careful that facts and understanding surround the basis of these opinions, and we must ensure that those opinions are not based on misinformation or misunderstanding of those facts and that they are not clouded by "emotional" reactions. It will be natural that we will be biased to our own culture and our own educational system back home, but the point of this exchange is to observe, participate, share knowledge of why or why not things may or may not be similar, to create friendships, to infuse the instruction with individual style while adhering to curriculum guidelines and to ultimately bring home ideas and information that may be useful to NHS.
Uniforms are not "dumb", they are an ingrained part of British culture. ALL public and probably most private school children, from the time they enter school until they leave high school, wear a uniform. It is expected that the cost of a uniform must be budgeted for each child in a family, and that this also includes a PE uniform. Students don't necessarily like them, but since everyone is wearing them, it makes no difference to anyone. There are uniform funds for families with hardships, but generally uniforms are a standard part of the culture here...every UK student wears them...therefore every family plans on buying them. The "uniform" policy extends to the wearing of makeup, jewelry and nail polish - all of which must be non-existent for younger ages or "discreet" for the upper levels. Uniform policies solve many problems that can often occur in an American high school, such as the peer pressure to own the "designer" handbags, jeans, boots, and sneakers. While I can most certainly see the benefits of wearing a uniform, I like the individuality expressed by our American high school students with their dress; although I could do without cleavage, boy's undershorts being visible and offensive logos on t-shirts (all of which are against dress code policy anyway). What I didn't realize fully before today was that I rely rather heavily on the style of an individual as expressed through their clothing and hair to help identify and match their name to a "face" and help me retain that knowledge. I may have an even longer learning curve to learn names.
Making sandwiches and buttering every slice of bread when making them, is not "gross", it is just the way things are done. Someone who has grown up with sandwiches being made this way probably loves them...and Brits do love their butter...it is one of the most stocked aisles in the supermarkets.
Driving on the opposite of the road and the car is not the "wrong" side, it's just the opposite side.
Beginning school at 8:50 a.m. and getting out of school at 3:25 p.m. is not "stupid", it is just what has evolved as a result on the dependence of the family farm as a means to make a living. In communities where people were dependent on the family farms, and where the children were needed to help with the farming chores in the early morning hours, schools needed to start later in the mornings. In some instances, I am sure that there are Fairfield students who must help out on the farm before they attend school in the morning. In Northbridge, our students are busy with sports practices 5 days per week after school and on Saturdays, and athletic contests begin at 3:30 p.m. on weekday afternoons, so as to be done before dark, therefore earlier start and earlier release times are what work with our extracurricular schedules in the states. Here, at Fairfield, students live very far from campus in some cases and must take busses home, which arrive promptly at 3:25, so the campus is fairly empty by 3:45 p.m.
This whole experience is probably the greatest lesson in tolerance and diversity that only a parent could dream about providing for their child. My wish is, that by the time we return home Micaela will come away with a mature outlook on the lifestyles of other cultures, and that she will gain a better vocabulary and list of modifiers with which to explain the differences she has observed.
British Sport: Cricket - "Boys of Summer"
Being a die hard sport enthusiast and having spent most of the past four years from the sidelines cheering on Zach and Micaela in their various athletic events, be it football (American football, that is) soccer (British football, that'd be), baseball, softball and basketball - and let's not forget those years of cheering on and coaching the cheerleaders (my girls) - I have been at a bit of a loss here in Britain without any sport to watch or attend. Not having the slightest idea of how to find any sport to watch, either live or on television, I definitely was feeling out of whack.
Mel, of course, came to the rescue here on this front as well. Her son, Mark, a recent "graduate" of Fairfield is an avid cricket player, and her husband is a sport enthusiast as well. During a recent visit to their home it was revealed that Mark would be playing in his last cricket game of the season this past Sunday - 6th September. I was eager to attend to watch and learn about this game. I was warned that cricket can last all afternoon and that I should be prepared with a book or something to read. The enticement, of course, was the promise of a visit to yet another English pub, as is the tradition following an afternoon of cricket.
Micaela and I prepared to be dressed warm and headed out the door for our first introduction to cricket. As it turns out it will probably be our last cricket match experience also, as the season is now over and we will be gone before another begins.
Cricket, is an interesting game, and to describe it as "long" may be an understatement. This match began at 1:30 p.m. and it ended about 6:30 p.m. This match was a "village" match, basically the US equivalent of two local "town" teams playing in intertown play. This was a "limited over" match, and these can last anywhere from 3 to 5 hours.
During my "cricket" education I was able to dispel a long standing myth... cricket and baseball have much in common...NOT. The only thing they have in common is that they use bats, balls and the object is to get as many runs as possible; after that...nothing. Oh - well, maybe the length of time it takes to play. EXCEPT - traditional cricket played at the "test" level lasts for five days. I have yet to see a five -day baseball game.
I would not classify cricket as a "spectator" sport, as we know them to be in America. Its pace would not be conducive to this, although the larger, and very important test matches here in the UK sell out by the thousands, especially the traditional Ashes tournament where the UK and Australia fight to take home a little pot of ashes each year and retain bragging rights as the best cricket team. This year, when I arrived in the UK, this event was being played. I did not see any of it played, but England won! Cricket is the kind of sport where people interested in the village matches can relax on the lawn for the afternoon, have some tea, indeed, between innings, of which there are only two, tea and sandwiches are served to players and spectators. It's all quite civilized.
There are moments of high excitement where many runs are made for one team, or a wicket and/or "over" is made by the fielding team and the spectators cheer and whoop. While I was not quite acclimated to when these moments had taken place, I appreciated being able just sit in the crisp, autumn air, with people enjoying watching their husbands, sons or boyfriends all participate in this game.
As far as the specifics of this game are concerned I won't even attempt to explain it. Suffice it to say that a "bowler", what we may know better as a pitcher, "bowls" to a batter and the batter hits the ball and the object is for the batters to run up the pitch and touch each batter box to score runs. The bowler attempts to get a "wicket" by knocking the wicket sticks out of place behind the batter or get overs by having the batter miss the ball.
Mark, Mel's son, was a top notch bowler. Watching him "bowl" did remind me a bit of watching Zachary pitch a baseball and the strain on the shoulder must certainly be the same.
Cricket match -CHECK. Rugby, Football (soccer), Netball and Basketball all yet to come!
Pictured above: Mark Williams warming up to bat, Behind him is are the "wicket" sticks; The cricket bat - it is somewhat flat, as opposed to round like a baseball bat; The ball - the one in the middle is a new, shiny ball. They are somewhat hard like a baseball; The scoreboard. \
The video above is Mark bowling...
Saturday, September 5, 2009
First Trip to a Proper English Pub
Teacher training days in Northbridge should be this good so someone let the new principal know he has his work cut out for him next year! *wink,wink*.
The "second half" of Friday's first day of work for the Fairfield staff consisted of lunch, courtesy of the headmaster, at the local pub called The Pandy Inn, located in Dorstone, Herefordshire, England.
According to the literature provided by the pub owners, Bill & Magdalena Gannon, and their Irish Setter, Apache,it is the oldest inn in Herefordshire. I also got a great history lesson from, Chris Barker, the Headmaster of Fairfield, about the local area. The Inn itself was built in 1185 by Richard De Brito to house his workers while they built Dorstone church to attone for his part in the infamous murder of Thomas Becket. (Northbridge students will be familiar with this particular historical figure.)
The bar in The Pandy Inn is a traditional English pub bar with a large fireplace, exposed beams, stoneworks and the beams are all lined with dried hops.
I noted that this was not the first pub using the word "pandy" in its name, as I turn left at The Old Pandy Inn on the 465 to travel to Mel's house. I learned that a "pandy" was a machine used to press leather into soft, pliable pieces of "fabric".
The bartender in the pub, Tim, was friendly and served up ice cold glasses of beer, ale, cider and juices to the Fairfield contingent. He also was kind enough to allow his photo to be taken for the visiting and perhaps overly enthused, American. Hey- what can I say, see this through my eyes, my first trip to an English pub...it was exactly the way I pictured it to be and I was excited!
The buffet was a spectacle of delectable and traditional English buffet foods. Most was yummy and tasty. Salmon is not my favorite fish, being a bit too strong for my taste and the quiche surprised me as the texture was much more creamy than I expected, more like a cream cheese texture rather than a firm egg flavor and texture, nor was it served warm as it would be at home, so my palate was shocked by that taste experience. The desert was yummy and most certainly must have been low calorie...a berry and apple bramble (or crisp as we would call it) served over cream...yummy!
This is one opening day tradition I think Northbridge High could benefit from! Oh - wait - did someone tell me new contract negotiations are about to begin????......
The "second half" of Friday's first day of work for the Fairfield staff consisted of lunch, courtesy of the headmaster, at the local pub called The Pandy Inn, located in Dorstone, Herefordshire, England.
According to the literature provided by the pub owners, Bill & Magdalena Gannon, and their Irish Setter, Apache,it is the oldest inn in Herefordshire. I also got a great history lesson from, Chris Barker, the Headmaster of Fairfield, about the local area. The Inn itself was built in 1185 by Richard De Brito to house his workers while they built Dorstone church to attone for his part in the infamous murder of Thomas Becket. (Northbridge students will be familiar with this particular historical figure.)
The bar in The Pandy Inn is a traditional English pub bar with a large fireplace, exposed beams, stoneworks and the beams are all lined with dried hops.
I noted that this was not the first pub using the word "pandy" in its name, as I turn left at The Old Pandy Inn on the 465 to travel to Mel's house. I learned that a "pandy" was a machine used to press leather into soft, pliable pieces of "fabric".
The bartender in the pub, Tim, was friendly and served up ice cold glasses of beer, ale, cider and juices to the Fairfield contingent. He also was kind enough to allow his photo to be taken for the visiting and perhaps overly enthused, American. Hey- what can I say, see this through my eyes, my first trip to an English pub...it was exactly the way I pictured it to be and I was excited!
The buffet was a spectacle of delectable and traditional English buffet foods. Most was yummy and tasty. Salmon is not my favorite fish, being a bit too strong for my taste and the quiche surprised me as the texture was much more creamy than I expected, more like a cream cheese texture rather than a firm egg flavor and texture, nor was it served warm as it would be at home, so my palate was shocked by that taste experience. The desert was yummy and most certainly must have been low calorie...a berry and apple bramble (or crisp as we would call it) served over cream...yummy!
This is one opening day tradition I think Northbridge High could benefit from! Oh - wait - did someone tell me new contract negotiations are about to begin????......
Fairfield High School: First Days
This week, Thursday and Friday, I spent my first two days at Fairfield High School for "teacher training days." This might be a bit of a misnomer, especially compared to the opening days at Northbridge High School.
Thursday at Fairfield was an "optional" day. Micaela spent the day with her new friend Penny and she met some other girls from Fairfield, so I drove in with Mel. We arrived at 9 a.m. and headed to our classrooms. All the staff in my department were present and we each spent the entire day...yes, I repeat, THE ENTIRE DAY, in our individual classrooms where we were able to get things prepared for the return of students on Monday.
I was able to explore cupboards, files, drawers, technology files, unit plan notebooks, and ask a zillion questions of Mel, Jayne & Jo. I also had some very delightful conversations with the department teacher trainee, Ruth, who will have residence in the workroom off the main classroom. I was able to unpack the few things I had brought with me to help teach the various novels I will be responsible for and the trinkets I brought from NHS. It was during this time that one of the simplest of things, which I take for granted every day in my classroom at home, became the most coveted and sought out piece of equipment for about 10 minutes...an electric pencil sharpener. Yes, that's what I said, an electric pencil sharpener. Having brought about 50 unsharpened pencils with me I needed to sharpen a few to write some notes about things I needed to pick up. Electric pencil sharpeners are not here... pencils are sharpened with small handheld twisty blades... it became the first thing on my list. BUT, do you know that I have been to ASDA and a top notch stationery store, and the only thing I could find was a battery operated pencil sharpener...which I now own! No electric pencil sharpeners to be found.
During my rapid firing of questions, which I am sure must have been most annoying, because I was irritating myself by having to ask them, I finally had a lightbulb moment! I have struggled for months trying to decipher the "year plans" that were sent to me and I just could not get my head around what goes on with the schemes of work, the timetable, the switching of units, the alternating between "set" groups and "house" groups and I definitely did not have any concept map in my head to relate any of it. I was especially confused by the Year 11 schedule where I am to teach Of Mice and Men, and Mel & Jayne teach other pieces of literature, but it never seems to rotate. After asking to see a GCSE exam, and having it all explained to me by Mel in relation to the year plans, it all became instantly clear to me and I no longer felt like a "stranger in a strange land".
At that point I diligently set out to fill in my "diary", or plan book as we call it at home, and make all the shifts in lessons/units for each year I will teach at the appropriate times on the calendar. Suddenly everything seemed less daunting and made complete sense to me! The rest of the day was very productive and we finally headed out the door around 4 p.m. I made it home for 5:30 p.m., thoroughly exhausted.
The information that made it all clear came in the gathering the knowledge that all Year 11 students have an element of choice in what they choose to be tested on in the GCSE, as a result they don't all read the same pieces of literature. The first four weeks of school are spent studying the novel and then they switch to house groups, where they study some poetry. Later in the year, they will switch back to their novel groups where they will begin specific preparation to answer the test questions on the GCSE.
Fairfield works with the AQA exam board, so the choices of literature on that test include Of Mice & Men, Lord of the Flies, To Kill a Mockingbird, The Catcher in the Rye, a prescribed anthology of Prose and other novels. All schools that work with the AQA examining board, throughout the UK, teach from a choice of these specific readings. The specific questions change from year to year, but each student must answer at least of one of two questions that are on the test for the specific novel they choose to study. Students may also use the text to assist with answering the questions. This is very different from the MCAS testing used at home, where any piece of literature read "in or out of class", that is appropriate for answering the question on the long composition portion of the test, can be used. Another difference is that students in the US cannot use copy of the texts they choose to write about. It is done strictly from memory and retained knowledge, and is not necessarily a piece of literture they have ever been specifically taught in their classrooms. For example, a student may choose to use a Harry Potter series novel or Great Expectations. One would not have been taught in class, the other would have been. The MCAS seems to be more skill specific and less literature specific; although specific skills are being assessed on the GCSE also. The second section of the GCSE involves specific poetry by Seamus Heney and Gillian Clarke, as well as Carol Ann Duffy and Simon Armitage - again more literature specific questions dealing with comparison of the poets and the choice of answering two questions; whereas the MCAS assesses poetry, non-fiction and fiction reading skills in a reading selection/multiple choice/short answer format.
Friday, day two, at Fairfield, began more traditionally with a full faculty meeting in the gymnasium, where the tables were arranged in an open square, seating was assigned and all the necessary paperwork for the first few days was neatly arranged at each place. The Headmaster, Chris Barker, began with general housekeeping and information, similar to what happens at home, except it was refreshing to have a healthy dose of humor added to his welcome. Laughter and giggles have not been a traditional part of back to school days at Northbridge.
This was followed by something I considered to be interesting and very different from what we do back home. Each new student, of which there were about 80 or so, entering into Year 7 (11 year olds, equivalent to our 6th grade at home) was discussed individually. Each child was discussed in relation to his or her academic ability level, social and disciplinary conduct, extracurricular activity strengths and interests, and his or her family history. In some respects I can understand why this may be helpful, as Fairfield has about 20 feeder primary schools and so may each student may be less well known as they progress up the levels to various schools. At Northbridge we believe each student should have a clean slate as they begin a new school, as many things can change for students from year to year; teachers should form their own opinions and develop their own impressions of students as the school year progresses. Also our confidentiality laws would prevent us from having these discussions about students outside the realm of an intervention team or school assistance referral process.
The morning meeting ended about 10:45 and we were free until 12:30 to go to our classrooms and again get ready for Monday. Yes, that's what I said, MORE classroom time! My American colleagues will understand the emphasis on classroom time, as that is not the case in America. If a teacher needs or wants classroom time, prior to the start of student school days, you must come in, on your own, before the required teacher days. The first two days of school are full of mandatory district staff and school building meetings, followed by department specific meetings, and oftentimes irrelevant professional development with speakers, workshops etc. Well, here at Fairfield, there was a mandatory second staff meeting, to take place at 12:30 p.m. which would last until 2:30 p.m. or so, at which time staff was free to return to school for more classroom time or depart for home.
One noticeable difference...this meeting was over lunch at the local pub, courtesy of the Headmaster! Staff was treated to an afternoon of camaraderie and a traditional English pub buffet, complimented by a full salmon (head and tail) served on a giant platter, various cold meats, quiche, potato salad, garden salad, coleslaw and bread. Finished by a fabulous berry bramble desert over fresh cream....YUMMY! I will say that traditional pub food, such as the quiche and the salmon were not my favorite, but the potato salads, meats and desert were all delicious and of course accompanied by an ice cold glass of Magner's Cider. (Warm beer and cider is a stereotype...everything I have had to drink here is ice cold!)
More to follow on the pub - separate post.
Thursday at Fairfield was an "optional" day. Micaela spent the day with her new friend Penny and she met some other girls from Fairfield, so I drove in with Mel. We arrived at 9 a.m. and headed to our classrooms. All the staff in my department were present and we each spent the entire day...yes, I repeat, THE ENTIRE DAY, in our individual classrooms where we were able to get things prepared for the return of students on Monday.
I was able to explore cupboards, files, drawers, technology files, unit plan notebooks, and ask a zillion questions of Mel, Jayne & Jo. I also had some very delightful conversations with the department teacher trainee, Ruth, who will have residence in the workroom off the main classroom. I was able to unpack the few things I had brought with me to help teach the various novels I will be responsible for and the trinkets I brought from NHS. It was during this time that one of the simplest of things, which I take for granted every day in my classroom at home, became the most coveted and sought out piece of equipment for about 10 minutes...an electric pencil sharpener. Yes, that's what I said, an electric pencil sharpener. Having brought about 50 unsharpened pencils with me I needed to sharpen a few to write some notes about things I needed to pick up. Electric pencil sharpeners are not here... pencils are sharpened with small handheld twisty blades... it became the first thing on my list. BUT, do you know that I have been to ASDA and a top notch stationery store, and the only thing I could find was a battery operated pencil sharpener...which I now own! No electric pencil sharpeners to be found.
During my rapid firing of questions, which I am sure must have been most annoying, because I was irritating myself by having to ask them, I finally had a lightbulb moment! I have struggled for months trying to decipher the "year plans" that were sent to me and I just could not get my head around what goes on with the schemes of work, the timetable, the switching of units, the alternating between "set" groups and "house" groups and I definitely did not have any concept map in my head to relate any of it. I was especially confused by the Year 11 schedule where I am to teach Of Mice and Men, and Mel & Jayne teach other pieces of literature, but it never seems to rotate. After asking to see a GCSE exam, and having it all explained to me by Mel in relation to the year plans, it all became instantly clear to me and I no longer felt like a "stranger in a strange land".
At that point I diligently set out to fill in my "diary", or plan book as we call it at home, and make all the shifts in lessons/units for each year I will teach at the appropriate times on the calendar. Suddenly everything seemed less daunting and made complete sense to me! The rest of the day was very productive and we finally headed out the door around 4 p.m. I made it home for 5:30 p.m., thoroughly exhausted.
The information that made it all clear came in the gathering the knowledge that all Year 11 students have an element of choice in what they choose to be tested on in the GCSE, as a result they don't all read the same pieces of literature. The first four weeks of school are spent studying the novel and then they switch to house groups, where they study some poetry. Later in the year, they will switch back to their novel groups where they will begin specific preparation to answer the test questions on the GCSE.
Fairfield works with the AQA exam board, so the choices of literature on that test include Of Mice & Men, Lord of the Flies, To Kill a Mockingbird, The Catcher in the Rye, a prescribed anthology of Prose and other novels. All schools that work with the AQA examining board, throughout the UK, teach from a choice of these specific readings. The specific questions change from year to year, but each student must answer at least of one of two questions that are on the test for the specific novel they choose to study. Students may also use the text to assist with answering the questions. This is very different from the MCAS testing used at home, where any piece of literature read "in or out of class", that is appropriate for answering the question on the long composition portion of the test, can be used. Another difference is that students in the US cannot use copy of the texts they choose to write about. It is done strictly from memory and retained knowledge, and is not necessarily a piece of literture they have ever been specifically taught in their classrooms. For example, a student may choose to use a Harry Potter series novel or Great Expectations. One would not have been taught in class, the other would have been. The MCAS seems to be more skill specific and less literature specific; although specific skills are being assessed on the GCSE also. The second section of the GCSE involves specific poetry by Seamus Heney and Gillian Clarke, as well as Carol Ann Duffy and Simon Armitage - again more literature specific questions dealing with comparison of the poets and the choice of answering two questions; whereas the MCAS assesses poetry, non-fiction and fiction reading skills in a reading selection/multiple choice/short answer format.
Friday, day two, at Fairfield, began more traditionally with a full faculty meeting in the gymnasium, where the tables were arranged in an open square, seating was assigned and all the necessary paperwork for the first few days was neatly arranged at each place. The Headmaster, Chris Barker, began with general housekeeping and information, similar to what happens at home, except it was refreshing to have a healthy dose of humor added to his welcome. Laughter and giggles have not been a traditional part of back to school days at Northbridge.
This was followed by something I considered to be interesting and very different from what we do back home. Each new student, of which there were about 80 or so, entering into Year 7 (11 year olds, equivalent to our 6th grade at home) was discussed individually. Each child was discussed in relation to his or her academic ability level, social and disciplinary conduct, extracurricular activity strengths and interests, and his or her family history. In some respects I can understand why this may be helpful, as Fairfield has about 20 feeder primary schools and so may each student may be less well known as they progress up the levels to various schools. At Northbridge we believe each student should have a clean slate as they begin a new school, as many things can change for students from year to year; teachers should form their own opinions and develop their own impressions of students as the school year progresses. Also our confidentiality laws would prevent us from having these discussions about students outside the realm of an intervention team or school assistance referral process.
The morning meeting ended about 10:45 and we were free until 12:30 to go to our classrooms and again get ready for Monday. Yes, that's what I said, MORE classroom time! My American colleagues will understand the emphasis on classroom time, as that is not the case in America. If a teacher needs or wants classroom time, prior to the start of student school days, you must come in, on your own, before the required teacher days. The first two days of school are full of mandatory district staff and school building meetings, followed by department specific meetings, and oftentimes irrelevant professional development with speakers, workshops etc. Well, here at Fairfield, there was a mandatory second staff meeting, to take place at 12:30 p.m. which would last until 2:30 p.m. or so, at which time staff was free to return to school for more classroom time or depart for home.
One noticeable difference...this meeting was over lunch at the local pub, courtesy of the Headmaster! Staff was treated to an afternoon of camaraderie and a traditional English pub buffet, complimented by a full salmon (head and tail) served on a giant platter, various cold meats, quiche, potato salad, garden salad, coleslaw and bread. Finished by a fabulous berry bramble desert over fresh cream....YUMMY! I will say that traditional pub food, such as the quiche and the salmon were not my favorite, but the potato salads, meats and desert were all delicious and of course accompanied by an ice cold glass of Magner's Cider. (Warm beer and cider is a stereotype...everything I have had to drink here is ice cold!)
More to follow on the pub - separate post.
Wednesday, September 2, 2009
Exploring Hereford
So today Micaela and I went into the small city of Hereford, England - which is close to Fairfield High School. Micaela needed to pick up a couple more things for the school uniform. Yes, students here in most schools wear uniforms. The store we went to was in the Mayford Shopping Center and was full of racks of black pants, black skirts, white polos with various monogrammed insignia for multiple schools in the area, sweatshirts, rugby shirts and shorts for physical education classes and ties for young men.
I actually think I like this idea of wearing a school uniform, and quite frankly, would have liked to purchase one of the school sweaters for myself. Back home dressing in school clothing for spirit events, homecoming and various athletic events is a normal thing...why not for the daily teaching of class. I like it...and think of how much money it saves in a child's wardrobe! How easy it is to get dressed each morning!
Overall, I loved the city of Hereford. It was exciting and energetic. The cathedral was a marvelous wonder, and Miss Sweeney will understand how I felt when I walked in to it, because it was as if I had walked in to Notre Dame for the first time all over again. On another trip to Hereford, which will be soon, I will take multiple photos of this area and go on a tour of the cathedral, which is also home to the Mappa Mundi. *Homework - go google it!
Hereford also has its own professional football team, the Hereford United.
The shops in the Mayford Center were plentiful and there were a myriad of the usual chain stores we have seen, as well as some very unique small posh stores.
Stay tuned for more adventures in Hereford! Now its getting interesting...!!!
I actually think I like this idea of wearing a school uniform, and quite frankly, would have liked to purchase one of the school sweaters for myself. Back home dressing in school clothing for spirit events, homecoming and various athletic events is a normal thing...why not for the daily teaching of class. I like it...and think of how much money it saves in a child's wardrobe! How easy it is to get dressed each morning!
Overall, I loved the city of Hereford. It was exciting and energetic. The cathedral was a marvelous wonder, and Miss Sweeney will understand how I felt when I walked in to it, because it was as if I had walked in to Notre Dame for the first time all over again. On another trip to Hereford, which will be soon, I will take multiple photos of this area and go on a tour of the cathedral, which is also home to the Mappa Mundi. *Homework - go google it!
Hereford also has its own professional football team, the Hereford United.
The shops in the Mayford Center were plentiful and there were a myriad of the usual chain stores we have seen, as well as some very unique small posh stores.
Stay tuned for more adventures in Hereford! Now its getting interesting...!!!
Tuesday, September 1, 2009
Rising Prices at the Pumps.
This could be a headline in the United States! It was the headline in the UK today. The government has just added a 2 pence per liter tax to petrol. Pumps in the UK dispense petrol by the liter. The price per liter is averaging (according to the news station) at 1.02 (one pound, 2 pence) - that takes into account, as of midnight the new tax. There are four liters in a gallon. That means the price per gallon is 4.08 (four pounds, 8 pence). Take into account the exchange rate, which as of today calculated at $1.00 USD =.61 pence. So in dollars, the cost for a gallon of gasoline here = $6.67. On Sunday, I purchased petrol, it cost me 1.02 - I will check today at the same station and see if it has risen to 1.04 per liter. Add a 90 minute round trip drive each day to school and you have a tight budget. According to Sam she usually spends 40 pounds to fill her tank - TWICE a week. That's about $130.00 per week, just to get to school. At home this is my weekly budget for gas, food, daily coffee, incidentals and a Friday afternoon "pub hop" with snacks! Culture shock...defined by petrol prices at the pumps.
The UK government has instituted this tax in order to "beef up" their fledgling national treasury. Basically the government is broke. Sounds like a familiar story doesn't it?
Update - since I wrote this blog, about 7 a.m. in a three hour span, the price at the pump where the news broadcaster has been stationed to do his story, has risen by two pence, to 1.04 per liter...the pumps across the street from his location have remained at 1.01 - price wars have begun!
The UK government has instituted this tax in order to "beef up" their fledgling national treasury. Basically the government is broke. Sounds like a familiar story doesn't it?
Update - since I wrote this blog, about 7 a.m. in a three hour span, the price at the pump where the news broadcaster has been stationed to do his story, has risen by two pence, to 1.04 per liter...the pumps across the street from his location have remained at 1.01 - price wars have begun!
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