The Listening Ladybug

We get in our cars and Christmas music is on the radio, right after Halloween. We see the drive through beverages get sprinkled with peppermint. We start planning lessons with a holiday vibe.

All of these things can be lovely and delightfully festive, but if you are itinerant the holiday season, in school, can be a real bummer. I know not everyone feels this way, but I have seen a few comments on Facebook posts and I know I am not the only one out there feeling the itinerant holiday blues. Being on the go all day does not pair up with Christmas parties and Secret Santa.

Sometimes being itinerant is beyond great. We see a situation or work in situations that look stressful….are stressful and we get to leave when our time is up. If you are like me you still think about difficult students and situations after you leave, but I am not in it all day. I say a prayer for that teacher or team and move on to the next place in my busy day. This is a definite bonus to traveling.

Once the weather turns and the holidays start to happen I feel an internal shift. I do not love the cold, so that definitely adjusts my mood, but I think last year I really felt bummed out and left out of all the holiday spirit in school.

• I see students during the fun holiday staff lunches
• I am not in a place every day or at the right time to participate in fun group games or activities-like Secret Santa
• I often miss the sweet holiday performances because my time is up and I am moving to my next location.

If you read my blog regularly you know there are some amazing places and people I have worked with. I have had opportunities to feel part of something and I think that when that special something isn’t happening, it can be tough to get through a time of year that personally can feel stressful or overwhelming, then head into work and I think for me it creates a little grey cloud over my head…no mistletoe to be found.

This year I am going to try to put some holiday pep in my step and not fall into a candy cane induced pity party.

Festive Apparel

Ugly sweaters….bring them on!!! Maybe you don’t go that far, but try holiday or Christmas:

• Tee shirt
• Socks
• Earrings/jewelry
• Sweater or Sweatshirt
• Leggings

Looking festive can make you feel festive. Often these fun items are conversation starters. Students love it! This can be a simple way for you to blend into the holiday aesthetic.

Holiday Lesson Plans

Even though your classroom comes out of a bag like Mary Poppins and you probably are not decorating your work space, try to add that holiday magic to your lessons.

• Holiday Games
• Festive Manipulatives
• Books
• Worksheets
• Apps

These are a few of my favorites.

Look online for some inspiration. I love to find ideas on Pinterest and resources on Teacher Pay Teachers.

I know there are so many more amazing holiday books, but I try to stay away from ones I see classroom teachers read. I want my students engaged and not bored with a story they just heard.

Holiday Treats

Maybe consider a peppermint mocha, hot cocoa or hot cider to lift your spirits as you are traveling all day. I will still be following one of my cardinal rules…”If I can’t drive though it, I don’t do it.”

Add a Christmas cookie to your lunch box. #selfcare

See if there is a fun holiday lunch or staff get together you can attend. If it is something you would enjoy- it is worth an ask.

No matter where you are, the weather, the driving conditions…I am wishing you a Merry and Bright December.

If you have any suggestions or tips for December holiday survival comment, email…reach out. I would love to hear from you!

Readers gotta read and listeners gotta listen! Let’s turn the pages!

Restart

This novel is a great middle school pick. It has multiple characters and the chapters are character specific. The chapters are not incredibly long, so it is realistic to read a chapter during part of a session.

Many of my students have enjoyed this as a read aloud. It stirs up great discussion. The language is clear and relatable for middle schoolers. It addresses bullying in a multifaceted approach. As a reader you can see inside the minds of the bullied and the bully.

Depending on what your goals are you can easily work on comprehension, vocabulary and expressive communication skills.

Hello Universe

I am currently reading this novel and we are loving it. This is another story where individual characters tell the story from their perspective. My student is enjoying the story, but finds the chapters told from the bullies perspective harder to listen to.

Bullying is such a conversation and issue within schools. It is great that there are authors writing relatable stories. And I think it is so helpful when students can generate conversation from a real and deep place.

This story is particularly great, in my opinion, because one of the characters is hard of hearing and wears hearing aids. The author has done a wonderful job writing chapters from a hard of hearing girl’s perspective…..and the best part is she is not the character being bullied. She has struggles, but she is confident and strong. I love this so much. I want my students to read about smart, confident kids like them!

When we finish this book I am hoping to complete a resource to support this book. Stay tuned!

Because of Mr. Terrupt

I have read this novel with students as our read aloud and as classwork. This is how I was first exposed to the series. The first book is great and it is awesome for fifth or sixth grade students.

This is yet another book told by each character. I just realized this is a commonality with the books I have listed so far. I think the chapter break ups, personalities and perspectives make these books easy to stop and start for an itinerant teacher.

In this story there is a bit of humor, struggle, heartbreak, and friendship issues. This book is very accessible and relatable to 10-12 year old kids. There is great vocabulary and questions for discussion you can pull from each chapter.

If you do not have time or the inclination to pull the vocabulary and questions, there are really great resources you can find on Teachers Pay Teachers. I bought a resource and it is very helpful.

My Life in Pink and Green Series

I bought this series a few years ago. I had a female middle school student who needed to work on listening and engage in discussion. She needed alot of academic support and was not strong in ELA. I choose this series because it has a great friendship storyline, there are problem solving skills, but the story is light and breezy. Some kids already have heavy lives, sometimes I want to be a bright spot in their day.

These three books were an enjoyable read for both of us. This novel is told from the main characters perspective. Switching from character to character can overwhelm some kids, so this series was perfect for a student that has processing difficulties or learning disabilities. The language was also simple and believable.

We were able to use this series to tackle IEP goals and basic middle school life. I try to select books that will fully support my students. They are way more than their IEP and I strive to fully support them.

The Secrect Language of Girls Series

I think all three of these books are great. I borrowed them out of a middle school library. My student selected the first book and wanted to finish the series.

I was very happy to find out a student I once had, as a consult, also read this series. Both students loved these books, even though they are very different people and learners. I think that says alot for an author if you can touch different types of readers.

• Realistic
• Easy to read
• Easy to follow the plot
• Addresses friendship and social issues
• The characters grow and change over the 3 books

I loved how as a reader we followed these friends grow and mature, sometimes together and sometimes apart. That seems realistic and helpful as kids wade through the turbulent waters of middle school.

These are just some of the awesome books I like to use…I will be adding more in the future. I am fairly sure one of my schools will have a book fair again and I always love to look on Amazon. I also see a Barnes and Noble visit in my future. My mini me loves to read. Together we make a dangerous combination in a book store.

I know that libraries are a wonderful way to try new books out for free. I do this too, but if I love it and know I will read a novel multiple times-I purchase. This way I can sticky note it up, underline and highlight/tag pages.

Read, Research and Respond

If you enjoy reading with your students I hope you give one of these a try. Happy reading. Happy teaching.

Also, if you ever want to comment or share something I would love to hear from you. Also if you like this post and would be interested I being alerted to my next post you can always follow my blog.

I don’t know if it is just me, but I totally love it when I see a book fair roll into one of my schools. I love shopping for my students…or should I really say for myself. Haha. New books are right up there with new crayons, fresh markers and new stickers.

I love seeing new titles or titles I might have not been interested in at a previous sales. I have a good size collection already, but I get inspired by new authors and illustrators. New stories enhance a lesson that might be stale and in need of a reboot.

I had to get this one….the squirrels look so cranky! The title is a lesson in itself. It is very fun, fast moving and has a plethora of colorful and complex language. I am excited to use this with muti ages. I love being able to take something that seems like it is for my littles and use it with my older students.

I like stories that also have a series or style that my students recognize. There is something comforting in the familiar.

These Old Lady books are always fun. Why shouldn’t she go to space…she has already eaten so much on earth. She is limitless.

I have a few versions of the three little pigs and when I saw this one I had to have it. I think seeing characters and stories told from different perspectives helps students see that a story doesn’t need to be told just one way. I have a few versions of the Little Red Hen. I have loved those stories for 15 plus years. One so much it is taped together.

They are great to compare and contrast.

This book is adorable. It has great illustrations, humor and is actually informational. I love a book that teaches science in a fun and engaging way. It is sometimes a struggle for me to teach science concepts, so when I can cute it up I am all in!!

This title says it all. I think my students struggle at times to make friends. Sometimes it is communication issues or they are just shy. Either way I want each and every child to feel like they have one or two friends. School is tough sometimes…for teachers too and I think without friends it is even harder, so I think it is my job to help my students learn how to make connections.

This style of post will be reoccurring. I feel there will be new titles in my future….of course there will be! There are plenty of bloggers who review books…i am staying in my lane. I just want to share what I am using and my hope is it can work for you too.

Happy Reading with your students!!!

Sometimes when I read an IEP and I try to build a picture, road map or plan of where I want to see a student go. This to me seems normal and makes my type A heart happy. I love a plan!

I know the IEP is not the whole child-no matter what is written in the pleps, but if people have been thorough and truthful it should be a solid picture of a student. I would like to think I do a good job putting an IEP together, but I know there is always room for improvement, better ways to phrase things or different perspectives to look at when writing.

I recently saw a Facebook post of a teacher who was questioning a students abilities and progress. Not to expose to much of that story, but she had really great comments about the IEP not matching what she saw in her classroom. This got me thinking about what we write and what to do when the student in front of you doesn’t match with their document.

I think there are a few things to do.

STOP AND SLOW DOWN

Stop lesson planning for the moment.

INFORMALLY ASSESS

Think of some ways to gather data and notes that can show where the student’s present level really is.

• Language skills
• Communication skills
• Academic skills
• Social skills
• Advocacy skills
• Recent audiogram

DO NOT PLAY THE BLAME GAME

I would like to think many teachers are trying their best and think they have written an accurate report. Last year is over, look forward and breathe.

You can always ammend.

I think starting from now can go in two directions. The student may have less skills than reported or more. Maybe the IEP was accurate…students can regress or mature.  Either way the only way to make progress is be in the now.

START FROM NOW

Think about what needs to be addressed in the goals.

• What is measurable?
• Are you the only one able to collect and track the data? Sometimes this is the case, but think of how the team can work together.

Think about what is written in the PLEPs.

• Does the IEP reflect the students present levels?
• Are the needs/goals evident in the narrative?
• Are there other things to work on that are not a specific goal? Not every need needs a goal.
• Has parent feedback and concerns helped shape the narrative?

Once these things are looked and and adjusted start planning again. Now that you have a more accurate baseline it will be easier to plan and collect data.

Heading back to school can be a dread or something you genuinely look forward to. I really do look forward to getting back to work, seeing my students, and all of my colleagues. I love summer break, but it is temporary and now it is time to get back to ten month reality.

I think the one thing I do not look forward to is staff development or professional development. Not because I know everything…haha; I have lots to learn and love growing personally and professionally. It is the disconnect I have with what is offered. I say this with no disrespect to my employer, because I know it is difficult to find topics and presentations that fit a large organization. I have personally served on the planning committee and know it is difficult to find specific, helpful and relevant sources or presenters. Finding the perfect presenter or topic for hundreds of people is never going to happen.

With this being said I try to approach these moments with patience and grace. I listen for gems I can take away and add to my teaching treasure chest. I also try to seek out professional enrichment else where.

Motivational Speakers

I often enjoy these presentations. They are typically filled with true stories and humor. Who doesn’t need a back to school laugh?! Most of this humor is generated from a personal struggle. I can really appreciate the effort and inner determination people have to turn what could be percieved as a weakness and turn it into a strength. Hearing how they have turned struggles into success stories is inspiring. I also sometimes see past and present students within these stories of fear, frustration, isolation and lack of acceptance. I emphasize and try to think of ways I can turn these issues into non issues or head them off.

Webinars

These can be good or bad. I love the idea of finding new information at the click of a button however, getting everything you want in one webinar can be a challenge.

• Some are filled with amazing content
• Some are easy to listen to
• Some are visually appealing and engaging

Still searching for one that is the trifecta!

If you have watched or participated in a great webinar for teachers of the deaf, please share back! I know that Karen Anderson’s website and group of professionals puts out things of value, but I am sure there must be others….I just haven’t found yet.

Online Resources

Articles and Ted talks are a great way to keep up to date on advancement in deaf education, technology, finding motivation. I often will share out any good ideas with my colleagues. I have to admit I could be better at using these resources. The internet is always there. You can learn something new from your couch in your pjs!

Guest Speakers

If I have the opportunity to get information from a person who is job specific I find this incredibly rewarding. These sort of opportunities are very limited. I know my field is very specific, but getting information in this forum is probably my favorite.

Facebook

This is a resource that I have just started to dabble in. I have found that there are great groups out there. I can’t get hours for PD from comments and discussions, but I have read and learned alot from really great professionals. I enjoy knowing that questions I have maybe foriegn to the teachers I work with but not to the TOD community. Some people are out there driving MILES everyday, some are literally the only one in a large area and others are teaching in schools for the deaf-each of these people are relatable. It takes a village to raise a good teacher too!

Focus Group

I am very fortunate to work with a handful of TODs. We are an excellent team. We support and offer advice whenever needed. We try to meet on a monthly basis. Time is precious, but it is worth it when you get back so much. We provide each other support via email and texts. It is great to have a mini tribe to bounce ideas of of or just vent about things….if you are itinerant you know there are things that we do and see that typical classroom teachers never struggle with.

How do you Grow?

I would love to hear from you.

As an itinerant or person who travels for work…do you have a list of the best places to:

Copy, print, eat, park, and of course use the bathroom?

I know that I do. My time is limited and priceless at points in my day, so I need to know where I can have the best and most productive day. Work spaces are what they are. I try to make the best of any space a school will give me and I have written about awesome spaces in previous blogs, here I am focusing in on the other bits of my intinerant day.

Parking

So this is how I start my day…parking at my first school. Depending on the weather, my mood and if I am pressed for time where I park is very important. I typically don’t care in beautiful weather, but seeing that I teach on the run in all four seasons this location will change. This ties in directly to my mood. I am not a cold weather lover, so ice and snow prompt me to park as close as I can. I always find it interesting how being a few minutes earlybor late can alter where I park as well. One year parking as late as I could was best. I didn’t have to battle the parent carpool line.

Do you have a “spot”???

Printing and Copying

These two aspects to my job are incredibly important. I have had years where the only place I can get anything done is at home. I do not love this….last time I checked teachers don’t get paid enough, so if I can get work done for my students in their buildings, like the classroom teachers, I appreciate it very much. Ink can be pricey and I try to be thrifty!

So, I try to make the most of the resources provided to me. I am very thankful when I have access to these tools. I find I am more inclined to create more resources and activities. I am always trying to keep it fresh for my students and myself.

I have found that making a friend in a building or just asking is incredibly helpful. I never assume I can use resources, so I ask where and what I can use.

• Copy machine
• Printing
• Color prints
• Lamination
• Library books
• Website ID and passwords

Eating Lunch

If you have read other blogs you will know I am conflicted with eating lunch in school. Sometimes I enjoy it and look forward to eating with the staff I work with. I love building friendships. Then there are times I keep a low profile. This typically hinges on how welcome I feel.

Now there is a third reason I do not munch and gab with school peeps….it’s call zero time! I am running my gluten free, gingerbread girl, butt off and have zero time. This is sadly a reality for many itinerants. We run and often eat in between kids-which is in the car or in our work space.

I am sure there are other reasons that keep itinerants out of staff lunch rooms:

• Being outside in your car with the windows down, music playing and fresh air is a beautiful perk.
• Wanting to stay positive…I think we know lunchrooms can be a place to vent
• Needing alone/down time.

Restrooms

Now this seems to be maybe a tacky thing to mention, but in my world I like to know where the best pottys are!!! I think no matter where you work you care and have an opinion.

Things I look for or try to avoid:

• Location-I can not wander on a tight schedule
• Kids vs. Staff-primary sized toilets are a thigh workout, even for petite peeps
• Cleanliness
• The toilets and sinks-auto is awesome, the less I have to touch the better
• Staff bathrooms NOT off of a lunchroom….never understood this
• Hooks-I need a place to hang a coat or bag

As you can see I have thought alot about this. When nature calls…a girl has needs!

I really do love my job. Figuring out how to do my best doesn’t always have to do with lesson plans and materials. I am sure, no matter what you do, you too look for the best of the best to be an effective worker.

Here’s to rocking out your work place!

When I think of my place in a school, I always try to refer to myself as a guest (that famous song sings in my head)-no matter how many years I have worked in a particular district or building. I have been very lucky in my career to have worked in schools that have very much gone out of their way to make me feel part of the community (This is not going to be a complaint fest of all the places that do not have space for me to work or don’t have a welcome mat. Keeping it honest and positive). I think no matter how much or how little inclusion-just being included helps me be a better teacher.

Do you need to be included?

When I first started being an itinerant teacher I wasn’t sure how to navigate my role in a building. Those first years were very hard at times. Learning where to work, how to schedule, learning to read all the new faces was often overwhelming. Even after all these years I still stop and reflect, check myself and remind myself I am a guest.

I was very blessed to have worked in some great places my first handful of years. I got comfortable. I made friends. I was attached to my students. I think all of those things made me a better teacher. Feeling connected was great. I built relationships with staff, which had a very positive trickle down effect for my students. I find that when a building sees me as part of their community it makes me seem less like this stranger who pops in and takes a student-leaving my student’s classmates wondering. After a couple of years I started to in- service the kids and the staff. I want my student’s peers and friends to see me as a normal part of the school. It is very true I work in random spots and am not necessarily there everyday, but I don’t want to be a question mark, that leaves my student vulnerable to questions. Now if I have a student that is not comfortable with their disability I am stealthy with the classroom. Kids meet me in our spot. I find this is the case with older students or students that get my services even in 4th or 5th grade. For the students I get when they are little,”my littles”, I try to teach them, their peers and the staff that I am just part of the daily routine. This may not work for every itinerant teacher, but I want my students to feel proud of who they are and rock hot pink sparkle ear molds, if that’s what they love.

With this level of blending in I got too comfortable years ago. I was happy and I think those I was serving were happy too, but numbers changed and situations changed and I was relocated. I always knew this could happen, so when it did I shouldn’t have been surprised. It was devastating-I forgot I was a guest. I was loosing my tribe, my students, my routine and was going back to being the newbie. I hated not having my students the following year, but that I could make peace with. Teachers see kids move on every June. That is the norm. We itinerants are lucky, we get to follow kids. It is a total privilege. I get to see them really grow and become amazing humans. Even students that are a challenge-it is a total privilege to build that connection with them and their families.

Being a newbie, again, in a district or building was the hardest part. I lost my lunch peeps, knowing who could help me, I had to explain my role to EVERYONE again. I think having a tribe is essential. I teach better when I don’t feel like a weirdo that is begging for a quiet place to work. Starting over can be hard, but I did it….we do it right? It is the job. We move and groove. I always feel like I am that rolling stone….gathering zero moss. I need to remember I am a guest, no matter how amazing people are, no matter how much they include me, because it sucks to say goodbye.

I have been lucky again. I have been a welcomed guest for a handful of years in a great district. People know me and I know them. I have started to build a new tribe (still have connections to my old tribe) that gets me, understands my role, my students and how important they are. I am different this time around. I don’t have a lunch bunch. I know I am very welcome, but I am not sure I am strong enough to loose that daily routine again. I join in where I feel I can. I have baby walls, mini boundaries set to keep myself aware I am a guest or visiting for the year. Next year could bring an entirely new caseload.

So I guess I am questioning where is the balance in what we do? How vested do we get in a place?

Being vested in our students is not a question. That is why I get out the door every morning. In other posts I have focused on self care and recharging, which is essential, but I think if we have a tribe…. how vested we are in the adults we interact with also plays a vital role in how good we are as teachers. Maybe your tribe is the people in your buildings. Maybe the tribe you build is other TODs/itinerants you know. I am incredibly lucky to have an awesome tribe. I need these people. I couldn’t be as successful without their support, encouragement and honesty.

I think because of this tribe I know I am not alone when something happens that makes the job harder-someone is rude, I am forgotten about, equipment is lost or broken, my space gets taken over. They give me the courage to speak up for myself….never forgetting I’m a guest, keeping in my lane, but not being a doormat. I think that could be a whole conversation-how much do we take, flex or suck up?

When the school year ends I am typically happy about where I have been. I don’t foresee major changes for the next year, but I also don’t have a crystal ball, so I leave in June packing up all of my goodies and saying “I hope I am back”. I sometimes hate that part. But I have come to accept it.

I can also see the other side of the itinerant coin. Where being in a new situation every year is great. How being able to be in and out alleviates stress and pressure. I know there are people that love that new feeling. They enjoy being low key. I guess that is what makes being an itinerant teacher so unique. We get to design our job. We can shape and mold what it looks to others and ourselves.

Where do you fall in this continuum?

Do you want to be the out there flying your flag or be the quiet and almost invisible guest?

I don’t think there is a wrong answer here. There are so many factors in defining ourselves. We as itinerant teachers have a freedom and responsibility to our peers. My work bestie and I always say it takes a certain type of personality to not abuse the freedom traveling all day brings, the flexibility in how “seen” we want to be and the awesome ability we have in adjusting ourselves to all the people and places we visit everyday.

(Photos above are from my amazing spaces in my favorite schools. The photo at the top was taken in September. By June it was covered in student work-with their names and idiom posters & a growing word wall.)

I am proud of the job I do. I try to make my profession look good. I am sure you do too-being itinerant is not easy and not for everyone. I’d love to hear from you. Your perspective, feelings and stories. Let’s keep on traveling together!

As a teacher of the deaf I am always thinking about communication and language. My hearing impaired students have varying levels of need. One thing I have observed is how they will not always join in discussion groups.

I am very aware that is also true of their hearing peers. Sharing an idea, answer or opinion can seem risky. Many people don’t like to step outside their comfort zone. This commonality got me thinking…

What can I do or create to help facilitate teacher supported group discussions???

How can the “talkers” share less?

Limit opportunities to share in a discussion.

How can the “non-talkers” share more?

Provide an expectation for joining in.

Inspiration

I recently attended a workshop and the presenter was sharing ideas about student engagement. Many of these methods and techniques are difficult to use in a one to one session, but I tried to take something away. The presenter shared the idea of using something…any manipulative for turn taking in group discussions.

Light Bulb Moment

I love the idea of a visual, tangible item representing a turn, but the thing/object has to be simple, not a toy and easy for teachers to use. No teacher I know wants a distraction, but most love cute or visually appealing tools and resources. Affordable too!

Chat Chips

I got to work creating something I think teachers and therapists can use in their large and small group discussions. These Chat Chips allow for balanced conversation. Each student has to “chip into” the discussion-however many times the teacher determines. There are rules and guidelines established by the teacher.

Talking is great, but students need support to effectively participate. A great group discussion looks like everyone sharing; not one or two voices dominating the conversation, with other voices purposely silent. Creating a fair and balanced dynamic can be difficult and takes practice.

Teacher Driven….Balanced Discussion

These Chat Chips are a positive way for all students to let their voice shine.

Teacher Supported…Balanced Conversation

Prep for Success

Print and Copy

Laminate for Durability

Cutting and Storage

I printed and laminated these in minutes. I used a zipper pouch for storage. I love these pouches because they are not expensive, but durable. Students can keep in a binder or desk. Zip bags could just as easily be used for storage.

I always like a resource with options. There is a transparent option that is perfect for printing on colored papers or pattered paper.

Implementing and Making Routine

Thinking about how to use these is going to be specific to classroom needs. There is no right or wrong way to use these Chat Chips-but clear expectations and routine will make them a positive and productive conversation tool. Starting in the beginning of the year is optimal, but they can be introduced at any time.

The way they are used can also fluctuate. The needs of the classroom may change throughout the year-thus the rules and expectations can follow suit.

Teacher Choice….Student Expectations

Once the Chat Chips are ready and the plan is created….start using. Hopefully group discussions will be more productive and collaborative.

Happy Planning!!!