Those who are familiar with rock band parodies of the 1980s may recall the deliberately B movie “Spinal Tap” with its famous line (about one character’s new and improved amplifier, and punctuated with heavy British accent), “Mine goes up to 11!”.

Well kids, mine goes up to 109!  And what’s more, it begins at  -6!!! 

Lucky me, I had amongst my helpers this week a tenured math professor from York, who kindly agreed to re-create my number line.  He did so in rather a meticulous fashion, taking considerably longer to complete the job than I had anticipated.  It was, however, a masterpiece once complete, and it now sits proudly laminated and affixed to one of my bulletin boards, awaiting the awe and wonder of 20 Grade 3 students next week.  (It has already garnered much commentary from my envious colleagues, whos number lines -- if they even have one -- only go up to 20, or at best, 100!)

I sent the happy professor a photo of a commercial number line for sale at Staples this morning, along with its price.  I soon rec’d his reply; according to his calculations, his work then was worth approximately $1.00 per hour.  Considerably less than he makes at York, I would presume.

“Yes, but, mine goes up to 109”!

Exciting times in room 16:  Thanks to the help of various volunteers I managed to rope in this past week, my Literacy CAFE menu is up, as is my beautiful new number line, and... BEHOLD!  My new Smart Board!  Delivered, installed, and even plugged in!  Tremendous! 

Now, on to the serious planning... yikes!

As I pondered my sleeping 8-year-olds the other night, it struck me how very much like babies they still were, despite their apparently growing social maturity during daylight hours.  I also considered the fact that I would be teaching grade three once again this year, essentially the same grade my own children would be in.  Did I realise last year how very young and fragile my students were?  Comparing them to my sleeping babies was a real wake up call (no pun intended).

Conversely, as I recalled my own childhood, and the particular emotional turmoil I myself was going through at that age (we were in the midst of a MAJOR family trauma at the time, and school was my “escape” from the harsh reality at home), I realised that Grade 3 students are also at an age there they can think deeply about considerably complex concepts.  Despite their childishness, they have the capacity for an emotional maturity – depending on their life circumstances – that is frighteningly deep. 

Had I given my own grade 3s last year enough credit, I wondered, for the sort of emotionally challenging demons they might be wrestling with, even while they were still, in so many ways, such babies?

Grade three students are truly in the midst of the incredible years, soaking up new ideas and information, and, in most cases, finally having enough vocabulary to express considerable opinions about these ideas.  It will be an interesting challenge as I strive to teach them from 8:30 to 3:30, and parent them 5 – 8 p.m. each day this year!

After months of focussing on the wage increase teachers are allegedly demanding (we're not!!!), finally, an article that gets it right!  The Toronto Star's piece by Thomas Walkam gives an excellent overview of the REAL issues with McGuinty's "putting students first" legislation.

As Walkam points out,

City TV's media coverage  of yesterday's rally is also decent. 

Walking into a classroom piled high with largely unmarked boxes, and wading though mountains of furniture in need of cleaning and arranging is an experience that never gets less overwhelming for me.  

It astounds me every year when people seem surprised that I -- a teacher -- am going to work this week… They seem confused.  

“Doesn’t school start after Labour Day?” they ask, and it is all I can do not to reply in a snotty voice, “yes, but the classrooms don’t set themselves up, and unfortunately we haven't yet developed self-writing daybooks or lesson plans.”  

Instead, I try to jovially explain that there is lots to be done before the children arrive on Tuesday.

The first order of business yesterday morning was wiping down every shelf in the room, with a damp cloth, in order to remove the layer of dust and grime that was three inches thick, so that I would have somewhere to put the items in the the 100 or so boxes, should I ever work up the courage to unpack them.

Proud of my 45-minute cleaning and wiping accomplishment, I discarded the now-black cloths I had used, and went to chit chat with a colleague down the hall.

Then it was time to begin unpacking bins and boxes.

Unfortunately, I had not labeled many of my storage containers when they were hastily packed amidst various PD- and illness-related absences in June, and so now, every new box was a treasury of surprises.  Perhaps most challenging was “where are the scissors?”  By some miracle, I unearthed that box early on, and managed to locate the scissors, so that I could more easily cut open the tape that so securely bound subsequent boxes.

Setting up the basic structure of the classroom is foundational, and must be done before timetables and lessons can be printed and planned, or pencils handed out, or coat rack labels made and posted.  But doing so requires some careful consideration and reflection.  Where should things best go?  What worked well last year?  What changes will need to be made, and what will be the practical implications and side effects of those changes?  This refection is often done while standing in the middle of the room.  

The teacher stands -- hands on his hips -- amidst the chaos, surveying and taking stock of his surroundings.  To the untrained eye, it may look as though he is staring around blankly, as he may appear completely lost and bewildered.  But rest assured, reader, that in the teacher’s mind, a whole literacy program is unfolding, a flow for handing out math manipulatives or distributing art supplies or science materials is being developed, and effects of classroom set-up on behavior management are being considered.

Eventually, the teacher comes out of this trance-like state, and begins moving things physically, or making lists to organize tasks to be completed over the coming days.

Sometimes, when there is a mental block, a walk down the hall to chat with and distract other, harder-working colleagues can be helpful.  I myself spent several hours engaged in such activities, taking with me various snacks to endear myself to the colleagues whose classroom work I was disrupting.  Many new ideas emerged during these wanderings, and when I returned to my own classroom just before lunch, it was with a new-found vigor for the task at hand.

Happily, a generous friend visited in the afternoon and obliged me with several hours of unpacking boxes, sorting and arranging reading corner books, and with planning and developing a number line which I hope to post on the wall in my classroom later this week.

A colleague who was a little more organized and further ahead, and her two children, also donated their time, unpacking recess board games, helping sort math picture books, and stapling bulletin board trim up.

Although we had to leave the school by 3:20 p.m., an early start the next morning on my part ensured that I had made considerable progress by the time I left to go march in the protest rally at Queen’s Park at noon.

I can now see the surface of my desk, and I know where to locate pencils, spare staples, sticky tack and tape!

Three days remain to set up the classroom and plan for students’ arrival the first week back.  There is still much to do, and many ideas to sift through… every September follows some similar rituals and routines, but each start-up also tends to have its own distinct flavour as I try out new ideas, or refine old favourites.

I am looking forward to putting the finishing touches onto the learning space in the days ahead so that I can get down to the business of planning the welcome, introduction and learning for my new set of students this year!

Frustrating as it was to take a "day off" from sweating in my verstuffed and un-airconditioned classroom, heading down to Queen's Park today to stand in solidarity with thousands of other unioned workers across the province seemed to me a necessary move, given the circumstances.

It was Alex and Simon's first protest rally, and they enjoyed waving signs screaming "Stop bullying my Mommy!" and "Looking for $?  How About Cutting EQAO" about in the air.  They soon grew tired of the excitement and crowds, however, and shortly after meeting Trevor there, decided they were done with protesting.  He took them back to the west end on the Subway, and I stayed a little longer with a colleague and his family, before heading home myself.

A few photos below, and -- for those seeking media coverage of the event  -- a link to CTV news (I especially like the part starting at 1:19), who reported the message we have been trying to educate the public on, that it is NOT about the money, that we are NOT expecting or demanded a wage increase, and that it IS about the protection of and respect for the collective bargaining process, both for teachers and other unionized workers across the province.

(click to enlarge)

As I told my kids when we checked into the impressive Fairmont Montebello late Thursday night, "this is where the rich people vacation... and us, too."

The absolutely phenomenal family resort we are staying at for a few final days of vacation enroute home from our place out east this summer promised to offer some rest and relaxation for parents:  The activities for children were plentiful, and our boys were excited about staying there for a few days.

Alas, the “daycare” was only open in the morning, and the afternoon activities were non-supervised events.  Twin A would have been just fine on his own, however, Twin B is going through a bit of a “clingy” phase, and decided that he’d rather hang out with us.  All the time.  Every minute of every day.  :-)

Even the movie and popcorn in the evening, a big hit in years past, did not entice the cling-on to hang out with the other kids for an hour.  He chose instead to go to bed early, even while his brother happily partook of the snack and movie with strangers both nights we were there, and insisted that we stay IN THE ROOM rather than head out to the lobby for a bit.

So much for some adult time off, hehe.

The nice thing is that we got to do some fun and unexpected things together:  For example, I rode a tandem bike for the first time ever.  We also went on a short nature walk, and saw a BIG and very colourful woodpecker working on a nearby tree.  Many hours were spent in the several pools and hot tubs on the property.  We went horseback riding, played mini-golf, badminton and Candyland, and even raced remote control cars around a track! 

Truly, we squeezed every drop of fun out of the resort (even if it was at all times accompanied by the kids)!

And now, now it is time for one final long drive for the summer, back to Toronto.

I don't like to "mud-sling" on my blog, but I feel strongly that it is important for voters to know that Ontario's education minister is condoning (and indeed instigating) mistruths about this province's teachers and education workers.

As her govt prepares to introduce a (possibly illegal) bill, one which will most certainly be taken to the Supreme Court, Broten has taken a perplexingly antagonistic stance against teachers: In a recent Toronto Star article, she was quoted as saying,

                       “I don’t believe the average Ontario worker
                               would expect to get a 5.5 per cent pay increase
                              after taking the summer off and refusing to negotiate,”
                                                                                      

I agree with her, of course, but am confused about why she was saying this in the context of teachers.

No teacher I know expects a pay raise this year.  We don't even expect cost of living increase.  We do expect to keep benefits negotiated over several decades by our predecessors... contractual benefits like sick days, for example, which are criticial in a profession where one is often surrounded by germy "speciments". 

How is such an expectation unreasonable?

I'm also unclear about her claim that teachers are refusing to negotiate.  As far as I understand it, our contracts don't expire until the end of August.  As is our legal right and responsibility, we gave notice -- via our unions -- to negotiate with our local boards several months in advance, as we always do.  Those negotiations have not yet begun.  Our federations' unwillingness to be told what to do at a so-called "Provincial Discussion Table" (PDT) by a government that has clearly lost its mind is not surprising, nor does it constitute an "unwillingness to negotiate", as far as I can see.

Finally, let's address the summers off once again, shall we: 

This year, after 17 years in the profession, I finally took a "summer off".  (Usually I take or teach courses for at least part if not most/all of the summer, as do many of my colleagues).  During this "summer off", I studied copiously for my pilot license written exam, a pursuit that has made me a better teacher over the past two years, because it has forced me to consider learning new and difficult things from a student's perspective.  I also have read several professional books, and developed templates and plans for inclusion in my classroom this year.  I have engaged in professional dialogue -- both in person and via email -- with several other educators, including a few newer teachers that I mentor, and some more experienced ones who mentor me.  As will most of my colleagues, I will be spending at least one week of "unpaid" time at my school, setting up my room, preparing first week plans, and meeting with colleages to plan for September. 

I suppose -- as in every profession -- there are some "slackers", who do only the minimal amt of work, and who avail themselves of every holiday as an opportunity to do absolutely nothing, rather than seek professional development, or properly refresh and recharge in order to better meet the next set of challenges upon returning to school.  I am not one of those people, and I find it insulting when our education minister implies that I am.

This so-called "Education government"'s about-face over the past 8 months is disgusting.  The ramifications of their behaviour on students and the public will be significant.  If they proceed with this legislation, we will be taking them to court, as is our constitutional right.  We will be using our own personal funds to do so, union dues saved out of deductions from our collective pay cheques over the years. 

The government, on the other hand, will be using YOUR tax dollars to defend their probably illegal actions!

If you are as outraged as I am, please email your MPP to let them know you oppose the Liberal's lies about educators, and are uncomfortable with the government's proposed bill.  Please also consider joining the rally at Queen's Park on Tuesday August 28 to show your support for public education.

Well, it’s that time of year again, where we teachers pull our noses out of the professional books and/or other distractions we’ve been hiding behind all summer, look at our classrooms, and think, “how is this all going to be ready by Sept 1?!”

In the case of myself and my school colleagues this year, an added challenge comes in the form of newly painted classrooms.  For many of us at my school, the last few weeks of June were spent madly stuffing things into any box we could find in order to empty out the classroom in time for the painters to begin their jobs July 1.

To say that I did so in an orderly fashion, taking the opportunity to discard items I no longer need, and neatly labeling things for easy unpacking in August, would be to tell an untruth.

And so, in addition to the mass of furniture stuffed into my room needing to be organized and set up, I will be coming back to at least 100 boxes of independent reading books, math texts and various other odds and ends that will need to find a home on a shelf or elsewhere in my room.

To make matters worse, the government is threatening to pass all manner of legislation that will negatively affect teachers and other education workers (and therefore, students), so a rally is scheduled for Tuesday August 28th, right in the midst of prime classroom set up time!

Yikes!

Happily, two dear friends stopped by earlier this week while I was still driving back from PEI, to set up the bones of the classroom.  They took some photos; as I opened the email enroute from New Brunswick to Quebec City on Tuesday, I could feel my blood pressure rising!  WHEN AND HOW WILL I DO IT ALL??!!

This week, my girlfriend is reading “The Literacy Café” and various Math resources to me while I drive, and as I daydream about how I am going to implement all the wonderful suggestions they make into my class this year.  

Next week, I will have to stop daydreaming and start unpacking.

I have begun praying for strength and miracles.

Driving the highway into Quebec City, I could feel my stress level rising.

To a city dweller, QC may not seem like such a large urban centre, and in absolute terms, perhaps it truly isn’t.  However, after nearly 6 weeks immersed in the peaceful tranquiltity of one of PEI’s more rural settings, Quebec City seemed like an almost impenetrable maze of noisy people, busy roads, and general hustle and bustle.

Happily, we soon found our hotel, Fairmont’s famous and historical Chateau Frontenac, and retreated into the relative serenity of our room for the evening.


During our stay, the boys enjoyed several visits to the hotel pool (which was conveniently located on the same floor as our room) and I enjoyed a visit to the spa! 

The next morning, the boys were up bright and early, and we let Tats sleep in while we enjoyed a breakfast for fresh fruit and made-to-order omelets and french toast.  Then it was off to the cathedral (Notre Dame) to light some candles for our many departed (the boys chose their great grandpa and Spencer to commemorate, and I lit a candle for my mother). 

The now infamous “penis shop”, a Bali folk art store so named by Alex and Simon during previous trips to the Montreal Jazz Festival for the shop window's impressive display of wooden penises in an array of shapes and sizes, was still closed, so we went back to the hotel to chase our Tatsy out for breakfast.

After she had a relaxing tea and croissant, the good woman took the kids off to the Old Port to check out a maze which the Frommer’s Guide had promised was well worth the visit.  (As it turned out, the Maze was not longer in operation, so they rented a quadracycle instead and toured Old Montreal instead!)

I, meanwhile, packed up our belongings which had in one short night become strewn far and wide across our room somehow, and checked out.

After lunch with a friend from McGill, and an educational visit to the Insectorium, we were on our way to Ottawa, where we planned to stay in the world’s largest log cabin for several days before finally heading back to Toronto.

The crammed-in 48 hours in the province of Quebec were great fun, but stood in stark contrast to the apparently gentle farmlands dotted only by the occasional house or town here and there in PEI, and the endless wilderness of New Brunswick, where our only stop enroute the previous day had been to a magnificent by very quiet botanical garden and butterfly conservatory.

I suppose, though, that QC and Montreal provided a good “warm-up” for the insanity of Toronto, in which we’ll soon find ourselves re-engulfed!!!