10th and LAST Response

For this week you were to read from June 28th through the rest of the book.

And just like that...it was over.
This is easily the 4th time I've read this book...and yet again I find myself drawn to tears over the way it all ends for her.  The journey back three years later to see her 31 (well minus 16) graduate from 8th grade.  The internal dialogue she has wondering if these same actions, attitudes, messages, pride, etc are also prevalent at majority white graduations is profound.  Even more profound however for me is that nagging sense she has that she's not happy.  As she ticks off the reasons she SHOULD be happy I am captivated by one thought...She's no longer making a difference in the kids lives.  Regardless of how frustrated and annoyed I got with her throughout this book...That is the ONE thing I can truly point to as a success for her...She made a difference.  Will you?

Now it's your turn...

Reaction:
What is one part from this section to which you found yourself having an emotional reaction?  What was the part, and what emotions did it evoke for you?

Connections:
What were some things you found strong connections back to some of your Junior EDEC courses?  What were the courses and how did you make the connections?

Extensions:
PIck one of the following:

pg 191
"The difference between a beginning teacher and and experienced one is that the beginning teacher asks, 'How am I doing?' and the experienced teacher asks, 'How are the children doing?'"

pg 194
"People snicker, "Those who can't do, teach."...to the bottom..."Everything they become, I also become. And everything about me, they helped to create."

pg 199
Pick one of the challenges listed on page 199 and 200 to respond to in regard to how YOU would've handled it.

pg 202
"How effective were her electronic quiz games, the marshmallow castle, the bubbles festival, and the sushi menu?  That's for you the reader, to think about, and please God, all the governors and school board chairs, too."

Our first seminar session will be Thursday the 18th around 11 I believe.
Please bring your Esme book.  We will do the activity with our children's book that we read during the NEXT seminar session so no need to bring that until the next week.

I find myself growing very anxious and excited for all of you to return.
See you soon!
Love ya!
Mean it!
Dr. VW

9th Response

For this week you were to read May 22nd up to but not including June 28th.

This next to last section we begin to see the hard work, energy, and enthusiasm Esme started with payoff for her and find its way back into her day to day interactions.

I can certainly relate to having to teach sex ed to a group of 5th and 6th graders in mixed company.  It's likely one of the most uncomfortable spots I've ever been in as a teacher especially the year our beloved president Clinton put oral sex on the news for all to hear.  Boy, I had some interesting questions that year.  I still need to send that man a thank you note!  :-)

The interactions she had with B.B., Melanie, and Ozzie are just a few examples of truly knowing her students and providing what is needed specifically for each at the time.  This is one of my pet peeves with zero tolerance behavior or management plans...it removes the teacher from making logical choices and decisions that may be more appropriate for the specific student at that moment in time.

I LOVED the laundry list of amazing things she did with her class to achieve the gains on the standardized test.  That is something she can truly hold her head high about and celebrate!

Again we return to the Madame issue...I have to echo...why does it matter?  why does he care?  why is she turning this into such a battle?

Now it's your turn...

Reaction:
What's one section to which you find yourself reacting in an emotional way?  What emotions are evoked and why do you feel this particular section made you feel this way?

Connection:
What is something from this section that you can connect back to one of your Jr. EDEC courses?  Which class does it remind you of and why?

Extensions:
Page 178
"When you have a classroom of your own, you just can't do every idea you think of."  I feel I came pretty close.  I am fried as an egg.  My personal relationships have suffered.  I see now why so many of the older teachers are divorced.  I am tired and lonely, but the children have enjoyed a measure of success.  It can go on their permanent records.  For what it's worth.

This quote makes me think of all the things you all complained about during your Junior year.  I feel like it will be even more prevalent in your senior year and to hear a first year teacher reiterate the vacuum teachers operate within has got to be somewhat intimidating, scary, worrisome, terrifying (you pick your own adjective).  How are you feeling about beginning this last leg of your journey and what specifically will you take with you from this quirky lady's journey as you begin yours?

Our LAST entry will be next week.  We'll read June 28th through the end of the book.  Our first seminar we'll make some connections and review the book and will also do some things with the children's book you chose to read.

Can't wait to see you all!
Let me know if you need anything as you begin returning and meeting your teachers.
Love ya!
Mean it!
Dr. VW

8th Response

So, as Jessica pointed out I totally skipped a week in my posting.  Rather than back up and hit it I'm going to include it in this week's posting which means we'll be finished a week earlier with the book than I had mapped out for you guys at the beginning.  Sorry.  I was so excited to hear all your song choices...I jumped the gun on that one!

February 21st-April 1st

Loving me some cha-cha distribution slide...Even found that song and added it to the Esme playlist I created for all of you last week!

The way Esme has established roles and reading circles in her classroom is quite similar to what I used to do.  I loved literature circles and the roles really free up the teacher to make some powerful connections with students, sit in on small groups, and even pull individuals for remediation.
 
The other things in this section that stick out to me...
The success of the conflict resolution as well as choices she gives for assessment are moments that allow me to regain my respect for her.

The whole creepy moving furniture situation and the lady basically admitting she plagiarizes...well...I guess since Dr. King did this it makes it okay huh?

April 15th-May 22nd

WOW!  The entire conversation with Mr. Turner this time over why he's not doing his job and the lack of hope, expectations, or even respect he so obviously has for the children in this school is beyond troubling.
This conversation snowballs into the scene with his mom beating him in the hall and Esme trying to comfort him mere minutes before he's to take the standardized test showing what he's learned in 5th grade this year.

This whole section gave me chills and upset me probably more than any other in the book.  To know how hard she's worked to establish trust, high expectations, and PRIDE in her classroom this year...regardless of her attitude...she's connected with her students in powerful ways and this whole situation is sickening beyond words.

Now your turn...

Reactions:
From either or both sections...What is something to which you find yourself reacting emotionally?  What emotions were evoked and why do you feel this situation brought this out in you?

Connections:
From either or both sections...What is something you can connect back to your EDEC courses from this section?  How does it connect for you?

Extensions:
From either or both sections...
You select from the following quotes to respond/react to...

pg 124
"He's mad because I let this happen to him.  He's hurting.  He's hurting, but he's going to be accountable now."

pg 150
"You don't understand.  They're black."
Well...this whole section really

pg 158
"I'm so proud of their successes.  I know in the face of the wide world these are small victories, but sometimes a little song is sweet to hear, even if an orchestra is more accomplished."

pg 160 & 161
her whole description of 'teaching school' and what they Don't tell you

pg 165
"I really do feel proud of myself.  I feel good, like I did something I wanted to do and it turned out like I imagined, and in life that doesn't happen too often."

For next time we'll respond to May 22nd up to but not including June 28th.

I know you're all spending these last few days of freedom doing wonderful things and storing up all that energy and rest so that you'll be in prime form come August!  Let me know if you need anything!
Love ya!
Mean it!
Dr. VW

7th Response

For this week you should have read April 1st up to but not including April 15th.

I really struggled hearing Esme's internal dialogue during the conversation with Mr. Turner.  While I laughed at some parts others really caused me to cringe.  She's in a situation here where she should be reacting in a happy, relieved, thankful (pick one) way and yet she's just obstinate, vulgar, and sarcastic...I HOPE that all we read here didn't actually come out of her mouth.  I realize she's had her fill of this man (rightly so).  However, at this point I get a real sense that she's also now lost her focus on the kids.  It's really troubling to know that the stress and strain her daily grind could get her to this point.

I really enjoyed reading the segment where the curriculum alignment specialist visited.  The exchange between Esme and this person was right on the money.  Only YOU know what your students are capable of regarding how fast you go and what concepts you present and when.  To have someone else determine this for you is ludicrous and actually demeaning to the role of a teacher.  I'm glad she challenged the assumptions here!

Now it's your turn...

Reactions:
What is one area in this section to which you found yourself reacting emotionally?  What emotions were evoked and why do you feel this section caused you to feel this way?

Connections:
Is there anything from this section you can connect back to any of your Junior year EDEC courses?  If so, which ones and why?

Extensions:
I love the way Esme uses her music for therapy, motivation, stress relief, damage control, and more.
Here is a link to a YouTube playlist I created that contains most (if not all) of the songs Esme has referred to in this section (and others).

I wonder...what are your current therapeutic music choices?

What do you listen to when you need...
Motivation-
Stress Relief-
to Love people more-
to feel less afraid-
to deal with frustration-

What's your current favorite....anytime...feel good song?

Here are mine...

Motivation-Sweet Home Alabama

Stress Relief-Breakaway

to Love people more-Bubbly

to feel less afraid-House at Pooh Corner

to deal with frustration-Free and Easy Down the Road I Go

What's your current favorite....anytime...feel good song?

Dog Days 

Rolling in the Deep

or The Edge of Glory

For next time read April 15th up to but not including May 22nd.

Can't wait to get some new songs to add to my playlist!

See you all soon!

Love ya!

Mean it!

Dr. VW

6th Response

For this section you were to read January 13th up to but not including February 21st.

My focus for this section was Billy teaching for the day.  I wonder about Esme so distinctly hearing her voice and seeing her actions in this young mans mannerisms throughout the day.  I loved that she followed through with this.  I also really loved that she participated and took his role for the day.  She managed to turn what could have been a HUGE behavior issue complete with conferences, office referrals, suspensions, tons of paperwork, and red tape into an assessment and in essence a learning opportunity for more than just Billy.  What a truly powerful experience...RED FLAG...I hope no other kids get the wild hair to misbehave this badly in hopes that they'll get to do what he did.  I can totally see that coming back to bite her!

After the rest of this section, it's almost better for me to think about which situation I find the least appalling...
1.  Having someone openly criticize the way I've chosen to decorate my classroom.
2.  Having my students STAB a substitute.
3.  Having someone actually demean or belittle the instructional choices I made based on what my students needed at that moment in time.
4.  Or...the entire Madame blow-up creeping back up AGAIN.
I can certainly see how Esme arrived at a point that was just moments away from quitting.  Actually, as brash and as cocky as she is...I'm rather shocked she was convinced NOT to leave.

Now it's your turn...

Reaction:
What is one section in this part to which you found yourself reacting emotionally?  What reaction did you have?  Why do you think this section evoked this emotion from you at this time?

Connection:
Is there anything specific from this section you can connect back to a course from your Junior year?  Think specifically in regard to Logical Thought, Child Development, Creative Expressions, etc.

Extension:
So many things I want to know---but the one quote I keep getting pulled back to for you guys this time is toward the bottom of page 102.

"Only those who do not understand us have reason to fear us."

I see quite clearly how this quote comes into play in a powerful and meaningful way for Esme at the point in the journal in which it is used.  What does it mean for you?

There will be no new post during the 4th of July week.
Our next post will be added July 13th.
It will cover February 21st up to but not including April 1st.

I sent all of you an e-mail with the internet posted pre-planning and first day of school dates for all the districts we use.  I hope by this time you've made contact with your host teacher and have things worked out.

I'd like to have a welcome back party once this all gets underway.  I'll be posting plans for that soon.
I hope you are all finding ways to squeeze in some relaxation and fun as we wind down our summer.
Please be safe during the 4th of July Holiday.

Love ya!
Mean it!
Dr. VW

5th Response

For this week's response you should have read from the beginning of Part II up to but not including January 13th.

Where to start...where to start...where to start?  You KNOW I love the Time Machine.  I love the build up to turning it on...I love what it represents...I love that the kids bought into it hook, line, and sinker...I love that it took even just one girl to a higher level in her thinking, word choice and reading skills in just one visit.

I also found myself totally relating to the Slick Boys rap assembly.  I've been that teacher that tries to get her class up and involved and ends up getting pulled up on stage myself.  I've seen the way this energizes kids and have actually made connections with kids that were standoffish and hard to relate to because of my choice to try to learn the dance, the move, the technique being demonstrated.  It takes me back to the whole idea of respecting cultural differences rather than pretending you're too good to 'stoop to that level.'  What a tremendous jump she made in the eyes of not only her students but the entire school that day.

The quiet reading time that she's worked so hard to accomplish, the special ed teacher yearning to be liked, the sweet girl who'd had her birthday forgotten, and insulting faggots all drew me in as well.  She has a gift in her prose and style no doubt.  We're about to get into one of my favorite parts with Billy coming next but I'll stop here for now.

Your turn...

Reaction:
What is one part within this section you found yourself reacting to in some emotional way.  What was the part and what were the emotions it evoked?  Why do you think it brought out these feelings in you?

Connection:
Can you make any connections to anything in particular in this section and any of your junior year EDU courses?  Think specifically about logical thought, creative expressions, child development, children's literature, etc.


Extensions:
"It's not our job to be liked," I remind her.  "It's our job to help them be smart."  Secretly, I thought, Who gives a rat's ass if they like us?  Sometimes I can hardly stand them! (page 87)


Early in my EDU courses at Wesleyan I had a professor ask each person in the class to tell him why we all got into education.  The way the chairs were arranged I would be the last to respond as he went around the room.  I worried like crazy the whole time about what I would say as I heard the following responses...


The majority of the class said something along the lines of...
"Oh, I just love kids and everything they do."
I remember thinking...well...no...I really don't like kids that much


I recall at least 2 girls saying...
"I came from a whole family of teachers and I just feel called to follow in their footsteps."
I remember thinking...nope...I'm the ONLY one in my family to even graduate from high school


The girl right next to me said...
"My grandfather instilled in me a lifelong love of learning and books and I want to do the same."
Me...negative...no books in my house...no grandfather...no father...oh wait...we did have a TV Guide, a phone book and a Bible


You guys get the point...Right?
So what did I say when it was my turn?


"I want to be a teacher because I hated almost every teacher I ever had.  I remember sitting in class as early as third grade and thinking...there has GOT to be a better way for this lady to teach me this stuff...So...I want to be a teacher to find out if I'm right."


At the end of this process the professor said..."I'm going to make a prediction that Virginia will be the ONLY one of you in 15 years still pursuing this as a career path because if you guys are counting on 'loving' kids to get you through the tough times then you're in for a world of hurt.  You can't love every kid and you can't possibly love them enough to fix all their problems and make them learn."  


I don't know mathematically how correct he was in his prediction but it made an impact on me just the way this section did.


If you get asked this SAME question in your interview for a job this time next year...how will YOU respond?


I love seeing what you're all doing on Facebook.  I can tell you're all doing something you enjoy.  I am envious of the trips to the beach, and vacations but know that will return you to me rested, relaxed, and focused!


For next week we'll be reading January 13th up to but not including February 21st.


Keep reading!
Love ya!
Mean it!
Dr. VW

4th Response

For this week you should have read November 5th up through the end of page 71.

In this section we begin to get some serious insight into why Esme wants to be called madame (quite logical the way she breaks it down) and even what may have provoked Mr. Turner to making this an 'issue' with her...Any ideas out there on what the catalyst for his challenge to her on this REALLY may have been?  :-)

I loved hearing about 3 big things in this section...

The success of the Addy book assembly was a satisfying culmination of some hard work, innovative ideas, and enthusiasm on behalf of Esme.  You can quite literally feel how very proud she was for this to have gone as well as it did.

The entire story about Esme's childhood landlady and the library/whorehouse is not only humorous in a rather sad way but tremendously insightful into cultural diversity.  That there are children who actually admire the way a 'whore' dresses and looks is something so foreign to me and the lifestyle I knew growing up it is incredibly hard for me to grasp.  I think for me this was a huge cultural aha moment the first time I read this book.  What about you guys?

The final occurrence that I found myself drawn to was the Christmas program...31 kids dancing a cajun Christmas program...If that's not a brave teacher I'm not sure what qualifies but what I really loved was the way she described her class on page 71
"My class was the most attractive, most festive, most ambitious, most original, and noisiest.  They were the most smiling, most intricate, most cooperative.  They made me proud.  They made themselves proud."  WOW!  Just Wow!

Come to think of it I could likely use all that to describe my cohort!  :-)

Now it's your turn!

Reaction:
What is one part within this section you found yourself reacting to in some emotional way.  What was the part and what were the emotions it evoked?  Why do you think it brought out these feelings in you?

Connection:
Can you make any connections to anything in particular in this section and any of your junior year EDU courses?  Think specifically about logical thought, creative expressions, child development, children's literature, etc.

Extensions:
First of all...How do you feel about Esme asking the students to call her madame and her choice to not back down on this when challenged by Mr. Turner?
Second of all...Given what you've read to this point...How ready are you to have such a 'silly job?'

Lastly...Anyone have any 'ahas' oooh around the bottom of page 69?

For June 22nd You should read from the beginning of Part II up to but not including January 13th.

Can you believe June is almost over?  Please tell me you're all doing something incredibly fun with your time...you've each earned it!

Believe it or not...I miss you all terribly!
Love ya!
Mean it!
Dr. VW

3rd Response

For this response you should have read September 30th up to but not including November 5th.

There are some truly powerful cultural messages learned by Esme in this section.  Her experience that not all parents react the way her parents would have is one I can certainly relate to.  The realization that she was responsible for a child getting beaten is a feeling no teacher wants but can be assured will likely occur at least once.

We also see Esme really struggle with her decision to put the classroom library away till the book is returned.  This is one of those moments when what she knew most would expect her to do and what she truly, internally WANTED to do were opposite of what would set the tone, standards, and expectations in her classroom for the rest of the year.  You can almost feel her angst at several times during this section.

Now it's your turn...

Reaction
Tell us about one part in this section to which you found yourself reacting emotionally.  What was the section, what emotions did it evoke in you and why do you think this was the case?

Connections
Can you make any connections between any of the ideas or things from this section to any of your Junior year courses...Logical Thought, Creative Expressions, Child Development?

Extensions
Pick one of the following situations and tell me what you would have done...
1.  The class library theft
2.  Valerie's mom insisting Esme put the books back
3.  Watching Twanette's mom abuse her because of something she said
4.  The gang attacking the school bus, recognizing a student in the gang, and the principal doing nothing
5.  Having a parent tell you they can't afford something you're requiring
6.  Having a group of students cheer at hearing about the oppression of another group

Next week our section will run from November 5th through page 71.  We'll not get into part II yet.

I still have a few blank spots by those summer book choices so if you've not told me which you're reading for the summer...let me know soon please.

I hope you're all enjoying these leisurely days and finding some time to do something for yourself once in a while!

Missing you all something terrible!
Love ya!
Mean it!
Dr. VW

2nd response

For this week you should have read July 28th up to but not including September 30th.

Oh so many notes I made in the margins during this section as we get a real picture of Mr. Turner that will set the stage for Esme's future interactions with him.  We get to live vicariously through Esme as she decorates her classroom.  We get a peek into how it feels on that terrifying yet deeply profound first official day as a teacher.  I also can't help but feel a bit captivated by her efforts to truly meet her students at their levels through small endeavors like:

• The Alphabet Museum
• Cassette recordings of each student reading
• The Trouble Basket
• Her Conflict Resolution Process
• Reading Aloud to this age student (this practice many times gets abandoned by 3rd grade)

There were just so many examples of how she started off with a BANG.  Her enthusiasm and passion certainly appears to have 'hoooked' those kids.

So now it's your turn...

Reactions
What is one part that you found yourself reacting to in some kind of emotional way?  What were the emotions and why do you feel this segment evoked these emotions within you?

Connections
Can you make any connections to any of the ideas or things that Esme has described in this segment to anything that you remember from any of your Junior year courses such as Logical Thought, Creative Expressions, Child Development, etc.

Extensions
Pick one of the things/ideas Esme describes doing or using in her class and tell me why you would or would NOT use it in your own classroom.

Next week...our reading section will be September 30th up to but not including November 5th.
You can always go back and add to a discussion at any time.  Also...I REALLY do want to know which children's book you're reading so go back to week one and add that PLEASE!

Hope you're all enjoying some rest and relaxation!
Love ya!
Mean it!
Dr. VW

1st response

Read Part 1 up to but not including July 28th in the Educating Esme book for this response session.

In the June 21st entry, Esme is asked about her discipline style.  In the July 23rd reflection she elaborates on what she learned about management from Ismene, her mentor teacher.  While you'll all be taking classroom management in the spring-I'm sure you've all already begun to develop your own sense of classroom management techniques, ideas, and strategies.  I wonder how what you've read in regard to Esme's responses to these inquiries struck you.  All along this segment we also begin to get a sense of Esme's personality-her values-her frustrations and perhaps most insightful for me---her fears.

What follows are the three areas I'd like you to respond to pertaining to this section of our book:

Reaction
Tell me about one part that you found yourself reacting to in some emotional way.  Specifically, what was the emotion and why do you feel this part provoked this reaction from you?

Connection
Can you make any connections to any of the ideas or things Esme is describing or talking about in this section to anything you remember from any of your Junior year courses---Logical Thought, Creative Expressions, Child Development, etc.?

Extension
How would YOU answer the interview questions if you were being interviewed today...RIGHT NOW?  You may choose the questions from the principal, the interview team or both.

You have a week to respond to this...you may also respond to classmates postings if you'd like.  This will be moved to the archive once the next posting is up but you can still access it and add to the flow of discussion.

For June 1st---Read July 28th up to but not including September 30th.
Each week we'll have the same three areas...Reactions...Connections...Reflections

Finally if you haven't responded to the first weeks post about which children's book you've selected to read this summer, please do so.  I'm just finishing All the Lovely Bad Ones by Mary Downing Hahn as suggested by Georgia.  Don't like this one as much as the Time for Andrew book by the same author but it's still very good.

Hope you're all using tons of sunscreen and enjoying every second of your break!
Love ya!
Mean it!
Dr. VW

Educating Esme summer reading schedule

Here is the breakdown of how we'll read Educating Esme for the summer.  I'll post a new three part discussion prompt each Wednesday beginning May 25th.  Each discussion prompt will provide opportunity for you to;
1.  React to something from the week's reading section,
2.  Connect something from the reading to something you learned in a class during your Junior year, and
3.  Extend the reading into some personal action, goal, plan, or philosophy in your own journey to becoming a teacher.

If you'd like to read ahead...you are-of course welcome to do so.  However, the discussion prompt each week will ONLY focus on the sections listed below.

Finally...if you haven't responded to the first post indicating which of the eight children's books you're selecting to read...please go back and do this.
Love ya!
Mean it!

The reading section is NOT done by page numbers but by the dates of Esme's entries wherever appropriate.

Week              What you'll need to read
May 25th        Part 1 up to (not including) July 28th
June 1st           July 28th up to September 30th
June 8th          September 30th up to November 5th
June 15th        November 5th up to Page 71
June 22nd       Part II up to January 13th
June 29th        January 13th up to February 21st
July 6             No Postings...Enjoy your 4th of July week!
July 13th         February 21st up to April 1st
July 20th         April 1st up to April 15th
July 27th         April 15th up to May 22nd
August 3rd      May 22nd up to June 28th
August 10th     June 28th through the end of the book

I encourage you to go visit Esme's website
planetesme.com
to get some other great ideas about children's literature and writing.  There are many nice links and videos here as well.

Welcome!

I am excited to have a common area for all of us to utilize as we all go our separate ways this summer.  I would like for us to all agree to read two books this summer.  Book # 1 I'd like for all of us to have the SAME experience with.  It is Educating Esme...pictured above.  You may also enjoy perusing Esme's website
http://www.planetesme.com/
I can assure you this is an quick, easy, and enjoyable read.  I warn you that there is some profanity in it but the diary was straight from her experiences in her first year teaching and she chose NOT to edit what she experienced.
Each week I will put a prompt here to promote discussion around this book so that when we all gather together in August we'll have ONE book that we all can use for discussion and reflection.

The second book I'd like for you to read can be chosen from one of the following children's books.  These are either my favorites or current favorites of my girls.  You are free to read more than one...but please select at least one to read between now and August.  We will do something with what you've read when we gather back together.  Here are your choices:

The True Confessions of Charlotte Doyle---Avi
The Great Gilly Hopkins---Katherine Patterson
Maniac MaGee---Jerry Spinelli
Harriet the Spy---Loiuse Fitzhugh
Promises to the Dead---Mary Downing Hahn
The Lightning Thief---Rick Riordan
Are You There God?  It's Me Margaret---Judy Blume
The Watsons go to Birmingham: 1963---Christopher Paul Curtis

Even if you've read one of these in the past...pick it back up and re-read it this summer with what you've learned about child development. learning styles, and integrated curriculum in mind.
If you would please respond to this post letting me know which of the 8 books you've chosen to read.

I will start posting weekly blogs and prompts for Esme discussion the last Wednesday in May...May 25th.  From that point forward I'll post each Wednesday a new prompt for discussion.

As we wrap up your last week EVER as college juniors, I hope you all know how incredibly proud I am to be your mentor leader.  I'm proud of the individual growth you've each made since August but more importantly, I'm proud of the team you've become!
Love ya!
Mean it!
Dr. VW