Week 13 - Take a Deep Breath

 Though we had just returned from Break, the schedule immediately threw us, teachers and students alike, back into the thick of things. We started the Shakespeare unit, which is a combined unit for Reading and Language Arts classes. The unit will culminate in a performance of A Midsummer Night's Dream at Central's auditorium on the 11^th. In Reading, they're reading an abridged version of the play and Language Arts is supposed to supplement that with information about Shakespeare, the language, the time period, or reviewing material they need more exposure to because they aren't understanding it in Reading. The unit has actually been going well, at least on the Language Arts end, so far. I had a feeling these students would not see the relevance of Shakespeare, and being a Shakespeare fan myself, I wanted to find ways that Shakespeare might be fun for the students. I gave them an in-class project to show how many stories we watch on film or read in books today were based on Shakespeare, in order to bring more relevance to Shakespeare. We did an activity with Shakespearean insults because it's part of the more fun and humorous parts of Shakespeare and his language. Though there's still students who choose to grumble, overall they seem to be enjoying the lessons I teach thus far.
It is, however, strange for me to not be reading the play in conjunction with what I teach. I like these lessons; however, to me it would make more sense if I was also reading the play with them. That is where these lessons have true value – in connection to the text and performance. It also, apparently, is hard for the students to make that connection between Language Arts and Reading still, despite the fact that in reality it's all the same subject. Some students made comments questioning why the teachers are all wanting to talk about this play; I explained that Reading is connected to Language Arts, and we're helping each other out, but they still aren't sure why it's covered in two classes that they view as wholly separate. Another student told me I shouldn't have chosen to give them homework – and a quiz on that homework, per what my teacher constructed – on Midsummer since they are learning it in another class so already know some of the answers. I explained to him again that's the point – we want to continue to integrate these classes together and emphasize what is taught in each.
One challenge, however, is PARCC testing. This is the test that is supposedly taking the place of ISATs next year. On Monday of last week, we had a training for the test. Then the test happened on Friday, and continues this upcoming Monday and Tuesday. This wouldn't be that big of an inconvenience, except for the fact that only two of my classes are doing this test, during 1^st and 2^nd hour. Students in the following 4^th, 5^th, and 7^th hours don't do it all. So I have to carry on with lessons for them, but it has to be lessons that it won't matter that 1^st and 2^nd hours miss. It's a weird schedule to work with. However, I've been able to find some filler activities on Shakespeare that are valuable but unnecessary to all classes.
Honestly, this placement is starting to wear me out. I'm staying at school after other teachers have left, working on plans the night before I teach them, then grading, grading, and grading some more. Ideally, those plans would be made during the weekend, but weekends are for me to apply for jobs and work on classwork. I'm stressed about the fact that no one, in all the applications and feelers I have out there, has contacted me for interviews, despite the fact that I have been applying since January and others have had many interviews and even have jobs. However, I'm hoping this will turn around soon. I've finished grading narratives (and rewarded myself with a customary Cadbury crème egg), so I won't have that to do every night. I am nearly 2 days ahead on the plans for the week, so hopefully that pattern will give me some space.
In addition to the hope I have, I have good friends. All of this busy-ness has kept me from making a lot of contact with my friends. But this weekend I spent some meals with some close friends on campus. During those conversations, one friend stopped me and asked me to tell her three positive things about school. I did, and she's made it her mission to find out three new positives each day. She told me she doesn't want to see me coast through the next five weeks or grow negative. I know I need that accountability or I may start losing heart and focus. I do love what I'm doing; I love the topics I teach, and I do have some fun with my students. I still feel called to teaching. I just needed good friends and reminding to smile about that.