Our school levels classrooms by reading scores. The highest functioning kids are in what is called the AP class. Each grade level also has an ELL class and an ESS class. My class contains the ESS students in our grade level. I have two students with IEPs. I have a lot of support from our ESS "push in" teacher (we also have a special ed teacher who works with students who are not mainstreamed. Instead of pulling students out, we push extra help into the classroom. She is in my room about 2 to 5 hours a week. When she is unavailable, we have a TA who comes in to assist. It has been wonderful to work with our ESS teacher. She has served as a mentor to me. We plan together weekly and use a team teaching approach when she is in the classroom. I asked her to teach a lesson this semester, which took a couple of days to present. We plan to have her do more teaching in the classroom next semester. It has been a very positive experience. The only challenge I had was early in the year when I was working on getting the classroom management under control. She was nothing but encouraging and only stepped in when I asked or with my permission. The TA, on the other hand, took the liberty of telling me that my class is pretty noisy, and have I considered using Dojo? I really didn't appreciate that because I was already using it and felt a little judged. It didn't get our relationship off on a great note, but we have worked through it. He is always willing to help with a small group if I ask or jump in to assist when the students are doing independent work. He does a good job with the kids. It kind of reminded me of all that unasked for advice I got at grocery stores when my kids were younger. He was probably out of line, but again I need to keep my pride in check. I know all too well what it is like to be a TA when you don't really like the way the teacher is doing things. Been there, done that. Glad to be where I am now.

Before I get into this week's topic, I have a very important newsflash. I TOOK MY FINALS TODAY!! I'm just a little excited about that. Now, on to the topic at hand: technology. This is an exciting topic too. In June, I was handed a Macbook Air and an iPad Mini. In July, I received several hours of training on those devices from Apple. My school has an Apple grant. I knew nothing going in, so it was very overwhelming at first, but I love it now. I still have a lot to learn. So far, my students mostly use their iPads for enrichment Apps. We did start an online journal this week. I am very interested in getting into a program called eBackpack so assignments can go virtual. I had two fifth graders help me set it up, but unfortunately their knowledge did not extend to the teacher settings and our school tech specialist is not familiar with the program. I just need to pull aside one of the teachers who are using it to get those questions answered. I see a lot of benefits in going digital. I have some disorganized kids. Their folders are falling apart, and our school does not have new ones to provide. I know this will help organize their learning as well as help the environment and prepare them for our technological society. I look forward to learning and growing more with this amazing tool at my fingertips. The kids love it. I have also found that when they are on their iPads, they are quiet, and the atmosphere is more conducive for small group and individual assessment times. I use the Apple projector all day long. I use a virtual behavior chart with Dojo and project it onto the screen. I can project everything up from my iPad very easily such as video clips or documents via Hover Cam. Whenever I need help, the kids have my back. It is an exciting time in education.

Let's talk about reading! This is the most important part of my job. Sadly, I did not begin the year feeling prepared for this task. My Phonics class has been very helpful. The coolest part of this journey by far has been my phonics project. My job was to take on a student for independent tutoring. It just so happens that I have a six year old son. This has been a wonderful thing for my training but more importantly for his reading development. We have probably logged over 10 hours this semester doing the Action Reading program together. The result is that his reading skills have exploded. His teacher has noticed. He was behind at the beginning of the year, and now he is leading his class. Now I know what works. The tricky thing is that my school asks me to use a different curriculum. I do not think the program at my school is as effective, so I am trying to bring in the other program as well and hoping I don't get in trouble!