what teachers want

We need to change our attitude toward probationary teachers. Now they are paying dues and therefore to earn their trust and respect, we must do more for them. Rather than saying, "We can't do much for you until you are permanent, so just keep a low profile until then." That is not how a group of leaders should act, and esp in the current climate where districts need teachers.

If it's ok to take their money, we need to work harder for them.

We need to focus on issues where we have traditionally failed: salary and health benefits. If we are professionals, our salaries and benefits hardly demonstrates this...and this is a profession that is no longer a female, part time, second income kind of job: most of us work part of the summer if not all year round to prepare and be better in the classroom.

We need a leader in educational issues; we don't need a president of the soap box.

What should our sacred leader do as President?

Let's take an apolitical stand, esp since almost half of members are Republicans anyway....It's time we have an independent voice, and one that is focused on educational issues whether than some broader political ones. We, not politicians, are the experts on educational and we need to be consulted within our realm

Let's focus on our issues: first, that we are entitled on our COLA each year; and if not year X, then in year Y, but you will pay us COLA for each year, in years X and Y....No more excuses that the state or district did not plan. You will pay us cola each year without fail; you will not use the excuse that increases in insurance premiums ate up cola. we want full family coverage in addition to our cola, pure and simple. Why insist? in my 13 years of teaching we have received raises 3 times....that is not a good record for a state that cannot find qualified teachers.

Second, we as CTA can plan and execute our own CLAD training. We the teachers know a few things and can better prepare our teachers for the CLAD.

Working conditions: discipline continues to be an issue in most school districts. Also the physical structures of our schools, trailers, ie classrooms. air quality. In many distircts in SoCa we live indoors for three months. We and our purpose--our students--need to breath clean air.

I read most of McCourt's book, "T'is." I was shocked by how little teaching has changed since the late 50s. So many problems seem exactly the same. After 14 years of this high school business, why should I continue?

I think Uncle Bob and I should write a book on our teaching experiences, perhaps entitled "Confessions from teh deep dark Underbelly."

My Question today is: when will teachers, educators, parents unite to take back our schools? Administrators and parents need to start to help teachers with unruly students; gone should be the days that classroom discipline, regardless of its magnititude, is the teacher's problem. The teacher after all in most cases did not create the problem student; he/she has a history in the school and at home. He/she does not walk into room 111 with a clear slate. Therefore, discipline is not just the teacher's fault or problem.

One solution is to wrok very closely with the reading teacher or specialist. even with NCLB, students who are in high school and are not reading even at the thrid grade level are not being srved in a reading class. and dont tell me hooked on phonics is the answwer.

Discipline i believe remains the most serious issue in English classes. First, let me say what i mean by discipline. i mean students being able and willing to do the basic theings you ask of them. probably one of the biggest problems is the fact that many English classses --esp in the underbelly--serve studetns who are years behind in their reading level; they are nto even close to reading at their grade level. When you cannot understand the print, you become a liability; you give up; you be ome a disciplne problem. This may be an issue with Inclusion children as well.

Inclusive or Intrusion as i used to call it, is another issue. and now after many years, some sp ed teacherfs are finally saying that the least restrictive environment is not nect the best.

How would I organize my chapters?

1. discipline

2. Interruptions

3. standards

4. parent training required

5. ethos of buildings

6. literature battles and censorship

7. turning your english classroom into an inclusive environment--not!


The ghetto. The slum. The barrio. The armpit. The underbelly.

This blog looks too boring after studying so many other blogs. Too blue and white and nothing else. Where do we go from here? I am going to propose a radically different type of blog and I think it will serve a great purpose. More later.

But my thoughts of late, since blogs are supposed to be "publicy." private yet public, i surmise. There are so many things i want to do, and things could change a lot in the next 6 months. I have to finish my blog project, which i wanted to be written as a blog--who says blogs cannot be essay-like and expositive? also my ideas aobut a new blgo start with a new name. hummm.