Rachel K. Non-Negotiables

I am back in school this week at Seattle U, and we are learning about literacy. Our teacher is amazing, and everything she says is liquid gold. One of our assignments this week is to think about what "non-negotiables" we'd like to hold high in our classrooms someday.  A non-negotiable represents something we will always insist on regardless of what age group to whom we instruct, and what subject matter we teach. I am terrible at assignments like these, but I have come up with a few ideas.

For my students, I want my non-negotiable to be, "avoid excuses," and to take on subject matter that they both adore and despise. What difference does it make if you don't like math? You can still be awesome at math if you hate it. In fact, I think it would be interesting to see a subject matter you despise as an enemy. CRUSH IT. Learn its weaknesses - observe it in secrecy, and strike when its back is turned!

That illustrated, my mission statement for my classroom is:

NO EXCUSES.

NO SURRENDER. 

Kids don't have to love a subject to kick its ass. Kids DO have to get through school. My long-term teaching goals are to ensure that my students learn meaningful things that ignite their passions and motivate them to keep learning, but who are we kidding? That's not going to happen all the time, so I'm going to train my kids as warriors as well as scholars.

For myself, I don't plan on kicking anyone's butts, but I do want to work hard for the little brains that surround me every day. It is always easy to say, "no" to kids when they ask questions, so my non-negotiable for myself is to, "find ways to say yes." This, on the advice of my table-mates today, will also be the title of my self-help book that I publish in 20 years when I am a life coach living in Sedona, AZ. Going off of this idea, my personal mantra will be:

Find a Way

I think that this will encompass many of the difficulties I will face as a publicly-funded employee with too much to do and not enough time nor resources to do it. Kids are too important to give up in the face of common sense, and I will try to find ways around these obstacles.

Rachel K. Rainbow Lodge

in North Bend, WA (Where Twin Peaks is!)

On Monday morning I embarked on a mini road trip with three of my cohorts for the arts and culture retreat at Rainbow Lodge in North Bend, WA. The girls I drove with are really nice; Hannah and Amber want to teach elementary school and Hilary is looking to teach math or English at the high school level.

The lodge was very beautiful, settled in the tall pine trees and looking smoky in the shadow of the mountains around it. It rained the whole time we were there, but it the moisture made everything seem cozier on the inside and lusher outside.

The objective of the arts retreat is to look at how visual arts, music, dance and drama can be incorporated into everyday classroom study. This, they tell us, is important in that it is a way to connect students' creativity into their learning processes (also it is of value since the arts have zero budgets in most schools and students don't have opportunities to learn them.)

We learned all about the cognitive development of children, young adolescents and teenagers and how movement and music is integral to helping students at these stages of life. We got to sing and play instruments and dance around, although dancing around after lunch seemed to have set off some kind of stomach bug that I had been developing all morning. Yes, I had a stomach bug AGAIN.

So, I was forced to retire halfway through dance class (and I was having so much fun, too.) I spent the rest of that evening in bed trying to feel better and falling in and out of fitful naps. My roommate, Aimee, also had a stomach bug along with another girl down the hall, Renee. It must be going around schools since I seem to have caught it twice now. In any case, the retreat sort of lost steam for me at that point and I really wanted to go home, but the show had to go on!

Drama was a lot of fun, and after resting in the afternoon I had the energy to participate during the evening activity. The teacher was extremely positive and encouraging to us and I think it will benefit how I manage my classroom in the future; the teacher told us it was important to keep kids active and to help them see mistakes in behavior or academics rather than pointing it out to them or to scold. I like that -- more smiling in class! Huzzah!

Roger Shimomura's Depiction of Ichiro Suzuki in an Internment Camp

The next day we had visual arts, which was less titillating than the other art classes we had participated in. The teacher was nice and gave us some tools to talk about visual arts, (we looked at some work from Roger Shimomura) but gave us no advice on how to teach visual arts as integrated through other subject matter. This is a damn shame; Roger Shimomura's artwork spans the history of Japanese internment camps AND pop culture (as seen above). There was also some tension between a few of the cohorts about eastern versus western artistic expression that was not led nor diffused by the teacher and left many of us feeling sour. The notion that our opinions may not be valid because someone of Asian descent says "you're wrong," without giving a supporting argument. Really, it was an example of how not to run a classroom, which may be as educational as learning how to run one well.

The last item on the agenda was to make and present our "culture boxes," which are essentially dioramas that discuss our family culture and sense of self. It was pretty fun, although we didn't do very much with the end result. Now I just have an amazon.com box covered in photos and stickers and nowhere to put it!

After a quick wrap-up, we left North Bend and yammered to each other all the way back to Seattle. All in all a good trip, but I'm starting to worry that doing new things seems to give me STOMACH DOOM. Since we had to present artistic projects at the end of the day, I wrote the following poem:
(something to note is that the "golden apple" award is a teaching award that was given to the movement teacher.)

Ode to Rainbow Lodge (and my Immune System)

Rachel Kay

The rainbow lodge is a magical place,

Where the arts and new teachers come face-to-face,

Yet alas, for one of these teachers was ill,

A week with the children did her immune system kill.

So what was in store for this invalid sap?

How would she manage to feather her cap?

The answer was art, drama, music and dance,

Though her body so ached and wobbled her stance.

First there was music – rhythm and song,

Who knew we had hidden our talents so long?

We warbled in languages nobody knew,

We stomped and we clapped and our confidence grew.

We then went to dance class and left the warm chapel,

To learn about movement from our Golden Apple,

We twisted and turned and jumped through our spaces,

We learned about math, and took our minds to new places.

In the evening we played with the man we called Barry,

We tried poems and costumes, though some were quite scary.

Though dressed like Steve Jobbs, he engaged us all night,

We were welcomed as teachers and cured of stage fright.

And though she did spend more time sick than time well,

And being bereft of the food was HER HELL,

She will remember this voyage with fondness, not ire,

Because it so strengthened her teaching desire.

Here is another one of my favorite Shimomura pieces for no particular reason.

Roger Powah~

Rachel K. Koi

I started my two weeks of observation in schools at "Koi Elementary," let's call it. The building is huge and new and shiny and I got the chance to observe a 4th grade class. My cooperating teacher is Mr. B, who is a former JET alumni just like me and spent some time in the countryside of Hokkaido, Japan. He also graduated from the same MIT program that I am doing!

The school is fancy. It reminds me of the one I went to as a kid in Virginia. It's a little strange walking into a white-bread school with happy shiny kids and fancy shiny parents every morning after talking about disenfranchised, underprivileged children for a week straight. Still, a learning opportunity is a learning opportunity and the staff room has BROWNIES.

I started off my observation roughly, waking up at 5:30am on the first day. Don't worry -- thanks to spring forward, it felt like 4:30am. I got up at this ungodly hour so I could turn in my application for a leadership scholarship at Seattle U, which as it turns out must be turned in by hand. I arrived on campus about 10 minutes before the buildings opened. My stomach hurt all morning, but I figured it was just because I woke up so early. I slid the scholarship application under the door of Madam M and left to catch the bus going to Queen Anne for my first day at Koi Elem. I felt sick on the bus the whole way to school and had to duck into the bathroom before going upstairs to meet my cooperating teacher. Mr. B is a great teacher and he's very nice about answering my giant packet full of questions! The kids so far are great, although a lot of them have focus problems and the class climate is really chaotic. I didn't eat lunch because I was still feeling queasy, and I ended up having to leave school an hour early to go home and pass out with a fever. What a day.

I came in late to school the next day, but was feeling much better and jumped right into the world of short desks and birthday cupcakes and feelings and child development. Mr. B's class was really fun and I was especially liked by the girls in class. I liked most of the students very much, though some were really obnoxious, but I'm not really sure if that's because they are in 4th grade or because 9 of those kids had some kind of focus issue and the class was CA-RAY-ZEE the entire time I was there.

Some funny things I noticed during my two weeks there is that 4th graders never have any teeth in their mouths. There were loose teeth and lost teeth everywhere! Isn't it so strange that we accept as 8 and 9-year-olds that it's OK for our teeth to fall out of our faces?! I now have dreams where my teeth fall out when I'm extremely anxious about things... but at one point it would just mean that the tooth fairy was coming to give me a quarter! Thinking back though, I guess losing teeth is still better than having braces. Another observation is that it will be exceedingly easy to get DIABETES at elementary school from the amount of birthday cupcakes that come through the doors. I must be vigilant.

Still, it was interesting having a huge book of directions to follow in how I observed a school. Instead of jumping in and doing what I thought was best like I've done at tutoring or during summer camp I had to watch and listen, which are difficult things for me to do! I wrote my analysis paper in a little over a day (it was 36 pages and boy am I glad to be rid of it!)

All in all, 4th grade is pretty cool. I'd like to observe some older classes since I still think that teaching 5th and 6th grade students is my goal.

Now I say goodbye to Koi Elem. and hello to my arts and culture retreat, which starts on Monday of next week.

Rachel K. Reflection

This was the first week of my year-long Master in Teaching Program at Seattle University. I started the morning off by walking to my new bus stop with my roommate. He wished me luck and I boarded the No. 12 bus up to First Hill. The journey is harrowing! The bus goes straight up the hilliest of Seattle hills for about a mile before reaching flat road again. It makes me wonder just how safe the breaks on the buses are. One faulty move and the bus goes careening down Madison st., killing all in its path! Dramatically shattering through the Seattle Public Library and ending its fateful journey in the young adult section. And then I would be late to class.

We were told to sit with new people every day, which we did after arriving in the large classroom before 9am each morning. It was a great way to meet a lot of people, and I didn't find that I was settling into a group of friends during the week, which was conducive to meeting MORE people.

The class for the first three weeks is called "The Teacher as a Reflective Decision Maker," due to its name, we are all pushed to do a lot of introspective thinking in terms of our beliefs and personal goals as prospective teachers. The cohort (fifty four of us) spent its time making creative group projects, independent thought projects in silence, short movies advocating for technology in the classroom, and a LOT of group discussions. We talked about anything and everything and I felt exhausted after each seven hour day of voicing my beliefs, honing my collaborative skills and reflecting on the days events.

Every evening I was expected to write short reflection papers about how I felt about what we were learning and how it was helping me to become a better teacher. These were difficult because of the broad topics given, but after a few of them I was feeling confident about my short paper-writing skills. Reflectivity is coming easier to me now, too. It isn't often that I've been asked to think introspectively about what I've read or discussed in a group.

At the end of the week I went out with the cohort to the garage, a local and enormous bar located next to Seattle University. It was awkward at first, but after half a glass of wine, it was a great pleasure to get to know so many of the people I had spoken with during the week in a casual setting. I rode the bus back downtown with Renee, a prospective high school history teacher with a penchant for Seattle trivia and Amber, a prospective elementary school teacher who will be accompanying me at Koi Elementary School (name changed to protect the Innocent) next week for observation. We had some chips at Chipotle and then I called it a night and went home to celebrate my weekend and a week of class well done.

I'm feeling very affirmed in my decision to attend Seattle U over UW. I think that introspective and reflective learning is going to do me a world of good in the field of education. Also, I made a lot of art projects during the week! I had forgotten how fun it is to color with markers! Examples live below:

Eerily drawn as a visual representation of learning disabilities the day before the tsunami hit NE Japan

A visual integration project as a reflection of what I learned throughout the week.

On a non class-related note, I have been glued to the news about the tsunami and earthquake disaster that hit Japan last Friday. It is difficult on a personal level to be so far away from Japan during a time like this, but it is a great comfort that so many of my family, friends and coworkers are able to give donations and support to those who need it at this time. 

Rachel K. Orientation

This evening I went to the Seattle University Master in Teaching Program Orientation. It was my first opportunity to meet the 49 other lucky ducks that I will be going to school with. These are the people I will be drinking wine with. The people I will be borrowing pencils from. The people whom I will be sabotaging for future job openings.

There were a lot of left-handed folks, which made me feel instantly at home. I met a nice girl named Crystal, who had the blingiest engagement ring I ever did see. She told me that she had actually deferred from the fall program so that she could get married. I replied in turn that I would rather go through grad school twice than plan a wedding.

I also met a fellow southpaw named Jim-Jiminy, who wants to teach the same grades (3-6) as I do! Huzzah! Surely Jim and I will be capital chums in no time.

Before the orientation began, we played a "get to know you" game in which we had to find people who met credentials on a piece of paper.

I say, have you climbed a mountain? No? How about.... have you ever been to Egypt? Yes? Prodigious! Do tell me your name, as you have done me this kindness.

 It was a great opportunity to meet some of the 50 colleagues, and I even met a few girls who share a neighborhood with me. One of them has a car.... 

As our orientation began, we heard from two notable people. The first, Madam M., spoke to us about the program itself, answering each question with an indelible smile. The program will be challenging, but the professors I've met seem quite capable and all of the advanced readings were given out to us, so at least there is the opportunity for preparation.

After a short recess of cookies and lemonade, we returned to our seats and heard about the "field" from Captain G, as I will refer to him. His aim was to explain to us how he places us and what he tries to take into consideration, such as geography. He is undoubtedly a veteran, and I think myself lucky to have him on my side.

SU is known for having the highest success rate in teacher placements in the state, at least in 2007. Hopefully with my dashing good looks and first rate resume, I too will reap the  benefits of a meager salary and classroom full of spitballers. It is the dream.

For the rest of February I will be working on my independent studies, which include economics and life science for elementary school teachers. I hope to spend a great deal of time in the SU library, which I haven't visited yet. However, an impending sore throat may cause an untimely delay in this. I will continue to drink tea and stay vigilant.

NB: All names have been changed as I was warned about the consequences of having social media available to the public. Names have been changed to protect the innocent. And for funsies.

Rachel K. Decision

Seattle University wants me, too! Who would have thought this would happen? Certainly not me. In my infinite self-doubt, I seem to have forgotten somewhere along the graduate school application process to ... y'know... compare schools. My  preliminary search process for masters in teaching programs was as follows:

1. Google "masters in teaching programs, Seattle." 
2. Apply to top 3 search results. 
3. Pour a glass of wine. 

And in fact, the google search is really no exaggeration of my "research efforts." Behold: 

And so I began applying to these programs. Or, I should say that I applied to the programs that weren't turbo sketchy. I haven't talked very much about Seattle Pacific University, but that's only because the application deadline is in February and by the time I was getting around to putting something together, I had already heard back from the University of Washington. 

So now I am accepted to two ostensibly good schools: The University of Washington and Seattle University. I have the greatest problem anyone could have: 

Which graduate program should I go to?

 Sure, UW was definitely my first choice and I was totally behind the idea of finishing up pre-requisite classes in the next two quarters and starting in June... but then I got into the other school! It changed everything! So, I started making lists  -- most of them in my head at around 2am -- and here is what my lists may have looked like were they written on paper:

VS

UW v. SU 

UW has a bigger fountain than SU's... plus it has a vista of a volcano. 

SU's bathrooms are much nicer than UW's

UW has 220 people in the MIT program while SU's has 50

UW is broke and SU is backed by the DARK SIDE Catholic Church and has church $$$

UW is 2 years long, SU is 1

UW would save me $3,000... which I would end up spending on pre-requisites

I don't have to take anymore prerequisites if I go to SU... I could just take them during the program as opposed to before. 

For these reasons and generally no others, I have decided to officially enroll in the Seattle University and start my Masters in Teaching Program in early March of 2011. This is barring amnesia, peg-leggedness, and/or cold feet. 

So -- exciting news! This blog might actually turn into a teaching blog after a solid year and some months as a bunch of mild catastrophes. 

I'm going to be SO BROKE. 

And on that note, I'm going to visit my family in Virginia for a week and a half or so. I will probably report more on the graduate school enrollment from there. 

Rachel K. UW & the Return of Lifeapocalypse

The news that I had been accepted to the University of Washington Masters in Teaching Program came over my iPod e-mail around 4:30pm while I was in the middle of a closing shift at Makeda Coffee. I was so stunned that I had to read it over about three times (iPod screens are very small). Finally I was convinced enough to tell my boss the good news, which she was excited to hear! 

I spent the rest of the shift texting and calling people between customers and then excitedly bounded down to Capitol Hill to tell Kevin the good news in PERSON and to go see a midnight showing of "Indiana Jones: The Temple of Doom," which is the silliest Indiana Jones movie ever. So many alligators. 

I spent that weekend feeling very excited because THE THINGS I HAVE BEEN WORKING FOR ARE NOW LEADING TO SOMETHING FRUITFUL! SO FULL OF FRUIT ARE THEY! 

Then again, I have three more prerequisite courses that I need to sign up for, get into, and get B's in before I can go to this masters program. Rats. 

So, Lifeapocalypse returns in a new form. I managed to register for a US History class (Reconstruction and onwards,) but I have yet to be fully enrolled in the educational psychology or multi ethnic studies courses that I need to secure my place at UW in June. Basically I've earned the acceptance, but I'm not yet accepted... which is really stressful. 

I've spent the past week trying to feel happy, but mostly feeling inundated and worried about courses. I'm waitlisted for these classes at UW, but I won't know if I have a seat in them until the first week of classes (January 3rd, which is 4 days before my reply to UW is due.) I have tried unsuccessfully to enroll in the community college lifespan psych course, but the professor wouldn't let me on the wait list without Psych 101 under my belt... even though the psych class is a 200 level (really?) 

The Plan B is going to happen as soon as I have a few hours to bus it up to North Seattle Community College to try and appeal to the psych professors up there to let me into their classes. 

Nothing is easy, everything is still up in the air, and I know I should stop worrying and remember to celebrate this incredibly VICTORY that my hard work has finally paid off with. I'm hoping that the classes will all work out and I can start blogging about REAL TEACHER THINGS and not DEEPLY ROOTED NON-MATRICULATED ANXIETY. 

I should hear back from Seattle University in a few more weeks. I interviewed with them awhile ago, but forgot to write about it. All in all it was pretty unspectacular. I really liked the UW candidates in the group interview a lot better, which is something to consider if I end up having to decide between the programs. 

I hope my next blog post is an optimistic and cheery one!

Rachel K. Desperate

Seattle weather has taken a turn for the autumnal, which is a comfort and a reminder that I have been here longer than a year now. The leaves are starting to turn gold and red on a few kinds of trees and the air has turned crisper. It's the kind of weather that is conducive to reading, eating pie, and wearing over-sized sweaters. One of the blessings of having no real source of employment is that I have the time to enjoy these fall days at home and around downtown Seattle. The downside to having no real source of employment is that I have no real source of income, which is a constant reminder that I am fucked need graduate school to work out.

School-wise, I've been making slow progress. I've finally turned my applications in to the University of Washington and Seattle University. At this point I would gladly go to any school that would accept me, but I am currently hoping against hopes for UW to open up their lovin' arms and allow me the distinct pleasure of learning. I have also signed up as a second-class citizen non-matriculated student for two classes at UW. I'm on standby for Intro to Geology and Intro to Globalization. These classes, in theory, will fulfil my world geography and lab science course requirements as pre-requisites to either UW or SU graduate programs. In other words I've spent $3,000 in the hopes of taking classes to fulfil the needs of universities, in hopes that these universities will accept me.  I remain hopeful, since it's all I can really do.

On the community college front, I have applied for studentship at Seattle Central Community College, located on Capital Hill and right across the street from a Panera Bread that will OPEN SOON (according to its banner.) I took a math placement exam, but didn't place well enough to take the elementary school teacher math course that I need for one of my pre-requisites... SO I have spent the last weekend studying my polynomials and I plan to retake the placement test this week. This time I'll be ready! This is very much due to the kindly tutoring of Kevin, who has an exponential amount of patience with me and my inability to absorb mathematical concepts. <3

In the end of my application process, I took the WEST-E, which is the teacher's exam in Washington State for elementary endorsements. I have no idea if I passed, which is really scary. If I don't pass it, it could mean I don't get a graduate program this year, which would be an enormous set-back. I really hope I passed, and that's all I can do. On the bright side, it's the last exam I need to take, which is a tremendous relief. Or... a relief if I passed, anyway.

I am still tutoring part-time at the Kumon Center, which is my only source of income right now. My boss, Marty, has created a new position for me that she hopes will work out for me as well as for her. I'm somewhat of a glorified secretary starting in October. I'll be doing less tutoring, which is a bummer, but I'll have more responsibilities as a new title as, "classroom manager," which looks fancier than "tutor." I am thankful for the Kumon Center and all of the cash and sanity it has provided me with over the past year. Plus, my students are awesome and they're all getting SO TALL.

I am currently looking for part-time employment to supplement my meager income from Kumon and to give me more of a purpose in life. A year in Seattle and here I am applying to retail stores, the apple store, and coffee vendors that aren't Starbucks (I don't think they'll hire me back.) The apple store and multiple retail venues have thus far rejected me, but I am holding out for some kind of waitressing or barista position where I won't be expected to stay for the long haul. I just need something for the rest of the year or until I can finagle my way into a teacher certification program.

I feel more and more desperate all the time, I won't lie. All of my money from summer camp is going into classes and I feel like I am not making any progress with finding something to bring the money in. I hate that I have to focus on and worry about money and part-time jobs when I should really be focusing on salvaging a career out of this past year, which has been a glorious mess. Everything's always backwards. I'm stressed out and I hate that I'm 25 and I can't justify buying a hoodie for fall or yarn to make Christmas presents for my family. I've been filling a lot of the time with studying and baking bread. Somehow baking bread makes my day feel infinitely more successful, and I don't suppose I'll ever know why.

In a nutshell, my social and love lives are top notch, my professional life is non-existent, and I'm worried and anxious almost all of the time. I hope that my next blog post will be a lot more hopeful and that it will report a lot of GOOD THINGS. I will be hearing back from the Universities I applied to starting in October in any case.

I just want to teach.