Week 14

 

Week 14 – A Heart Full, Even in the Hard

I walked into Monday carrying a little heaviness, still processing the “what-ifs” after my dad’s hospital stay for a UTI. I distracted myself the only way I know how—by sticking tightly to my schedule. Many students were out sick, but in the afternoon I had my informal observation with my assistant principal. I chose to work on central idea using a Wonders leveled reader. I was so nervous that I completely forgot one of the main worksheets I had created to connect the central idea of informational text to supporting details.

Preparing for an observation always comes with a lot of moving pieces, especially when you’re teaching in someone else’s classroom and can’t predict the environment. One of the students decided to goof off for most of the time, and when I explained explicit vs. implicit details, he asked, “You mean like cuss words and stuff?”—referring to explicit content. It made me laugh, and overall, the lesson went very well.

On Tuesday, I worked with one student for much of the day so he could take a test in an alternate setting. Later, I offered help to another student who also benefits from being pulled for testing, but the teacher preferred to test him in class. I respected her decision, though I did receive an email later that he had disrupted the room and would be getting a referral. That was upsetting, only because I knew that outcome was likely—but I also knew I needed to honor the teacher’s request.

I stayed late Tuesday evening talking with an intern about the purpose behind small-group instruction and the importance of grouping by skill levels. Students should rotate daily to keep pacing manageable and instruction consistent. A teacher-led table is essential for targeted instruction, while computer and independent stations give students practice and collaboration time. Many classrooms add a fourth group as well, depending on class size.

Wednesday was Teach-In, so my schedule was completely obsolete. Each classroom had visitors all day, so I worked with two students for most of the day. In the afternoon, we had our school Thanksgiving potluck. The turnout was wonderful, and it felt good to laugh and talk with other teachers before break. I was especially touched by the servant heart our principal showed throughout the whole event—planning, setting up, and cleaning afterward.

Thursday was my long day. I worked straight through with barely a break and adjusted my times as needed. We had a brunch honoring a colleague retiring on December 1st, followed by Thanksgiving lunches for the families of our students. Our leadership team served every parent who came. I’m gaining more confidence teaching small groups inside general education classrooms, but the noise level is still my biggest hurdle. It’s incredibly loud in some rooms, and focusing can be tough. I’m still not entirely convinced that support facilitation is best inside the classroom, simply because of the distractions.

On Friday, the whole school was in a great mood with Thanksgiving break around the corner. A few students went home sick, so my schedule lightened. I finished testing two students so I can write their IEPs over break, and I spent the afternoon working with a student placed in an alternate setting for the day. Another student came in and encouraged him about learning math and choosing a better path, which sparked an idea—peer tutoring. This school has tried everything academically and behaviorally, and nothing seems to stick. Listening to a middle schooler talk with such honesty made me realize: I have a heart to reach the unreachable. I don’t like to give up.

We ended the week as an ESE team, gathered at a restaurant to celebrate the retirement of one of our own. We laughed until we had tears in our eyes, bonding over chips and salsa. By the end of the week—despite the sadness surrounding my dad’s health and my mom not sleeping—my heart was happy, and my tummy was full.

To all my readers, I wish you a Happy Thanksgiving and a chance to rest with your loved ones. ❤️🦃