Yom Kippur

We have a half-day tomorrow because Yom Kippur will begin at sundown. This time of year is known as the High Holy Days. When we’re in elementary school, and we’re learning all about the holidays of different cultures, we’re taught that Hanukkah is extremely important to Jews in the way that Christmas is important to Christians. We learn about the Festival of Lights, the miracle of the oil that lasted for 8 days instead of one. We didn’t learn about Yom Kippur. Yom Kippur is probably the most important Jewish holiday. Hanukkah has become, in the eyes of many non-Jews, some type of Jewish version of Christmas. Maybe we feel badly about all that Christmas spirit floating around. We don’t want anyone to feel left out, so we point out Hanukkah, and we say, “look, they have this holiday just like it… sort of… well, not really, but there are presents involved.” Ever notice, though, that Jews do not observe Hanukkah by taking days off work or school? I did, but I didn’t think about it. I do have a winter break in December, but it doesn’t coincide with Hanukkah. It coincides with the same winter break every school takes — let’s just admit it — to give families the opportunity to celebrate Christmas.

If you have Jewish friends, however, you will notice they do take off work or school for the High Holy Days: Rosh Hashanah and Yom Kippur. Even Jews who normally don’t observe any other Jewish customs will observe Yom Kippur, even if it is only refraining from work and going to synagogue.

From the Bible or Torah:

Leviticus 23:26

And the Lord spoke to Moses, saying: “Also the tenth day of this seventh month shall be the Day of Atonement. It shall be a holy convocation for you; you shall afflict your souls, and offer an offering made by fire to the Lord. And you shall do no work on that same day, for it is the Day of Atonement, to make atonement for you before the Lord your God. For any person who is not afflicted in soul on that same day shall be cut off from his people. And any person who does any work on that same day, that person I will destroy from among his people. You shall do no manner of work; it shall be a statute forever throughout your generations in all your dwellings. It shall be to you a sabbath of solemn rest, and you shall afflict your souls; on the ninth day of the month at evening, from evening to evening, you shall celebrate your sabbath.”

This is the beginning of Yom Kippur.

On Yom Kippur, one must not eat or drink, even water. No work may be performed, as is made very clear in the verses above. Some Jews also adhere to additional restrictions in the Talmud: washing and bathing, anointing one’s body (perfume, cosmetics), wearing leather shoes, and having sex.

Most of the holiday is spent in prayer at synagogue. White, representing purity, is traditionally worn on this day.

Interestingly, one component of the liturgy on Yom Kippur is confession of sins. Not confession like Catholics view it — confessing specific sins — just general confession for wrong-doing, especially for wrong people do to others through their speech. The idea that words harm and must be atoned for is something that really speaks to me. Lashon ha-ra, or the evil tongue, is considered a grievous sin in Judaism. Wouldn’t it be nice if more people thought about the evil they speak, even if only one day a year?

One must never make the mistake of wishing their Jewish friends a Happy Yom Kippur. It is a day of serious, prayerful introspection. At the beginning of the year, on Rosh Hashanah, God decides who will suffer for their sins over the coming year. In the 10 days after Rosh Hashanah leading up to Yom Kippur, there is a chance to atone for one’s sins. During these “Days of Awe,” it’s possible to act in such a way that can change God’s mind, if you will. On Yom Kippur, God’s judgment is sealed.

I just opened my school e-mail account. I don’t do that a lot from home. I had an e-mail from the mother of one my students. We have a meeting scheduled after school on Monday. She said she hoped she was not out of line in wishing me a Happy New Year and an easy fast. It touched me, because I felt included — such a part of the community. It’s easy, being a Christian working in a Jewish school, to feel as if I don’t really know what’s going on sometimes. I didn’t understand, for instance, what the significance of the different sizes of kippot meant. I was shy about asking, because I didn’t know if it was a dumb question or not. Finally, on Curriculum Night, I asked Pamela. She is a rabbi, and she wears a kippot when she is teaching (she teaches Rabbinic Literature). She explained there is no significance. Traditionally, the kippah should be the width of your four fingers when folded into quarters. She showed me how hers was four fingers. I said I had wondered if it had some other signficance — did it, for example identify one as Orthodox or Conservative? No, she said. I asked why the different sizes then — why did Andy wear such a large one? She said it was because he’s balding. We laughed. I don’t know that many rabbis, but I think I work with two of the coolest ones in the world.

By the way, you may or may not know this, but Jewish holidays begin at slightly before sundown on the day before the actual holiday. So my students and friends will begin fasting and prayerful contemplation tomorrow evening. No, I don’t think I’m going to fast on Saturday. For one thing, you don’t just do that without preparing for it. That prayerful contemplation and atonement, though. That… that sounds like a good idea.

Show and Tell

I brought my husband for show and tell at school today. True, he did all the telling and showing.

My school has morning programs every day of the week except for Wednesday. On Mondays and Fridays, that means Town Meetings or guest speakers. On Tuesdays and Thursdays, that means Tefillah, or prayer. At the beginning of the year, Marc, the head of our Judaics department and the coolest rabbi in the world, asked us as a faculty if we could think of things to share with the students — as a community — about something we do or someone we know. I immediately thought of Steve. He could come to the school, talk about opera, and sing for the students. Marc loved the idea.

Steve talked about how he came to opera, the son of a “redneck” family in Tennessee, where the only opera anyone heard of was the Grand Ole Opry. It was an utterly fascinating talk, and I learned things I didn’t know before, too. The students were very attentive and asked great questions. They applauded long and lustily when he sang. I think they really, truly loved it. The faculty and students kept telling me all day how much they liked it.

I was really proud of him. While he talked and sang, faculty and students kept catching my eye and smiling. There is already talk of bringing him back. Marc is interested in taking the students to see him perform in Cosi.

I think students always enjoy seeing another side of their teachers. It was the coolest show and tell ever.

Summer Reading, Part 2

First of all, before someone misunderstands and thinks I’m complaining, I need to make it clear that I am NOT complaining. I love my job. I have no complaints.

I’m discovering, though, that many of my students didn’t do their Summer Reading. Students are supposed to read three books over the summer. Once they return to school, they are tested over two of the books; the third book is the first unit discussed in the class. I didn’t have any control over the choices. That was, I think Randal’s fault decision. Randal is a great guy. But he did choose Oliver Twist for the 9th grade College Prep. classes. I mean. Come on. Right? So I told the kids that we’re going to test over the books and move on. They seemed okay with that. Besides Oliver Twist, my 9th graders also read The Old Man and the Sea, by Ernest Hemingway, and The Bean Trees, by Barbara Kingsolver. Since I get to pick which book we’ll study and simply assess them on the other two, I picked the one I liked best: The Bean Trees. They indicated that they liked that one best, too. Actually, I think most of my 9th graders may have read the Summer Reading. Just not closely. They didn’t do well on the Old Man test. I assigned a project for Oliver Twist because (ducks) I haven’t read it. I don’t plan to, either. Dammit, Randal, anyway. So I’m asking them to create a newspaper based on the book. Very good idea, if I do say so myself.

My 10th grade Honors classes read Fences, by August Wilson; The Grapes of Wrath, by John Steinbeck; and The Sun Also Rises, by Ernest Hemingway. I agree with all of those selections — all classics of American literature that should be read. I think they did their reading. They did very well on the Fences essay test. The Grapes objective test is Thursday. So that means we’re discussing The Sun Also Rises — very interesting in light of the portrayal of the Jewish character Robert Cohn by the narrator Jake Barnes.

The College Prep. 10th graders read I Know Why the Caged Bird Sings, by Maya Angelou; A Farewell to Arms, by Ernest Hemingway; and A Raisin in the Sun, by Lorraine Hansberry. We’re discussing Raisin. Again, they didn’t do well on the Caged Bird test. They did better on Farewell. One student, however, really worried me. He didn’t do well on his Caged Bird test. Then he turned in his Friendly Letter late. He’s lucky I took it. Who am I kidding? I’m soft. Anyway, he stared at the Farewell test for about 15 minutes. Then he approached me and asked if he could go to his locker and get something to do. He admitted he hadn’t read the book, and he said he didn’t think he could fake his way through the questions. I was impressed by his candor. However, this put his grade at a low F. I know a parent of a student at this school would find even a C unacceptable. I know that right now, a lot of my students are currently sitting on a fat C, but since there are only two or three grades, things will change. In most cases, see no cause for alarm. Except this one student didn’t attempt the test. A “0” on a test! So I e-mailed his mom. She asked that I call to follow up. She dressed him down. He is supposed to come to me tomorrow and discuss the possibility of working out a solution. I have to decide what I will do. I honestly don’t know. I want to help. He did, after all, have the Summer Reading assignment. True, he was away all summer, and Mom couldn’t watch him like a hawk. However, as she said, that’s no excuse. She hinted that I might want to discuss things like this with him first in the future. Then I felt bad. Like a rat. I am used to this middle school mentality where you can’t trust a kid and have to go straight to the parents. If she is any indication of the parents at my school, I’m even more excited.

First Week

I had a most excellent first week of school. I feel like I’m at home. It will be a miracle if I ever learn my crazy schedule, but that’s okay.

We had Field Day on Friday. Yes, at the beginning of the year. Think about it, though. It’s a great way to get to know folks. Students council divided all the students up into teams. Each team wore a different colored t-shirt that had the names of all the students, faculty, and staff on the back. I was on the red team, but there were also orange, yellow, green, blue, purple, pink, and black. It was great to see the students interact. I was really touched during the tug-of-war. One of my sophomore students is the kind of kid who would be picked on in public school — he’s a big guy, and he’s got true geek cred for his interests (which match my own): LotR, the Middle Ages, and Harry Potter. He was the anchor for the yellow team. What touched me is that as he was trying so hard to stay on his feet and pull, one of the seniors from the red team — a cool kid, you could tell — kept yelling encouragement: “Come on, [student’s name], you can do it!” It would be unrealistic to say that all of the students at the school are friends, but from what I can see, they are all at least friendly to one another. My team won the tug-of-war, by the way. We didn’t have the biggest people on our team (after all, yours truly is not an asset on a tug-of-war team). I know those poor guys were not too thrilled to have the tiniest teachers — yours truly, of course, and Rabbi Gottfried. But between the two of us, we’ve had six children, four of them without drugs. So we pulled and pulled. That black team had all the biggest guys on it, but we beat them. I was surprised, and I think the rest of the guys were, too. I was so tired at the end of the day. Actually, just sitting down at lunch wore me out. After lunch, Rabbi Baker led the blessing, sung in Hebrew. It was really beautiful, and I really enjoyed the feeling of community — watching those teachers who were Jewish and the students singing in response to Marc (Rabbi Baker).

You know, half the time when my students leave class, they thank me for the lesson. They thank me every time I give them a handout or paper. They’re so polite and respectful. At the same time, they don’t sit there and stare in quiet as I gab on. They enjoy interaction, discussion.

I am feeling pretty good about my decision to teach for the first time in years. And it was nice to read this post by my husband in praise of a good teacher. Also, go check out why Steve is “the Bomb Shizzle, Yo.” I haven’t mentioned it here yet — I’ve been remiss. He will be a principal (lead) in the Huntsville (Alabama) Opera Company production of Cavalleria Rusticana and Pagliacci. He will audition for the Pensacola Opera Company on Sept. 25.

Rosh Chodesh

The following definition of Rosh Chodesh was taken from Judaism 101, a site I think I will be consulting frequently: “In Hebrew, Rosh Chodesh means, literally, ‘head of the month’ or ‘first of the month.’ Rosh Chodesh is the first day of any new month.”

It used to be a great festival, but it has diminished in importance. Tomorrow, my students will have a longer session in Tefillah, or prayers, because it is Rosh Chodesh. It seems to me like Rosh Chodesh is a miniature version of New Year’s (or Rosh Hashanah, the Jewish New Year). It’s a time for celebrating beginnings, for blessing the new month. If I looked at the calendar right, that means that the month of Av is passing into the month of Elul, which will culminate in Rosh Hashanah. This is a very busy time for my students.

I like the idea of celebrating the beginning of each month. I’m celebrating a beginning myself. I love my job. My students seem very conscientious. They worked so quietly this morning. I’m not used to that. Isn’t that sad? That it would be weird for me to expect quiet and hard work? I love my colleagues. The students seem to be very interested in doing well. Truthfully, I think most of them work hard. We have a computer gradebook. One of the History teachers was showing me how she uses it, and I noticed there were no grades below a C on her roster. I used to have high failure rates even after compromising my standards and dumbing down my curriculum. I knew I would be blamed. It’s a real crisis in education, if you ask me. People wonder why teachers inflate grades. Well, because everyone pressures us to, from parents to administrators. The only people I had encountered up until now that didn’t seem to care overly much about grades being too low were the students.

I put writing about school in a category I call The Joy of Teaching. I used to mean that somewhat (okay, totally) sarcastically. It looks like that may be changing.

First Day of School Jitters

I wonder if they ever really go away. Maybe if I stayed at one school long enough, they might. I am looking at the clock, thinking I need to get in bed. The dryer buzzed. I can fold some clothes. That will be something to do.

I ironed my black skirt and lavender blouse for tomorrow. I wish they looked nicer. The blouse is silk and has small tears at the cuffs. I can fix it so that no one notices if I use tape on the inside. My pantyhose have a couple of tiny snags in them. I cleaned a white spot off my black shoes.

The schedule tomorrow is abbreviated, which I think is a great idea. There is a long morning program wherein the faculty will be introduced. The classes themselves will only be about 15-20 minutes long, I believe. And then the students will leave at 2:00. Then, I guess, we’re all about business on Tuesday.

I’m nervous. I want to do well here. It isn’t that I haven’t done well in the past so much as I just can’t seem to find a place where I fit. So far, I feel at home. But tomorrow, the real test begins. I was chosen from a great many candidates for this position — Nanci showed me the stack of résumés she didn’t even interview with. She agonized over whether to hire me or someone else who was also very high on her list. She was very honest with me about this. I don’t want to disappoint her. She placed a lot of faith in me.

I’m sitting here hoping I can be good at this, hoping she won’t decide she made a mistake. I was really happy at work last week. I love this job so far. I want to be great. There have been many times that I questioned whether I should continue to teach. Was it that I hadn’t found a home yet, or was it that I wasn’t good? I can think up some great ideas for lessons, but sometimes I don’t feel like I pull it all together like I should. Is that just me?

I can honestly say that I have finally learned that I don’t need the students to “like” me. Age and some small amount of wisdom has taught me that. But I do want them to consider me a good teacher ten years from now when they look back. That is really important to me.

Nobody Knows the Trouble I Seen

I have had one hell of an aggravating time dealing with my website host. Couldn’t find their ass with both hands, a map, and a dumbass-to-English dictionary. That said, I’M BAAAACK! It feels great to be up and running again. I am sorry I haven’t kept up with you all very well in dealing with the mess that has been PlanetHuff.

Basically, my host decided to upgrade servers. The email they sent informing me of this wonderful event went into my junk folder, which I only check every few days. They dumped my old server literally two days after they sent the email. For cripe’s sake, I could have been on vacation! What was I supposed to do? I have been emailing back and forth trying to get them to help me out, but I don’t think they know how.

Here’s a short list of problems I encountered:

  • They deleted my site. Or, I should say, they prevented me or anyone else from accessing it, though they had all my files stashed away somewhere, because they uploaded them to the site on the new server (once they set that up, which I had to tell them to do — imbeciles!) in the form of a tar.gz (compression) file.
  • I had to unpack the tar.gz file and figure out (again) exactly how you’re supposed to install Movable Type, which isn’t exactly a cakewalk. That took the bulk of the time I’ve been absent.
  • I thought my blog was going to have to be completely rebuilt, but it turns out my host actually put my old MySQL database into that tar.gz file, and Steve knew how to get that puppy uploaded.
  • I had to do all kinds of wonky things with setting permissions for my site, but most of you probably wouldn’t know what I was talking about, nor would you care.
  • My stupid server “isn’t configured to serve CSS files.” Can you believe that? I found a workaround for that issue at Webmaster World forums. It seems to be working. I can now see my CSS in Firefox, and my site looks as I intended. What do you think, Cranky? Back to normal for you, too?
  • My comments weren’t working because I was an idiot and forgot to change the post URL for my comments at Junk Eater, which filters all my comments to prevent comment spam.

There were some days when the thought of working on this blog made me want to bang my head in frustration. But I did it.

I have lots to say about school…
Continue reading “Nobody Knows the Trouble I Seen”

Busy, Busy, Busy

I have spent the last two days working hard with Nanci and my new colleague, Sparker. Her first name is actually Sarah, but I can’t call her that here, because I already have a Sarah. I think this might be the first time someone ever asked me to help design rather than simply implement a curriculum. It is rewarding to feel like I have so much input into what I’ll be doing, as well as ownership over the whole deal. I’m worn out. Nanci is so energetic. She makes me feel tired. In a good way.

My task over the weekend is to scope out the bookstore for any books I’d like to get either as novel selections or supplemental materials (oh, twist my arm). I have never had the luxury of actually getting everything I really want for my students. In fact, I’ve rarely had the luxury of getting everything they need. I feel like I’ve died and gone to heaven.

I also need to do a draft of the CP 2 curriculum. Daunting. But I have some examples of the regular CP and Honors curriculum as well as the ones Randal wrote.

I am supposed to finalize a list of novel selections, plays, anthologies, and supplementary materials. So far, this is what I’ve decided I would like:

9th Grade Novels

10th Grade Novels (American Lit.)

Supplementary Texts, Professional Literature, Teacher Guides

I have also decided which plays we’re doing in each grade. They’re all in their text books, except The Crucible, Arthur Miller. The other two plays not included in their texts are required summer reading, so I didn’t bother counting them here. I’m doing Romeo and Juliet, William Shakespeare, and Antigone, Sophocles with 9th and The Little Foxes, Lillian Helman and The Glass Menagerie, Tennessee Williams for 10th.

My brain hurts. I need a bath.

Eleven Educators Will Lose State Licenses

I searched through my entries, and I cannot find a reference to the Georgia teachers who will lose their licenses because they bought bogus advanced degrees online (free registration required). How could I have been so remiss in not telling you, gentle reader, all about this unbelievable example of a severe dearth of ethics in my profession?

What basically happened is that these teachers, who were mostly middle school teachers, many of whom worked in my former system, bought masters and doctorates from a diploma mill known as St. Regis University located in Liberia. None of the teachers was known to me, nor did they work at my former school. The Georgia Professional Standards Commission voted nearly unanimously (11-1) to revoke their teaching certificates. Without a teaching certificate, no public school is able to hire them to teach. I would be very surprised if a private school did, either, considering the circumstances. I doubt they would be able to move elsewhere and be certified. Should they lie, I am unsure what recourse the injured school would have. I have been told that someone who lies on a job application for a public school system can have action taken against their certificate. If you have no certificate, though, perhaps some sort of criminal charge of fraud or something of the sort could be made.

When teachers complete an approved education plan at an approved/accredited university, like I did, and have passed a certification test (or two, as is now required), we are eligible to apply to the GAPSC for a teaching certificate. Every five years, we must submit proof that we have taken college coursework or professional development courses as required to keep our knowledge of the art of teaching and our subject matter current. When we complete advanced degrees, we submit the information in much the same way, although we are not required to take further tests. The GAPSC then decides whether or not to grant us a certificate at a higher level. Mine is, for example, a T-4, which means I have a bachelor’s degree. Someone with a master’s degree might hold a T-5 certificate. Someone with a specialist’s degree would hold a T-6. A person with a doctorate would have a T-7. Leadership degrees are the same, but they are listed as L-6 or L-7. I’m not sure if you can have an L-5. Pay goes up as your degree level advances.

Basically what these people did was to sacrifice their careers in education for monetary gain. I guess we all get into teaching for the big bucks, don’t we? Granted, I believe teachers are not paid enough, but I find it appalling that my colleagues would feel it is okay to defraud their school system, their students, their students’ parents, and the state of Georgia into thinking they had earned an advanced degree. Advanced degrees are a badge of honor. They represent hard work. They represent specialist knowledge. I’m happy that this case demonstrated that those things cannot be bought.

You can still work in private schools in Georgia without a certificate. And you can work in other industries, too. But I can’t think of an employer who would, in good conscience, hire someone who had done this. I’m sure it was tempting. It looked so easy. And why do the work if you can get away with not doing it? What a lesson to teach one’s students.

Even though this effectively ends the careers of these educators, and might seriously damage their prospects in another field, I think it was important that the GAPSC took the hard line and did not allow this travesty to be punished lightly. I agree with their finding that purchasing these degrees “and using them to obtain raises violated ethics rules on misrepresentation or falsification, misuse of public funds and property, criminal acts and professional conduct.”

A Ben Hill County parent said of David Mims, a principal who bought a phony degree from St. Regis: “‘The stars get doctorates for not even going to college, stuff they have not done. If he has been doing fine with our children let him be,’ says parent Elaine Hubbert.” It is much more complicated than that. This parent clearly doesn’t understand the difference between an honorary doctorate and a real one. Lots of people with no degree at all might have all the makings of being an excellent teacher and a way with kids, but you learn things to further your expertise when you get a degree. Ultimately, the measure of it is this: do you want a liar and a fraud teaching your child? I would hope the answer is “no.” It’s a pity that these eleven educators didn’t ask themselves that question before they bought those phony degrees.

Summer Planning

Yesterday, I had a meeting with my new principal. We discussed the curriculum a little bit — she gave me some handouts the teacher I am replacing made detailing the curriculum in a syllabus-style format. I got my teaching assignments. I will be teaching 10th grade Honors American Lit., 10th grade College Prep. American Lit., 9th grade College Prep. Lit., Comp., and Grammar, 9th grade College Prep 2 Lit., Comp., and Grammar (a college prep. course for lower level students), and a study skills course. Before I go any further, from now on, College Prep. will be abbreviated CP. My fellow teacher readers might be freaking at the number of preps I have. Don’t worry. I am essential teaching only 2 preps with some differentiation for ability. The study skills course is something I have lots of ideas for already, too. I have taught similar courses before. My ex-husband referred to me once as “the anal-retentive student.” He’s not far off the mark. My notebook was always impeccable, and I made grade sheets for any classes that didn’t give me one so I could keep track of my average at all times. I plan to mold my students in that study skills class into little anal-retentives, too.

I will also be responsible for monitoring the CP 2 students — checking their progress in other class, making sure they’re not slipping through any cracks. The thing about teaching at a private school, is that if they can’t cut it academically in the CP 2 class, then they just don’t stay at the school. That’s a new concept. Public schools are required to educate every student in their school zone, regardless of ability. Seems like this will be very different. I was also told that I shouldn’t hand out A’s. Yay! The pressure to give inflated grades has been so great for most of my career. Now, as long as I can justify the grades I’ve given through clear criteria and fairness, then I can give them. Students making D’s and F’s will most likely not stay at the school long or will be dropped to a lower level course (if there is one).

There are only three full-time English teachers. One of the counselors teaches the AP English Language course. Randall teaches 11th and 12th grade Brit. Lit., World Lit., and AP Literature. I have the 10th graders and some of the 9th. Sara, who will also be new and teaching for the first time, will take the rest of the 9th graders (Honors) and Humanities. I am not completely sure what all she’ll teach, to be honest. She was very nice. I met her yesterday, too.

If I understand the schedule correctly, I will teach 4 days a week. The 5th day I will be available for subbing (they do all their subbing in-house) or resource lab for tutoring English students. My classes meet 3 days a week for 80 minutes, then on Friday for 45 minutes. School will start earlier on Friday and get out earlier because of the Sabbath. Did I mention this was a private Jewish high school?

I am looking forward to learning more about Judaism. I am hoping to learn a bit of Hebrew. I find it very interesting. Hebrew lessons are included in a newsletter I used to receive from Zola Levitt.

The textbooks I am using are old. I don’t think it is because it’s a private school and funding is an issue. The copyright is 1989, and that was before the school was founded. I got an inkling as to the reason why we have these texts when Nanci, my principal, indicated she loves them dearly and they’re out of print, so please take of care of them. Aha! Nanci was an English teacher, and I believe that she just really took a liking to them. They are Scott, Foresman/Prentice Hall’s Literature series (Patterns in Literature: America Reads, Traditions in Literature: America Reads, United States in Literature: America Reads, and England in Literature: America Reads — I’m not sure if the World Lit. book is in the same series). It’s actually a good series. Same works as all the other textbooks. There’s less fluff (photos, pictures, flashy graphics) and more literary terms, analysis, and the like. Because it’s out of print, though, Nanci ordered teacher’s editions that had to be photocopied and bound. We have separate books for vocabulary, grammar, and writing, too. MLA handbooks. All kinds of things. I think I’ll want some dictionaries. Nanci asked me if I would. I need to read through them all and get familiar with them.

I am actually really getting excited to start, too.