Sigh . . .

I think Funsucker will be back in my life next year.

Anger in my dreams

My personal life was tough last week. Nothing like Japan, and I feel guilty saying it, but I live in me and not in Japan.

I dreamt last night that a student asked for work to raise her grade. I gave it to her and then explained the work. Then she said (in a tone several are adopting this year) "Well, as long as you realize this is YOUR fault...." and I lost it and chewed her out.

The students in 1.5 classes do not stop talking, will not write anything down (even when I say "write this down"), will not practice the work by doing classwork. And they are not passing.

I am revoltingly predictable. If you copy the notes and review, work the problems and ask questions, there are no surprises on the tests.

Otherwise - well, it is Algebra 2 and not easy.

The dream continued - or segued - into one with another teacher. (The art teacher was teaching a cooking class and my desk was in the same room, and there were a bunch of naked Barbies on the desk.....) but the important part was that the kids were just as clueless and disrespectful.

Odd.

I accepted needs improvement on my evaluation last week because I am tired of telling them the same things and didn't want the sarcastic putdowns I would get. The NIs should have been seen for what they were - the failure of Funsicker to do anything approaching a professional job. Apparently, this year she is not trying to take over my class, just screw me over.

I don't mind being dinged for things that are my fault. It pisses me off to accept things that are not.

But, I think it just means I have the NIs and I am done with being evaluated by him, - and that tradeoff I can live with.

Definition of a prep

If I have a prep, I do the lesson plan. I find the resources. I teach the class. I write the assessment and grade it. I call the parents.

If I have five preps, I do all of that for 5 classes.

Hey, Funsucker. You do not have 5 preps if you only do that for one class. If for the other 4 classes other teachers write the lesson plans, the copies, the teaching, the assessments, and you offer a) no help and b) no work.

That means you have ONE prep and are in 4 other classes.

I actually feel sorry for Funsucker.

The principal told her today that if she would offer her resignation, he would accept it. How completely unprofessional. She has issues, but he is an ass.

This was when she went to him because another teacher will not explain things to the kids who respond by saying "that's why everyone is failing."

Oops, left something out

The previous post would make more sense, particularly the karma part, with two additional pieces of information.

Last year, when 2 of us were talking with Highmaintenance, complaining about the special ed teachers we had and how they made things difficult for us, she said that she wished she had a co-teacher because it would make her life easier. I mentioned she does not plan ahead. She is always running to the copier during class to make copies. She has tried getting Funsucker to do her copying - good luck with that.

Funsucker that I was overly picky - and now she is butting heads with Highmaintenance.

They SOOOO deserve each other.

What goes around

Sometimes you just get to sit back and watch Karma happen.

HighMaintenance is teaching with Funsucker this year and they are having problems. HM cannot plan more than a day in advance. It occurred to me yesterday when I was trying to plan with her that a) she probably thought she was being helpful even though she was contributing absolutely nothing b) she thinks I am a pain in the butt (I am) C) she feels like she has jumped through these hoops a million times already and doesn’t need to do this on any schedule other than her own. Her lack of planning is causing tremendous stress for her and for everyone around her but she is not going to change. Somehow we are supposed to aleviate the stress or sympethize with her.

She put on such a wonderful dog and pony show that the Powers That Be think she is awesomeness personified and cannot see that her students and the other teachers are suffering because she is not a team player.

I have come to see Funsucker in another light. She didn’t want to plan with me last year because she had taught the course before and knew what she was doing and wasn’t terribly interested in my input. (Hey, I can understand that. I'm not terribly interested in hers either.)

This year, she is not comfortable with the math and really wants a plan and communication and is getting neither. And the kids are suffering.

They had a meeting early last week with an administrator to discuss planning. Haven’t heard yet what was said . High Maintenance has decided that she doesn’t like the planning calendar the rest of the teachers are using for a particular math so she has modified it - radically – for her students. We may be back on the same page by the end of February. I do not know if the Powers That Be – who do not understand or remember the math – understand this.

It would be like a group of teachers agreeing to teach the book from chapter 1 to chapter 12 and another teacher deciding that it made more sense to teach all of the odd chapters followed by all of the even chapters.. You cannot plan together if you are not doing the same order. And, while we occasionally teach the same things, we are not following the same path.

I will say that Funsucker is going out of her way to get along with me this year and I am being courteous. High Maintenance is not impacting me because I interact with her as little as possible.

One more day and then a break! Won't see many kids so it will be a chance to raise their grdes.

Just when I think she's gotten better

It hasn't been quite as stressful dealing with Funsucker this year. She doesn't insist on teaching, which is a plus. She does NOTHING - which may be a plus, I don't know.

I still have issues with her taking kids out for small group testing. This will probably end up with me getting yelled at again, but it is the only thing she does.

She doesn't help them. She doesn't discipline. She doesn't do the lesson plans.

Today she walked out of my room (don't know why - and this is not uncommon). A student, who didn't realize I am not as oblivious as I seem, glided out the door right behind. I waited a couple of minutes (mostly because I was dealing with another student) then went to the door - no one is in the hall. After 10 minutes, I sent a girl to the bathroom to see if she was there - nope.

Finally Funsucker comes back into the room and I asked if she had seen Gilda. "Oh, I saw her following me in the hall." Where did she go? "I don't know."

Really?

I wrote Gilda up for walking out of my class. Why would you not say something?

Really? I mean, really? Part deaux

I gave a test in one of the classes I share, using the term loosely, with Funsucker. It took her the usual 20 minutes (no, I am not exaggerating) to decide who to take. This is AFTER I said "If you went last time, go now." I thought that would speed it along.

Nope.

So, she finally leaves and we start the test. Within five minutes, one of the students shows up again. "Maniac [not a special ed student] is acting up and disturbing our group."

Really, now he's disturbing my group.

"What does Funsucker want me to do?" I mean, I can't leave the bulk of the students to deal with a problem. The student looked at me.

Then I said the best thing. (I really wish Funsucker had been there to hear it. I mean, she's the one who keep saying she has more experience than me.) "She's the teacher. She needs to deal with it."

Nope, she sent him back to my room. I told him he was not going to bother the people taking a test because that would be rude.

He is never, never, never, NEVER, leaving my room again. I need to remember to tell him that tomorrow. And Funsucker.

I do not know how to speed her up so we don't waste so much time each test. I have asked her to make decisions the day before. I have made the decisions. NOTHING WORKS.

She is just a funsucker.

Same-o same-o

Funsucker has not changed. I think she is feeling overwhelmed this year - or is off her meds - but she is not demanding that she teach in my class. Of course, it is also first period and she may not be awake yet. (Gotta love being a morning person and being chipper to snarly teenagers who would rather be anywhere else.)

She still refuses to do her damn job.

I have started keeping a log. I track how long she talks with which students. There are a dozen or so in the class which - BY FEDERAL LAW - she must spend her time. Instead she chats with this one or that one "because they need help" while the students she is supposed to be in there for are coming to me.

Yes, I know we are there to help all the kids, but why bother putting her in a classroom with another teacher when she talks over their instruction and will not help the special ed kids?

Document document document.

My husband sat me down yesterday and said he does not want me to pursue another degree and he wants me to really think about going to a private school.

I bristle at the idea. I have never gone anywhere but public schools, never sent my children to anywhere but public schools. I want to help these kids.

I handed out a survey for them to fill out. They asked if they got a grade for it - I said no, but I needed the information - it was on how they learn and what they know.

Half didn't turn it in. Another few slopped crap on paper.

It is now a quiz grade. I am giving 100 to the ones who followed instructions. Zero to the ones who didn't do anything (they can make it up by turning it in after they do it on their own time) and 50 to the ones who did half. (Again, they can fix it on their own time).

And I am thinking about private schools.

Dread

The administration doesn't realize how awful it is to work with Funsucker. They should, as everyone who has worked with her for the past 4 yours has complained, including the teachers who never complain about anything else. (Please read that sentence again.)

Every teacher who has had her asks not to have her again.

They must think I am idiot, because they tried to tell me that no one else has had issues (except that, over the years, while she was teaching with these other teachers, I was talking with them and I know they complained).

I am dreading finding out who I am team teaching with because she makes everything so difficult.

Funsucker - away (please)

Funsucker has been teaching the past couple of days. Rather than making it low key (knowing I had a project due last Friday and a short one tomorrow - both test grades), she made it a test grade and has been threatening them that they may not pass if they don't do it.

Excuse me? I enter grades and it ain't gonna happen.

She asked me (in class, loud, so everyone would hear) what one student was making - I said I didn't know. (I didn't feel like it was Funsucker's or the class's business)

She has been confrontational with the 4 kids she doesn't like - until I told them (when she wasn't in the room) to remember that, while she will grade this, I enter grades.

She cannot see the general ed grades.

I pray I do not have her next year.

With any luck if I do, it would be Advanced Algebra and Trig and she will be lost.

Toady was on a cell phone today. You have to love that eventually the ones you want will deliver so you can write them up.

He stayed after class to tell me he can't be wrote (sic) up again.

"Actually you can be written up - you just don't want to be."

I will call his mother and tell her about this and ask that she tell hom I will submit unless he stops talking while I am trying to teach. It is less than a week, but such a beautiful opportunity.

Less than a month

I will be very happy for this year to end.

Last year I had a lovely co-teacher. Sweet, but completely inept. She was a grandmotherly type, sick all the time, unable to discipline the kids (although they loved her) and didn't know the material since she had been an elementary art teacher.

What a person to stick in a low level math class.

So, to me she was a burden.

This year I have two. They know the math (for the most part). One is really sweet, but other than making one test, he does nothing to take the burden off me. He doesn't copy. He doesn't create the different things to fill in the blank. He can teach sometimes - but it's the copying, grading, write ups, phone calls, and just planning work that he doesn't do.

And then there is funsucker.

She wants to be the general ed teacher, so she does nothing for the kids on her roll. She also does none of the teacher-grunt work but creates an environment such that I am constantly running around in that class putting out fires.

One of the APs has suggested we have a meeting to talk about how she undermines discipline in the room. She doesn't realize I got my hand smacked big time for trying that (why, I have no idea, since no one who has ever taught with funsucker wants her a second time).

So I have gotten passive aggressive. Some of it is really easy. Funsucker has arranged our planning meeting so they take place 10 minutes before we start teaching for the week. So I have to have already done the planning, the copying, etc. I am working on the final now - I will not run it past her until the last minute, if then.

I change the order of things after the meeting and forget to tell her. Wow, that sounds vicious, doesn't it? Actually, what happens is I start thinking about if I do this, then this happens and I run out of stuff to do here, but if I do that, then I have more to fill up the hour. So, at the last minute I pull out that and haven't discussed it with her.

While she is teaching (and she tells me when I get to teach. Isn't that special?) she will interrupt herself to discipline this child or that. I usually intervene to talk with the kid, but while I am doing that, all hell is breaking loose.

I can discipline a class. I can manage to teach. I do not have extraneous conversations with students while she is teaching (I cannot say the same thing about her. She is not helping them, she is asking about the tv show they watched the night before, or their boyfriend, or whatever WHILE I AM TEACHING. I stop and turn around and watch her until she wraps it up and then I finish the lecture.)

And, yes, I have talked with the administration. They told me I need to get along with her and what is MY problem.

Less than a month. And I am working on ditching the passive agressive tendencies - but yelling at her will not change her and will further undermine the class.

What I NEED is administrative support. And that isn't going to happen either.

You can't make this $%^#$%#@ up

Funsucker insists on teaching. The kids hate it and tell her so. Often. Not that I am awesome, but the usual background noise while she teaches is:
*Why do you have to teach?
*Let Ricochet teach!
*I can't understand you.
*You talk too slow.
*I don't understand

This is usually followed by them coming and asking me questions - because she refuses to work the problems out. She tells them that it looks right, that it loos like X's work, whatever - but she doesn't do the work.

I do.

I told you she got mad and pouted for 20 minutes Friday.

She cannot maintain discipline, so I usually play policeman. I am tired of doing that. So, I have been helping the kids and doing other things.

Today, she lost control and screamed (yes, screamed) at them "I don't get paid to put up with this shit." At which point, the charming HSchoolers I teach kept repeating the word SHIT (She said it, why can't I?)

I got one out in the hall to deal with this and funsucker immediately had a melt down, screaming SHUT UP at them (really effective classroom management). There was an AP in the hall listening, who wants a meeting - it will be pointless once again.

Anyhow, two kids were hauled off by the AP, I went back in the room, funsucker "took a break". As soon as she was gone I had the following discussion with the class.

There are 4 weeks left in school.
She has to teach some of this course (why? Not my choice.) When she teaches, if you don't understand, don't prolong it. Just shut up (then I apologized if that offended anyone) and let her finish. When she is done, ask me. I will be happy to reteach it.

I pointed out that I do the test review, I make sure they know it, and I grade the tests.

And I pointed out that when they yanked her chain, they made my life hard. When they make my life hard, I will be happy to reciprocate.

Then I retaught the lesson she was doing.

The other day, they all rushed the door at the end of class. From across the room I got them to sit down and wait to be dismissed.

They are not bad kids - but I hate that class. Mostly because she makes my life hard and there is not a damn thing I can do about it.

She has some classes that are not mine (thank the Lord). She came to me before one asking if I had enough glue sticks for her class. I am thinking WTF didn't you plan ahead and bring your own supplies - I answered NO.

4 weeks

It's a small world after all

Funsucker was her sucky self today.

The class has senioritis - whether they are seniors or not. I was trying to get the to do the review for tomorrow's test and getting no where.

So I asked her to let them fail: do not mention it again. And she spent the next thirty minutes going to each student asking them to do the review.

She mentioned that she had started as a social studies teacher at a school - and she named the school. Hmmm. One of my best friends (from years and years and years) is in the social studies department at that school. So I called her = and got an earful about what a disaster funsucker was as a teacher five years ago. (didn't take roll, couldn't discipline, didn't grade work, etc.) So she was let go after 6 months.

What an insight I have.

I shared it here. But not with fs......

Yes, we can improve with age - but funsucker hasn't and doesn't see anything wrong with what she does.

It must be the weather!

Funsucker just called. She made the copies for the next unit and says I can take some time Monday during class to catch up on grading, that she has it under control!

She said she had an idea for a different type of assessment for this unit and had most of it done. I wish we had discussed it beforehand, but this really takes a load of my plate.

I won't look a gift horse in the mouth, though.

Funsucker spoils the test again

I have several cheaters in the class. I give multiple tests - they still try to cheat. Their latest ploy is to loudly ask Funsucker questions and, enabler that she is, she plays along. It seems to be more important to her to be liked by the students than to work effectively as a member of a team.

So, today, I noticed that during the test I have MORE people cheating because of her help! I spoke with her before the test - and after the test. She doesn't see the problem!

AARGH

Are you kidding me?

I have done everything I can think of to be professional in my dealings with Funsucker. I wish it was reciprocal.

* She walks around the room during tests and gives answers. Not to the special ed kids - she won't talk to them. Nope, to the three of four gen ed kids who are her pets.

* I was teaching yesterday. It is a concept the students have trouble with. In the middle of my lecture, she pipes up with (addressed to the class): Who do you think is the prettiest girl in this glass? And proceeds to have a discussion about this.

I can't make this stuff up.

Funsucker - attack of the goofballs

We are reviewing for the graduation test. While most pass (for our school it sits at less than 10% do not pass. I have no idea if that means first time or forever.), for my students more than half end up taking math more than once. You have five chances to pass it.

So, every math teacher who teaches Juniors has to review for the test for three weeks. (Apparently most spend a week or less).

I have done these problems as warm ups this semester. I spent 2 weeks reviewing in every class. When we got to this week, since I have classes where half have already passed this but I cannot do anything else with them, I cried uncle. I split the classes in half, told the seniors to find something to do (or gave them make up work for me) and worked with just juniors.

Funsucker wanted to do the review with the juniors. Fine. We have established that it isn't a good mix to have the seniors in there when she is doing this (because she cannot maintain discipline). She took the juniors away 2 days. The last 2 days, she refused to take them and has been teaching the juniors in the room - doesn't appear real successful. I am tired of being the heavy. I do not have a problem maintaining discipline when I am the one teaching - why should I have to be the room monitor when she is teaching? If she can't do this, then let me.

Anyway, she suggested they play trasketball as a review.

First, she was late. I worked through 2 problems, showing them strategies, before she came in. I had 2 students that I have taught before come for help (they do not have a math class and want to pass).

So, she took the room and I moved to the back to work with the 2 who had come in.

In 2 hours, they worked 2 problems.

I repeat: in 2 hours, they worked 2 problems.

They worked a problem. They threw the trashketball. They worked another problem. They threw the trashketball. They did a practice shot. She told them not to throw it at each other. They threw it at each other. Chaos ensued. FOR TWO HOURS.

I worked through 5 pages of problems with the few who wanted to work.

I also wrote up 2 students who came in 20 minutes late and contacted their parents. And another who skipped. She threatened to write up several (in fact, she threatened several of them several times. Since she doesn't have access to their information and she didn't ask me for it, I know she is just threatening.)

The last thing she told the students was "what is the probability you can make this basket?"

The last thing I said, as I picked up the last trash (they did clean up most of it)"What is the probability we will ever play trashketball in here again?"

I have been calling the parents of the weakest to give them the URL for an online prep site if they want it, since their children didn't appear to take the prep seriously. Several keep repeating that the test is easy (they have not had it yet so they are going on rumor). I keep repeating that more than half had to take it more than once. They are unaware that there are several students in the room who have failed it 3 times already. Those kids are taking this review much more seriously.


On another note: a teacher came up to me Friday and said "The kids were talking and said you snitch them out if they are loitering on your corner [meaning they do not get to class]." She high fived me.

More Funsucker

Last semester, the kids I taught with Funsucker would beg me to teach when she was teaching. And they wouldn't behave for her.

This semester, they started liking her (I believe I am harder - I know I teach the material faster). She still cannot maintain discipline. She doesn't have the stare - and, when I am teaching, she is running around schmoozing, trying to be their friend.

I am concerned about them. I am not their buddy.

So, we've been reviewing for the exit exam. Half the kids have already passed it - but I have made everyone do the review. After all, this is what you are expected to know and any test you take from this point on will have this material on it.

I teach how to take a multiple choice test. I talk about the math, but when the problems get to be longer, I teach how to plug the answers in to find the right one.

Ten per cent of the school fails the math test. I have no idea if that is total (since they can take it more than once) or if that is the first time. I do know that about half of the ones who have passed it took it more than once. So, I am teaching how to pass the test.

When we finish with this, I go back to teaching for understanding. But right now, I show them how to do well on a multiple choice test. And I tell them they can do it.

She teaches the math. Slowly. (Think about the difference between solving, say, a system of equations and finding out which answer makes both equations true.)

Then she tells them (every time she teaches) when she cannot get their attention:
* Some of you will not be graduating.

* Some of you will never get a diploma.

* I'm going to write you up. (She never does, so this is a stupid thing to say. I do write them up and make it VERY clear to the offender that it is written and his/her behavior will determine whether it is submitted. And I hand them a copy.)

* You (looking at the offender) will not amount to anything.

* You are all a bunch of thugs! (this actually was an endearment. Really? This is what you want these kids to aspire to?)

And of course, be quiet. Be Quiet!! BE QUIET!! BE QUIET!!

I know I am a better test taker than she is. I think I can teach them some of the ways I use to answer the questions. But her ego is tied into this and she has to teach.

Sub for Funsucker

Funsucker was out sick today. Believe it or not, I would have rather had her than the sub I got.

Sub, now know as SYT (Sweet Young Thang), graduated from Really Old HS last year. She was married over the summer - and divorced by Thanksgiving.

She is in college (I never even asked what she was studying) and subbing to supplement her income.

Since the Seniors and Juniors know her (apparently too well), the topics of discussion that she keeps slipping into are completely inappropriate. Mr. Hulk likes having her here, since she just graduated.

She started calling the boys thugs, and asking in her little purry voice, "How many of you are thugs." OMG It went downhill from there.