And away we go...

I have sat down this Saturday afternoon after our first five-day school week of the year. To put it succinctly, I am exhausted. It always takes a few days to get back into the routine of a busy, teaching schedule, but this year, things are piling up more quickly than in the past. Going into school early and staying late is seeming to do little to alleviate the burden and adds to feeling drained, but I press on. Is it a function of age? Maybe. Is it a function of fitness? Probably. It is a problem, though? No. I will spend most of my weekend wrapping up things from last week and getting things ready for the next.

From time to time I reflect upon what I am doing and decide that I like it, it all still makes sense, and I convince myself that I am still making a difference; I think I matter in my school. I assume that I matter in my professional community; but I know I still matter in my classroom. That space in which I spend eight, ten, or sometimes more hours of my day is still a fun and interesting place for me. My students seem to like the lessons, they learn and grow, and some even choose to come back for more fun and learning after school. So I continue.

This weekend I will spend a large portion of my time on the necessary academic matters: planning lessons, grading papers, and producing materials. I will also spend a good portion of my time on extra-curricular activities: an active Latin Club, with its activities, fund raisers, convention, and certamen teams. Reluctantly though, I find myself spending more and more of my time trying to meet the requirements of the school, district, and state administrations in trying to prove that I am an effective teacher and that my students are actually progressing. This proof comes in the form of specified assessments, now moving into the realm of common and shared tests and exams, the collection of data in each child in a variety of modes, and the creation of artifacts to illustrated quickly and easily to all who care to look the meaning of it all. This is what makes me tired. All else I do out of love and because I have to meet my own expectations.

Fratres Sororesque

Last night orientation for freshmen and other new students was held at my school. This is always a positive, warm and fuzzy evening where everyone meets and greets full of anticipation for new experiences. The new students are excited, and more than a little nervous, about coming to a new school, in this, the "big high school."

I was surprised at the number of siblings of current and former students I will be teaching this year. For a couple of families, I will be teaching three of their children, and in three of those classes I will have siblings in the same room! I can only imagine the conversations around the dinner table on some nights: "Mr. Keith, blah blah blah, and then he blah blah blahed! We all blah blah blahed and rolled our eyes!"

In my 26 year career, I have, of course, taught numerous siblings and, indeed, whole families. This past year marked the end of a family of five! A mom of a graduated senior from last year remarked last night, "And now you've got me for eight more years!" Her daughter was entering into Latin II and her youngest was waiting in the back of the room. Bring 'em on!

For those families where I teach multiple children, it becomes a source of confirmation that I must be doing something right if they continue to loan me their children for the school year and their entire high school careers.

Good Endings Come from Good Beginnings

We had our first meeting of Latin Club officers yesterday, a full week before the start of school on September 3. We met at the local Starbucks after the first teacher workday. All members were present and more than enthusiastic for the beginning of another school year!

While we had already done some pre-planning in the spring, yesterday's meeting provided an opportunity to review the schedule of activities through the end of September and to begin to flesh out some details. We plan to hit the ground running, so to speak, at Freshman Orientation tomorrow night and embark on a busy and fun combination of academic, entertaining, and social events.

So why is this important? Why did seven Latin students come to meet with their Latin teacher when summer is still calling their name (and summer assignments linger over their heads)? The answer is simple. The enthusiasm and commitment shown by these student leaders transfer to the classroom. Experiences in Latin Club add to experiences in Latin. Not only is Latin Club an outlet for fun and social interaction, but it provides well-rounded opportunity for students to grow and interact. The camaraderie alone is invaluable!

Organizing and supervising an active Latin Club is one of the best investments of time and attention a teacher can make for the promotion of the study of Latin. Students take a look a what we do, and how much fun and success we have while doing it, and say, "Hey! I want to be a part of that!"

It looks like it's going to be a great year!

A Calming Rattle

On August 23, 2011, at 1:51 p.m., a very rare thing happened. There was a rumble, a small rattle, and then the earth shook for what seemed like 30 seconds. A 5.8 magnitude earthquake, the strongest in Virginia since 1897, was felt from Georgia to Canada. This was such a thrilling, exciting, and frightening event because "we don't get earthquakes like this on the East Coast." The epicenter was located about thirty miles to the southwest near a very small town named Mineral in Louisa County. I understand that folks in California and elsewhere around the planet are laughing at us for our reactions, but we can deal with that.

It was the day before students were to report for school, and I was sitting at my desk and working on a Powerpoint presentation when things began to rumble. At first I (and others) thought that students were running down the hall, an activity that sometimes happens during inclement weather and the cross country team needs to practice (this didn't make sense since it was a bright, sunny day outside). When the rumble continued and worsened, I realized that this was actually an earthquake. Wow! So that's what one feels like! I counted it as an experience.

I poked my head out my classroom door and confirmed with others that what had just happened had been real. After making a few calls on my cell phone (Surprisingly I was able to get through to most of my destinations), I turned on the TV for news and sat back down to work. A short while later the principal came over the intercom and announced that school was to be closed and we had to leave the building. The structure needed to be checked for damages, so this move made sense.

The first day of school was canceled the next day because some buildings, including our own, had suffered light damage, mostly cosmetic, and needed to be reinspected and repaired. Teachers were allowed to report the next day, and since I still had work to do before the students arrived, I took advantage of this opportunity. The only disturbance to my classroom was a sun catcher nick-knack that had fallen out of the window and cracked. It IS a depiction of a Roman ruin after all, so just some character added to the image there. Some books that had been tilted to the right in my bookshelves were now leaning to the left. The most interesting devastation, though, shown in the photograph above, is the toppling of the Golden Bubo on the shelf next my desk. The trinket is the image of owl, the bird sacred to Athena, the goddess of wisdom. The Romans would probably consider this an omen. Imagine it! The representation of wisdom falling on its face the day before the start of school! What to do? How to react? After contemplation, I've decided to take matters into my own hands and stand the statuette back on its foundation. This is an easy enough task, to be sure, but I have noticed that the image of the owl is top-heavy, with a supporting base smaller than it could be. After some contemplation, though, I think this is appropriate. The foundation of wisdom may be small, but the embodiment of wisdom is full and well wrought. How fitting that we are called upon from time to time to pick up our wisdom, dust it off, and put it back into place!

What is the outcome of all this excitement at the beginning of the school year? The normal butterflies experienced by this teacher (who, by the way, is entering his 25th year and still gets opening-day jitters) flitted away. The shaking of the earth, causing a fright to millions on the Eastern seaboard, puts everything into perspective. The ground may move, but the school remains and is safe. Come inside, boys and girls, and let's dust off some of our wisdom.

"... and they are eating snails."

In my brand new, right-out-of-the-package Latin II classes, I have led off early with an exercise having the students translate an English passage into Latin. The passage goes,

"Look! In the picture is a Roman girl named Cornelia. Also in the picture is another girl named Flavia. The girls are sitting under a tree and they are eating snails."

The students are not allowed to use any books, notes, etc. -- just translate the passage in Latin. They, being eager to impress and please, set off with confidence because this is too easy... until they get to the end. Most remember the passage and translate it perfectly through "Flavia." There are occasional errors in adjective-noun agreement or spelling. Believe it or not, "The girls are sitting under the tree" is a little more challenging to translate cold; and then they get to the end. Some openly question whether we have had "snail" before, others think we must have because (certainly) the teacher would never ask them to translate "snails" (without notes!) unless we've talked about it before. Some think they must have forgotten it.

I then asked for four volunteers to put their Latin passages on the board. Some wave their hands frantically, trying to get my attention, so I oblige and send them up. After they have written their works on the board, I go over the English again and THEN talk about the point of the exercise: "This year in Latin II, we are going to build upon what we have learned before. Some things are going to be very simple, because they are second nature, like 'Look! In the picture is a Roman girl named Cornelia.' Other things will need some polishing and review, like '(there) is another girl.' Some things will need to be retaught, like 'under the tree' or 'they are eating' and some things are going to be brand new, like 'snails.'" Almost right away most are relieved that their teacher really didn't expect them to know 'snail' from Latin I. Hey, good illustration there of what we are going to do in Latin!

The interesting creations for "they are eating snails"?

edent escargoti

cenant snailos

appetizent snaili

and the best,

edunt (drawing of a snail)

Outfitting the Classroom

I went into school this morning and began work on recreating my classroom. At the end of every school year we are required to pack everything up and move it out. This is a good thing because it requires that I sort through the flotsam that accumulates during the year, and it allows the custodians to clean, wax the floors, and make any necessary repairs.

The first order of business is to find the proper placement for the teacher's desk, the large table in the room, the students' desks, the shelves, filing cabinet, etc. Every year I call upon my inner sense of feng shui and try to find an arrangement that works. I think I have come up with a workable plan... for the moment!

While unpacking, I came across those things I have found indispensable (to me!) for running an organized and effective classroom and I want to pass along my suggestions to any newbies and veterans (in no particular order):

• A Good English Language Dictionary with etymological information. Believe it or not, this is the very first thing I purchased for my classroom 23 years ago. I have often referred to my Webster's Collegiate Dictionary when questions of word meaning, origin, usage, or the correct plurals, have come up in class. I often refer students to this necessary reference and even show them how to use it correctly.
• A Class Set of English-Latin/Latin-English Dictionaries. I use Traupman's lexicon and these have held up admirably. Not only do they come in handy when we are working on translations (both directions), but they are also good for comparing vocabulary items, finding correct principal parts, and teaching the students how to use a dictionary effectively.
• A Good Latin Grammar. This goes without saying, doesn't it? Actually I have an ancient, tattered paperback version Allen & Greenough's New Latin Grammar that has become almost unusable. It is held together with several rubber bands and I believe some pages are missing. It is definitely time to find another one of these most important references.
• As Many Maps of the Ancient World/Whole World as you can stand, or have space for. I have a fairly new set of overlapping maps which are mounted on the wall and roll up like a movie screen -- these are often in the unrolled mode. I also have mounted on my walls at least two maps of Italy, three maps of the Roman Empire, and one of the city of Rome. I love maps; I teach maps; and I use maps almost everyday.
• A Full Change of Clothes. This is not something I use very often, but you never know when you will make a spill, tear or snag an item, break up a fight, or run into any countless situations.
• A Cozy Sweater or Sweatshirt. This is necessary for those chilly days (usually in the winter) when the air system just isn't up to speed... and this happens enough to make this a nice-to-have item.
• Paper Towels and Cleanser in a spray bottle. This is useful for general classroom cleaning, but more useful for the students' desks, tables, and floor for food, drinks, doodling, and dirt from a variety of sources. Don't be hesitant to direct the student to the closet so that he can take care of his graffito or latte!
• Tissues. There is no way to function without them! There are allergies in the fall and the spring and colds (and worse) in the winter. I have found that if I offer extra credit at the beginning of the year for new boxes of tissues decorated by the student in a classical manner, I have more than enough for the school year. Hint: Don't put the box of tissues on your desk -- that way, the students bring the germs right to your nest. Instead, put the box in the front of the room, somewhere near the pencil sharpener.
• An Extension Cord -- the longer, the better. There will always be that mobile projector, overhead projector, CD player, (insert electronic or electric item of your choice here), whose cord just doesn't reach the nearest plug.
• Band-Aids. Keeping a supply of these on hand makes for a quick and easy solution to minor problems which always arise, and also cuts down on those lengthy student trips to the nurse's office. In a pinch, tissues and tape will work, and they come with a smile, snicker, or eye-roll!
• Antiseptic Wipes/Wet Wipes. It is always handy to be able to clean up messes and face other issues such as, "I still have ketchup on my hands, arms, face, knees, etc. from lunch, can I go to the bathroom?"
• A Good Set of Speakers for the computer, i-pod, CD player. Too often I have found a neat presentation online, only to have the students strain to hear it.
• Pencils and Paper. I know that the students are supposed to have these items on hand, but it is so much easier to direct them to the store in the front of the room than to argue with a student who knows better but just isn't prepared, for whatever reason. I buy a new pack of pencils at the beginning of the year but add to the supply everyday as I walk down the rows of desks or down the hallway. Also, paper can be had for free when the lockers are cleaned out at the end of the year.
• Arts and Crafts Supplies. After 23 years, I have quite a collection. My supply of crayons, markers, scissors, glue, ribbon, string, paper, etc., etc., etc., began in what I called (from the hit, children's TV show) "The Barney Bag," which then grew into "The Barney Box," and now exists as "The Barney Cart." Roll it out and let the students get to work!

New for me this year will be one of those dust bins with a handle and a short broom. All too often there will be scraps from crafts, paper, trash, M & M's, etc. on the floor and it needs to be cleaned up. This type of garbage is not the responsibility of the custodian, particularly after a spirited Latin Club meeting or party. Don't get me wrong, though, I stress strongly to my students that it is their responsibility to clean up their messes, but there really is no way to run an active, busy classroom without generating some residue.
Most of the items mentioned on this list are my own possessions, gathered from teaching for over two decades. My suggestions to the rookies out there is to beg, borrow, or buy these (and other items) over time. Most are for convenience, many for effectiveness, and some are absolute necessities.

The Kalends of August: Time for Reinventing the Wheel

August has arrived, and, since this is so, I must turn my attention to things academic and scholastic. The first teacher work day is Wednesday, August 18th, and the students report on Tuesday, the 24th. Being an orderly and (at times) obsessive-compulsive person, these odd days for starting seem a bit inauspicious.

I want to take a good look at my syllabi (this plural also bothers me a bit... but "syllabuses" just doesn't work for me either) and make sure that what's on the page reflects what and how I want to teach. Many times in the past I have just updated the ones from the year before. It is very easy to just fall into a pattern and not make adjustments because it makes for more work. This bad habit brings to mind the image of an aged professor, being a fixture on campus, showing up for class with his yellowed and scribbled notes he cribbed together twenty-five years earlier. This class may have been interesting and effective a quarter-century before, but now it is old, tired, and a complete bear for the students to sit through. Teachers should/must make adjustments to their material, content, and delivery up to the moment of delivery and (often) moments afterwards.

The changes I will make will be based upon reflection and review of what worked and what didn't from the year before. I plan to take a look at final grades, the material we covered (and did not cover), and, at least for Latin III and above, the potential roster. I won't receive the actual lists until a day or two before the start of class, but I have an idea of who will be in those classes and what things they know and how they know them. Unfortunately, Latin I and, for the most part, Latin II are always unknown entities because most of the students are new. Moreover, I have found that I really can't get a feel for what type of language students I have for Latin I until later in October. Unfortunately, beginning students usually don't begin to show signs of floundering until that later date. I want to be able to catch signs of them struggling before then, though. This I must ponder.

The Wheel in the Sky

I was listening to the local classic rock station driving to the first teacher workday this morning and when I turned onto the street on which the school is located, I heard these lyrics:

Oh, the wheel in the sky keeps on turning
Ooh, I don`t know where I`ll be tomorrow
Wheel in the sky keeps me yearning
Ooh, I don`t know, I don`t know

This song by Journey is not perhaps the most appropriate song (Google the lyrics) but the first line which Steve Perry kept singing was fitting. Each year is a new beginning. The graduating seniors have been replaced by the eager, tentative, incoming freshmen, and the retiring teachers have been replaced by eager, tentative, incoming rookies. Everyone gets a new, fresh start and the wheels keep on turning.

Here We Go Again!

It is the evening before veteran teachers are to report to school. The rookies have already spent three days in training camp. The supplies have been ordered. The floors are waxed. There's no doubt that a new school year is about to begin.

I look back at my summer with mixed results. I am a bit surprised because I am not even sure that summers are supposed to have results. I had grand plans of revamping all my classes and having all these amazing handouts and presentations ready to go. Ha-ha... no. There's no great disappointment, though, because things can always be revamped as we go, and that's probably better pedagogy because any revision will fit the students in their present situation, not in some pie-in-the-sky, administrative expectation.

I am embarking on my 21st year of teaching and, guess what, I'm still trying to figure it all out. If any teacher tells you they have all the answers and know exactly how things work, look at them askance, make up some excuse that you left your first day handouts on the copier machine, and move away. You may need to smile and nod, but that usually covers the requisite response.

I am planning to post more this year, if, for nothing else, as a means of therapy. For the first time in many, many years, I am the only Latin teacher in the building and will be teaching all five levels: Latin I, Latin II, Latin III, Latin IV, and AP Latin Literature (Catullus & Ovid). Add to this mix an active Latin Club, competitive certamen teams, and a bunch of other professional responsibilities. My wife is the head teacher-librarian (NBCT!) where I teach, my daughter will be entering the same high school (and having me as a Latin teacher) and my son will be in his last year of elementary school. They all have active schedules and life for the next 10 months or so is looking to be quite hectic. Therapy will be a necessity!

Unpacking the Year

Experienced teachers report for duty on Wednesday, August 16. There will be a week of greetings, meetings, and crafting plans for the upcoming school year. It is a ritual I have experienced 19 times before. As I begin my 20th year of teaching, it should be "old hat" by now, but, gratefully, it is not.

I returned to school this last Monday and spent the week moving boxes, unpacking, and decorating my classroom. I like coming in early and taking care of the aesthetic issues -- it sets the stage, creates the mood, and gives me an opportunity to ease into the year.

Many teachers complain at the end of the year that packing up is such a waste of time, particularly since we have to unpack it all again at the beginning of the year. I understand the need for cleaning, reassigning rooms, and keeping things in order, but I enjoy unpacking for another reason. As I pull items out of boxes and place books back on shelves, it gives me an opportunity to revisit each item, re-evaluate its purpose, and weed out those things which no longer make the cut. More importantly, it also provides me with the time to reminisce -- yesterday I found a stack of Latin Club photographs I took several years ago of students I had almost forgotten. Revisiting the past provides great incentive for the future. Isn't that a lot of what we do in Latin class?

Now I can commit my time to writing lesson plans, creating handouts, and giving attention to the World Languages Department (I am the department chair) and assisting our new teachers (this year we have four in our department!). And the students arrive on the 23rd!