Maine Educator September 2016

MAINE

Chock full of Back to School articles to start the year right!

Back to School

Educator

Take it Outside!

A closer look at EL Education Facebook “f” Logo

September 2016 Vol. 77 • Number 1

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IT’S YOUR ASSOCIATION. READ ALL ABOUT IT. contents 5 6 12 30 31

8 Google Expedition Get out without ever leaving the classroom. Learn more about the world of virtual field trips and learning through the lens of cardboard goggles.

From the Grand Canyon to the floor of a battleship, students can explore on their own through the wonders of new technology.

Editor’s Note President’s Message Fast Facts Events & Deadlines Just for Fun

I Side With...

In a presidential election year there are so many lessons to teach students and so many new tools you can use to help guide your work and the discussions around politics. From quizzes to videos, we have you covered. Not teaching politics this year? Take the political quiz yourself, you may be surprised who you “side with” this election cycle. See page 11.

Classroom Management

Learn from other MEA/NEA members the specific things that have worked for them when it comes to managing their classrooms. See page 24.

16 Engaging Students Through Art

Looking for new ways to get your students interested in reading? Learn how to help your students construct their own books, from start to finish with the help of published author and MEA member, art teacher Wendy Libby from Bangor.

On the cover: Ida Beal and Kelsey Marco (West Bath EA) and their EL Education students.

September 2016 • www.maineea.org

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7 Money Matters 8 When the Bus Can’t Go - Virtual Field Trips from Google Expedition 9 Every Student Succeeds Act 10 Tech Talk: Augmented Reality Apps 11 I Side With...Teaching Politics 12 Fast Facts 14 Giraffes Can’t Dance 15 Attendance Awareness 16 Perspectives: Should teachers reward students for what they are supposed to do?

17 20 Ways to Give Meaningful Praise 18 Watch Me Whip - Dance Mile

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20 Yes on 2 - Stand Up for Students 21 Why MEA? 22 The Outdoor Classroom

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Your Association Wondering how to handle your class this year? Check out MEA/NEA members’ tips for classroom manangement.

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Educator

Volume 77 Number 1 - Copyright 2016 Editorial Staff Managing Editor - Robert Walker, Executive Director Editor - Giovanna Bechard, Communications Director Layout/Ad Manager - Allison Coombs, Communications Assistant

MEA Leadership President - Lois Kilby-Chesley Vice President - Grace Leavitt Treasurer - Denise Simoneau NEA Director - Michael Thurston 4

Maine Educator • September 2016

24 26 28 29 Board of Directors Suzen Polk-Hoffses Jesse Hargrove Beth French Ken Williams Jill Watson Aaron Greene Jim Thornton Samantha Garnett Sias Terry Martin Bob McCully Amanda Cooper Deborah Butler John Messier Neil Greenberg Crystal Ward Gerry French

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Classroom Management What do Millennials Really Want?

A Course for the Future 7 Work-Life Balance Tips Maine Educator (ISSN #1069-1235) is published by: Maine Education Association 35 Community Drive, Augusta, ME 04330-8005 207-622-4418; fax 207-623-2129 POSTMASTER: send address changes to: Maine Educator 35 Community Drive, Augusta, Maine 04330-8005 Non-Profit US Postage paid at Augusta, Maine and additional mailing offices.

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Editor’s Note

Back to School

Change & White Hair I found a lot of white hair the other day. This really wasn’t some Goonies One Eyed Willie treasure discovery like what happened in the 80’s hit movie, but rather a realization of what I’ve chosen to ignore for quite some time. I’ve debated what to do about it.

Before I lose all the men out there—the thought of the change in my appearance is really what got to me the most. I knew it was coming, it was more, for me, about how I was going to deal with it. Now, before you think I’m super vain, for someone who is approaching 40 soon, this really feels like a big deal. Like the days of being “cool” are long behind me. I’ve accepted that I wear yoga pants to the supermarket even though I don’t actually do yoga with any kind of frequency to justify the pants. So, it would seem like I should be fine with the fact that I have this clump of white hair. But, change is hard. Super hard. Think of all the changes you’ve been through in your adult life, personally and professionally. While the MEA can’t help with things like your white hair, when it comes to your work, the MEA has your back.

There are a lot of changes to the federal education law known now as the Every Student Succeeds Act. ESSA replaces No Child Left Behind and there are opportunities for educators to have a voice in how this new law that impacts your work and your students’ education is implemented. Read more on page 9.

When it comes to technology, you know, things are always changing and improving. I’m sure you’ve heard of the Pokémon Go craze this summer—I even read a story where a lady in Waterville walked into a hole and broke her leg—but aside from the people who can’t

look up from their phones, there is a whole new world of augmented reality that can enhance teaching and learning. From Google Expeditions (page 8) to apps that bring learning to life in the classroom there are a lot of interesting new tech tools available for free. Check out Tech Talk on page 10.

Of course I’d be remiss if I didn’t mention the major change this country is about to see with the 2016 Presidential election. Regardless of where you stand politically, there is an opportunity to educate your students on the electoral process and we’ve shared some great tools to do that in this issue on page 11.

Finally, as the new school year starts, if you can, think about heading outside more. I know it’s hard, but there are some great ways you can integrate your teaching with your students when you’re outside. Read more on pages 18 and 22. If you don’t have a regular class, think about a walk around the building or the bus yard when you’re having lunch. I’ve made a conscious effort, thanks to a friend in Iowa, to walk every day, even if it’s just for ten minutes. I walk when he walks and we keep each other in check to make sure we’re getting exercise and getting outside. Sure it’s a change, and it wasn’t easy to stop what I was doing and walk, but it’s worth it—especially as more and more hair turns white.

Enjoy the beginning of the year, and remember the MEA is always here to help you, no matter the issue.

As the first Maine Educator of the year, we’ve taken time to give you some back to school tools to help you with all the changes. Look for this note for special content.

Giovanna Bechard Editor

Change can be good, really good.

September 2016 • www.maineea.org

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President’s Message

LOIS KILBY-CHESLEY PRESIDENT

WHY WE MUST STAND UP FOR STUDENTS We know we must stand up for students every day by putting our efforts toward meeting student needs—doing what is best and doing what is right for every student.

But what happens when forces work against us? As your officers—Grace, Denise and I— travelled around Maine this summer we heard stories of the difficulties faced each day as educators work to overcome the deficiencies in students’ lives. Without the basic needs met, our students can not reach their full potential and become the most they can be.

We gathered stories of homelessness and food insecurity, of abuse toward children and abusiveness by children toward peers and adults in schools, of students who struggle every day with building friendships and acceptance with others.

Lois Kilby-Chesley MEA President

Do you have a question for Lois? Send it in an e-mail to lkilby-chesley@ maineea.org

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Maine Educator • December September2015 2016

In the voices, we heard the frustration of educators not being able to do more. As mandatory reporters how do we protect children in an abusive home while we wait for services? What can we do to protect our students from bullying? With a lack of services and enough qualified personnel, how can we provide for the “regular” students while meeting the needs of those with special challenges?

Standing up for students these days often means more than providing the classroom snack or weekend backpack of food, the pencils and notebooks, the winter jacket and boots, now it also means finding outside services for students to flourish. It means having a plethora of classroom opportunities to move students into learning, and it means providing stability and security to each child.

Which brings me to Question #2 on the November ballot—a referendum aptly nicknamed “Stand Up for Students.” The referendum would put $157 million dollars

YES!

into education for use in the classroom and provide educators with QUESTION the opportunity for necessary professional development to Learn more about meet the needs of Question 2 on page 20. all Maine’s children.

The money would come from an income tax surcharge of $30 per thousand dollars above $200,000. Most school districts would see an increase in the amounts sent by the state through the Essential Programs and Services formula for additional services for students—not to replace money but to increase (supplement not supplant).

ON

2

MEA supports Yes on Question #2, together with our partners from Maine Parent Teacher Association, Maine Children’s Alliance, Maine People’s Alliance, Small Business, and a growing number of School Board members who support getting more money into our schools to stand up for students.

Every educator in Maine wants our students to be successful and to enter the workforce prepared. But without the resources to help our students get beyond the fight for basic needs they will not be able to reach their full potential and become all they can become in the next generation. It is our responsibility to do everything we can to stand up for our students, and casting a Yes vote for Question #2 will help us accomplish more for our students.

In Unity,

Money Matter$

u News Yo

PAY TO THE ORDER OF:

Can U se

When it comes to dollars and cents, Ellen Pinkham makes a whole lot of sense.

Pinkham teaches, among other things, Career and Educational Development at Winslow High School and admits she’s always surprised how little high school students know about all things financial.

“They’re completely baffled at the math in a checking account,” said Pinkham. It’s one of the many reasons the focus on financial literacy is a passion for Pinkham who believes all students should have a basic understanding of how finances work.

“We actually have units where we show them how to fill out a check correctly— knowing the routing number, the account number, what a starter check is. I also like to teach the appropriateness of a legible formal signature so it's not forged,” said Pinkham.

At Winslow, every student is required to learn financial literacy before they graduate—that means everything from introduction to credit cards, APR and the cost of credit to understanding a household budget to setting up a checking and savings account.

“I also like to teach the appropriateness of a legible formal signature so it's not forged” - Ellen Pinkham, Winslow EA

Pinkham and Judi Bouchard, who works for Jobs for Maine Graduates, work together on a curriculum both say has become a true “wake up call” for many of their students.

“We have a lot of kids that say I hate school, and say I'm going to go out and get a job. Then we start talking about when you get a job and earn $300 a week—how much you have to pay in rent, food, insurance—then they start figuring out they don't have any money to do anything fun or they’re in the negative. It becomes real,” said Bouchard.

Financial Literacy Teaching Tips Hold a Financial Fitness Fair Students receive a folder with an occupation, and then they choose what kind of car they would like, where they will live and what kind of food they want to eat. Students then spin the ‘Wheel of Life’—things like you break your leg—and quickly determine if the choices they made are affordable based on their given occupation’s earnings.

This exercise helps students understand the relationship between education and work, especially how learning new skills and educational achievement lead to increased work options and success.

Use Play Money to explain Living Wage It’s important for students to visually see what it’s like when they have to give money up to pay for bills and other expenses. Use a living wage calculation chart to explain to students how much it will really cost to live in your area. The charts will highlight the annual expenses for things like food, child care, housing and transportation. You can find living wage calculations for every county in the state at livingwage.mit.edu.

Make Money Relevant When you’re teaching students about spending, don’t forget to see the financial world through their eyes—shopping for prom, saving for a car, choosing a cell phone. You can talk about things like comparison shopping, how to save for what you want, and compounding interest on credit.

Free Lesson Plans, Activities Learning Games for students in ALL grade levels, click here.

September 2016 • www.maineea.org

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News You Can Use

When the Bus Can’t Go...

Virtual Field Trips with Google Expeditions

“As you're looking at the Roman Coliseum imagine the battles.”

How It Works Smart phones are turned into virtual reality headsets and placed in Google cardboard viewfinders.

Teachers can choose from a library of 100+ virtual trips, places like Mars, the Great Wall of China and beyond.

The teacher controls, through an app, the location of the trip and explains what students are looking at–the teacher can even tell where each student is looking to tailor the message to the class.

The app gives teachers a script of what students see, so the teacher can better present the material, all in 3D.

From the comforts of a Gorham Middle School classroom hundreds of students went to the Coliseum, the Great Barrier Reef, Mount Everest and straight inside the human nervous system, all in one afternoon. Their adventures are part of new virtual reality field trips soon to be available to all teachers through Google Expeditions. Google Expeditions take students on immersive virtual journeys, bringing classroom lessons to life. The program is in beta testing in several Maine schools. On this day, Gorham students got the chance to explore.

The teacher’s application provides a script to guide the class and also shows where all of the students are looking during the expedition.

“It's been a fantastic learning opportunity for so many things, including the nervous system. When you can talk to them and show them, and say now you’re here—what do you see? Kids can pick different things to look at and they are allowed to explore on their own, it doesn’t dictate what they see. They are able to explore. It’s easy for teachers to use because there is a script and you can pick and choose what to share with your students depending on what you’re looking at. You can just read the script that comes with the pictures, it’s that easy,” said Angela Gospodarek, a teacher at Gorham Middle.

“I love it! We got to see a bunch of cool stuff, like the Grand Canyon. I feel like I'm in that person’s shoes looking at it.”

- Andrea Thieabeault, 7th Grade Student FMI on how to get an Expedition in your school, click here.

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Maine Educator • September 2016

News You Can Use

Every Student Succeeds Act— What it Means for Educators and Students MEA/NEA members played a pivotal role in passing the Every Student Succeeds Act (ESSA), and in order for students to succeed it is crucial now the law be implemented correctly.

ESSA is an opportunity for educators to be included in decisions that will build the great public schools our students deserve. Educators must be a part of policy-making decisions at the local, state, and federal levels to turn this opportunity into a new day for students.

What are the new changes to ESSA?

OK. I get it. But what should I DO?

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ESSA gets rid of Adequate Yearly Progress in favor of a new system to ensure all students get what they need.

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The law now allows states to set a cap, limiting the amount of time students spend testing.

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ESSA now has an “Opportunity Dashboard”—a set of indicators that Less Testing More Learning highlight a school’s quality including things like: advanced coursework, specialized instructional support personnel (school counselors, nurses and psychologists), highquality early education, and arts and athletic programs.

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With the “dashboard” families, educators, and community leaders can identify schools that are not fulfilling their promise and work together to improve those schools.

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ESSA also ensures that more schools will provide community support services, such as nutrition, health care, and after school programs for students who need them.

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ESSA touches on many professional issues such as testing, accountability, standards, assessment, teacher evaluation, professional development, and more. Educators have the chance now to have their voices heard on all of these topics that impact students and the profession.

Since nearly every education issue is covered under ESSA, pick a topic that’s important to you and go from there. Here is just one idea.

Conduct a Testing Audit

Why Educators Are Crucial to ESSA Success •

Back to School

Your Voice

With the “Opportunity Dashboard,” educators can make sure politicians and administrators are providing the resources and services that all students, regardless of their ZIP code, deserve.

MEA members must work with state lawmakers, local stakeholders, and districts on new assessment and accountability systems, and on identifying and closing opportunity gaps.

Form a local test audit committee—ask teachers/ ed techs from each grade to participate

Document tests given, time used, services disrupted, specials missed

Engage local parents/PTA/ PTO to share the impact of testing on student learning

Present results and recommendations for improved student learning to your School Board

Share audit results and suggested testing changes with local lawmakers

Want to learn more and how you can get involved in making sure the new law is something that doesn’t happen to you but something you can make happen in a positive way for your students? Contact Dan Allen at dallen@maineea.org September 2016 • www.maineea.org

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Tech T@lk Augmented Reality Apps Bring your classroom to life with these apps and ideas to take students outside of their typical learning setting and into a world where everything comes to life thanks to technology.

Anatomy 4D

Elements 4D

Elements 4D is part educational story and part game—a fun way to experience augmented reality and learn about real-life chemistry. This app allows you to download a set of interactive blocks that help students learn the Periodic Table by showing how elements combine into new chemical substances, what the reactions look like, and the resulting chemical equation. You just download the paper blocks and touch them together to see what happens when they combine. Curriculum to use the app is available for all grade levels.

Take a journey inside the human body and heart with this 3-dimensional learning environment that’s great for the classroom. Through this free app and a simple printed image, Anatomy 4D transports students and teachers into an interactive 4D experience of human anatomy. You can zoom in to experience each organ or examine a body part in-depth or choose to highlight various organ systems individually—the app has a lot of choices for educators and students.

iDinosaur

Bring dinosaurs roaring back to life from the page with your smartphone or tablet with the augmented reality book. iDinosaur brings these long-extinct prehistoric creatures back to life. See your students on-screen, interacting with Augmented Reality dinosaurs and then capture the moment with photos.

Leafsnap: An Electronic Field Guide

The Leafsnap app contains a series of electronic field guides that allows users access to visual recognition software to help identify tree species from photographs of their leaves. The field guides in the app contain beautiful high-resolution images of leaves, flowers, fruits, petioles, seeds and bark. Just take a picture of a leaf you’re interested in, and the app will identify the species.

Star Chart

Quiver Education

With the Quiver Education app you print a coloring page on a topic of your choice that’s available in the education library, let students color the sheet and then bring the images to life, in 3D with the app. Then students can learn more about each piece of the photo with an interactive set of questions about the objects.

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Maine Educator • September 2016

Star Chart is an augmented reality astronomy app that puts a virtual star chart in the palm of your hand. All you have to do is point your device at the sky and Star Chart will tell you exactly what you’re looking at. Want to know what that bright star is called? Just point your device at it—it’s that easy.

News You Can Use

I Side With…

Teaching Politics in a Presidential Election Year Presidential elections are an exciting time to teach civics, and there is a host of new resources available to engage your students in interesting and creative ways, regardless of their age.

“This is an interesting and exciting year to teach civics; the presidential election is fascinating and makes for wonderful class discussions,” said Jayne Perkins, a former Maine History Teacher of the Year from Noble High School in North Berwick. To aid in her teaching this year, Perkins is using a new video resource produced

by Bowdoin College called Founding Principles. The videos provide students an opportunity to review the basic structure of our government and how it works, both in theory and in practice.

Students drew political cartoons to illustrate their views on the election and other historical political events.

“A real professor is explaining the concepts and principles in the video—so the benefit is two-fold.

Students are learning about government and they’re getting some good practice to see what it’s like to keep up in a college class,” said Perkins.

The class of Juniors is very engaged in the work, mostly because Perkins says she knows when to take a few steps back.

“When I teach civics I try to make it personal to my students, I provide time for discussion. My students have a voice in the classroom, I love it when my students run the discussions. I often get the discussion going then step back and have them participate without my input.

I am always telling my students my opinion does not matter, it is their classroom, their voice needs to be heard,” said Perkins.

Some of that classroom discussion is centered on the lessons and tools Perkins uses to begin the debate. For this presidential election, online resources, including interest quizzes, and creating political cartoons, in addition to the Founding Principles videos have been extremely helpful. Perkins says several quizzes helped her students understand the candidate they most closely align with on key issues, which later sparked interesting debate.

“The quiz made students realize that the presidential candidate they thought they were closely aligned with is not always the same candidate they support. I took the quiz and was surprised with the results,” said Perkins. While these students are not yet old enough to vote, the weight of the election is apparent.

"We are going to be adults one day and if we want to make smart decisions for our country then we need to know what's going on in the world," said Junior Miranda Dow.

Teaching Tools Online Quiz See how your beliefs align with the political candidates for president. https://www.isidewith.com/ political-quiz Election Central from PBS Learning Media This is a NOT TO MISS resource for all grade levels. If you want to teach it, you can find support here—virtual field trips, building a campaign, influence of the media and so much more. http://pbseduelectioncentral. com/

Founding Principles Videos An educational video series dedicated to civics produced

by Bowdoin College. There are 15 chapters in total, with more to be added. http://www.bowdoin.edu/ founding-principles/index. shtml

September 2016 • www.maineea.org

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News You Can Use

Fast Facts $

Interesting facts and quotes about Association membership and public education in Maine and beyond.

Have an idea or stat you want shared? Send it along with your name and local to gbechard@maineea.org

453.92

Average out-of-pocket expenditures for K-12 teachers, according to a nationwide NEA poll, with most of the money spent on school supplies followed by supplemental items for instruction.

20.2 MILLION

students attended American colleges and universities in 2015, constituting an increase of about 4.9 million since fall 2000, National Center for Education Statistics.

19% 48,000 or

Children living in poverty—this number worsened since the last count in 2008 when 16% of kids were living in poverty.

Source: Annie E. Casey Foudnation - Kids Count Book

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Maine Educator • September 2016

Working in Maine’s Public Schools

17,420 Women + 4,690 Men 22,110 Educators According to state data

B  85.2% S homes have a Computer, US Census Bureau 2014.

32% 82,000 or

Children whose parents lack secure employment—that’s 3% worse than in 2008 Source: Annie E. Casey Foundation - Kids Count Book

587

The number of public schools in Maine, including charter schools.

Our online MSEd program provides: • A career-focused accredited education • Rolling admissions and monthly start dates • Continuing education and certification renewal opportunities • Supportive advisors who understand your needs • Maine SPED Law Course available online; approved

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Let’s talk about you Call us for help in creating personal solutions for: • auto insurance • umbrella liability • life insurance • home insurance • other financial needs • retirement planning Lisa Bussiere, Auburn . . . . . . . . . . . 207-783-3660 David Case, Bangor . . . . . . . . . . . . . 207-941-2121 Joe DeFranco, Ellsworth . . . . . . . . . 207-941-2121 Jeff Delisle, Augusta . . . . . . . . . . . . 207-623-5004 Stewart Durrell, Wilton . . . . . . . . . . 207-645-4779 Martha Frost, Falmouth . . . . . . . . . . 207-797-3019

P.J. Kinney, Presque Isle . . . . . . . . . . . . 207-764-1283 Tony LaPrino, Rockland . . . . . . . . . . . . . 207-941-1212 Dominic Vermette, Waterboro . . . . . . . . 207-467-3650 Troy True, Brunswick . . . . . . . . . . . . . . . 207-729-1975 Dominic Vermette, East Waterboro . . . . . 207-247-0186 Paul Yarnevich, South Portland . . . . . . . . 207-510-6600

September 2016 • www.maineea.org

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News You Can Use

Giraffes Can’t Dance In Wendy Libby’s art room—anything is possible. It’s a place where art and literacy come to life, together in the same lesson. Where students can express themselves and become authors at the same time. A place where art does everything from increasing verbal and non-verbal expression to stimulating conversations among students. In Libby’s Bangor art room there is a true connection between illustrations and stories—a connection that is intentional and well-planned.

“Curriculum learning can be strengthened and enhanced when the art and literacy activity is connected with other dimensions of the curriculum. Discussion and evaluation help children develop a higher level of thinking, give an opportunity for children to connect visual expression with verbal expression, and can engage children in reasoning, speculating, and discriminating,” said Libby.

From the Author: About Make it! Write it!

Read it!

The activities in my books are presented with detailed plans and step by step directions to allow anyone the ability to make the project yet exploration and imagination are encouraged and the activities can become a mere stepping stone. An emphasis on process allows for individual creations based on individual skills and creative abilities. Lessons are suggestions and can be easily modified according to the needs of the children who are participating.

Material lists are included but again variation is supported. The materials are common in most classrooms and homes or can easily be purchased inexpensively. The book is available on Amazon and sells for $14.95.

Libby often plans lessons based on a book, a particular classroom or a grade level is reading or learning about. Sometimes Libby finds new books that tie into students’ current general classroom lessons to reinforce or enhance their knowledge. For example, if a child is reading Giraffes Can’t Dance, Libby crafts an art project around that book and its contents.

“When children are urged to illustrate and tell stories, they are gaining insight into the literary process. They are able to practice creativity and discover a meaningful way to use the language arts,” said Libby. That belief helped the 37-year-veteran put her thoughts to paper, penning four books to help educators incorporate art into everyday classroom curriculum. Libby is an accomplished author, with her fourth book, Make it! Write it! Read it!, available now to help other educators learn how to weave art and literacy together. The book includes field-tested bookmaking projects that encourage self-expression while building both art and literacy skills. There are 17 easy-to-follow blank book designs to allow students to craft their own story incorporating pictures and words.

“Bookmaking activities offer opportunities to promote the development of creativity thus promoting curiosity, independent thought, and openness to new experiences. All ages and skills can enjoy the process of art and literacy activities,” said Libby. The projects are making an impact at the Fruit Street School where librarian Barbara Quinn says students enjoy being authors in their own right.

Students write stories and “When our students create a book illustrate covers related to the with Wendy, she always provides a books they read in class. copy to me in the library and it is cataloged and put on the shelf for students and staff to borrow. The kiddos are always so excited to find Libby’s students make relief “their” book on the shelf. It gives them such a sense of accomplishment illustrations with clay about the and they are very excited to share it with others,” said Quinn. life cycle of a butterfly.

And that’s the point.

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Maine Educator • September 2016

News You Can Use

Attendance Awareness

Back to School

Research shows many of the youngest students in schools nationwide miss 10% of the school year—about 18 or more days per year or, two a month. Students with chronic absenteeism in kindergarten and 1st grade were far less likely to read proficiently at the end of 3rd grade, and also had poor attendance and retention in later grades, according to a California study. The study also shows only 17% of kids who are chronically absent in kindergarten and 1st grade can read at grade level after 3rd grade.

That level of absenteeism is a warning sign that a high school student will drop out. During September, Attendance Awareness Month, there are some key things you can do as an educator to make sure your students make it to school as often as possible. Below are some talking points to help you start the attendance conversation with parents and students. Reaching parents is key to getting students to school more regularly.

What to Say to Parents •

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Good attendance will help your children do well in high school, college and at work. I understand some absences are unavoidable—children get sick and need to sometimes stay home. What’s important is that you get your child to school as often as possible.

Too many absences, whether they’re excused or unexcused, sporadic or not impact student learning. If too much learning time is lost in the classroom your child may have a difficult time catching up on work and could fall too far behind.

Set an example for your child. Show him or her that attendance matters to you and that you won’t allow an absence unless someone is truly sick.

What To Say to Students •

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School is your first and most important job. You’re learning about more than math and reading. You’re learning how to show up for school on time every day, so that when you graduate and get a job, you’ll know how to show up for work on time every day.

Students who attend school regularly are more likely to graduate and find good jobs. In fact, a high school graduate makes, on average, a million dollars more than a dropout over a lifetime.

School only gets harder when you stay home too much.

Sometimes it’s tempting to stay home because you’ve got too much work or you don’t understand what’s going on in class. But missing a day only makes that worse.

More Absenteeism resources can be found here.

Source: www.attendanceworks.org

September 2016 • www.maineea.org

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PE

S

C RSPE TIVE

Should teachers reward Back to students for what they School are supposed to do?

YES

NO

Students should be rewarded for making positive behavioral choices, and external reinforcement is key.

When I examine student motives and their behavior, most frequently, students are driven by their desire for feedback.

People want to know that they’re doing well, and most desire to be recognized within a community forum.

It is common practice to reward positive behaviors and ignore, replace, or have consequences for negative behaviors. Some believe you should reward all positive behaviors no matter what they are. This includes what are called, expected behaviors. These are everyday behaviors such as sitting at your desk, doing tasks when asked, completing assignments, etcetera. There are a few problems I have found with this theory.

Sure, many mature learners are driven intrinsically to “do the right thing,” but before this mature value system within the learner is developed, positive behavior needs to be encouraged and shaped by influential caring adults, i.e.: educators and parents. Conditioning students throughout this process happens over time in a climate of mutual trust and respect. Students need to know and feel that you care about them. In the beginning stages of establishing a classroom community, small external tokens play a big role in giving students necessary feedback. Within a bustling and active classroom, tokens like, encouraging stickers, novelty pencils, and grips are a great way to provide nonverbal positive communication to students, to show that they are on track. Well chosen tokens need to be useful and meaningful in order to be effective with the learner and consequently, to further shape student behavior. As students earn reinforcers, this also creates a climate where positive feedback is desirable, thus engaging other learners.

While external reinforcers are key, they should also hold symbolic representational value. Have you noticed the newest craze on Pinterest with “Brag Tags?” These necklace-like tags are a token worn by students who have demonstrated a classroom behavior worthy of bragging about. This past year our East Belfast School community implemented a school-wide program of “Shout Outs.” Shout Outs essentially “catch” students making positive choices, present them with a printed award for said positive behavior, and recognize their effort during a school-wide assembly. We found this system highly effective especially among our reluctant and more challenging learners. A printed award, teacher praise and modelling, and positive recognition within the larger student learning community was the recipe for success!

Before we all run this wonder-filled marathon of a school year, we must begin by walking, and token systems are a big key to student success.

Beth French RSU 71 EA VP

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Maine Educator • September 2016

There are actions and activities all students are expected to do every day in the classroom, such as sit quietly.

Should a student “get a sticker” or other reward for expected tasks?

First, when does this happen in our adult life? We don’t show up to our place of work and have our boss offer us a raise for showing up and doing our job. No police officer will come and shake our hand for crossing in a crosswalk or going the speed limit. We don’t get a round of applause at the movie theater for keeping our cell phone off.

Following expected behaviors does not bring extra reward.

In our adult lives, we are rewarded for taking initiative and making effort beyond the normal expectations. I feel it is more beneficial to our students to follow the model they will have in their future lives as citizens, employees, friends, and family members.

Next, if we reward for everything, it takes the excitement away from the reward. A reward is a powerful tool that can be used to curb or replace even the most challenging behaviors. However, if we reward everything a student does it might not be exciting enough to deter them from a challenging behavior. Kids also might think, I can do this behavior, then I can just do one positive thing and get a reward anyway.

Last, I want students with growth mindsets. I want them to always be striving to be better. My goals for them are to be go-getters, hard workers, and persevere. If we are constantly rewarding them for staying where they are at, what is the motivation to improve? When we greatly reward initiative, hard work, and perseverance through hard tasks we are showing our students it pays to keep pushing themselves to be better and that is a priceless lesson for life.

Janelle Dianne Jundt RSU 19 EA

20

Ways to Give

MEANINGFUL

PRAISE

News You Can Use

Good Job. Way to go. Excellent. We all like compliments and hearing these words from their teachers may make students feel good, but they don’t let students know what they did well.

Consider feedback that is so specific that it will allow a student to truly realize what they’ve accomplished. For example, “You were well prepared; it sure paid off.” Try and choose words that respect your students’ hard work and effort—and when possible, provide assistance to them in their assignments going forward.

Back to School

Here are 20 other ideas as you head back to school.

1.

I’m proud of the way you worked today, I like how you ________________.

2. Great solution. How did you come to that understanding?

3. You're growing every day, perhaps you could try _____________________.

4. You’re really working hard today, it shows in your work, especially when you____________.

5. That’s quite an improvement, how might you use your understanding of _________ to ________?

6. You haven’t missed a thing. Can you think of ways you could use ___________ in the real world?

7. I can tell you have been practicing, you can now ______________.

8. You can be very proud of what you did today, you met your goal of__________________________.

9. That question shows you've really been thinking, what resources can you use to solve the problem?

10. Your topic sentence is clear and captures the reader’s attention, use that as a model for your other paragraphs.

11. Your work is coming along nicely, have you considered trying ____________________?

12. I noticed that you’ve been studying on your own—that’s made a difference in your work!

13. I can really tell you put a lot of thought into that answer because _____________________.

14. You might consider trying to do it this way, and see then if you can figure it out.

15. It looks like you did the steps out of order. Why don’t you try the exercise again, and this time, try______________________.

16. Keep on trying—it’s okay to make mistakes. That is how we learn!

Can you think of anything you could do differently next time?

17. You always find a way, have you ever tried _________________?

18. I can tell you put a lot of thought into your response, how might you stretch your thinking even further?

19. Remember what we learned about ____________ / review _______ and it might help you reach your goal / you are on the right track. Have you reviewed______?

20. I like your attention to detail, it shows that you deeply understand _____________.

Need more ideas? Check out the RISE Model for Meaningful Feedback, which is aligned with Bloom’s Taxonomy.

Raise to a higher degree or purpose in future iterations

EX: “Perhaps you can expand this in X capacity to further address Y” OR “Perhaps you can re-purpose X as Y for Z”

Introduce ideas for improvement of current iteration

EX: “You might consider tweaking X for Y effect” OR “You might want to include supporting information from X resource - Here's a link”

Creating Evaluating Analyzing Applying Understanding Remembering

Seek information and/or provide ideas through questioning

EX: "Have you considered looking at X from Y perspective?" OR "When you said X, am I understanding you to mean XY?"

Recall, ponder and communicate

EX: "I relate/concur/disagree with X because..." OR "I liked what you did with X because..."

September 2016 • www.maineea.org

RISE Model - Copyright © 2013 Emily Wray - www.RiseModel.com

17

News You Can Use

Watch Me Whip In the confines of the Canal Elementary School library there is, as you might expect, not a whole lot of noise. Children listen to stories, read independently and choose new books. The basics.

The librarian at Canal, however, is anything but “basic.” Susie Brown takes engaging students, the community, learning, and exercise to a whole new level—the Whip/Nae Nae level. More on that later—but first a little bit about Brown and Canal.

Susie Brown is what one would call an outside of the box thinker—she seeks to seize on every opportunity for the students in her school and thinks of new and inventive ways to do what she believes will best meet the needs of the students at Canal.

And there are a lot of needs. At Canal Elementary, according to the Department of Education, 204 of the 316 students enrolled in 2015 were free or reduced lunch eligible. That’s 64.6% of the student population, which is much higher than the state average of 46.6%. Canal is also a very diverse school with 13.6% of the students being English Language Learners. With those facts, Brown each day manages to tap into the “fun” that can happen at school to benefit student engagement and the school community as a whole—which brings us back to the Whip/Nae Nae. “The community environment is what creates the caring, kind, respectful, safe student,” said Brown. “When they do things together they are citizens of this community. Together, today we’ll do the Whip/Nae Nae,” Brown explained.

18

Maine Educator • September 2016

News You Can Use

With Susie Brown leading the way, students boogied down to raise money for a new school playground, raising $1000 for the cause.

On this day, students and staff danced their way outside and onto the track as a community, complete with classroom themed costumes as part of a school fundraiser. Some students received pledges for their dancing skills to be used for a new school playground. The event was called Boogie Down Canal where Brown worked with all the educators in the school to take their learning outside, for a common cause.

“Raising money and being aware that together, as a group, we can accomplish so much and learn how to work together, to move our bodies for exercise and to show each other that we care about our school—those are important life lessons. Plus, we are all silly together!” said Brown.

Each grade took several laps around the track while the other students cheered, along with physical education teacher Jamie Murphy acting as DJ and educator all-in-one.

“We've been talking a lot about different ways to get exercise and be healthy— dance being one of them.

On rainy days we use Dance Dance Revolution. I play a lot of music in the gym—the kids are always bopping around. This Boogie Down Canal activity shows our students that we can learn outside, and part of that learning is in fitness and nutrition,” said Murphy.

The lessons may not be as obvious outside compared to what a student can record on a data sheet, but for 4th grade teacher Sadie Perkins, the value on the track is more than visible in the growth of her students.

“They are learning about moving their bodies. Fitness and fun go together; it’s a great way to be healthy. This is a safe place for these students to grow and learn and become themselves. When they’re here at school they can leave things at home, because here they can be their best selves.

Activities like this, and having students learning outside gives a lot of our kids, who wouldn’t otherwise have the means to participate in out of school activities, a chance to be part of a fun activity,” said Perkins.

With opportunities, Brown says come success, one Whip/Nae Nae at a time.

September 2016 • www.maineea.org

19

cac y

o Adv

YesOn 2

IT’S TIME FOR THE PEOPLE OF MAINE TO INVEST IN OUR MOST VALUABLE RESOURCES: OUR CHILDREN AND OUR COMMUNITIES. Maine has a lot to offer, including a great quality of life. But the key to building a strong economic future is having a skilled, welleducated workforce that will attract more companies and jobs to the state. The Maine Education Association is supporting and working to pass the Stand Up for Students ballot initiative that will help us give our kids the skills they need to stay and succeed here in Maine. The MEA encourages all members to Stand Up for Students and vote YES on 2 this fall.

YES on 2 is a ballot initiative to increase state funding for Maine’s public schools. We believe every student, no matter their zip code, deserves the time and tools needed to learn.

The Stand Up for Students ballot initiative: • Generates an estimated $157 million more for public schools statewide.

• Creates a 3% surcharge on household income ABOVE $200,000. The surcharge only applies to taxable income, meaning it will only apply to the income after a person/household has received every deduction. If you don’t have household income over $200,000, you pay nothing more.

•

Requires funding from the surcharge be used for direct classroom instruction, including things like Pre-K programs, technical education and training, school nurses and other critical public school personnel.

• Creates tax fairness, making the wealthy pay their fair share to fund public schools.

To learn more, go to www.standupforstudentsmaine.org

ü ü ü

Please vote for tax fairness Please vote to support our schools Please vote YES to Stand Up for Students on November 8

20

Maine Educator • September 2016

YES! ON QUESTION

2

Advocacy

Why Union?

REACH. TEACH. INSPIRE.

FREE NATIONAL CERTIFICATION SUPPORT WORKSHOPS

MORE MONEY

WITH BARGAINED CONTRACTS FOR BETTER WAGES & BENEFITS

PROFESSIONAL DEVELOPMENTCONFERENCES AND TRAININGS AVAILABLE ALL YEARFOR FREE WITH MEMBERSHIP

$250/YEAR IN YOUR POCKET

WITH MEABT ONLINE WELLNESS - MEABT.ORG

FREE LESS ON PL AN S

VOICE IN YOUR WORK TO BETTER HELP YOUR STUDENTS

LEGAL SUPPORT DUE PROCESS AND MANY CONTRACTS WITH JUST CAUSE

ACCESS TO EDUCATOR MENTORSWHEN YOU’RE A MEMBER YOU’RE PART OF A NETWORK OF 24,000 EDUCATORS

POLITICAL ADVOCACY-USING THE POWER OF OUR MEMBERSHIP SIZE WE CAN BETTER EDUCATE LAWMAKERS TO HELP PASS PRO-PUBLIC EDUCATION POLICIES

UNION MEMBERSHIP MAKES A POSITIVE IMPACT ON YOUR DAILY LIFE. UNIONS CAN’T WORK FOR YOU WITHOUT YOUR MEMBERSHIP DUES. September 2016 • www.maineea.org

21

The Outdoor Classroom A closer look at EL Education

Second grade teachers Ida Beal and Kelsey Marco have no problem getting their hands dirty—today it’s in the butterfly garden where Beal explains her students’ spring expedition on pollinators and pollination.

“They’re answering the question ‘How do we help support pollinators and plant interaction at West Bath School?’ and the kids had the idea to build a butterfly garden,” said Beal. The unit is part of the school’s EL Education model, formerly known as Expeditionary Learning. West Bath School is one of only seven schools in Maine and 160 nationwide that follows this type of teaching and learning style. In EL Education, students look at real-world problems and create projects to solve them.

The vision behind EL Education focuses on student excellence in three core areas: mastery of knowledge and skills, character and high-quality student work.

“I think the idea of change, for a lot of people, is hard. When you let your students drive instruction, that's new teaching and new planning, every time—but it's worth it,” said Beal.

The curriculum Beal uses in the discover-by-doing model is all based on Maine state standards and focuses on giving students the opportunity to conduct field work, be active, challenge themselves and work collaboratively with each other and the community.

22

Maine Educator • September 2016

“Our learning is all based on being authentic. You’re asking kids to read things at a higher level and asking them to solve a problem in our community. That’s their ‘buy in,’ they’re more invested and they drive my instruction because they have their own ideas,” said Beal.

The expeditions include students demonstrating their proficiency and deeper understanding in a chosen area of study, their ability to become effective learners with critical thinking skills they can use later in life,

and their presentation of a body of work that shows their original voice and connection to real-life issues that are meaningful to their school, community and beyond.

“Everyone here is very collaborative and very supportive. We’ve evolved and had specialized professional development on EL Education. It’s a great place to work,” said Beal.

Each expedition includes field work, where students partner with community members and organizations to accomplish a task. In Beal’s 2nd grade class’ latest expedition, students went to the botanical gardens and dissected the flowers. Then the students planted their own butterfly garden outside their school. Experts taught students about pollination rather than the teachers being the only ones in charge.

“I liked going to the botanical gardens. I liked when we dissected a flower and I got to see how they looked and where the pollen was,” said Colton Miedema a 2nd grader. When the students themselves become knowledgeable enough, they too share with their classmates. “They teach each other. They become experts, so they have to step up their game. They have a sense of responsibility because they know other kids are relying on them,” added Beal.

The West Bath School is in its fifth year of EL Education with newer teachers, like Kelsey Marco excited to see where they’ll go next. “I didn’t know anything about EL Education until I came here. I realized this is the right way to learn; we should be following these habits of scholarship traits, perseverance and self-directed critical thinking,” said Marco.

The seven schools in Maine that follow the EL Education model are Casco Bay High School, Portland, King Middle School, Portland, Lebanon Elementary School, Presumpscot Elementary, Portland, West Bath School, St. George School, Tenants Harbor, and Bath Middle School.

Learn more about EL Education here.

September 2016 • www.maineea.org

23

so ciation

Your As

Back to School

Classroom Management There are always new ways to learn how to better manage your classroom, new ideas to both help keep things in order and keep students on task. Here are some thoughts from MEA/NEA members here in Maine and from around the country.

“Dictator-Led Democracy” I'm a linear, concrete person. This is reflected in how I run my classroom. I tell the students on the very first day to expect I'm strict. I believe in the definition of integrity as doing what you say you are going to do, and a deadline is a deadline. If the bell rings and a student isn't in my room, not only are they late, but their assignment is too.

I call my style a “Dictator-Led Democracy.” My students have a voice, but they don’t make the final decision. To be sure, I ask for and am open to feedback. I don’t see that in conflict with running a tight ship.

A number of my students will experience a transition period given my standards. However, a few weeks into the semester, I’ve established a mutual respect, and the complaining stops.

I’ve learned that consistency is key in classroom management. I see teachers who are strict one day, and easygoing the next. I believe the changing of, say, late policies or enforcement of rules confuses students. This confusion can be distracting and takes away from the reason we’re all here: for them to learn.

A former student of mine stopped by last week, and told me I was one of the two teachers who prepared her for college. It was a great validation of my approach, and why I believe in my system.

- Doug Hodum, Mt. Blue RSU EA

Build Relationships Research shows by middle school less than half of all students believe they would be missed by their teacher(s) if they didn’t come to school. This emphasizes the importance of building and keeping those relationships with students to encourage both quality work and positive, cooperative behavior in the classroom. MEA/NEA members shared their advice to create a classroom climate where students feel they belong and want to participate, a place where you and the students are cheerleaders for each other.

One simple thing you can do to get started is to have students finish these sentences: • • • •

One thing I do well at school and, if asked, I could help somebody else with is ______.

One thing I do well at home and, if asked, I could help somebody else with is _____.

A strength most people don’t know about me is _____.

When I need help I _____.

Students’ answers can become the foundation upon which students look out for each other in an environment where they know what is expected of them, and feel appreciated and respected.

24

Maine Educator • September 2016

Your Association

Don’t Stop for Bad Behavior It’s important to not focus on the negative, and instead reinforce the positive. After the classroom rules are set, be clear about what you expect of your students. Let them know how you want them to do everything from enter the classroom, to what to do if a pencil breaks, and how to get permission for a drink or the bathroom. Practice these procedures and point it out when a student follows these rules.

Reinforcement helps.

Let Students Choose Their Seats At the beginning of the school year, let students sit where they want for the first few days. On the third or fourth day of school tell students they should find a seat they want to keep permanently for the rest of the year. When students choose their seats, they’re taking “ownership” of their choice in seat and tend to behave well so they can keep their chosen seat and avoid being moved at a later time due to bad behavior.

Veteran MEA/NEA members also say it’s equally important to let students know it will be rare for you to stop class to handle someone who is misbehaving for two reasons: 1. You do not want to embarrass the student or yourself.

2. You will not give up instructional time to deal with misbehavior.

Let your students know you will see any student who misbehaves after class, and during that time that student will either receive a consequence for their behavior or a solution will be discussed. Tell your students.

“If and when somebody breaks a rule, it may seem like I’m ignoring what they did. I’m not, because I never ignore bad behavior, but I am not always going to stop class to deal with it because that takes away some of our valuable learning time and could possibly embarrass a student. So, please understand if you break a rule there will be consequences, but we will discuss those consequences in a way that doesn’t impact everyone’s learning.”

If and when something happens that requires a response from you say something like: “I know you all just heard (saw) what John did, and most of you are probably wondering what I’m going to do. John and I will talk about this later, but for now, we are on page 15. Let’s keep working.”

Then continue to teach.

Get Their Attention on Their Terms You don’t have to clap your hands or say things like “let’s be quiet” or “I won’t start until you’re quiet and everyone is ready” to get the attention of your class. If that works, that’s great—but if it doesn’t consider meeting your students where they live. It can be equally effective to walk to the front of the room and talk about something interesting. Try things like: “How many of you saw (insert big movie title here)?” or “Can you believe how cold it was out today?” Talk about a couple of things that your students will respond to and keep talking until everyone is paying attention. Don’t start teaching until everyone is focused on you and in their seat.

ed the h c t a w o Wh ame this g ’ s t o i r t Pa ? weekend

September 2016 • www.maineea.org

25

Your Association

What Do Millennials Really Want?

Young educators talk about their work and their union

The face of the teaching profession and the entire workforce around the nation is changing. Millennials, those between the ages of 18 and 34, are now the fastest-growing generation in the U.S. workforce, according to the latest census data. Millennials make up a small, but slowly growing number of MEA members, and they have different needs and expectations than Gen X’ers, Baby Boomers and Gen Y educator peers.

As the face of the profession changes, it is crucial that both the MEA and educators across the state understand both who this generation is, and what they’re hoping for out of their professional association.

To a certain extent Millennials have been given a bad rap—the selfie-stick, self-absorbed, everybody gets a trophy generation. But there is much to learn from this generation, and much value in their knowledge and willingness to be creative, flexible and committed to issues of social justice. Which brings us back to our original question— What do millennials really want? We asked and they answered. Let’s together make an effort to meet the future of the MEA, here on these pages, and in your own schools and communities.

Dan Kiley

Dirigo High School Subject: English Age: 24 Years in the classroom: Going in to year 4 We can work together to close the gap between generations by…

Creating positive work environments.

We need to have a willingness to work together with our coworkers to understand and develop solutions and compromises that bridge the best of both worlds.

I think that MEA could help Millennials by…

Offering more opportunities for networking.

We differ from other generations…

We have new and innovative methods and resources for content delivery, and we have a willingness to delve into and try new technologies or practices to help better our students.

Did you know?

MEA has a young education professionals group, YEPMEA. The group meets throughout the year to share classroom experiences, learn new skills, and have fun, of course! Want to sign up to be a part of the free winter event at Sunday River?

Log on to: www.yepmea.org/yep-mea-weekend 26

Maine Educator • September 2016

Danielle Nason

Holden School Subject: 2nd Grade Age: 26 Years in the classroom: Going in to year 4 What young educators have to offer is…

I think young educators have so much to offer! We are so passionate and excited about getting in the classroom. We love to try new things and see what works best with the students.

What young educators really want…

Like all educators, young and old, we want to make a difference.

We want to find a way to help students reach their full potential.

Some people think Millennials are…

Too focused on electronics. While we do use them quite a bit, we also are capable of enjoying ourselves without them. Technology in the classroom is really up and coming so it’s important to know and be familiar with the different technology out there!

Your Association

By the Numbers:

Millennials in the Classroom When you look at the numbers—it’s clear a focus on what younger members want and need should be a priority.

Melissa Howard

Camden Hills Regional High School Subject: Social Studies, teaches Honors World History and College Prep World History Age: 23 Years in the classroom: Going into year 2 What Millennials need from veteran teachers…

Veteran teachers can provide insight and strategies that Millennials otherwise would not be privy to. Because of their experience, their arsenal of strategies, tools, and methods, whether it be for classroom management, or curriculum design, are beneficial in helping us to develop into the effective teachers we wish to be. While it’s impossible to adopt everything you’re exposed to, by simply having those conversations or observing your colleagues, you are exposed to new ideas that you can intertwine into your own classroom, to make it a more effective learning environment, and yourself a more effective teacher.

What Millennials would like….

Often times, we as teachers, find ourselves isolated in our own little world. We become consumed by what is happening in our own classroom, trying to answer questions about classroom management, curriculum development, and effectiveness of teaching methods by ourselves. I believe the simple reason for this is time. Time restricts our ability to collaborate with our colleagues, to present challenges we are facing and attempt to solve them together. If given time, we would have the invaluable opportunity to step away from our own world, and see what other teachers are doing in their classrooms, to better inform our practice.

What can MEA do to help Millennials…

The MEA has done a great deal to help Millennials and new teachers this year. It has facilitated conversations and relationships between new teachers of all grade levels, helping to create an interconnected web of resources and supports.

If the MEA could facilitate a meeting of veteran teachers and Millennials, to give time for collaboration with our colleagues, I believe it would be extremely beneficial to the effectiveness of all teachers.

45% of MEA members are 52 or older.

In the next five years, Maine schools will lose 18% of all staff to retirement.

9%

of MEA members are 33 and younger.

22%

of educators currently employed in Maine schools who are NOT MEA members and are 36 and younger.

Want to learn about how you can meet other young educators from around Maine? Check out:

YEPMEA Young Education Professionals of the Maine Education Association

www.yepmea.org September 2016 • www.maineea.org

27

Your Association

A Course for the Future

By Tim Walker & Giovanna Bechard

“Students should see their teachers as someone who cares about their academic success and their personal growth,” Jahana Hayes the National Teacher of the Year told a group of 8,000 educators, including 34 from Maine who participated in the National Education Association Representative Assembly (NEA RA) in Washington D.C. in July.

The NEA RA is the highest decision-making body within the over 3 million-member NEA. Members from across the nation gather to set the course for the Association nationwide while learning more about their profession, their union and those who belong.

For first time Maine delegate John Messier, the NEA RA as an experience was “almost overwhelming. To be on the floor with thousands of fellow educators deciding on the directions of the NEA was so empowering.

I also went to the Human and Civil Rights award dinner. I am so proud of the inspiring work of my colleagues that my Union encourages and recognizes,” said Messier of his time in D.C.

MEA is now on Snapchat. Delegates and students were able to use these filters on their photos from the RA. 28

Maine Educator • September 2016

The Union also recognizes the changing face of its members.

More than 2 million new educators will be entering the workforce over the next five years alone. In his address to the RA, NEA Executive Director John Stocks warned the delegates that the new generation of educators may not necessarily understand how vital their Association can and will be to them and their students.

“We must become relevant to them, to help them meet the changing needs of their students…to help them be successful educators, and to tap into their idealism,” Stocks said. “And we must act with urgency.”

These new educators tend to look to the colleagues for support, and that’s all of you, Stocks told the delegates. But here’s the catch: they probably don’t know that their colleagues are the union.

Engaging this new generation, Stocks said, “is a simple act totally within our control.”

“That is our responsibility to the millions of students and educators who need us to give them a greater voice. And that is our legacy to the new educators coming of age who will someday soon fill this great hall, take up the gavel, champion the cause…and make their own history.”

Your Association

7 FOR BUSY EDUCATORS Work-life Balance Tips

As an educator, you are “on” 24/7.

Here are 7 ways to keep your work life and home life in balance.

Budget your time like you do your finances

1

Set max work hours Find your most productive time and get the bulk of your work done then Disconnect during dinner

PROJECT

Schedule recess: Give yourself permission to take a break!

Meditate for 5 minutes

Go for a walk

Really short on time?

Take 3 deep breaths!

Streamline lesson planning Keep notes on what worked and what didn’t to make future planning easier.

Don’t try to reinvent the wheel. Build on past successes.

PROJECT PROJECT

Learn to say <<NO>>

PROJECT

PROJECT

PROJECT

PROJECT

Know your limits.

Only say YES to projects you’re passionate about and support your personal goals.

Set physical boundaries Create space for your work. Keep work out of your family-only space.

Make taking care of yourself a priority so you don’t burn out Get enough sleep Eat well Exercise

Delegate Leave mundane tasks like filing and organizing to students or aides, if you can Identify good helpers and use their strengths Enlist family to help where possible: fixing dinner, cleaning, etc.

Learn more at neamb.com/balance © 2016 NEA's Member Benefits Corp.

September 2016 • www.maineea.org

29

Calendar 2016-2017

Sept. & March

NBCT Candidate Support Sessions

Pre-Retirement Seminars

MEA offers members, free of charge, National Board Certification support sessions. All sessions are on Saturdays from 9:00am - 2:30pm at the MEA Augusta office, 35 Community Drive.

For session dates go to: www.maineea.org/nationalboard

Planning to retire in the next five years? Seminars are available in the following areas: Ellsworth, Auburn, Rockland, Kennebunk, Skowhegan, Caribou, Topsham, Waterville, Machias, South Portland, and Bangor.

To learn about specific dates and register: www.maineea.org/preretirement

Oct.

Oct.

15

14-15 MEA Fall Conference

Save the Date: MEA is putting on a program full of practical information to help you in your work. Plus, network with other educators and have fun during our Halloween Party at the Samoset Resort the night before.

Keep an eye on your email for registration information.

Grant Deadline

Learning and Leadership grants through the NEA Foundation support public school teachers, public education support professionals, and/or faculty and staff in public institutions of higher education. Grants are awarded in $2,000 for individuals and $5,000 for groups. FMI, how to qualify, and apply log on to: www.maineea.org/grants

Save the Date

JOIN US!

MEA-Retired’s Annual

Day of Caring

The Day of Caring combines the concepts of NEA’s Outreach to Teach and AARP’s Day of Service. Participate to make a difference in a school in your County. Consider having your local help support the Day of Caring by filling a backpack with school supplies at your first meeting. Put a paper tag on the backpack that says the (name of association) supports the MEA-Retired Day of Caring.

We invite you to join us this coming September for our annual Day of Caring – projects vary by county.

FMI: Jan Cerabona, MEA-Retired Community Participation Coordinator, jcerab2805@aol.com.

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Maine Educator • September 2016

My Hero Works at School Essay Contest Winners Congratulations to the winners of the MEA “My Hero Works at School” Essay Contest! The MEA received nearly 400 essays for our annual contest. The MEA was happy to award our winners, in partnership with the Portland Sea Dogs, tickets to a game this summer. Interested in learning more about our contests and grants?

Check out maineea.org/grants.

Contest Winners: Kaydence Tuttle, Student Winner, George J Mitchell School School Hero: Jacob Sears - 3rd Grade Resource Room, Waterville EA Michael Finley, Student Winner, Windsor Elementary School School Hero: Raymond Hanson - Bus Driver, Sheepscot Valley EA

Kid comes home from 1st day at school. Mom asks, 'What did you learn today?' Kid replies, 'Not enough.

I have to go back tomorrow.'

Does it count as differentiated instruction if I print their worksheets in different colors?

Pupil: Teacher, would you punish me for something I didn't do?

Teacher: Of course not.

Pupil: Good, because I didn't do my homework.

What is a math teacher’s favorite sum?

Summer!

Kid comes home from 1st day at school. Mom asks, “What did you learn today?” Kid replies, “Not enough. I have to go back tomorrow.”

September 2016 • www.maineea.org

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