Interview With Teacher Bridget Tait

Photo courtesy of: Bridget Tait

I met, Ms. Bridget Tait, a few weeks ago at the, School Is In, Let The Reading Begin event, in Philadelphia. I found Ms. Tait easy to talk to and knowledgeable about the literacy support so many students require. 

As we spoke, it became clear she felt passionate about her work and eager to spread the word about the challenges students and teachers face in urban school settings.

I hope you find her insight as meaningful as I do.

Hello, Bridget, and welcome to Lemon Drop Literary. Thank you for agreeing to do this interview.

Thank you for having me.

Why did you become a teacher?

Because my education afforded me many opportunities. I was a foreign language major in college.  As a language major, I could apply for scholarships studying abroad.  

After completing my undergrad, I lived in Germany and worked as an assistant English teacher. During this time, they awarded me a full scholarship to the University of Salzburg, Austria, where I majored in German.  

This time overseas impacted my life and broadened my perspective as a global citizen.  This is why I am an English as a Second Language (ESOL) teacher today.  I want my own students to become whatever they desire.  Through education, I believe my students will reach their aspirations.  

What grade do you teach?

I teach ESOL at a Kindergarten to sixth-grade school in the School District of Philadelphia.

What do you find most rewarding about teaching?

Teaching ESOL allows me to meet students from all over the world. These students are motivated and have a great desire to learn English.  

What do you find most challenging about teaching?

The funding inner-city schools receive. It is not equitable. Students in inner-city schools need more support, but their schools receive less money than their suburban counterparts.  

This spartan budget has a direct impact on the quality of instruction. As a result, city teachers use their own money to buy supplies for their classrooms.  

How has the lack of funding in public schools affected you and your students?

A great deal. The district‘s infrastructure is falling apart. Students often learn in antiquated school buildings with leaking roofs, mold, lead paint, asbestos, and rodents.  

Daily exposure to these toxins can lead to serious health problems. It‘s difficult to learn or teach under these conditions.  

Public schools lack books, modern curriculum materials, and furniture.  For example, a third grade Social Studies textbook lists Barack Obama as a senator in Illinois.   

Public schools don‘t have libraries and broken furniture is not repaired or replaced.  Teachers and students can‘t work and learn in this atmosphere.  

They overcrowd public school classrooms due to staff numbers and school spacing.  They should reduce class size in city schools.  Students in city public schools deserve the same quality education as their suburban peers.   

If you could ask politicians to do one thing to help students in our country, what would it be? Why?

As mentioned above, inner-city students deserve the same quality education their suburban peers receive. Due to unequal school funding, this is not the case.  

I urge politicians to lobby for fair school funding.  Their zip code should not dictate a student’s quality of education.  A fair education is an innate right and should not be considered a privilege.   

Do you have any advice for teachers just starting their careers?

Teachers must be flexible.  They have heavy workloads, multitudinous responsibilities, and work under strenuous conditions.  

Could you tell us a little about Language to Literacy?

Language to Literacy LLC, provides reading consultations and specialized reading interventions in Orton-Gillingham and the Wilson Reading System. 

These multi-sensory approaches to literacy, remediation, and alternative learning services focus on students with learning differences, (preschoolers through adolescents) including those with language processing difficulties, students with dyslexia, and English Language Learners (ELLs). 

Language to Literacy services students on a one-on-one and/or small group basis at local schools, in after school tutoring programs, and virtually in the Greater Philadelphia area.

Where can parents and educators find out more about you?

Parents and educators can find out more about Language to Literacy at www.languagetolit.com.  We are on facebook at @language2literacyphila, twitter @lang2literacy and Instagram  language2literacy.  

Thank you, Bridget, for spending time with us and sharing your experiences with The School District of Philadelphia. 

We wish you and your students lots of luck and continued success!

Photo courtesy of: Bridget Tait

Diary of a First Year Kindergarten Teacher: 16th Entry

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Monday, September 23
Dear Diary,

Needless to say it was a long weekend. I spent most of my time lesson planning on good touch, bad touch. I also emailed the school nurse.

I was hoping she'd be able to speak to my students about personal safety, but due to her limited schedule, she just doesn't have the time.

            
When I came to work today there was a notice of a two-day suspension for Tyrone Whiting in my mailbox.

I wasn't able to speak with Ms. Temple, the disciplinarian, or Mrs. Bernard to find out what the next step is for Tyrone because they were in meetings all day.

To my surprise, Katie Thomas was present today. I guess her parents were unable to have her moved to my grade partner's classroom because she arrived in my line this morning.

Katie's stepmother offered me a kind smile and simply asked to be notified if Katie had any trouble. Thankfully, there wasn't any for Katie; some of my other students weren't as fortunate.

            
There were a couple of fights during snack time involving my usual heavy hitters: Devon Wilson, Brandon White,  Christopher Matthews, and Rafael Cruz.

           
I know it's only the very beginning of the school year but some of my students just aren't comprehending the classroom behavioral expectations.
         
How do you deal with difficult behaviors in your classroom?

           

Diary of a First Year Kindergarten Teacher: 15th Entry

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TRIGGER WARNING: Contains sensitive material about sexual assault.
While this is a work of fiction, situations like those depicted in this story do occur in classrooms. I believe it is essential for these stories to be told.  You can't cure a disease without knowing the symptoms first. 

Friday, September 20
Dear Diary,

I stayed late today to tidy up the classroom (It seems that if I don't sweep the floors, vacuum the carpet, wash the tables, and wipe down the bathroom it won't get done.) and get my lesson materials ready for Monday. 

         
Since I was unable to complete the individual behavior charts yesterday for Devon Wilson, Ramona Johnson and Christopher Matthews, I did them this afternoon.

            
Sadly, I also had to write a pink slip for one of my students. The behavior was much too serious to leave it undocumented.

So in order to cover all of my bases, I was left with only one option. The child needs help and a consistent paper trail is one way to make sure he gets it.

An incident that I had never conceived of occurred in my classroom this morning. 

A sexual assault. 

A sexual assault in kindergarten!  

           
I was completely blindsided by this. The boy who acted out the harmful behavior was, Tyrone Whiting, one of my better-behaved boys.

Thankfully, Miss Mary was present for the incident, so I had a witness as to how I handled the situation.

            
After a reading of, "No, David!" the children were directed to the tables to draw a picture of David and write the title as best they could.

During this time period, Miss Mary was working with a small group of students who needed support to complete the task. 

         
I was rotating among the tables to offer assistance as needed. I was in the middle of correcting Christopher Matthews for eating his crayons, when I heard a commotion at the table behind me.               

When I turned to face the students seated there, Katie Thomas, Tyrone and Cyrus Jackson were all staring, wide-eyed, at me. I knew immediately that something was wrong.

         
"What's going on?" I asked.

            
Katie told me Tyrone had touched her inappropriately while Cyrus nodded in agreement.

Naturally, everyone in the class stopped what they were doing to look at the trio. My mind started spinning as I tried to process what I had just heard. I knew that I had to act quickly before I lost control of the situation. 

           
I told the children to flip their papers over and draw whatever they wanted on the back. I asked Miss Mary to keep the paper flowing for those who finished their drawings.

After that, I separated Tyrone and Katie and called down to the office to report what had happened.

"Mrs. Conroy will be up in a minute," Ms. Monroe had said.

Mrs. Conroy is the school counselor.

By the time Mrs. Conroy entered my classroom, I had taken three separate statements from Katie, Tyrone and Cyrus about the incident.

Although Tyrone admitted to touching Katie inappropriately, he said he'd touched her by accident. 

           
In contrast, Katie and Cyrus stated that they both had told Tyrone to stop what he was doing, and he didn't until Cyrus threatened to tell the teacher.             

            
When Mrs. Conroy arrived we spoke briefly about what had taken place. She advised me to write a pink slip and an intervention form for Tyrone; she would handle the rest. After that, she left with Katie and Tyrone.

            
Katie's father, Mr. Thomas, had a few angry words for me at dismissal. "Where were you while this was happening? Weren't you paying attention? What kind of a teacher let's this happen?"

            
Katie had gone home shortly after the incident with Tyrone, but her father had returned to pick up his other children. 

           
I explained to Mr. Thomas that, I wished I had become aware of what was going on with Katie sooner, but I couldn't see what was happening because it had occurred under the table and was out of my line of sight. 

         
Mr. Thomas didn't seem too happy with my defense, and as a parent, I guess I can understand that. However, there are 25 children in my classroom and I'm dealing with a lot of difficult behaviors.

            
After I left work at 6:00, I called my husband and told him what had happened with my students.

To help lift my spirits, he took me out to dinner. At the restaurant, we sat at the bar, and although I don't usually drink, I had a few glasses of sangria and got a little tipsy.

Have you ever dealt with a similar situation?

Diary of a First Year Kindergarten Teacher: 14th Entry

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Wednesday, September 18
Dear Diary,

Six days of school completed and it feels like it's been six months.

Today was absolutely crazy. It began on a sour note and continued to get worse as the day progressed.

            
In the schoolyard this morning, Rose Gil, one of my students was pushed by a second grader. The scuffle left Rose with a bloody lip. She had to go to the nurse's office.
           
Luckily, an older student was able to take Rose for me and even more fortuitous, the nurse was there to take care of her.

Due to funding issues, the nurse only comes to our school three half days a week.

            
Miss Mary was able to assist me during arrival but shortly after she was called to the office. I didn't see her for the rest of the day. 

            
Shortly after arrival, at 9:00 am, I called the class to the Large Group area for our Morning Meeting. Upon sitting, Christopher Matthews immediately started lying down on the carpet, making it difficult for the other children to sit.

            
I redirected him to his table and gave him paper and crayons to use while I instructed the rest of the class. 

Within a few minutes, a few of the children told me that Christopher had started breaking up the crayons into little pieces.

            
I ignored the behavior and continued with the Morning Meeting.  I was extremely frustrated. Since the school district wouldn't supply me with crayons for my class, I bought them.

After the Morning Meeting, I placed the crayons in a pencil box. From now on they will be Christopher's crayons to use.
                                             

Following lunch, from 11:15-11:30,  the children have a 15-minute recess in the schoolyard. When I arrived to pick up my class, Christopher and Devon Wilson were fist fighting.

Apparently, Christopher had touched Devon and Devon didn't like it. I should have done a pink slip for the both of them but I just can't bring myself to do it. Pink slips in kindergarten seems a bit harsh.

            
I did do a lesson on the appropriate ways to use our hands and read the book, "Hands Are Not For Hitting." I also informed their parents.

            
Around 1:55, Devon was caught up in another fight with Brandon White. The pair had started arguing at their table.

Before I could get to them to intervene, they were slapping and punching each other.

            
In order to avoid future conflict with the boys, I reassigned Devon to another table. Five minutes later, Devon had slapped Jason Peters on the arm for pushing his char. Jason was clearly shaken.

            
He said that he was just trying to get Devon's attention. I explained to the boys that we have to use our words instead of our hands for certain situations. Jason seemed to get the message. I'm not so sure about Devon.

            
At 2:10, Samuel Bishop started tickling Violet Martinez. She told him to stop but he kept doing it.

I gave him several warnings and reminded him about the book we'd read earlier, but he wouldn't stop the unwanted behavior. I moved Samuel to another table and spoke to his father.

            
Not five minutes later, Cyrus Jackson pulled Rose's hair. He continued to do it even after she told him to stop. When I got to the table he stopped and apologized to Rose.

            
Tomorrow I'll do another lesson on positive ways we use our hands and make the individual sticker charts for Devon, Ramona and Christopher. That's all I'll be able to manage right now.

            
If Miss Mary is able to stay with me for longer than 20 minutes, I'll try to get her to help me with more sticker charts.

            
Hopefully, in a few more weeks the children will learn the classroom expectations better and be able to engage with each other more appropriately.

How are behaviors the first few weeks in your classroom? How do you deal with them?