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: 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?

Interview With Pre-K Head Start Teacher Shanna Padams

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In March of this year, I had the opportunity to visit Ms. Shanna Padams's Pre-K Head Start classroom at Henry C. Lea Elementary School in Philadelphia, PA.

 At first glance Lea Elementary appears to be a tired, old building, but upon closer inspection, colorful student artwork draws your eye and posters with positive messages remind you of the hope a public education can bring.

            
After being buzzed into the school, I went straight to the main office, where the secretary, who asked for my name, was expecting me.

I was asked to sign in and then a polite young man from third grade guided me through the maze-like halls to Ms. Padams's classroom.

            
During our brief trek, I was pleasantly surprised to learn, that while the building's interior needed updating, Lea Elementary is able to offer its students music and drama classes.

Due to a lack of proper funding and overcrowded class-sizes, many art programs across the district have met the chopping block.

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I arrived at Ms. Padams's classroom and found it neatly arranged with educational learning centers and child-sized tables and chairs.

            
Like any properly managed Pre-K Head Start class, her students knew the classroom expectations and were well on their way to developing the soft skills required for Kindergarten, that many children lack upon entering.

Soft skills are intrapersonal abilities like sitting on the carpet during a read-aloud and raising a quiet hand to ask a question.     

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Head Start, founded in 1965, is a free program for three and four-year-olds, whose family meets the financial criteria established by the federal government.

Through various services like early learning, health, and family well-being, the program helps the child participant and their family. 

           
In 2013, The School District of Philadelphia cut its Head Start program in half. Since then many children have been enrolled in educational programs that don't have the same rigorous curriculum and accountability for its teachers that Philadelphia does.

            
As a former Pre-K Head Start and Kindergarten teacher, I can say with confidence that children who attend a high-quality Head Start program are better prepared for the social and academic challenges of Kindergarten.

            
Those with special needs have a smoother transition into Kindergarten. In most cases, their Individualized Education Plans (IEPs) have been established, which allows for support services to better continue when they leave the Pre-K Head Start Program. 

            
Ms. Padams was kind enough to answer a few questions about her teaching experiences and to offer advice for aspiring educators. 

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1. Why did you become a teacher?

When I was in third grade, my family moved from Pennsylvania to New Jersey.

My new school assessed me and decided to put me in a mid-level reading group, even though I tested higher. With all of the other changes going on, they didn’t want school to be too hard for me.

             
From the beginning, my fourth grade teacher, Mr., Moore, knew I could do more. He believed in me from day one. He challenged me in the best ways possible.

He taught me not to settle, that I could do anything I put my mind to. Most importantly, he gave me the confidence and sense of self-worth I needed to succeed.

             
Ever since meeting Mr. Moore, I knew I wanted to be a teacher like him.  I wanted to help other students believe in themselves and their ability to succeed.

     

2. What grade do you teach?        

Pre-K since January 2005

    

3. What is your favorite thing about teaching?

I love how students grow and change, especially when I am able to teach them for two years.  It is amazing to see how much progress they make.

    

4. What is your least favorite thing about teaching?

 Paperwork. It is never ending, especially when it comes to recording anecdotes and lesson planning.

    

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

 Ask questions. It’s okay to ask for help. Managing a classroom is very challenging. Ask co-workers and supervisors for ideas. Check on Pinterest and other educational websites for ideas.

    

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

I believe the biggest impact is on the conditions in our buildings. Our building is over 100 years old. The roof leaks every time it rains. There are holes in the celling in the hallway from the rain.  

The pipes leak, too. The toilets don’t work properly.  Also, our custodial staff is always short-handed, so bathrooms and other areas are not cleaned properly.

    

7. In light of the mass shooting at Marjory Stoneman Douglas High School in Florida, are you concerned about security in your school?

Yes. We finally have one full-time school police officer. We have some cameras in the school. Though I am not sure where they are located. 

A staff member usually supervises the front desk near the main entrance and guests need to sign in and show ID.

            
However, we have no metal detectors in the school, so anyone can walk in with a weapon or other harmful items.

    

8. How do you feel about teachers carrying guns to school?

I am not comfortable with that idea at all. 

    

9. Why not?

I do not have the proper training to do so, and have no desire to use a gun, especially around children in a school.

    

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

Invest in our schools. Provide the funds to help us hire adequate numbers of school police officers, NTAs (to monitor hallways, etc.), school counselors, and psychologists.

    

I would like to thank Ms. Padams for her time and insight. I hope this interview helps people understand the challenges public school teachers and their students face everyday.

In order to change the state of public education in our country, we must listen to those people on the frontlines, the teachers.