What's in a daily schedule?

On driving to and from work (average of 40 minutes in only 18 miles):

In my rural part of Scotland, I am settling into a more simple rhythm of life.  I leave A LOT more time for margin of error (or as I like to think of it now--the intersection of the differing needs of my neighbors)  when I am traveling anywhere, including school.  AND I am working on letting my anxiety go--I just cannot make the tractor in front of me go any faster; I cannot pass him safely; so therefore, why grind my teeth over it? --that kind of thing.  Time will pass at the speed that it needs and no faster.  There are no corners to cut here.  I am not a master of time, but its minion.
  

I think this has been very good for me.  Moreover, my drive is through the most gorgeous farm land with rolling hills and cultivated fields and hairy Highland cows and sheep.  If I don't see at least two rainbows every week, something is awry.  So my soul is being fed with a level of beauty and with the time to really appreciate and reflect upon it.

On my timetable  (what the Scots call a class schedule)

My academic time is spent across a whole host of courses (Maths 1, 2, 3, French 1, 4, Geography 3, English 1, 2, 3, Science 1, 2, Theatre 3).  For the entire 53 minutes of each of my classes, I am answering students' questions, offering suggestions to organize notes, or for them to more accurately follow directions, or I am interpreting the instruction and maybe scaffolding it for some of the most needy students.  I am constantly engaged and continually switching from differing needs to differing styles to differing attitudes, which can be tiring.  In the classes that are not my strengths academically, I also must also be able to answer questions across a wide range of knowledge--which is a challenge.  In a typical Maths class, there are different ability groups separated and using different texts, so as I move about the room, I switch from questions about time, about integers, about 2D or 3D shapes, or about algebraic equations within the SAME class.  It takes me a moment to carefully consider each question.  PLUS, the academic language is different.  So when I speak with students I have to be careful to no confuse them with the words I might more typically use.  For instance, i might say 2 plus 2.  They would say 2 add 2.  So students who are doubting themselves have a moment of consternation with my directions.  Sometimes just saying that I am speaking American helps them to smile and we figure it out together (which is good for them as a problem solving strategy).  I feel like I am an asset to some individual's learning every day.

On my early view of the new curriculum

The new curriculum for Scotland (Curriculum for Excellence) does not formally assess students for the first 3 years.  Rather, the goal is to provide an overview of subjects of study without the pressures of earning marks that go on their official record (you know, like a GPA).  There are some real strengths to this--students are exposed to many aspects of the curriculum and a wide foundation of knowledge in these first three years.  They are given comments on strengths and areas for improvement from teacher and peers.  They undertake a very detailed and regularly occurring self-assessment process (this part I REALLY like).   In tests, they still receive marks, as in they answered x out of y questions correctly, but no "grade" is assessed.   I am still in my observation mode, of course, and still trying to figure it out, but it is interesting to me, for sure.  

On teaching students with greater needs

I must make mention of the two first years that I have VERY direct interaction with.  For two periods a week (I share this duty with another teacher who also has the students for two periods--a typical weekly schedule for students are 4 classes of 53 minutes per subject per week) I teach a modified Maths curriculum to two very low achievers, who require a more interactive approach to learning.  This has been the most fascinating part of my duties.  We are working on units and tens in addition right now (as we have been for the last 4 weeks).  Our goal is to be able to add in chimney style (two columns atop each other--add units, carry tens, etc) and not to count with our fingers by one for every addition problem.   

I am also writing IEPs for these two students (who I assist in other classes as well). 
I have recently been informed that I will be used more frequently in this same "pull-out" capacity to tutor other students.  I have a new Maths tutorial on Tuesday with a 3rd year.  

On reminiscing about AHS 

Few and far-between are the conversations about author-intention--but along with that, I have no essays to assess, no extensive units to create, and no SOL preparation.  I just grinned a bit as I typed this.
I do miss my amazing and intuitive students.  Having come out of a year of small classes with particularly gifted students, where we were able to examine literature in depth and have the luxury of time to fully discuss our findings, I am acutely aware of how much I enjoy the IB curriculum.  It requires more work, but it is worth it.
*quick note of honesty.  I must also say that at AHS, we teach the 11th grade curriculum, and that of the modified Focus ESOL class as college preparatory courses.  So, I am missing this focus a bit--but wonder if maybe we could be incorporating more for students who are not college-bound?

Academically speaking

I realized that most of my blog is about my experiences in traveling around Scotland.  We all would agree that the extracurricular activities are always more interesting than the curricular.  However, I am here on a teaching exchange, and thought that I should maybe make mention of that, as well.  This blog actually began as an email with one of my AHS colleagues--so apologies to her, as I have reused parts of the email here.  I realized that as I am marveling about the differing demands of my Scottish timetable, you might find them interesting.  I have attached a copy of my current timetable.  The top of each block is the class.  The first number is for the year (1=S1, 2=S2, 3=S3, etc.)  The next two letters represent the subject (MA=Maths, EN=English, DR=Drama, SC=Science, F=French, GE=Geography).  The next letter or letter and number represent a within grade level division of students.  In some cases, it is just about the the enrollment (if there are 100 students, they are divided in 10 groups of 10 and are numbered 1-10).  In other cases, the divisions have to do with ability.  I have not figured this out entirely, yet.   

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So this is my new, crazy, AND VASTLY different world--not better, not worse--but entirely different.  After missing the IB students, I find I really enjoy teaching the equivalent of our middle school students, something I would have NEVER guessed.  And, I am improving my Maths skills and basic French vocabulary--so that's a bonus, right?