You Can Travel to the U.K. to Help Your Students
February 25, 2008 - In Spain and in India, NEA President Reg Weaver and Secretary-Treasurer Lily Eskelsen helped advance the educational needs of children. Find out how you, too, can take education onto the world stage.

The Best Tutors are Teachers
February 22, 2008 - The nonprofit arm of the Columbus Education Association in Ohio is competing with more than 270 other companies to offer tutoring to public school students.

Do they really want fewer drop-outs?
February 21, 2008 - Maryland's got a great idea for cutting the drop-out rate, but they're afraid it might work.

The dog ate my homework
February 19, 2008 - Forget the dog. Most students are actually doing their homework, and, what's more, they're learning from it.

An Unusual Answer To 'What Did You Do In School Today?'
February 12, 2008 - Who needs medical school? You can dissect a cadaver in high school if you're lucky enough to learn science with NEA member Harry Hitchcock in Oak Ridge, Tennessee.

 

Read more about preschoolers in Oklahoma.

Professor of Applied Health Science

Drug-resistant staph infections (MRSA) can be a real killer in schools, panicking parents and educators. But Kolbe, of Indiana University, a leading expert on school health programs, has answers to help keep everybody safer. Also, the NEA Health Information Network has information, especially for education support professionals.

How can teachers and students protect themselves?

MRSA is usually transmitted by direct skin-to-skin contact, or contact with shared items or surfaces (like towels, used bandages, or sports equipment). School employees and students can protect themselves with frequent hand-washing with soap and water or using an alcohol-based hand sanitizer; showering immediately after exercise; covering skin abrasions or cuts with a clean, dry bandage; avoiding shared personal items that touch bare skin; using a barrier (like a towel) between your skin and shared equipment, such as weight-training equipment; and by regularly cleaning frequently touched surfaces or surfaces that come into direct contact with people's skin. (For EPA-approved, anti-MRSA products.)

What are the implications for public schools?

It generally will not be necessary to close schools to "disinfect" them when MRSA infections occur. Much can be done to prevent and limit school outbreaks, and that information should be widely distributed. School employees who observe students with open wounds or infections should refer them to the school nurse. Schools should enforce hand hygiene with soap and water, or alcohol-based sanitizers, before eating and after using the bathroom. Unless directed by a physician, students with MRSA infections should be excluded from school.

Who should be notified if students become infected?

Schools should notify their local health department if MRSA is diagnosed or suspected. When an infection occurs, the school nurse and physician should determine whether some or all students, parents, and staff should be notified.

Seven years before the monumental Brown v. Board decision tore down the "separate but equal" education system, a little girl of Mexican heritage won the right to attend White schools in California.

It's a relatively unknown piece of history, but the case that prompted California's school desegregation, Mendez v. Westminster, paved the way for success in Little Rock and other desegregation battles. And now, 60 years later, the first ruling has been honored by the United States Postal Service with a commemorative stamp.

In 1947, Sylvia Mendez was one of several Mexican students in Orange County, California, whose parents sued four school districts for denying their children the right to attend designated "White" schools in the area. The case was fought all the way up to the Supreme Court, whose decision confirmed the words of a federal district judge ruling on the case: "a paramount requisite in the American system of public education is social equality."

—By Svetlana Shkolnikova

And he cares for your students.

But here's what he doesn't care for: The No Child Left Behind law—"It's left our children's behinds behind! And that's wrong!" With its insistent focus on just reading and math, Simmons complains that NCLB has forced too many schools to remove recess and full-time physical education.

Working with NEA, Simmons is showing Congress some new steps. The exercise guru wants to see P.E. included in NCLB. He has thrown his well-toned muscles behind a bill, offered by Rep. Ron Kind (D-WI), which would require schools to make progress toward offering 150 minutes of P.E. a week to elementary students and 225 minutes in secondary schools.

Simmons, a former fat kid, hated gym class decades ago. "It was only football for the boys…you'd sit there and, ‘Oh, I'll pick Johnny; I'll pick Bobby,' and I never got picked!" One day, he jokes, he saw a man running through the French Quarter in New Orleans and he called the police. "I had no idea that people actually ran to feel good. I thought they ran from a crime. What did I know?"

Now he knows better and Simmons is devoted to fighting obesity and poor health in children. "I want to inspire as many people who have the authority and power to...get busy and help support this crusade....Something has to happen or our children are just going to get worse."

For more on NCLB, go to www.nea.org/lac.

Federal Appeals Court backs NEA challenge to NCLB.

The battle to change the so-called No Child Left Behind law (NCLB) took a dramatic turn last month when a U.S. Court of Appeals panel sided with NEA in a crucial lawsuit against the federal Department of Education.

"The court's message couldn't be more clear: If the President is sincere about continuing No Child Left Behind, he needs to put his money where his mouth is," said NEA President Reg Weaver.

NEA, along with several state Associations and school districts, went to court back in 2005, contending that the feds could not make states and districts spend their own money, beyond available federal funds, to carry out the law's draconian mandates.

But the Bush Administration insisted Washington was under no obligation to pay. A federal judge agreed and dismissed the suit. NEA appealed, and on January 7, the 6th Circuit Court of Appeals reversed the earlier ruling. The court said if Congress really wants to make states and districts pay NCLB costs, Congress must change the law to say so.

The ruling, according to NEA General Counsel Bob Chanin, puts states and districts in a strong position to carry out NCLB directives only as far as federal funds cover. NCLB funds have fallen $70 billion short of what was originally promised.

The ruling adds fuel to efforts by NEA and many others to overhaul the law. NEA maintains that a massive increase in federal funding is a badly needed investment in the nation's future—but the money should go for smaller classes and other proven ways to improve education, not high-stakes testing. 

Read more.

When kids can't afford lunch, just who comes up with the dough? Often it's the cafeteria worker who reaches into her own wallet and dumps a few dollars into the till. But she isn't the only education support professional (ESP) who spends her own cash on the kids—not by a long shot.

The average ESP has both a small paycheck and a big heart. While K–12 ESPs earn $24,668 a year, on average, they spend $168 on students. In higher ed, those figures are $33,328 and $347 annually, according to a preliminary report from NEA Research.

"I see ESPs helping students get to functions and field trips. I even know of cases where they've actually paid for glasses," says Laura Montgomery, a home-school-community liaison ESP in Little Rock, Arkansas, who also is president of the National Council of Education Support Professionals.

"Even though many of us don't make the money necessary to take care of our own, we still find ways to reach out to others," says Montgomery. "We don't always put ourselves in the forefront."

To read more about NEA's campaign to secure a living wage for every education support professional, head to our ESP professional pay Web site at www.nea.org/pay.

February 2008

Cover Story

Assessing the Threat: Dealing with Violent Behavior (con't)

Interim Alternative Settings

Questions and Answers

How does a student qualify for an interim alternative education setting (IAES)?

Enrollment is usually required in alternative education programs designed to remove students who have antisocial or violent behavior, in part to keep expelled and frequently suspended youth off the streets.   A student’s IEP team has the responsibility of defining the nature of the specific IAES that the student will be assigned.

What is alternative education?

Refers to non-traditional educational services, ranging from separate schools for students who have been expelled to unique classes offered in a general education school building.

What should be offered in an IAES?

1. Low ratio of students to teachers

2. Highly structured classroom with behavioral classroom management

    - Level systems provide predictable structure

    - Self-management skills are taught

    - High rates of positive reinforcement

    - High academic gains

    - Students are able to move to less restrictive settings

3. Positive rather than punitive emphasis in behavior management

4. Adult mentors at school

5. Individualized behavioral interventions based on functional behavioral assessments

    - Identify causes of the behavior

    - Identify what is “keeping it going”

    - Identify positive behaviors to replace problems

    - Interview and involve the student

    - Use multi-component interventions

6. Social Skills instruction

    - Problem solving

    - Conflict resolution

    - Anger management

    - Empathy for others

7. High-quality academic instruction

    - Direct instruction plus learning strategies

    - Control for difficulty of instruction

    - Small, interactive groups

    - Directed responses and questioning of students

8. Involving parents

   - Frequent home-school communication

   - Parent education programs, provided either at school or in the community

What types of Alternative Programs exist?

• Traditional Alternative Programs

These typically are programs that have been run by many schools-often for a long period of time-and are designed primarily to serve students who have dropped out, are considering dropping out, or are at risk of dropping out of school.   Some programs primarily for high school-aged students, also serve students who are pregnant or have a history of drug or alcohol abuse.  Often, the students in these programs are, for various reasons, highly motivated to complete their high school education through completion of either the high school diploma or a general equivalence program.

• School-Within-School Programs

These programs are offered for students who are not successful-academically or socially-within the typical school environment are offered most typically in middle and high school.   These programs tend to reflect a more structured school environment tailored to the academic needs of struggling students.

3.   Discipline Schools or Programs

These programs have been created for students without disabilities who are suspended long term or expelled.  Participation in these programs are typically voluntary and depends on the initiative of students and parents.

4.    Specialized Special Education Programs

Many school districts have self-contained special education programs, some within schools and others located in separate facilities.  Districts that do not have their own programs access these types of programs through contracted arrangements.  In either case, the intent is to provide students with more intense and structured programs than can be provided in less self-contained settings.  In contrast to the first two programs discussed, student participation

What if my district does not make these services available?

- Interim alternative educational settings may be able to have a more individualized approach.   Here are some suggestions:

 - Academic instruction provided by a visiting teacher in a site such as a library or public building.

 - Assignment of an adult mentor to meet with the student and to supervise the student on a variety of out-of-school field trips.

 - Assignment to a work experience site in the community, with an on-site adult supervisor and a school staff member who supervises the overall work experience setting.

 - Participation in a therapy group.

A student who has been at an interim alternative educational placement is coming back to my class, what should I do?

When a student is returning to his/her school, it is recommended that a meeting should be held before the student returns and should include a representative from the alternative setting.

Return to Dealing with Violent Behavior

February 2008

Cover Story

Dealing with Violent Behavior

The following scenarios and action plans to deal with violent behavior were excerpted from a document produced by a work group collaboration sponsored by the National Education Association. The purpose is to provide guidelines for educational staff to follow when confronted with aggressive behavior.

Under each scenario, presented by educational staff, is a side-by-side document detailing the action plan to follow and a description of these actions that include information from current law. These are general guidelines - district and state policies are different and the educator must be aware of their district policies.

Prevention and Problem Solving

Scenario 1:

You have a student in your classroom who does not have an IEP but who is demonstrating potentially violent behavior. The student is threatening to beat up other classmates and has threatened to destroy the classroom. The student has been sent to time-out on many occasions but continues to engage in these behaviors.

Scenario 2:

You have a student in your classroom with an IEP and a history of violent behavior. The student is threatening to beat up other classmates and has threatened to destory the classroom. The student has been sent to time-out on many occasions but continues to engage in these behaviors.

Interventions

Scenario 3:

A student continues to exhibit potentially violent behavior and you would like a change in placement. You have a conference with the administrator and discuss your concerns about this student and provide rationale as to why you think this student should be in a different placement. You were notified by the administrator that the student has an IEP. You wonder how long a student with a disability can be suspended without changing the student's IEP.

Scenario 4:

You have a student who brings drugs or weapons to school or inflicts serius bodily injury to another or a student assaults you. What are your rights and what are the student's rights?

Scenario 5:

A student with a disability has committed a serious offense that has resulted in a discipline action. What are your responsibilities to this student and what type of consequences does this student receive?

Scenario 6:

A manifestation determination review (MDR) is being held for a violent student. What happens during an MDR and what role do I have to play?

Next Page: Interim Alternative Settings

February 2008

Violence Against Teachers

Threat Assessment Resources

Virginia Youth Violence Project:
http://youthviolence.edschool.virginia.edu/

Department of Education: Threat Assessment in Schools
http://www.ed.gov/admins/lead/safety/threatassessmentguide.pdf

National Association of School Psychologists
http://www.nasponline.org/resources/principals/nassp_threat.pdf

The Case for Threat Assessment:
http://www.nwrel.org/nwedu/13-01/brief/

School Violence Threat Risk Assessment Resource
http://www.psych-insight.com/threat_assessment.htm

Education World: Heading Off Violence
http://www.educationworld.com/a_issues/issues/issues328.shtml

The Virginia Model for Threat Assessment
http://www.riskinstitute.org/NR/rdonlyres/13AFE76F-0EEE-408E-9365-D99F25FAD8FE/0/Cornell_StudentThreatAssessment.pdf

February 2008

Violence Against Teachers

Persistently Dangerous Schools: The “Scarlet Letter”

The future of testing and accountability is dominating discussion over the reauthorization of NCLB, but another of the law's provisions--the designation of "persistently dangerous schools" -- also finds itself under the microscope. The law mandates that each state establish criteria to identify "persistently dangerous" schools so that students would then be free to transfer to another school. At the end of the 2007 school year, however, only 46 schools out of 94,000 were tagged as "persistently dangerous." Even after factoring in that schools are generally secure places for students, it's fairly obvious that some schools were underreporting incidents and/or states had selected narrow criteria. The Department of Education's inspector general, in a report released in October 2007, concluded that the provision is flawed and needs to be strengthened. But is it merely ineffective or actually counterproductive? School safety expert Kenneth Trump believes that the "persistently dangerous" component, by inadvertently pressuring officials to under-report and other unintended consequences, could actually be creating less safe schools. The label, says Trump, is the “Scarlet Letter of the education community.”
 
Rep. Carolyn McCarthy (D-NY) has introduced a bill that changes “persistently dangerous school” to “schools which do not have a safe climate for academic achievement,” hoping to erase the stigma the existing label inflicts. In addition, the more benign title, which goes along with additional federal funding, will encourage states to take the problem of school violence more seriously.

You can find resources on addressing the root causes of school violence and ways you can support legislation that deals effectively with these issues at NEA's School Safety page: http://www.nea.org/schoolsafety/index.html

February 2008

Cover Story

Assessing the Threat
Additional Resources

Dealing With Violent Behavior - Action Plans and Guidelines

Learn more about threat assessment and other preventative strategies for reducing violence in schools.

What is the future of the "Persistently Dangerous School" Classification Required under NCLB?

February 2008

The Guide...to Finance

Talk Back!

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The Price of Love

How to live happily ever after (financially)

By Gini Kopecky Wallace

Whether first marriage or remarriage, new relationship or old, partners often have difficulty discussing money matters. Here's how to get your money relationship off on the right foot or back on track.

Break the ice. If you and your partner haven't talked about money and need to, you might start things off like this: "Say, 'You know, we haven't talked about money, and I think we should,'" says family-law attorney Katherine Stoner, of California. "Ask, 'How do you want to do that? Should we set aside an hour and see how far we get?'"

Come clean. What do you own, what have you saved, what's your income, and how do you spend it? The time for sharing is now. Carrying major debt? "You need full disclosure so the priority can be paying it off," says Catherine Williams, a vice-president at Money Management International. "It's like bringing a health problem into marriage. The goal becomes, 'We have to get you well so we can go forward together.'"

Merge with care. "It's vital to keep one credit card in your name so if anything happens you have your own credit identity," says Williams. Someone with a good credit rating should also protect it by not assuming a partner's debt—say, by taking equity out of their house to pay off his student loan. "Now that debt is legally shared by both of you," says Williams.

Don't sweat the small stuff. "People are different—you need to start with the premise that you're going to have disagreements," says Stoner. "Sometimes you resolve them. Sometimes you just learn to manage them." If you and your partner disagree on joint or separate accounts, go with separate, advises Suzanne Boas, president of the nonprofit Consumer Credit Counseling Service of Atlanta. But, she adds, there's no right or wrong choice.

Agree on the big things. What partners must agree on, says Boas, is "a common set of long-term goals. Whether it's to have two children and send them to college or own a comfortable house, agreeing on longer-term goals makes it easier to make sacrifices to reach them."

Form good couple habits. "It's important to start putting money toward your goals now or you'll never achieve them," says Olivia Mellan, author of The Secret Language of Money. Some good practices are: divvying up financial tasks according to interest and ability; sharing all information; holding regular money meetings; saving 10 percent of your income; building an emergency fund; using credit sparingly; paying bills promptly; agreeing on individual spending caps; and allowing each other small indulgences. "If partners don't agree on that," says Boas, "they'll become resentful."

Be equal partners. You can divide up financial tasks any way you want, as long as all information is shared. "Both partners need to know where the documents are, where the bank accounts are, what the phone numbers are—that information should be in a central location," says Ginita Wall, co-author of the pamphlet "Love & Money: 150 Financial Tips for Couples" (www.wife.org). "No secrets, no surprises," says Williams. "That's how you build a future."

Keep talking. "Sit down at least monthly to discuss inflow and outflow," says Craig Israelsen, associate professor in family life at Brigham Young University.  "Do it because you love each other. Money is important. And our companion deserves more than shreds of time when we're tired. Plan a date, dedicate the time, then go out to dinner."

Get help if necessary. "There are two parts to being financially educated," says Boas. "The first is understanding how to set goals, track expenses, and make good decisions. The second is conforming our behavior to our knowledge." And NEA offers help with both. Go to www.neamb. com/investinginyou to learn about free online financial seminars by Better Investing, and go to www.neamb.com/ debtadvice to learn about free or low-cost debt-counseling and financial-education programs offered through the National Foundation for Credit Counseling.

---

How I Saved a Buck

"Let's get frugal because frugal is great," says Tennessee economics teacher Henry Camp, who takes his money lessons home with him. "I can't stand to waste anything," says Camp, who goes so far to save a buck as to collect tiny slivers of unused soap from his shower. (Add them to a liquid soap dispenser with water and....Voila! You've saved a buck!)

Dianne Blocher, a California math teacher, says: "My motto is: Never pay full price for something that is going to be thrown away." So Blocher only buys toilet paper, tissue, and the like on sale. "When I advocate this type of shopping, my dad will remind me that his grandfather always said, 'You can't save money by spending it.' It's another way of saying, 'Keep spending to a minimum.'"

You spend your allowance on candy? Web sites that help you and your kids learn about money
	For Kids Go to "Kids—Learning about Money" for links to activities for kids 2 and up, including A.G. Edwards' "Big Money Adventure" (featuring counting games and a story for youngsters) and "Savings Quest" (kids build a character, pick a job, and save toward a purchase). Other sites let kids explore imaginary towns and planets, learning about money as they go. Visit: www.orangekids.com; www.moneyopolis.org; and www.frbsf.org/education/fedville.
	For Teens The National Endowment for Financial Education's High School Financial Planning site offers a mix of serious learning units, student articles, and interactive games. Its Teen Resource Bureau grabs teens with a music-loaded home page and features including "Ask Madame Moolah," and "Financial Fun."
	For Parents and Young Adults Bankrate.com's Financial Literacy Series offers in-depth coverage of subjects ranging from budgeting to taxes, plus, real-people money makeovers and celebrity Q&As. Mymoney.gov is a wealth of information and resources. Take the "Money 20 Interactive Quiz." Click on "Building Wealth" for a delightful tutorial on handling money like an adult.

Photo: Meiko Arquillos

The Taxman Cometh! Taxpayers have many ways to prepare returns and two ways to file: by mail and electronically (E-filing), which the IRS encourages with free filing for qualified earners and faster refunds. Cindy Hockenberry, of the National Association of Tax Professionals, reviews five tax-prep options.   Paper Prep Software Packages Online prep Walk-In Services Private Preparers what you need Forms, calculator, pencil and paper. Home computer, software (TurboTax, TaxCut, Tax Act). Home computer. Your receipts and statements, an appointment. Receipts and statements, an appointment, deeper pockets. how it works You do the math, fill out the forms, mail them in. Buy and install software, follow prompts. The program will do the hard math! Buy access to a service-provider's program, and do returns online. The provider E-files them. Bring your papers to a tax-prep service. A preparer does your returns; you file them. Bring your papers and questions to a consultation. E-file or mail. pros & cons No cost, but it can be time-consuming and stressful. Easy to miss deductions, make mistakes. Best for simple returns. Refunds take time. User-friendly but not terribly interactive. Basic programs run about $20, but costs rise for more features. Sometimes free for easy returns; fees mount for complex ones. Information is held in provider's computer—a possible privacy concern. Fees are involved, but NEA members qualify for special discounts at H&R Block. For more info, go to NEA Member Benefits. Fees vary and can run hundreds of dollars. But if you hate doing taxes and can afford to pay, it's the way to go. tax tips Download tax forms. Buy an easy-reading J.K. Lasser or Ernst & Young tax guide ($18). Take your teacher's deduction! Buy or update software annually, as tax laws do change. Pick a program with customer support. H&R Block's Price Estimator quiz helps estimate costs of online filing with professional help. Get price-quote upfront. Inquire about preparer's credentials, request other help if unsatisfied. Ask: what happens if the IRS finds errors? Licensed Tax Consultants and Preparers (LTCs, LTPs) are state-licensed. Enrolled Agents (EAs) are federally licensed. CPAs may or may not have tax expertise. Cindy says Carefully compare last year's forms to this year's. Differences may alert you to new deductions or credits you might otherwise miss. Software programs eliminate math, but you must enter information correctly. You're responsible for mistakes! Work only on secure sites with "https" in the URL and/or a padlock icon in the bottom right of the screen. Some providers offer free federal forms but charge for state. Resist pitches for other products. Start early. Some services won't take walk-ins as tax day nears. Ask about training, experience, cost—and availability after filing if you hear from the IRS. Don't pay until the preparer signs your returns.

February 2008

Leading the Way

The Leader of the Future

by John Rosales

In the coming years, NEA leaders will need to be flexible, creative, and steadfast as never before in order to unite members, promote NEA's No Child Left Behind action plan, and advocate for healthy public schools, says NEA President Reg Weaver.

Senior NEA officials will also need to possess one other quality, he says, if they are to succeed in moving NEA's agenda forward on state and national fronts.

"It is important for them to be inclusive," Weaver says. "Inclusivity consists of everybody associated with NEA, not just elected leaders, but members and staff working together. Some of the best thinking comes when there are more heads involved in the process."

While Weaver acknowledges the different roles and responsibilities of members, staff, and elected officials, he says that "the overall thinking that goes into a final policy position should consist of everybody having the opportunity to give input."

It is this type of inclusive leadership that has made Team NEA effective in fighting for members' interests and will continue to be key in the future.

"[Inclusivity] will maximize the overall benefits of the organization, especially in these times of change," he says.

Fortunately for NEA, the two newest members of the NEA Executive Committee, Christy Levings and Paula Monroe, "are ready" for the challenge, Weaver says. "They have been actively involved at the local and state level of the organization for many years, and have participated in many workshops that have prepared them for the job."

Levings, a veteran elementary teacher and former president of the Kansas National Education Association, and Monroe, a high school secretary who served as the president of the California Education Support Professionals, were elected to the Executive Committee in July 2007 for three-year terms. Committee members are responsible for the general policy and financial interests of NEA. Since they also act on behalf of the NEA Board of Directors in between the Board's four annual meetings, committee members are on constant travel visiting schools, speaking to members, and gauging the ever-evolving education landscape.

"You cannot remain stagnant and be a national leader today," says Weaver. "You must change with the times to service members of different ages and different generations as well as students."

Levings and Monroe will have to adapt to new education initiatives while remaining steadfast on traditional issues, from fighting to improve members' salaries and school funding to closing student achievement gaps and reaching out to ethnic minority communities, Weaver added.

"Part of their challenge is to help us identify what makes a good public school," he says. "There are many challenges coming up. As good as Paula and Christy are, they cannot do it themselves."

Weaver says the current Executive Committee and other leaders must contend with what he calls "the whole transformation issue as it relates to how we function today as an organization."

"Do we continue to operate at the local, state, and national levels in the same manner, using the same processes and procedures today as we did yesterday?" he asks. "We have to be flexible."

Weaver says NEA must not only serve and protect members, and help ensure that every child attends a quality school, but the organization should also see that some members are groomed and nurtured as future leaders.

"It is critical that we identify individuals coming up through the ranks who will continue to move the organization in the best direction," he says. "We are going to rely on other individuals who will become members of the team in order to keep up with the changing times."

Monroe, a high school secretary in Redlands, California, has two decades of education experience. She served two terms on the NEA Board of Directors as well as eight years as president of the Redlands Education Support Professionals. She was also president of the California Education Support Professionals.

Levings is an elementary school teacher from rural Osawatomie, Kansas. She has 34 years in education and has served as vice president and president of the Kansas National Education Association, and president of the Olathe National Education Association.

February 2008

In Your Words

What was your most memorable Valentine from school days past and present?

As a Valentine's Day fundraiser, our chorus sells song performances, both solo and ensemble. Groups, all dressed up, wander the school, pop into classes, set up their boom boxes, call the honoree up to the front of the room, and serenade us. Sometimes, the Valentine's song is meant for me. One group who came to sing to me included a girl who'd been in several of my classes. She'd had some hard times, but she'd tried hard to keep herself positive. This was her senior year, and as she sang the lyrics "Close to you..." we both started to cry, knowing she would be graduating soon.
Claudia Swisher, English teacher, Norman, Oklahoma

As a college student in Florida, my girlfriend and I were having a candle-lit Valentine's picnic on a golf course when we heard a golf cart approach. I blew out the candle, and we remained silent as the cart got closer. "It went this way!" a man shouted."There it is," shouted another. Soon, they were upon us, and one pointed a shotgun directly at our blanket. I jumped up and called out, "There are people over here!" The men were alligator hunting (a common activity on golf courses in Florida) and they'd spotted a huge one near us on the green. Needless to say, the Valentine's mood was broken. And my Valentine didn't remain my girlfriend very long. Surprisingly, she became my wife.
Mike Kakalow, physical and health education teacher, Manchester, Connecticut

February 14th is a day I'll remember forever—it's the day my father died. I was teaching when the phone call came. In class, we were discussing the importance of the "day of love." After I received the call, and tearfully told my students what had happened, they reminded me that my father's "love" would be with me forever. I left class, but I brought with me their beautiful sentiment, and it stays with me to this day. 
Barbara Reall, community college professor, Providence, Rhode Island

When I was in second grade, my classmates and I made Valentines for each other. I was horrified that a fellow student spelled my name "Cime!" I've never forgotten how important names are to people.  Now that I am a school media specialist, I make every effort to learn my students' names and know how to spell them. 
Kim Sloggett, school media specialist, Tulsa, Oklahoma

Valentine's Day is an amazing social equalizer. The children send cards to each of their classmates, no matter their gender, race, or social standing. It's wonderful to watch the surprise and excitement as each child opens cards from friends they weren't aware they had. And in the world of kindergarten, what could be more special than enthusiastic shouts of "Thank you!" heard 'round the classroom?
Kathy Murphy, kindergarten teacher, Mukwonago, Wisconsin

We want to hear from you!

What's the first sign of spring fever at your school? Tell us, in your words. Please use specific examples and anecdotes, and we'll consider your submission for an upcoming issue of NEA Today. Visit www.nea.org/forums or e-mail clong@nea.org .

February 2008

In Person

Talk Back!

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Elisabeth Zamarelli

Stony Brook, New York
Reading teacher
Mrs. New York America contestant,
Most Photogenic winner last year

What's your pageant platform?

Life is too short; go ahead and dye your hair, wear your high heels, and never forget your party pants.

What's your talent in the competitions?

I'm a male impersonator in a tuxedo, singing "The Impossible Dream."

In Mrs. New York America you compete against women in their 20s and 30s. Is that intimidating?

Never. Last year, I was third runner-up in the swimsuit competition. Not bad for 66.

What motivates you to do the pageants?

The challenges they present and the glamour they encourage.

How much money do you spend on a typical pageant?

$495–$1,000 in entry fees and about $4,500 on photos, clothes, travel, and training. I go the whole nine yards.

What's your number one beauty secret?

Smile.

Are pageant contestants as cutthroat as movies make them out to be?

They are fabulous ladies. Directors never permit poor behaviors.

What's more important—beauty sleep or staying up to grade schoolwork?

Sleep is extremely important. Without it, nothing gets done well, including grading papers and teaching students.

Why did you decide to become an NEA member?

Because I am a teacher. If I am to help every child, then I need accurate and supportive information to assist me.

David Rosendale

Seattle, Washington
High school photography teacher; jewelry designer

Favorite photography format—digital or film? 

Working with both allows me to really push my creativity.

Favorite thing to shoot?

Photographing people candidly as an observer of moments. 

You make jewelry as a hobby. How did that get started?

I started fixing jewelry belonging to my wife. Then I discovered beads. Next, I started selling my designs to pay for supplies and made even more jewelry and glass beads. 

How do you have the patience for such detailed work? 

My first year of teaching I quickly learned that impatience was not going to work. Patience is a dance I do with the smallest of beads or biggest of classes.

You were in a serious car accident shortly after you started teaching. Did it change you as an educator?

The change started with a question from a nurse when I was in the hospital: "How important is it to you to get yourself back with all the students that you were getting to know and work with?" Every child in every classroom has been important ever since.   

Why did you become an NEA member? 

My mother and grandfather could not make a living wage as teachers. I committed to myself to work with other educators to make a professional wage as a teacher.

Short Takes

Who would you most like to have a cup of coffee with during Black History Month?

• Martin Luther King Jr.—27%
• Oprah Winfrey—27%
• T.D. Jakes—17%
• Nikki Giovanni—13%
• Russell Simmons—10% 
• Condoleezza Rice—7%

February 2008

Working with Colleagues

Playing the Generation Game

The winning ways of one Maryland team

By Mary Ellen Flannery

Better than birth order, more reliable than star signs, the new hot predictor  of workplace behavior is generational differences. According to popular research, Baby Boomers, Generation X'ers, and the latest batch of employees, called the Millennials, Gen Y, or the Nexters, have different work styles. Understanding them can help educators of all ages work more effectively together.

	Cue music. [Get Ready 4 This] Loudspeaker: Introdooocing...the seventh-grade team at Shady Grove Middle School in Gaithersburg, Maryland! First on the field, your captains, Tee Giles and Rob Ferrante. Next up, teaching reading, social studies, and math, heeeere's the Boomers! Ann Stretch, Kathy Dalkiewicz, and Peggy Raffel! On special ed and science, the X'ers! Jennifer Gibson and Yvonne Mah! Aaaaand, finally, in counseling, English, and more math, the marvelous Millennials! Erika May, Craig Shearer, and Laura Smith! [Team bows. Applause.] From the Playbook Inside Shady Grove's seventh-grade team room, there's a white board with a long list of student names. Every kid on the board needs help, a little nudge to get across the goal line—and team members are prepared to carry them on their own backs, if necessary. During daily meetings, the team talks strategy. What kind of approach works with Julia? Does John need a behavior plan? Whatever it takes to make every kid a winner, they'll do it. Recently, they tackled the case of a sweet seventh- grader who lives in a group home, misses way too much school, and is falling far behind academically. The solution? Craig Shearer will become his personal mentor. "We want kids to understand—we're all responsible for you," says Captain Rob Ferrante. Across the Ages Gone are the days when a teacher could firmly shut her classroom door and say, "This is my court!" These days, most teachers are members of teams—here's some advice on making those relationships work: "My biggest thing would be: Listen to [the Boomers]. Regardless of whether you agree with their every strategy, they have 20-plus, 30-plus years of experience, and that can't be ignored." —Amanda Wetzel, 27, Pittsburgh, Pennsylvania "The young ones are all, 'Kumbaya! Let's all work together!' But instead of me saying, 'Oh, how immature,' I think, 'OK! They're not immature and they're willing to learn.'" —Yvette Fleming, 37, Harrisburg, Pennsylvania  "Two of my three co-teachers are probably young enough to be my daughters, and it's not even an issue….Their enthusiasm and optimism rejuvenates my energy." —Cindy Roberson, 55, East Hartford, Connecticut "Listen. Truly listen." —Erin Wiggins, 24, Franklin County, Kentucky Send comments on this story to mflannery@nea.org.

Photos by Charles Votaw

February 2008

Autism

Kristen, 9, spends most of the day in a general education classroom.

"The Puzzle of Autism"   (PDF, 925KB, 44 pages)

Autism Resources for Teachers

Educational Therapies

Autism Speaks Video Glossary