"Veteran Shares Ideas" by Jeanne Fifer

Here are some very opinionated ideas, from a 25+ year veteran. I taught before the implosion of Title IX and have taught since.

In the middle and high school the distribution of lockers has been simplified by computers and spreadsheets. All of our lockers (and lock combinations) are in the computer. We simply assign names to each (before classes begin - if we have rolls) and then widen the cells so that they are about 20 and print. Then we cut each students' individual info and hand them the sheet. We keep an alpha list and a locker sequential list - hardcopies. As new students come in, we reassign the withdrawal students' lockers. (At our new school all of the locks are built in - I hate it because when a lock breaks, you have lost the locker - something we really need.)

On coed classes I believe that if a student in sixth grade comes to me from a well balanced and proper program, then the coed is okay in sixth grade - most of them are scared to death about "changing clothes" anyway. However, I do not believe that students should be forced into coed classes in 7th grade and above. That is not to say that I don't think that it can be appropriate for some areas of learning. I would rather teach social and square dance with males and females, but I would rather teach our fitness room and aerobics/step classes in a single sex environment. I would still be open to teaching the male aerobic classes too, just not with the girls. I also don't think that team sports should be taught in coed classes, unless it has the air of recreational games - how many coaches can do that? Yes, I think they should all learn these, but the emphasis should be different in each, depending on their abilities. (Developmentally appropriate!)

When will we ever get administrators to understand that the intent of Title IX was not to MIX all classes? In one school, we were able to allow students to select their activities for two three week blocks at a time. This was ideal, because we could group according to choices, and be within the law. But all of the physical educators had the same planning and same grade level each block - not so this year.

Lesson planning is a whole other ball game which I do not want to get into at this time. I've never taught the same lesson the same manner more than once, never done the units the same and have had to recreate the wheel many too many times. I am over one month behind in all plans - due to the fact that we have so much to include - all strategies used for each exceptional ed. student, each activity, each class. Plus hardcopies of all info. spoken in class - love that one - never can be done. I also have the ability to completely organize and set-up a lesson in my head (perhaps from experience, but more likely from knowledge and understanding child growth and development), and I resent having to waste time putting it into a computer and then printing it for some administrator who doesn't even begin to comprehend my discipline!

Enough on that subject - we all learn (and teach ) in different intelligences and all of us should not be expected to fit into the same mold on lesson planning! When will diversity ever be accepted for ALL people, not just the students? I dare anyone to come into my class and ever be able to tell that I don't have a written lesson plan in my minuscule lesson plan format book! It will never happen.

I am a "Hands-on" person and I hate wasting time writing things that I know intuitively. Besides I would never leave the same plan for a sub. Liability demands that I leave a non-specialized plan for subs. (Besides, they wouldn't understand my concepts anyway, and they would give "free play"!) Boy, you really hit a subject that creates a response in me - ENOUGH! Thanks for letting me air a beef or two. (Why don't they ever ask the professionals before they make decisions? Imagine dictating to a physician how each patient must be treated medically?)

Jeanne Fifer