HIT-> Flex Scheduling

[Lorna Joy McCloud <lmccloud@PEN.K12.VA.US>]

Well, I got tons of great answers about Flex Scheduling, and
thought I had better clarify my position.  I have no problem
*teaching*--I love it, and the principal has really been
encouraging the teachers to come to me, so, slowly but surely,
my schedule is filling.

The times when the teachers "whine" about letting kids out are
for their book check-out.  I ask for groups of no more than 5
at a time, and for many classes, it works great.  Some though,
just don't want to let their students "out" to come and browse
and checkout.  Oh well, I am giving them ideas for building
this time into their structure, and am not going to change
back.  My county supervisor is strongly encouraging all schools
to go flex, and so I feel well backed up here.

Anyway, here's the HIT--it's LONG!


> From: Marybeth Green <mbg@tenet.edu>

>       I face a similar situation, but here are a few strategies that
> might work for you.
>       "Pop" into the library notes.  Put a note in everyone's box about
> once a week inviting them to pop into the library with a Tootsie Pop
> included.  It's a gentle reminder.
>       Is there a time when you or an aide can walk up down the halls
> with a sign advertising the Library is Open.  Just pop in the door of a
> few classrooms and announce that the Library is open....Sometimes, the
> teachers will bow to the demands of the kids clamoring just like parents
> do.


> From: "Nancy J. P. Lively" <nlively@umd5.umd.edu>
>
> Do you use Eisenberg and Berkowitz's "Big Six" information skills model?
> If so, and you are planning classes with the teachers in your school,
> they will Have to let the students come for the library/media part of the
> classes.  If you don't know what I'm talking about write and ask me to
> give you references, etc. so you can see WHY you are doing flexible
> scheduling and that will help you to DO it with the teachers.  Teaching
> isn't easy is it?  I almost came to Woodbridge when I graduated from
> college  lllllloooooonnnnngggg ago.


> From: koneal@llohio.wviz.csuohio.edu (Kathy O'Neal)
>
> Dear Lorna Joy---You may be struggling, but you're ahead of me; I can't get
> my principal to agree to flex scheduling yet.  I've been planning and hoping
> to move in that direction, reading and listening to everything I can get my
> hands on.  I was at a great inservice session a few weeks ago with Fran
> Walters of Prince William County, VA (I'm in Ohio).  She suggested a few
> strategies for teachers to keep track of which students have gone to the
> library in a given time period:
>       * use two clean, empty paint buckets and some paint stirrers, one
> with each child's name on it.  When they've gone to the library, they move
> their stirrer from the "need to go to the library" bucket over into the
> "went to the library" bucket.
>       *  use a clothesline and clip-on clothespins.  Put each child's name
> on a clothespin and move it from one end of the clothesline to the other
> when the child has gone to the library.  With the clothespins, notes or
> overdue notices could be pinched under the clothespin, too.
>       Our 5th-6th school has a daily right-after-lunchtime spot reserved
> for individual student book selection when the librarian makes a point of
> being on the floor guiding children to appropriate titles.  That's a
> quasi-scheduled slot, granted, but seems to meet everyone's needs.
>       Good luck and don't give up!  Post a HIT->, please---I'd love to see
> what solutions you come up with.      Kathy O'Neal, Fernway Elementary
> School, Shaker Heights, Ohio.


> From: jrathbun@ednet1.osl.or.gov (Joni J Rathbun)
>
> I meet with the teachers during their planning time and/or after school
> to plan activities and projects in response to classroom curriculum and
> instruction. I no longer teach any "isolated" library classes. Kids come
> to the library for a reason. Also, I'm no longer thought of as just
> the librarian. I am a certified teacher. I teach math, science, social
> studies, etc., and am especially skilled at supporting and/or facilitating
> research and information skills. I also go to the same conferences and
> workshops the teachers attend - and they notice. I'm trainined in the
> Oregon writing assessments and rubrics, math assessments and nctm standards,
> etc., etc. They trust me to teach what they teach and then some...
>
> When I'm not working with the students - in their classrooms or in the
> media centers  or on site doing actual research - I'm working with
> the teachers themselves...
>
> I also provide grades.. Well, NO, NOT GRADES. I participate in the
> assessment process with rubrics and information for parents regarding
> what has been done, what could be done, and what should be done.
>
> In other words, don't wait for them to come to you!!! Go to them!!!
>
> And good luck! Took me 8 years to get this far!!!!

> From: Joy Phillips <joyphill@tenet.edu>
>
> Dear Lorna Joy,
>
> Ours is an Intermediate School in Texas which houses fourth and fifth
> grades (nine sections of each).
>
> Up until this year we have had a very rigid schedule which allowed each
> homeroom a 40 minute library class weekly.
>
> This year we began "tip-toeing" into flexible scheduling.  I now see each
> Reading class once every three weeks.  Teachers are encouraged to bring
> other classes as a group to use the resources here, or to send small
> groups or individuals as needed to return and check out books or to do
> research.
>
> So far, I think everyone is happy and I know that I am able to spend more
> time with individual students.


> From: "Greg Beck"  <0482lfsh@mail.Informns.k12.mn.us>
>
> Lorna,
>
>     This is probably restating the obvious, but teachers who"can't find the ti
 me
> to let students OUT of my class" are missing the point of flexible schedules a
 nd
> the purpose of library media centers.  They should be planning with you to
> decide how best to make use of you and the resources you offer as an integral
> part of their lessons.  Your're going to have to start by suggesting activitie
 s
> students could do in the library that directly relate to a subject or unit.
> Find one or two teachers that would like some help and do whatever you can to
> enliven the learning experience with books, other media, and hands-on
> activities.  Do you have learning outcomes for library media?  Even if you don
 't
> have formal outcomes, there must be reseach, organizational, communications
> skills that could be practiced with your help as part of many classroom subjec
 t
> areas. Begin with teachers who you have a good relationship with.  The more
> others see you doing things for them, the more they will want services.  It's
> hard for teachers who have always existed within the four walls of the classro
 om
> to grasp the concept of teaming with the media person.  It is, however,
> essential that kids be given opportunities to explore ideas beyond the classro
 om
> and the class text.
> Good luck.
> Greg


> From: "D. Louise Edwards" <ledwards@eagle.esd189.wednet.edu>

> Dear Lorna,
>
> What an uphill climb flexible scheduling has been.  I really don 't have
> a lot to offer you but sympathy and
>
> the only solution I can think of - librarians need to mobilize a
> change at the college level - require All teachers to take a methods
> course in how to use the library for their students and themselves and
> to appreciate the value of the media center.  With technology
> infusing our schools system there is a greater need than ever.


> From: "M. Ellen Jay" <mejay@umd5.umd.edu>
> Hi,
>
> We have kids come exchange books first thing in the morning when they
> have about 15 mins. to get organized, buy lunch tickets and get books.
> Anyone can come then and many primary students come every day.  Students
> can come any other time, but this is a time that is not "when you finish
> your work".  We also have some assignments that involve selected choice
> for ex. book reports that need to fit a theme such as colonial historic
> fiction.  I pull enough so everyone has a choice even if they are "slow
> grabbers".  The class comes as a group and we do thumbnail book talks to
> give them an idea of what the book is about.  We also have an allschool
> reading incentive with various perks which encourages all students to
> "read for fun".  Stick to your standards.


> From: "Sue E. Soave 813-455-3600" <SOAVES@mail.firn.edu>
>
> Lorna,
> Our teachers send students in small groups as part of their center time or
> reading workshop time.  In addition students can come anytime during the
> day that the teacher's let them.  We seem to have most of the trouble
> getting 5th graders in.  I do let them have passes after lunch instead of
> going out for recess.  We have a couch and bean bags and they comein to
> check books out and read.  The younger grades work well with the center
> time thing.  If I can help any more than this, please let me know.  Our
> flexible schedule works very smoothly thanks to a previous media specialist
> before I arrived.  BUT it is up to me to keep it moving.  Good luck
> Sue Sove


> From: "Elaine R. Ezell" <eezell@bgnet.bgsu.edu>
>
> Give it some time.  Don't give in to their moans and groans.  Change
> takes time and evolves.  The teachers will find the time when they see
> you and the principal are holding firm.  This is your chance; if you give
> in now you are doomed to that strict schedule forever!
>
> Also, what do the teachers mean by inappropriate?  Have them define it.
> Maybe they need to develop a reading list.  Reading for fun should be an
> acceptable activity and  the book should be the student's choice.
>
> Try working with a teacher at at time on a unit or project.  Go to them
> and offer to help with materials and the students when needed.  If you
> can get going with a few many of the others will fall in line.  I
> experienced this a few years ago and when teachers saw I would help them
> team teach a lesson, give booktalks to their classes, teach how to use
> specific reference skills & books, etc. my days became more than filled!
> But, it took a couple of years to really make the transition.
>
> Hang in & keep your chin up!


> From: Sharon Wright <swright@orca.esd114.wednet.edu>
>
> How did your teachers find the time before flexible scheduling was in
> place?  Here is what I do:  K-2 has 30 minutes per week for a lesson &
> check out {basic library skills, author studies, book awards, folk tales,
> fairy tales, etc.}.  I plan 1 or 2 research type projects with 2nd grade
> teachers toward the end of the year.  Some 3-6 grade classes have a 15 min.
> check out period per week, & schedule research projects with me as
> appropriate.  Some 3-6 grade teachers wanted to send a few students each
> day for check out.  I guess my preference is for 3-6 grades to have a
> regular check out time & we schedule special projects.  I'm not sure I'm
> going to offer the daily small group option next year {I have 5 teachers
> doing this.};  I think it's important for the teachers to be there, too.
> I'll most likely keep K-2 the same.  Last year, I had 2nd graders coming
> for 15" check outs, but I like the 30" periods better for them.
>
> I hope this is helpful!


> From: LibraryMs@aol.com
>
> Dear Lorna,
>       When I was a librarian in Texas, we had flexible scheduling and you
> have stumbled on one of the problems.  I also have been a classroom teacher
> while trying to implement the program.  I don't know what the answer is
> because I know that there are many students who never come because they never
> finish.  It takes backing from your principal and I always found them to be
> more sympathetic to the compaining classroom teacher.
>
> Pat Dolph


> From: "Betsy Breiding" <R7MEDIA@WVNVM.WVNET.EDU>
>
> Hi Lorna,
>
> I laughed when I read your message, because after years of flex scheduling
> I still have the teachers you described in my building.  My next tactic is
> to sit down with each grade level once a month during their common planning
> time to see how we can work together.  I'd love to see the replies you get!
> Please post a hit or forward them to me.
>

> From: Pat Gail Sebastian <pgs@tenet.edu>
>
> Lorna - I run a complete open system at my intermediate school (5&6
> grades) and encourage teachers to have a DEAR (Drop Everything And Read)
> time every day. Those students who need to come check out books have a
> time every day to come to the library. It seems to work well. Pat Sebastian

> From: Sandra Ann Williams <sandywil@tenet.edu>
>
> Lorna, I took a large sheet of poster board, divided it into morning and
> afternoon (across) and up and down put Monday-Friday.  In permanent
> marker I charted in the fifteen minute scheduled check-out time that each
> class has weekly.  I then laminated the chart.  I keep a vis-a-vis
> washable pen hanging on it.  Teachers then can schedule lessons as they
> need on a weekly basis.  It works fairly well.


> From: Deborah Cranson <debcranson@mhs.maynard.k12.ma.us>
>
> How about scheduling "browsing time" for each class once a week for say 20 min
 .?That ensures every kid can at least borrow books or have a definite open time
  - for a hour or a half each day for circulation.  That works well for me esp.
> first thing in the A.M.  THEN work with 1 or 2 teachers you know well to do a
> both library and classroom work.  After the first couple, others will want to
> get on board but you will have to work extra hard on it!  Or find out what cla
 sses are studying and send a collection of related materials to the classes.  H
 ope this helps.  Good luck.  Debbie Cranson

> From: Jan Hosey <jhosey@magellan.iquest.com>
>
> Lorna,
>
> I can't offer much advice because I'm in pretty much the same boat myself
> -- so could you share the responses you get with me?
>
> Thanks for any help you can lend!


> From: George Littrell Denny <gdenny@tenet.edu>
>
> I sympathize.  I have had scheduled and flexible classes and the problems
> you have encountered are difficult to solve.  Library should be required,
> as are PE, Art, and Music classes.
> Hold the line on letting the children choose their own books.  They can
> always return "inappropriate" books the next day.


> From: kwhetzel (Karen S. Whetzel)
>
> Good questions!! Please share responses. I am easing into
> flexible scheduling after almost 20 years of rigid scheduling
> (I have been librarian here since school opened.) I take 3rd
> and 4th for first six weeks; now we are in flexible schedule. I
> take K, 1, 2, for a fixed 25 minutes weekly for skills (no book
> enchange). We have a large open library so many activities can
> go on while I am teaching K, 1, and 2.
>
> Most of the 3, 4 teachers are enthusiastic about flexible
> scheduling and most schedule special activities. Today, I did a
> special Mickey Mouse lesson for a 3rd and 4th grade teacher who
> are doing a joint interdisciplinary unit for Mickey's
> birthday!! I used a filmstrip, a Mickey drawing book and drew
> some Mickeys on chalkboard and let kids try, showed them how to
> find Mickey in encyclopedia. These teachers have also scheduled
> research activities. But, there are some teachers who don't let
> kids come individually and don't schedule group activities.
>
> All of our checkout is by individuals, not during library
> instruction, but teachers CAN bring whole class for checkout .
>
> Did yo go to VEMA meeting?


> From: Jeanne Louise Yarbrough <jly0001@jove.acs.unt.edu>
>
> Lorna,
> Austin Elementary School, where I did my internship, in Mesquite, Texas
> has flexible scheduling.  The way that we handled the need for the
> students to come to the library to get the books that they wanted and
> needed was to set aside time in the morning and afternoon that the
> library was open specifically for check in and check out.  It seemed to
> work wonderfully for the students and the teachers.  We also were able to
> get student helpers from the 5th and 6th grades to help with accomodating
> the needs of the other students.
> We also had high school students come in to help in the library as part
> of their community service credit.


> From: Virginia M Gordey <vgordey@tenet.edu>
>
> Lorna, some comments from Austin, TX.  I was reluctant to implement
> flexible access totally until this year.  I am feeling really good about
> it - this being our 3rd year.  I've read other comments that say this
> took 3 years to implement - so that librarian is comfortable and teachers
> are supportive and see the value of.....   I post schedules for 2 weeks
> so that teachers may sign up for research, use of the library, or for my
> time.  Kindergarten and 1st grade teachers may have a regular time, if
> they choose, but must schedule their class into the library.  I encourage
> them to send students occasionally in small groups; and also to bring
> them as a class, reading and sharing books with students themselves in a
> library environment.  If I am not scheduled for research, or other
> activities, I always take time to work with the K and 1st teachers and
> students.  Teachers are beginning to really see the value of teacher and
> librarian helping students together, rather than "dumping" students and
> running off to make a telephone call, go to the restroom, or just have a
> free period.  There is an excellent article in the August 1994 SLJ
> written by a library coordinator from north Texas on flexible access;
> AASL has a position statement on the value of flexible scheduling; and
> the Texas Education agency has a position paper on flexible scheduling.
> I use these when I present workshops and inservice training to teachers
> and librarians in our district.  One other comment:  a regularly
> scheduled library program limits the accessibility of the
> library and materials to all; does not promote responsibility  and independent
  skills
> nor allows for pleas ure browsing and discovery.  I work harder and longer
> than ever before, but feel so much more confident that our program is of
> better quality.


That's all, folks!  Hope I didn't miss anybody--I *think* I
included all messages!

Lorna McCloud   King Elementary
Woodbridge, VA
lmccloud@pen.k12.va.us