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Thanks to all of you who responded to my concerns about teacher collaboration with flexible scheduling. I truly appreciate all your support. I received some good ideas, but it is especially gratifying to realize my experience is not unique. I came across a book myself that I am finding inspiring. I am sure it is not new to many of you, but it was for me: Gary Zingher's *At the Pirate Academy: Adventures with Language in the Library Media Center*. I'm thinking some of his activities may be just the spark to ignite excitement among staff. The following is a Hit of the responses I received. Thanks again everyone. ............ I use my Banana Split lesson plan to show the process of Big 6 (Mike Eisenberg and Bob Berkowitz). It is a fun way for teachers to understand the process. After they eat I seduce them with an opportunity for planning a collaborative lesson with me. Team teaching, chocolate, sugar, what could be better? If you want a copy of the lesson plan (I put it together in a booklet of 58 pages of ideas for Big 6) I ask for $5.00 in advance to cover copying and postage. I have had positive response using this with the staff. Tami Little TLittle844@aol.com ............................ I am in my 4th year and each year we learn to work together in better ways. ...I am starting my 2nd year with flex with k-2. My experiences parallel your first year experiences. I am already into my second year (began July 8) and already am building on last years successes. Flexible/collaboration is NOT a one year program! ............................ I was very interested to read your post. I am an MLS grad student at Texas Women's University in Denton, TX, but have been teaching elementary school music for the past 12 years. My school's librarian (who is also my mentor) has had similar problems in converting our school to flexible scheduling. Some of the teachers love it, while others seem reluctant to participate and only bring their kids to the library when they're forced to. Because this problem seems to occur at other schools in our district as well (the Richardson ISD in the Dallas-Ft. Worth metroplex) I have decided to tackle this problem for my thesis/professional paper. I intend to survey schools and then target the teachers who are dissatisfied with flexible scheduling. They will be asked to complete a further survey and an interview, if they are willing. I'm hoping to come up with some common threads that will shed light on this problem and, hopefully, help librarians to overcome the reluctance on the part of these teachers to fully adapt to the flexible schedule. If you get some responses from other teachers, please post a hit, or forward them to me at <deb1@airmail.net> I would really appreciate the help, as I'm trying to create a professional paper that would meet a real need, not just satisfy a graduation requirement. Good luck this year with your new ideas -- I'd love to know what works best for you, as I'll be starting as a librarian in the 1997-98 school year. Debbi Richard Lake Highlands Elementary School deb1@airmail.net ............................... Yes, I have had trouble getting teachers to participate in collaborative teaching. I went to the classroom during their planning time, left notes in their boxes, did show and tell during faculty meetings....I never got them all to work with me. A few would work with me but then they'd get busy and forget about me. It seemed like feast or famine. After 8 years I went back to scheduled classes. ............................... I'm not absolutely certain as to what you refer to as flexible scheduling, but I'm certain I DON"T have it at my school. However, I, too, get extremely frustrated with the lack of collaboration. I know I could assist classroom teachers in many ways, as well as offer a variety of opportunities for students and teachers. I think most of the teachers very scheduled library time as simply a "break" for them. Please post a HIT if you get a positive response, and/or please send me any of your ideas. Thanks in advance! ................. Several years ago I started flexible scheduling with a similar grade range. I started promoting it by doing a unit in centers with one teacher in the grade on a certain unit. I usually had about 4 or 5 centers around 9 or 10 min each which would last about an hour and each center got to rotate. Usually the teacher would pass on the info to the other teachers and they would request to do the same center since they usually taught the same material near the same time.Then you could have them all in one day and then take the centers down.I made a notebook on science and usually ss for each grade with the material or a note about what I did so that I could do it the next year. I tried to pull classes in with that or another way about once a month in the beginning. They loved it.I told them that they could come as a group to the mc anytime they wanted to as many and more than they could when we had fixed classes.Teacher usually came with the class and manned one of the centers and I sometimes asked for a volunteer to manage a center and of course i did a center.Sometimes I asked an older student to manage a center.Worked great. Now I don't have a rush on centers anymore unless sometimes I feel that I need to pull a class in that are not getting what i think they should.Sometimes I feel unfullfilled and I do them again. However with so much technology I noo longer have time to do as much of that kind of work. However, this year I think I will do more of that and at the same time use the compute lab for a center and especailly introduce the new teachers to computer software that they have not tried and you can correlate word processing in with just about any center.Our teachers still like to schedule the computer lab but i feel that we should get away from that if we can.New teachers also need to be introduced to workings in the mc. By the way-for the last two years I have done orientation at the beginning a different way. I bring older classes in one at a time and we video how to for certain things that they already know about. Then I play the video at a different time and they loved to watch themselves on video and I also have a video that new students most watch when they enter the school during the year. Also, I went to team meetings by grade so that I could sit in on planning and make suggestions about how i could help.I try to steer away from just pulling material and instead work with the teacgers at the computer pulling up lists of resources letting them help pull materials.That planning is very important. ....................... I am at a high school and we have always had flexible scheduling. This is my fifth year as the librarian there. Like you, I do not feel that there is much true collaboration. The reasons are much the same as you list. I feel that I have a good relationship with most of the teachers and certainly with those who bring their classes to the library. Somehow, I have not been able to convince them that part of my job is helping to teach library and research skills. All we can do is to continue to be advocates of collaboration and to continue to assist, collaborate when and how we can. ............................ We went to flexible scheduling seven years ago. In one of my media classes my professor told us that the best way to make flexible scheudling work was to start small, don't try to over-do-it, and win over those who are skeptical. One thing you will have to realize is that you may not win over some... After seven years I have some...esp. the upper grades who I still haven't won over. I have some who I used as my guinea pigs to do units with that they really enjoyed and they still come back to me and say sometimes they liked how "library used to be done." I guess the biggest thing is to not give up hope and keep doing what you are doing. One thing that some of us in my system did that I felt helped was that we visited some schools in a nearby county where they already practiced flexible scheduling. Good luck... as you win over one teacher...another one will see how great flexible scheduling can be!!! ............................ Remember change takes time. Sounds like things are very normal for you. I have insitiuted flex program in three schools and every time it takes a few yrs. for "total" change in behaviors. Let the kindred spirits lead the way. As you infer ideas spread and very soon you will be struggling with how can I fit it all in. If services meet teacher needs they will come. It doesn't really matter as much what you say as what other classroom teachers say to each other about their experiences. Hang in there. With the election you might consider an all school project in which kids register for a party (Illustrators or Authors) nominate candidates (Book characters) hold party conventions to select slate, campaign and finally elect. Number of delegates from each class that go to the conventions are determined by number of kids in the class. They have to vote in accordance with primary election mandate first round etc. You can create a meaningful election experience for young children and make a complete parallel experience. We did this last time and had a big buy in to it. It was the first yr. I was at the school and it introduced a total change of program. Good luck and keep at it. ......................... Your situation sounds like the one at our school to a tee. I am not sure why the resistance exists...unless it is the fear of loss of control you mention and/or fear of sharing the stage ;-). Our 1-3 teachers will, for the most part, take advantage of the opportunities and sharing that flex scheduling offers; 4-6 think the ideal is to "send" 1/2 the class to the library at a time to "use the computers and get books." I am not sure how to combat this. The one fifth grade teacher who was really into the whole idea transferred to another building. ....................... You are on the right track! I am an elem. media specialist and have been trying to get flexible scheduling going for *4 years!* What a battle it has been. The best way to explain everything that has happened to me is to refer you to the Spring 1996 issue of School Library Media Quarterly as it seems to be describing my actual school library program without mentioning my school. My friend is another building said she felt the same way. We began the scheduling for 2 years with everyone on a fixed schedule and 4th-5th on a flexible. That bombed because there wasn't enough available "free" time for the 4th-5th gr. teachers to select from when they wanted to come down. Then, we switched all but 3rd grade (they're big union members and wouldn't budge on the prep time thing) to flex sched. and have had more success. It is extrememly time consuming on the part of the media specialist to search out teachers each week, find out what they are doing in the classroom and figure out where library/search skills fit in and almost make up your own lesson plans! That's where I figure just continually keep meeting with teachers at every corner so they can help plan and co-teach. I am embarrassed to say I really don't think any of the units we've done so far are anything to write home about. I really need to get last year's lesson plan book out to see what I did but here are a couple things I seem to remember..... K - very hard, but I try to do a story and activity about every other week with them--usually lasts about 40 min. However, they come every week to check out. I'm going to try *really* hard to see if K -1 teachers will just plan to bring their entire classes down 2 times per week for book check-out next year. 1 - Book cover unit; when studying dinosuars, we saw viewed a Reading Rainb. video, looked at book covers, what was own them, etc. I pre-printed out a color sheet of dinosaurs from Print Shop and the kids each made up their own title, author, illustrator for the bk. Of course, this was 2nd semester after they learned to read and write a little. Bettie Fisher fisherb@dexter.k12.mi.us 9628 Daisy Lane Dexter, MI 48130