GEN:ideas on class visits to MC

["Deborah J. Stafford" <stafford@EMAIL.WIESBADEN.ARMY.MIL>]

A few days ago I posted a note asking for ideas on how to get teachers to
interact with their students while the class was in the MC.  In my case I was
talking about High School which can be very different from an Elementary school
visit.

Many of us have the same problem.  I took the responses and put them into
categories with a few quotes for each category.

(Also, apologies for not putting a header on my previous message about card
catalog stock)

1.  Teacher sends students and doesn't arrive until much later or not
at all.

I send students back to class if their teacher is not with them when they
arrive at the library.

If the teacher does not arrive within 5 minutes, I call the
administration office & inform them that I am sending the class back to the
classroom (yeah, it is heavy handed, but I am not a doormat).

If the teacher has not arrived within 2 minutes of the students, I leave
the library, find the teacher, and say, "Your class is in the library and
you need to be there too.

I only have the teacher stay when it is a unit that needs two professionals
- then, the teacher has had input into the lesson and know they are needed.
 Generally, that is about 1 out of 3 times.

I never see teachers in the media center, and I prefer it that way.  I have
my own set of rules, discipline procedures, and consequences.  (It has to be
an extreme instance for me to send a student to the principal, and I never
send them back to class.)

2.  Teacher does not help during the visit.

I am not defending teachers in any way shape or form with this, but there are
some teachers who are afraid of libraries and some who are information
illiterate who prefer not to help because they (think) they don't know how.

We think because it is easy and obvious to us, it should be to other adults and
that may not be so.   I throw terms around like multiple access point , boolean
operators and get mad when they don't know what I mean.

When you're instructing, I'm sure you say, right before you send them off to
do their research And don't forget I'm here to help you.  Try saying
Myself and Mr or Mrs. So-and-so are here to help you.  The teacher would be
embarrassed not to help after that.

The first time a class comes to the library and isn't under control, I send a
personal note to the teacher, explaining what didn't work, and the effect
that had on others in the library.  The second time it happens I cc the
department head and the third time (if that happens, which is rare) I cc the
principal.

I take my cue from the teacher.  If s/he is taking the opportunity to read
the latest People magazine while his/her class is in the library, I
dissappear into my office.

As students have questions, send some of them to interrupt their
teachers.

3.  Subsitutes

 Another situation that I get is when a teacher knows he/she is going to
be absent, and schedules a library visit for that day (of course they don't
tell me).  Presto lesson plan---Not  I have sent many unhappy subs back to
class to fend for themselves.  The next day I then have a word with the
teacher.

4.  PrePlanning

  My teacher information sheet that goes out to all at the beginning of the
year sets up expectations.  The teacher will...  The library media specialist
will.

I did my interning in a district where teachers are required
to stay with the class.  The LMS showed me a neat list she created called
something like  "What to do while your class is in the library."  It was
very creative and eye-catching.  Wish I had a copy of it.  But I remember
there were about 20 items.  Common-sense ones like Help them select
appropriate reading levels.  Get to know your students' outside
interests.  Keep them on the right track for research materials. Let
your students catch you reading your favorites. etc.
Then she had dumb stuff like File your nails. Go make a phone call.
Obvious sarcasm.

        Have a very simple form that you fill out quickly with teachers
when they sign-up  (Tell the teachers you need it to be ready for the
class and as a reminder when the class actually comes in.)

Teacher
Class
Day & Period
Level

Assignment as given to the students and/or any handout the students must
follow.

Instruction the teacher feels the class might need--on-line catalog,
periodicals indexes, etc.

Teacher preferences for student checkout (limit on books, reserve shelf,
no restrictions, etc.)

How did it go?  Changes we need to make next time.  (This done with
teacher after class.)

We have a printed form that we give teachers when they plan with us and
sigh up to use the LMC.  It says:  YOUR CLASSTIME IN THE MEDIA CENTER WILL
BE SUCCESSFUL IF YOU:
1. DISCUSS YOUR LESSON WITH A MEDIA SPECIALIST WHO WILL SUGGEST GOOD
LIBRARY MEDIA STRATEGIES
2. ENTER WITH YOUR STUDENTS
3. INTERACT WITH THE KIDS
4. MAKE SURE THEY UNDERSTAND THE PURPOSE FOR BEING IN THE LMC BEFORE YOU
BRING THEM
5. HAVE YOUR STUDENTS CLEAN UP AFTER THEMSELVES AND PUSH THEIR CHAIRS IN

I just joined this listserv and I ususally don't have anything to contribute
because I just started an MLS program.  Your message intrigued me because
it's a common problem among museum educators.  I work for the Museum of the
City of New York and we find this problem with some teachers and others fully
take charge.

Deborah Stafford
Gen H.H. Arnold HS
Department of Defense Dependents Schools
Wiesbaden Germany
stafford@email.wiesbaden.army.mil
or  deborah_stafford@ccmail.odedodea.edu