LM_NET: Library Media Networking
- Subject: Re: Benefits of open/flex checkout (Long)
- From: Kathy Mladenich <klibrary@HARBORNET.COM>
- Date: Fri, 25 Feb 2000 12:53:45 -0800
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Forgive me if I have posted this twice. I'll spare you the details =
(aargh!)
Earl Sande wrote,
"But, be forewarned, a successful flexible program generates a =
tremendous
amount of enthusiasm and workload, more than a scheduled one (I think),
because it is so successful.=20
Make sure before changing that you think clearly on how you will handle =
it."
I totally agree. And... I would like to add a couple of thoughts based =
on my recent experience. I have been reading everything I can get my =
hands on about flex schedule and coming to the conclusion that I need to =
move in that direction in a school where I have been providing planning =
time (along with other "specialists) which brings the imposition of =
fixed schedule. But how? I was waiting for just the right time to =
completely overhaul the whole library schedule and convince the whole =
staff that this new plan was the "way to go." Instead I was given an =
opportunity at the beginning of this school year at a staff meeting to =
"trickle in" the idea of flex schedule when it was being discussed by =
5th grade teachers and staff how they had real frustration getting all =
this specialist time "in" - and still get their instructional time in. =
This year I was only providing planning time to primary grades. I also =
felt some frustration when 5th grade classes came at "scheduled" times =
and while they enjoyed my library program, it was not always related to =
their class work as the teachers had little time to communicate with me =
on a weekly basis. I scheduled all classes for a weekly library time =
even if I did not provide planning time - I had hopes of teaming or =
collaborating with those teachers who stayed with their classes, but it =
did not happen. I'd plan, they'd watch or sit and correct papers.
=20
Sitting in that staff meeting and listening to the fifth grade teachers =
concern about kids leaving the classroom for this reason and that reason =
it struck me that this was my opportunity even though it wasn't like my =
vision of how it would happen - I hadn't initiated it - they did, and I =
just had to "trickle in" - like water. I raised my had and said, "Maybe =
this would be a good time to try flex schedule - just with the 5th =
grade. We will just block out Mondays and you can schedule a time when =
we can plan a lesson that will support a unit of study, or whatever you =
want....It can be as long or as short as you need. The whole class or =
small groups."=20
=20
Well, I can't tell you how it has changed the way they use the library. =
We have done some significant lessons and we are collaborating - =
"reserving" class time in the library requires that there be a lesson =
plan - duh - (this is a piece I was missing when I didn't fully =
understand how flex schedule could lead to more collaboration with =
teachers. I am finding that with the "flex," which would suggest a less =
demanding schedule, - there is really more time needed for planning. =
But..the library and the library person is definitely more closely =
aligned with the curriculum and student needs.
=20
I guess... I'm suggesting... be like water and "trickle in." And =
then...expect a flood.
Kathy Mladenich
Library Technician/KidSpeak Advisor
http://www.peninsula.wednet.edu/Artondale/KidSpeak/index.htm
Artondale Elem. School
Gig Harbor, WA
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<BODY bgColor=3D#ffffff>
<DIV><FONT face=3DArial size=3D2>
<DIV><FONT face=3DArial size=3D2>Forgive me if I have posted this twice. =
I'll spare=20
you the details (aargh!)</FONT></DIV>
<DIV> </DIV>
<DIV><FONT face=3DArial size=3D2>Earl Sande wrote,</FONT></DIV>
<DIV><FONT face=3DArial size=3D2>"But, be forewarned, a successful =
flexible program=20
generates a tremendous<BR>amount of enthusiasm and workload, more than a =
scheduled one (I think),<BR>because it is so successful. </FONT></DIV>
<DIV><FONT face=3DArial size=3D2>Make sure before changing that you =
think clearly on=20
how you will handle it."</FONT></DIV>
<DIV><FONT face=3DArial size=3D2><BR> </DIV></FONT>
<DIV><FONT face=3DArial size=3D2>I totally agree. And... I would like to =
add a=20
couple of thoughts based on my recent experience. I have been =
reading=20
everything I can get my hands on about flex schedule and coming to the=20
conclusion that I need to move in that direction in a school where I =
have been=20
providing planning time (along with other "specialists) which brings the =
imposition of fixed schedule. But how? I was waiting for just the right =
time to=20
completely overhaul the whole library schedule and convince the whole =
staff that=20
this new plan was the "way to go." Instead I was given an opportunity at =
the=20
beginning of this school year at a staff meeting to "trickle in" the =
idea of=20
flex schedule when it was being discussed by 5th grade teachers and =
staff how=20
they had real frustration getting all this specialist time "in" - and =
still get=20
their instructional time in. This year I was only providing planning =
time to=20
primary grades. I also felt some frustration when 5th grade classes =
came at=20
"scheduled" times and while they enjoyed my library program, it was not =
always=20
related to their class work as the teachers had little time to =
communicate with=20
me on a weekly basis. I scheduled all classes for a weekly library time =
even if=20
I did not provide planning time - I had hopes of teaming or =
collaborating with=20
those teachers who stayed with their classes, but it did not =
happen. I'd=20
plan, they'd watch or sit and correct papers.</FONT></DIV>
<DIV><FONT face=3DArial size=3D2></FONT> </DIV>
<DIV><FONT face=3DArial size=3D2>Sitting in that staff meeting and =
listening to the=20
fifth grade teachers concern about kids leaving the classroom for this =
reason=20
and that reason it struck me that this was my opportunity even though it =
wasn't=20
like my vision of how it would happen - I hadn't initiated it - they =
did, and I=20
just had to "trickle in" - like water. I raised my had and said, "Maybe =
this=20
would be a good time to try flex schedule - just with the 5th =
grade. We=20
will just block out Mondays and you can schedule a time when we can plan =
a=20
lesson that will support a unit of study, or whatever you want....It can =
be as=20
long or as short as you need. The whole class or small groups."=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D2></FONT> </DIV>
<DIV><FONT face=3DArial size=3D2>Well, I can't tell you how it has =
changed the way=20
they use the library. We have done some significant lessons and we are=20
collaborating - "reserving" class time in the library =
requires=20
that there be a lesson plan - duh - (this is a piece I was missing when =
I didn't=20
fully understand how flex schedule could lead to more collaboration with =
teachers. I am finding that with the "flex," which would suggest a less=20
demanding schedule, - there is really more time needed for planning. =
But..the=20
library and the library person is definitely more closely aligned with =
the=20
curriculum and student needs.</FONT></DIV>
<DIV><FONT face=3DArial size=3D2></FONT> </DIV>
<DIV><FONT face=3DArial size=3D2>I guess... I'm suggesting... be like =
water and=20
"trickle in." And then...expect a flood.</DIV></FONT></FONT></DIV>
<DIV><FONT face=3DArial size=3D2>Kathy Mladenich<BR>Library =
Technician/KidSpeak=20
Advisor<BR><A=20
href=3D"http://www.peninsula.wednet.edu/Artondale/KidSpeak/index.htm">htt=
p://www.peninsula.wednet.edu/Artondale/KidSpeak/index.htm</A><BR>Artondal=
e=20
Elem. School<BR>Gig Harbor, WA</FONT></DIV></BODY></HTML>
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