LM_NET: Library Media Networking
NOTE: The large number of Texas responses probably came from a cross-posting
to the state listserv, Texas Library Connection. Many thanks to my Texas
colleagues for sharing their stories! Jeanne
Subject: flexible scheduling?
Date: Mon, 9 Jul 2001 18:33:46 -0500
From: "Betty Collins" <bcollins@mail.rusk.esc7.net>
To: <wingatej@FLASH.NET>
I am the counselor at Rusk Elementary in Rusk ISD. We serve grades 3-5 with
about 450-500 students. Our teachers begged our administrator to take the
library out of the rotation schedule (a fixed schedule). Our students now
have access to the library anytime they need it. Library access is offered
on a by pass basis. Each teacher was allowed two library passes. This past
year was the first year we did this. Our teachers and kids loved it. Our
reason was justified by usage of AR. Our students were not in the library
regular enough with a visit once every third or fourth day to read the
number of books they needed to earn the number of points expected. Maybe
in selling your idea find something the teachers and administrators need and
fit what you want into it. Good luck!
Betty Collins
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Subject: Re: TARGET: ELEM: Flexible schedule forms/ideas
Date: Mon, 9 Jul 2001 14:39:13 -0500
From: "Vicki Mueck" <vmueck@axs4u.net>
To: "JEANNE A WINGATE" <wingatej@FLASH.NET>
Jeanne,
You sound like your library is about where ours is in terms of flexible
scheduling. It has definitely been a hard sell (for a variety of reasons,
many of which I am sure you know all too well!). I'm not sure where I came
across this website, but I though you would definitely be interested in it.
It may have been suggested on this listserv, but warrants repeating if it
was.
Peg's Flexible Scheduling Page http://users.bitstreet.com/~peg/list.htm
Vicki Mueck, Librarian
Navarro Elementary
Geronimo, TX
vicki.mueck@navarro.txed.net
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Subject: Re: TARGET: ELEM: Flexible schedule forms/ideas
Date: Mon, 09 Jul 2001 14:35:04 -0500
From: cvelib <cvelib@judson.k12.tx.us>
To: JEANNE A WINGATE <wingatej@FLASH.NET>
Organization: judson isd
Jeanne,
Here are some of my observations from having tried flex scheduling this
past year in a Pre-K-5 setting. Flex scheduling has to be explained as
being part of the philosophy of providing library services to students at
the point of need rather than on a tidy schedule that is preferred by
adults. My new principal was all for the idea of flex scheduling. I told
him there would be resistance from the faculty, although he did not believe
me. We started off the year with a full flex schedule, with the exception
of pre-K and kinder which I kept on a weekly schedule. First and second
grade teachers loved it, as they incorporated library as a center in their
classroom routine. Later, kinder also requested flexibility, so that the
children could exchange books more than once a week. Parents whose children
were in K-2, loved the fact that their children were reading more because
they could exchange books every day, if they so desired.
Teachers of grades 3-5 were not as thrilled. No longer could they just drop
off their students at the library for a 30 min. break With a flex schedule,
they said they didn't know which students were making it to the library to
check out a book. A simple checklist would have taken care of the problem.
However great pressure was put on the new principal to return to a schedule.
I compromised by keeping Mon., Tues., and Wed. on total flex. On Thursdays
and Fridays, I offered 20 minute periods for the purpose of book exchanging
with the provision that teachers were to stay with their classes, to assist
their students in selecting books appropriate to their reading levels. In
this way the teachers would also know which students had library books.
K-2 teachers did not sign up to come for the 20-min. periods, although they
could. The teachers in 3-5 did sign up, but they did not come every week
I also opened up the library 8:00 to 8:25 while morning recess was taking
place. In that way those students not desiring to go the playground could
come in to read or finish homework, etc.
My advice is to start working with at least one teacher at each grade level.
You will have to plan the activities at first, because most teachers have no
idea how to extend a lesson from the classroom into the library. Once you
are successful with one teacher, the word will get around.
I, too, am without an aide and flex scheduling does present some challenges.
Individual students and small groups did show up when I was working with a
class. They either had to wait for a few minutes or at times I would ask
them to come back a later time. Flex scheduling does work better with
another adult helping. Try to recruit as many parents as you can.
Good luck. I will be going on vacation for the next two weeks. My e-mail
at home is rbarnhar@gateway.net. Contact me if you need more info.
Maria Barnhardt
Coronado Village E.S.
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Subject: Re: [TLC] TARGET: ELEM: Flexible schedule forms/ideas
Date: Mon, 9 Jul 2001 12:55:05 -0500
From: "Hennagir" <hennagir@flash.net>
To: "JEANNE A WINGATE" <wingatej@flash.net>
Wow! good luck to you. I will start this next year and would love to have
it for all of your well-worded reasons and more. You need SBISD
librarians to tell you this information or ask their district's Library
Supervisor to elaborate. They are sure getting the scores and they have the
schedules!
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Subject: RE: TARGET: ELEM: Flexible schedule forms/ideas
Date: Mon, 9 Jul 2001 11:20:59 -0500
From: "Alfaro, Laura" <LAlfaro@saisd.net>
To: "'JEANNE A WINGATE '" <wingatej@FLASH.NET>
Jeanne,
One of the ideas I used at my first position was a two-week rotation
schedule, Week A and Week B. The school had approximately 650 students: 6
PK, 6 K, 5 1st, 5 2nd, 4 3rd, 4th and 5th grade classes. Everyone had a
fixed two-week schedule for checkouts only and the teachers chose the 20-30
mins. period they needed. They kept these times throughout the entire
school year. This allowed the schedule to have more open blocks of time
each day to do research-based activities for which the teachers could sign
up as additional time. (Quite honestly though, they (4th and 5th grades)
didn't always come at their assigned times and would sometimes just drop in
without any notice.)
I used a two-week calendar that I designed to fit on a page
horizontally, Week A above Week B, with the fixed class times noted. That
way the teachers could see two weeks at a time and plan research activities
accordingly. They would sign up directly onto the calendar that was located
on the circulation desk. They would note their name and the project they
were working on. I would visit them prior to their research time and ask
what they needed exactly and then I would plan accordingly. I was just out
of grad school and the teachers had a difficult time understanding that they
could come to the library more than once a two-week period. During my
second year we had a new teacher who embraced the plan and was able to be
the one to model it and show how this worked into the curriculum and his
schedule. It was fantastic! Unfortunately, in my current position I have
met a lot of resistance but continue to present my idea each year. But ther
e is good news, my school district has re-written administrative procedures
that are committed to flexible scheduling as much as possible which
strengthens the position of many of our district librarians. Good luck and
if you have any other questions just email me.
Laura Alfaro, Librarian
Inez Foster ES, San Antonio ISD
business email:lalfaro@saisd.net
personal emails:lalfaro@excite.com
lkalfaro@earthlink.net
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Subject: Re: TARGET: ELEM: Flexible schedule forms/ideas
Date: Mon, 9 Jul 2001 10:41:58 -0500
From: dallen@aldine.k12.tx.us
To: JEANNE A WINGATE <wingatej@FLASH.NET>
Hi Jeanne,
I have used the mixed fixed/flexible schedule for 2 years now and used it
for 3 of the 4 years I was at my previous school. I do have a regular
checkout schedule but everything else is flexible. It is attached below. I
use their 20-minute checkout time as a way to network with the teachers to
come up with story time, library skills lessons, and research lessons that
are applicable to the benchmarks our district uses (tied to the TEKS). Then
when I do a lesson, I refer directly to the lesson that is taking place in
their classroom. We co-plan the lesson so the teacher is involved. I also
have 2nd through 4th graders that come down to do independent research. I
start the class off with a lesson on where materials are located. I will
then do a separate lesson on the research they are working on with the
materials out so that they can get started on the lesson. For instance, when
we did a research lesson on the history of money, the teacher and I looked
through the books, encyclopedias, CD-ROM products, and web sites so that our
questions directed the students to the various mediums. During our 45-60
minute lesson, each student has a chance to rotate between the 4 areas so we
can address usage problems. My aide, the teacher, and I are there so that
the students don't get frustrated. Then the students come down to complete
their research independently. I discourage on-the-spot research from
students unless I have gone through the above. It usually means that the
teacher is just sending the student down to play on the computer. I also
encourage co-planning so that there is an awareness of what research is
going on. This keeps down frustration on everybody's part. With second
graders, I start with finding the pages in the dictionary of words that go
along with a lesson form class. We graduate to using an age-appropriate
encyclopedia, finding the pages of certain words, and answering questions
from graphics and such. Attached are some of the documents I use to keep up
with this. Some suggestions...
Advertise-congratulate teachers and students over the intercom who had
remarkable behavior during such-and-such lesson. This will encourage other
classes to come.
Invite your administrators down when you have a great lesson planned. They
may not come but it keeps a bug in their ear of the wonderful things you
are doing.
Keep a log of lessons you do that go along with curriculum. That strengthens
the impact you are looking for.
Keep a checklist of teachers coming in. You may have to be aggressive and go
directly to certain teachers who never take advantage.
Choose 4th grade students who can be your student library aides when you
work with 3rd or 2nd grade students. This gives you even greater support
when you are doing a lesson that involves the use of lots of materials.
You are welcome to call me for the sharing of ideas and such. I am at work
off and on this month. (281) 878-7909. You can also reach me at home
(281)350-5425.
I commend you on striving to make our dreams a reality. I have been working
on a principal's handbook that we hope might help address the same type
situations that occur in our district.
Dixie Allen, Librarian
Harris Academy
===========
Jeanne Wingate, Library Media Specialist
North Euless Elementary School
Hurst-Euless-Bedford ISD (Texas)
Volunteer, Virtual Reference Desk
http://www.flash.net/~wingatej/INDEX.htm
E-Mail Contacts:
Home: wingatej@flash.net
Work: wingatej@hebisd.edu
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