I received today's schedule at 12:00am this morning that Abby was on my schedule to sub from 9 - 10 and again at 11 - 12, followed by my own student Elle, from 1:30 - 2:30pm. I arrived in Abby's room at 9:00am and her French teacher, Nancy walked right in behind me. I have THREE hours of time here today with no teaching. Nicole could see I was fighting back tears from frustration. There was no apology, no assurance that I will be compensated for this hour. So I decided to use my time and write about it. I am concerned that my students have dwindled down to just three: Vlad, Kate and Elle. My schedule today had only ONE of my three students on it. The other two were sub sessions - one of which was cancelled before my eyes at 9:00Am. Is there something I should know? It is not right to keep a teacher here with three non-teaching hours. I have as many free hours here today as I do teaching hours. I could have GREATLY used coming in at 10:00am because it takes me a while for me to get ready since I can't walk with a broken heel. I would like to know if I have a future here at the Batt School. I pushed myself very hard to return to work after my injury and I returned to just three remaining students. I don't understand this when I let it be known from the beginning that I was available to teach Mon - Fri. I fully expect to be compensated for the 9AM class I was instructed to sub this morning. But more important, we need to take a hard look at the scheduling process. It is not normal for teachers to be notified late at night or more often, while they are sleeping, what their schedule is for the next school day. It is not an optimal way to plan or prepare for students and lessons because a teacher has no concept of any regularity in the schedule. More important, I am also concerned that this is affecting the quality of learning for the scholars. Our students deserve regularity in their schedules and to have as much anxiety about learning assuaged as possible. Isn't this one of the many special things about the Batt School? This scheduling chaos is still happening in October. I am conveying this message with honesty and frustration, but most of all, with love. I love this school so much and my hope is to remain here for a long, long time. Please, take this feedback in the constructive, loving way it is intended.

15 minutes:This was our first meeting and Abby informed me of the work she was doing in French at her other school. 20 minutes: We began by completing the 2 pages of grammar (comparatives and superlatives) she brought from her other school. 25 minutes: We then discussed the geography of France and the cities Abby has visited. I added to it with the cities I have visited. We referenced it with additional information on line and google maps. 10 minute break for “water” and bathroom. The remainder of the time Abby read the story of “le Fourmi et La Cigala” in French. She then translated it and answers questions in French.
Abby is very bright and a pleasure to work with. She definitely is a French 3 student.

Kelly had assignment pages given to her by full-time teacher at her school in Ohio.
We continued answering the questions, reviewing vocabulary and grammar.
Kelly had addition grammar questions which I answered and copied my personal power points (from flash drive) onto her computer.
Those grammar lessons were:
1) the 14 tenses in French - I explained how to form each and when to use each:
present, future, passe compose, imperfect, conditional, subjunctive, past subjunctive, imperfect subjunctive, plus perfect of the subjunctive, future past, past anterior, conditional past, plus perfect, passe simple
2) demonstrative pronouns; indefinite pronouns; personal pronouns; & stress pronouns
3) negatives
4) review of passe compose with direct objects and avoir
5) review of passe compose with etre verbs

Kelly had assignment pages given to her by full-time teacher at her school in Ohio.
1) Answered questions in paragraph form, regarding parents and their wardrobe as students.
2) Reviewed vocabulary on clothing and pronunciation, then matched terms to clothing.
3) Read 3 short conversations; identified idiomatic expressions and vocabulary; then answered vocabulary questions regarding wardrobe.
4) I looked through the assignment pages Kelly will be doing this evening and explained: vocabulary; idiomatic phrases; grammar - especially direct and indirect objects; placement and agreement of adjectives. We went over the directions on the next 4-5 pages that Kelly will attempt this evening.

Last class for Jackson. He scored 82 (B-) in the Final Exam. I think his mind was already in Tampa...