So today's post is brought to you by an article I read about discreet breastfeeding, and the fact that this issue has been bugging me for awhile anyway. The author of the post said, "I am sad for the mother who feels the pressure to hide her breasts whilst feeding her child, for fear of embarrassment." and that made me decide it was time to create this post.
So here's the thing - I'm VERY open about nursing my children and extremely pro-breastfeeding. I know several people who have struggled with nursing. I have been blessed with a decent supply and no other complications and I will nurse my babies as long as I can because it is truly a gift. I nurse because I am able to and that isn't something to waste.
But I HATE nursing in public and I DON'T like nursing around most people - most people being everyone except probably my mom, Thomas and Merrie. If I need to, I will always ask if it's okay first. It makes me feel uncomfortable, but it has nothing to do with being embarrassed about feeding my children.
There was a cartoon circulating a while ago that showed a breastfeeding mother next to a poster of a girl in a bikini and asking why the girl in the bikini is acceptable and the mother is often condemned. That one always gets me because I'm not sure either should be okay. I know that's a controversial thing to say, especially from someone who is so pro-breastfeeding. But for me, it's a modesty thing. I don't want anyone who isn't a very close person to me seeing any part of my chest. It's a crazy hard thing to do, because I'm not tiny - but I try. That doesn't matter if I'm just dressing for work, or home or nursing.
I tried covers with Merrie and she HATED them, so we resorted to piling blankets around me or going to secluded areas when we were around people. I haven't tried covers with Micah yet, but he does seem much more calm than Merrie, so we might have a chance - he doesn't mind blankets over him right now. But I will still go to a bedroom over nursing in a room full of people.
There are people who can nurse in public and not have anything showing, it is possible. But I'm not that coordinated and just don't want to be in an awkward position. NOT because I'm feeding my child, but because I'd be showing more of myself than I am comfortable. I do nurse in public, but it is as discreet as possible, again NOT because I'm embarrassed to be feeding my child naturally but because I'm embarrassed to be exposing a part of my body pretty much reserved for Thomas and my babies.
Personally, I feel that, instead of normalizing public breastfeeding we need to focus more on getting rid of the racy advertisements and other things that make showing off "perky" breasts okay. Maybe people should feel uncomfortable around those advertisements too, like they sometimes seem to be around a nursing mother.
That said...when I do nurse in public it is great to hear older women compliment me on nursing my child or ask me how it's going.
I know this isn't a popular opinion among the Pro-Breastfeeding community, but it is how I feel. I will always be pro-nursing and I will always support anyone who nurses in public. But for me, it's just not comfortable.
http://www.huffingtonpost.com/mama-bean/the-problem-with-discreet-breastfeeding_b_6633558.html?ncid=fcbklnkushpmg00000037
Monday, February 23, 2015
Thursday, February 12, 2015
My Experiences Pumping at Work
When we were contemplating moving and accepting this job, one of the cons for staying was my hesitation at how I would be treated when I came back from maternity leave and needed to pump at work. Arizona's laws are very vague about the rights of a woman, especially in a company with less than 15 employees, which was my old school and my experience pumping there before wasn't exactly positive.
When I had Merrie, I had my pumping schedule all figured out. The SPED teacher let me use her room and her fridge, but I would still need to clean all the parts in the drinking fountain. I was fine with that. For my afternoon time I needed the 6th grade TA to cover my class. This worked for about a month, but controlling kids wasn't really her forte, so I always came back to chaos. Eventually, my boss told me I had to stop pumping during that time because the TA couldn't handle my kids. She also told me that the VP had breastfed all of her kids without pumping during the day, so it was possible. Being a new parent, and because Arizona's laws are so vague, and not knowing how PHYSICALLY painful it would be not to pump, I didn't fight her.
I also had another faculty member verbally bully me about pumping ALL THE TIME. She told me it was about time to stop and that Merrie "didn't need it" once I went back to work. After Merrie turned one, she would often ask if I was still nursing and when I told her yes, her response was always "still?" or "Why don't you stop?" Eventually, my supply dwindled during the day and I stopped pumping completely. Luckily, I was still able to nurse during the evening - which became our bonding time until she totally weaned herself right after she turned 2.
This time around, I told my boss right away I planned to pump after I returned to work, for the rest of the year and into next school year. He not only okayed it, but we've rearranged my schedule so the kids have recess in the middle of the morning instead of right before lunch. My TA takes them out - so even if she couldn't control them in the classroom they're just running around so it's easier.
When she's been unavailable he's covered for my class or like yesterday, another teacher watched them for me. I've only had a couple other teachers notice me cleaning my stuff, but when they have it's been nothing but support. It is a lot of work and it is exhausting - but I know I'm blessed with the ability to feed my kids this way...so I will, until they feel ready to stop. With Merrie, that was at about 26 months. With Micah, we'll see. But at least I know I have the respect to support my son here, I didn't have before.
http://breastfeedinglaw.com/articles/pumping-9-to-5/
When I had Merrie, I had my pumping schedule all figured out. The SPED teacher let me use her room and her fridge, but I would still need to clean all the parts in the drinking fountain. I was fine with that. For my afternoon time I needed the 6th grade TA to cover my class. This worked for about a month, but controlling kids wasn't really her forte, so I always came back to chaos. Eventually, my boss told me I had to stop pumping during that time because the TA couldn't handle my kids. She also told me that the VP had breastfed all of her kids without pumping during the day, so it was possible. Being a new parent, and because Arizona's laws are so vague, and not knowing how PHYSICALLY painful it would be not to pump, I didn't fight her.
I also had another faculty member verbally bully me about pumping ALL THE TIME. She told me it was about time to stop and that Merrie "didn't need it" once I went back to work. After Merrie turned one, she would often ask if I was still nursing and when I told her yes, her response was always "still?" or "Why don't you stop?" Eventually, my supply dwindled during the day and I stopped pumping completely. Luckily, I was still able to nurse during the evening - which became our bonding time until she totally weaned herself right after she turned 2.
This time around, I told my boss right away I planned to pump after I returned to work, for the rest of the year and into next school year. He not only okayed it, but we've rearranged my schedule so the kids have recess in the middle of the morning instead of right before lunch. My TA takes them out - so even if she couldn't control them in the classroom they're just running around so it's easier.
When she's been unavailable he's covered for my class or like yesterday, another teacher watched them for me. I've only had a couple other teachers notice me cleaning my stuff, but when they have it's been nothing but support. It is a lot of work and it is exhausting - but I know I'm blessed with the ability to feed my kids this way...so I will, until they feel ready to stop. With Merrie, that was at about 26 months. With Micah, we'll see. But at least I know I have the respect to support my son here, I didn't have before.
http://breastfeedinglaw.com/articles/pumping-9-to-5/
Saturday, February 7, 2015
For those who hate Common Core...
I've read several posts lately that bashed the Common Core standards. So here's my take, as an educator who was around (albeit for 2 years) before Common Core.
Stop hating on a group of standards - start hating on the curriculum your district choose instead or on how your child's teacher CHOOSES to teach them. School districts chose the curriculum that is used to teach your child NOT the common core. Teachers choose how to incorporate them into lessons.
For example:
"2.NBT.B.9. Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)
Examples are given:
Students need multiple opportunities explaining their addition and subtraction thinking. Operations embedded within a meaningful context promote development of reasoning and justification. Example:
Mason read 473 pages in June. He read 227 pages in July. How many pages did Mason read altogether?
Karla’s explanation: 473 + 227 = _____. I added the ones together (3 + 7) and got 10. Then I added the tens together (70 + 20) and got 90. I knew that 400 + 200 was 600. So I added 10 + 90 for 100 and added 100 + 600 and found out that Mason had read 700 pages altogether.
Debbie’s explanation: 473 + 227 = _____. I started by adding 200 to 473 and got 673. Then I added 20 to 673 and I got 693 and finally I added 7 to 693 and I knew that Mason had read 700 pages altogether. Becky’s explanation: I used base ten blocks on a base ten mat to help me solve this problem. I added 3 ones (units) plus 7 ones and got 10 ones which made one ten. I moved the 1 ten to the tens place. I then added 7 tens rods plus 2 tens rods plus 1 tens rod and got 10 tens or 100. I moved the 1 hundred to the hundreds place. Then I added 4 hundreds plus 2 hundreds plus 1 hundred and got 7 hundreds or 700. So Mason read 700 books.
Students should be able to connect different representations and explain the connections. Representations can include numbers, words (including mathematical language), pictures, number lines, and/or physical objects. Students should be able to use any/all of these representations as needed. An interactive whiteboard or document camera can be used to help students develop and explain their thinking."
This is a second grade standard, and while it isn't as easy as actually solving the problem. EXPLAINING how you get there is important too. For teachers, it's important for us to know a student gets it - not just that they can calculate the right numbers.
If your child is staying up frustrated and crying about homework - write a note and let the teacher know you need a better explanation on how to solve it. Don't ever let a teacher tell you, "don't help" - that's BULL. NEVER do your child's homework - that doesn't help them learn it just shows them it's okay to do someone else's work for them. It also won't let the teacher know what they need to work on with your child - the correct answers will actually make them think your child gets it and doesn't need help.
The other issue - the staying up all night issue, isn't Common Core's fault, it's the teacher's fault for assigning too much homework or homework that is too hard. The purpose of Common Core is to provide students with extra ways in which to solve problems - not just one concrete way. We all learn differently, which is the basis behind more detailed standards.
As I read the last couple statements I realize I'm putting a lot of blame on the classroom teacher - but seriously it is...or on the district if they are so micro-managing that they dictate how teachers teach in the classroom. The Common Core are a set of standards that are common throughout most of the country. The goal was to create a more equal playing field between the states, so that when students move from state to state they will be taught relatively the same thing and won't be too far behind or above the rest of their class.
Don't let a district tell you it's to Common Core's fault - they are just a set of guidelines, they don't force a certain way of teaching.
In my classroom, I teach my students several ways to solve a problem - then I let them choose which one they want to use. As long as we end up at the same place and they can tell me how to get there. I don't care which way they used. That's how Common Core should be implemented - showing several different ways to solve a problem and then letting students choose the one they like best - because we all get there different ways.
Have I used number lines to show multiplication? yes. Have I used blocks to show multiplication? yes. Do some kids get frustrated? yes. Have I had parents tell me they stayed up with a frustrated kid? yes. Was it my fault for giving work that was too hard? yes. But I take blame for that - I'm not going to blame it on a piece of paper.
If you think the Common Core is too hard, check out what other kids around the world have to do:
http://hrd.apec.org/index.php/Mathematics_Standards_in_APEC_Economies
Example was taken from Arizona's College and Career Readiness Standards:
http://www.azed.gov/azccrs/
Stop hating on a group of standards - start hating on the curriculum your district choose instead or on how your child's teacher CHOOSES to teach them. School districts chose the curriculum that is used to teach your child NOT the common core. Teachers choose how to incorporate them into lessons.
For example:
"2.NBT.B.9. Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)
Examples are given:
Students need multiple opportunities explaining their addition and subtraction thinking. Operations embedded within a meaningful context promote development of reasoning and justification. Example:
Mason read 473 pages in June. He read 227 pages in July. How many pages did Mason read altogether?
Karla’s explanation: 473 + 227 = _____. I added the ones together (3 + 7) and got 10. Then I added the tens together (70 + 20) and got 90. I knew that 400 + 200 was 600. So I added 10 + 90 for 100 and added 100 + 600 and found out that Mason had read 700 pages altogether.
Debbie’s explanation: 473 + 227 = _____. I started by adding 200 to 473 and got 673. Then I added 20 to 673 and I got 693 and finally I added 7 to 693 and I knew that Mason had read 700 pages altogether. Becky’s explanation: I used base ten blocks on a base ten mat to help me solve this problem. I added 3 ones (units) plus 7 ones and got 10 ones which made one ten. I moved the 1 ten to the tens place. I then added 7 tens rods plus 2 tens rods plus 1 tens rod and got 10 tens or 100. I moved the 1 hundred to the hundreds place. Then I added 4 hundreds plus 2 hundreds plus 1 hundred and got 7 hundreds or 700. So Mason read 700 books.
Students should be able to connect different representations and explain the connections. Representations can include numbers, words (including mathematical language), pictures, number lines, and/or physical objects. Students should be able to use any/all of these representations as needed. An interactive whiteboard or document camera can be used to help students develop and explain their thinking."
This is a second grade standard, and while it isn't as easy as actually solving the problem. EXPLAINING how you get there is important too. For teachers, it's important for us to know a student gets it - not just that they can calculate the right numbers.
If your child is staying up frustrated and crying about homework - write a note and let the teacher know you need a better explanation on how to solve it. Don't ever let a teacher tell you, "don't help" - that's BULL. NEVER do your child's homework - that doesn't help them learn it just shows them it's okay to do someone else's work for them. It also won't let the teacher know what they need to work on with your child - the correct answers will actually make them think your child gets it and doesn't need help.
The other issue - the staying up all night issue, isn't Common Core's fault, it's the teacher's fault for assigning too much homework or homework that is too hard. The purpose of Common Core is to provide students with extra ways in which to solve problems - not just one concrete way. We all learn differently, which is the basis behind more detailed standards.
As I read the last couple statements I realize I'm putting a lot of blame on the classroom teacher - but seriously it is...or on the district if they are so micro-managing that they dictate how teachers teach in the classroom. The Common Core are a set of standards that are common throughout most of the country. The goal was to create a more equal playing field between the states, so that when students move from state to state they will be taught relatively the same thing and won't be too far behind or above the rest of their class.
Don't let a district tell you it's to Common Core's fault - they are just a set of guidelines, they don't force a certain way of teaching.
In my classroom, I teach my students several ways to solve a problem - then I let them choose which one they want to use. As long as we end up at the same place and they can tell me how to get there. I don't care which way they used. That's how Common Core should be implemented - showing several different ways to solve a problem and then letting students choose the one they like best - because we all get there different ways.
Have I used number lines to show multiplication? yes. Have I used blocks to show multiplication? yes. Do some kids get frustrated? yes. Have I had parents tell me they stayed up with a frustrated kid? yes. Was it my fault for giving work that was too hard? yes. But I take blame for that - I'm not going to blame it on a piece of paper.
If you think the Common Core is too hard, check out what other kids around the world have to do:
http://hrd.apec.org/index.php/Mathematics_Standards_in_APEC_Economies
Example was taken from Arizona's College and Career Readiness Standards:
http://www.azed.gov/azccrs/
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