I'm not sure when the water heater started leaking. We didn't notice it until May.
It was a wet winter. Our back patio floods easily (drainage problem), so when a puddle of water appeared, we didn't know that anything was wrong. It took a while to realize that the puddle was constant, there was no precipitation to cause it, and it really should have dried up a long time ago.
That's when we noticed the pipe. Water had never come from it before, but now there was a steady stream of drops.
The only place it could have been coming from was the attic.
We live in a three-story townhouse. Above the third story is a crawl space that for lack of a better name I'm calling an attic. The heater/ac unit is up there. So is the water heater.
The water heater had to be leaking.
So, first we called the homeowners' insurance company. It took them about a week to send somebody. It took so long primarily because I was busy working, and they couldn't send someone after school hours or on the weekend. They guy came, looked, and said yep, the water heater was leaking.
As long as the water heater needed to be replaced, we thought about going tankless. The guy gave us an estimate. We wanted another. So, we called the contractor from the kitchen remodel for a recommendation.
A couple days later Rich came by. He looked. He explained why a tankless was a bad idea. It turned out that the gas line running to the water heater was too small for a tankless water heater, and putting in the proper line would be prohibitively expensive.
The insurance company would pay for the replacement of the water heater, provided we went through their company. So, we made an appointment with the first guy. It took about two weeks to get the appointment.
The day of the appointment I had that surprise assignment, so I figured that it would be all done by the time I got home. Unfortunately, things did not work out like that.
It took two weeks to get the appointment because the guy was out of town. According to the guy, he only found out that day that we were on his appointment list. Because the water heater was in that attic, it would be more expensive for removal (a cost we had to cover). He was going to need to bring in extra help that had not been scheduled. He was going to need to reschedule the appointment.
I wondered if he used to work for the local cable company. (There's a reason most of the households around here have satellite TV.)
After that run around, it was time to call Rich back. He's a busy guy, so today was the first day he was available to come out.
Was it difficult? Sure. We knew that going in. But at least Rich didn't whine and complain about it.
So, finally, we have a new water heater. The old one was rusted along the bottom. (I have pictures, but I haven't uploaded them yet.)
They started at 7:30 AM. They were done by noon. (Rich had help.) They had to empty the water heater (the drain spigot fell off in the process). Then they had to take it down the ladder, through the hall, down the first set of stairs, down the second set of stairs, and out the door. Then they had to get the new water heater back they way they had come.
The pipe is no longer leaking. Hopefully it'll stay that way.
Friday, July 9, 2010
Thursday, July 8, 2010
Making a Seating Chart
Most teachers around here do leave seating charts for subs. It makes things so much easier. I have names to go with miscreants. But sometimes, the teachers don't leave me a seating chart. That's when I make one of my own.
It's simple enough. I make grids to carry with me for just such an eventuality. I found that a simple 7 x 9 grid covers most classroom configurations. If it's a strange setup, I just cross off boxes I don't need. If it's a simple row-like setup, I can fold the thing in half and use it for two periods.
Several years ago, I was called to cover an English class. What I ended up with was a strange little setup. There were three 8th grade teachers (an English teacher, a math teacher, and a history teacher) who had a team thing going. For three periods, they traded off three classes. These three classes were going on a field trip, but some students weren't going to be allowed to go.
Another sub and I split those not going into two groups. I ended up with about 15 students. I made a seating chart of those who were with me, and for the three hours that I had them, I was able to keep pretty good tabs on them.
After a short time, I didn't really need the seating chart. My own seating chart was more vital another time.
A few years ago, the English teachers were going to be out periodically for a curriculum meeting thing. I got all the dates of a 7th grade core teacher (she had them for two periods of English and world history). This particular teacher never has a seating chart because she is constantly changing the seating arrangement.
She's pretty famous at the school for being a strict teacher. I had subbed for her before, so I knew the seating chart issue. I came prepared.
That first day, as I called roll, I wrote a seating chart for myself. Usually, when I do this, I leave the seating chart for the teacher so he/she knows where the students sat, just in case they were doing something they weren't supposed to. This time, I took the seating charts home with me, and I typed them out on the computer.
The next time I covered that class (almost two weeks later), I brought my seating charts. I called roll again, and I changed those students who had been moved since the last time. Less than a dozen students were in different seats, and it was easy enough for me to fix this on my seating chart.
Within five days in this class (over a period of about two months) I learned many of their names. And those I didn't know, I had that seating chart that I updated every time I was in the class. It made discipline that much easier to handle.
I ran into those students in other classes through the years. It was interesting to see who ended up at the continuation high school versus those who ended up in AP classes. I won't be seeing them anymore. They all just graduated.
It's simple enough. I make grids to carry with me for just such an eventuality. I found that a simple 7 x 9 grid covers most classroom configurations. If it's a strange setup, I just cross off boxes I don't need. If it's a simple row-like setup, I can fold the thing in half and use it for two periods.
Several years ago, I was called to cover an English class. What I ended up with was a strange little setup. There were three 8th grade teachers (an English teacher, a math teacher, and a history teacher) who had a team thing going. For three periods, they traded off three classes. These three classes were going on a field trip, but some students weren't going to be allowed to go.
Another sub and I split those not going into two groups. I ended up with about 15 students. I made a seating chart of those who were with me, and for the three hours that I had them, I was able to keep pretty good tabs on them.
After a short time, I didn't really need the seating chart. My own seating chart was more vital another time.
A few years ago, the English teachers were going to be out periodically for a curriculum meeting thing. I got all the dates of a 7th grade core teacher (she had them for two periods of English and world history). This particular teacher never has a seating chart because she is constantly changing the seating arrangement.
She's pretty famous at the school for being a strict teacher. I had subbed for her before, so I knew the seating chart issue. I came prepared.
That first day, as I called roll, I wrote a seating chart for myself. Usually, when I do this, I leave the seating chart for the teacher so he/she knows where the students sat, just in case they were doing something they weren't supposed to. This time, I took the seating charts home with me, and I typed them out on the computer.
The next time I covered that class (almost two weeks later), I brought my seating charts. I called roll again, and I changed those students who had been moved since the last time. Less than a dozen students were in different seats, and it was easy enough for me to fix this on my seating chart.
Within five days in this class (over a period of about two months) I learned many of their names. And those I didn't know, I had that seating chart that I updated every time I was in the class. It made discipline that much easier to handle.
I ran into those students in other classes through the years. It was interesting to see who ended up at the continuation high school versus those who ended up in AP classes. I won't be seeing them anymore. They all just graduated.
Wednesday, July 7, 2010
Dropper Bottle Cozies
I'm a knitter who lives in Southern California. I don't have much use for real winter wear, so I tend to knit things that will get use around here. I carry a knitted purse. The lanyard on my key chain is knit.
I also like to find interesting ways to use knitted items.
It started when someone (it might have been me) needed to carry around some dropper bottles. (It was a while ago, so I've forgotten the exact circumstances.) These dropper bottles contained herbal supplements that were to be added to water or under the tongue at various times during the day.
The problem: the bottles are made of glass, and they clank about in purses or other bags. While breakage wasn't likely, the clanking was annoying.
That's when I came up with my solution. I made a knit/crochet "cozy". I put one on each bottle, and the clanking around problem was solved. It also cushioned the thing so that breakage was even less likely.
I don't carry around the bottles that frequently. There's a good remedy for sore throats. And then there was the time that I used it specifically for school.
I was covering an 8th grade math class at the beginning of the year. I was using an overhead. I didn't have a spray bottle. But I did have a dropper bottle.
I filled the dropper bottle with water. I put the cozy on it so that it wouldn't accidentally get smashed. And when it was time to erase the overhead, I would put a bit of water from the dropper onto a paper towel and wipe the glass.
It worked wonderfully. I liked it better than using a spray bottle. And the kids were fascinated.
(I have some for sale here, here, here, and here.)
I also like to find interesting ways to use knitted items.
It started when someone (it might have been me) needed to carry around some dropper bottles. (It was a while ago, so I've forgotten the exact circumstances.) These dropper bottles contained herbal supplements that were to be added to water or under the tongue at various times during the day.
The problem: the bottles are made of glass, and they clank about in purses or other bags. While breakage wasn't likely, the clanking was annoying.
That's when I came up with my solution. I made a knit/crochet "cozy". I put one on each bottle, and the clanking around problem was solved. It also cushioned the thing so that breakage was even less likely.
I don't carry around the bottles that frequently. There's a good remedy for sore throats. And then there was the time that I used it specifically for school.
I was covering an 8th grade math class at the beginning of the year. I was using an overhead. I didn't have a spray bottle. But I did have a dropper bottle.
I filled the dropper bottle with water. I put the cozy on it so that it wouldn't accidentally get smashed. And when it was time to erase the overhead, I would put a bit of water from the dropper onto a paper towel and wipe the glass.
It worked wonderfully. I liked it better than using a spray bottle. And the kids were fascinated.
(I have some for sale here, here, here, and here.)
Tuesday, July 6, 2010
One of Those Days
I used to have a MySpace account. I started my blog there. But after I had a few too many technical difficulties, I moved the blog here. I have since closed the MySpace account. I hate to lose all of my blogs from that time, so from time to time I'm going to repost them here.
I started the blog in May of 2006, so this is one of my early ones, from June 5, 2006.
Ever had one of those days where you felt like a complete idiot?
Let's see, where to begin?
I got to school this morning, and my assignment got changed on me. This happens sometimes. I think I'm subbing for one teacher, but when I get to the school secretary I'm given a different assignment. This is not the sort of thing that bothers me too much (unless I end up getting sent to a class that I would have said no to, but that doesn't really happen). I only mention it to set up what happened next.
This teacher had a first period prep, so I was asked to cover another teacher's first period (again, nothing unusual there). The funny thing was that I was sent to cover the first period of the teacher that I had originally been assigned to sub for. ??? This teacher was still going to be out. I have no idea why I was shifted, and really it makes no difference, but again, this is all set up.
One more bit to set this all up. Keys. This school has key issues. When a sub covers one period of a class, this sub (me) is not given a key to the classroom, so it becomes this issue of finding someone who has a key to let the sub (me) into the room.
First period was fairly straightforward. I had a small group because most of the class was gone on a field trip. I passed out the assignment, broke up the group of boys that would not stop talking, and I had a fairly quiet time of it. Then after the period was over, I waited for the next sub to come, for I know just what it's like to try to find an administrator or a security person to open the door. He got there, and I had about two minutes to get to the class that I was to be in for the rest of the day.
I had no key. I don't know if they just didn't assign one for this classroom (it's in an odd area) or if someone (not me--I never lose keys!) lost it. Anyway, I had to convince a neighbor to open the door for me, and then after the bell I had to figure out what they were doing.
Usually this sort of thing is fairly straightforward. But the lesson plans had a catch today. If I was so-and-so we were to go do the library so that the 10th graders could finish typing their reports. But I was not so-and-so, and it took me some time to locate my lesson plans. (See, the library has this thing about subs taking classes there. Long story.) Once I did, I still got grief, for the kids wanted to go to the library. I explained that we could not. Arguments. Kids getting in my face. I got a little snippy with them.
I nipped this issue in the bud in the next two periods, and things went nominally better, but there was still one nagging thing. The teacher said that there was to be no talking. I could not get them to quiet.
The whole "quiet" issue is a pain. If the teacher has very well behaved students and the students are used to working quietly, then I might have a chance. But there's this thing I call "sub behavior". There's a sub in the room, so the rules are different--what the teacher doesn't know won't hurt us (the students).
So, I'm already dealing with this (and feeling inadequate) when we get to fourth period. And the lock down.
It was a sequence of bells that I had not heard before, but at least the kids knew what it was. We closed the door. And the kids had to know what was going on. I called and called, and all I got was a busy signal, but eventually I learned what the school knew--it was something that had nothing directly to do with us. So, we waited. Luckily, we only went over 4th period by about 15 minutes, so all in all it wasn't too terrible.
But for some reason, some kids have problems with the concept of a lock down. A lock down means stay in the classroom with the door locked, and no one goes anywhere. The kids know this. But still...
Student: "May I go to the bathroom?"
Me: "No."
Student: "But I really have to go."
Me: "We're on lock down."
And the rest of the day didn't go any better. I got locked out of the room again at lunch (at some point I have to use the restroom), and I had no lesson plans for 6th period. 6th period came, and no students. ??? I finally figured out (after the period had started) that they were in the theater (they have a performance coming up), and I learned that someone else was running the rehearsal (so my tardiness wasn't going to be an issue), but I still felt like an idiot. I was so grateful when the day finally ended.
Tomorrow's got to be a better day.
As I've been reading through my old posts, I notice that my style has changed quite a bit. Interesting.
Since this time, the key issue has improved considerably at this school. We now can get keys to the rooms that we cover for only one period. It might have something to do with a change in principals. Several things changed for the better when the current principal took over.
I started the blog in May of 2006, so this is one of my early ones, from June 5, 2006.
Ever had one of those days where you felt like a complete idiot?
Let's see, where to begin?
I got to school this morning, and my assignment got changed on me. This happens sometimes. I think I'm subbing for one teacher, but when I get to the school secretary I'm given a different assignment. This is not the sort of thing that bothers me too much (unless I end up getting sent to a class that I would have said no to, but that doesn't really happen). I only mention it to set up what happened next.
This teacher had a first period prep, so I was asked to cover another teacher's first period (again, nothing unusual there). The funny thing was that I was sent to cover the first period of the teacher that I had originally been assigned to sub for. ??? This teacher was still going to be out. I have no idea why I was shifted, and really it makes no difference, but again, this is all set up.
One more bit to set this all up. Keys. This school has key issues. When a sub covers one period of a class, this sub (me) is not given a key to the classroom, so it becomes this issue of finding someone who has a key to let the sub (me) into the room.
First period was fairly straightforward. I had a small group because most of the class was gone on a field trip. I passed out the assignment, broke up the group of boys that would not stop talking, and I had a fairly quiet time of it. Then after the period was over, I waited for the next sub to come, for I know just what it's like to try to find an administrator or a security person to open the door. He got there, and I had about two minutes to get to the class that I was to be in for the rest of the day.
I had no key. I don't know if they just didn't assign one for this classroom (it's in an odd area) or if someone (not me--I never lose keys!) lost it. Anyway, I had to convince a neighbor to open the door for me, and then after the bell I had to figure out what they were doing.
Usually this sort of thing is fairly straightforward. But the lesson plans had a catch today. If I was so-and-so we were to go do the library so that the 10th graders could finish typing their reports. But I was not so-and-so, and it took me some time to locate my lesson plans. (See, the library has this thing about subs taking classes there. Long story.) Once I did, I still got grief, for the kids wanted to go to the library. I explained that we could not. Arguments. Kids getting in my face. I got a little snippy with them.
I nipped this issue in the bud in the next two periods, and things went nominally better, but there was still one nagging thing. The teacher said that there was to be no talking. I could not get them to quiet.
The whole "quiet" issue is a pain. If the teacher has very well behaved students and the students are used to working quietly, then I might have a chance. But there's this thing I call "sub behavior". There's a sub in the room, so the rules are different--what the teacher doesn't know won't hurt us (the students).
So, I'm already dealing with this (and feeling inadequate) when we get to fourth period. And the lock down.
It was a sequence of bells that I had not heard before, but at least the kids knew what it was. We closed the door. And the kids had to know what was going on. I called and called, and all I got was a busy signal, but eventually I learned what the school knew--it was something that had nothing directly to do with us. So, we waited. Luckily, we only went over 4th period by about 15 minutes, so all in all it wasn't too terrible.
But for some reason, some kids have problems with the concept of a lock down. A lock down means stay in the classroom with the door locked, and no one goes anywhere. The kids know this. But still...
Student: "May I go to the bathroom?"
Me: "No."
Student: "But I really have to go."
Me: "We're on lock down."
And the rest of the day didn't go any better. I got locked out of the room again at lunch (at some point I have to use the restroom), and I had no lesson plans for 6th period. 6th period came, and no students. ??? I finally figured out (after the period had started) that they were in the theater (they have a performance coming up), and I learned that someone else was running the rehearsal (so my tardiness wasn't going to be an issue), but I still felt like an idiot. I was so grateful when the day finally ended.
Tomorrow's got to be a better day.
As I've been reading through my old posts, I notice that my style has changed quite a bit. Interesting.
Since this time, the key issue has improved considerably at this school. We now can get keys to the rooms that we cover for only one period. It might have something to do with a change in principals. Several things changed for the better when the current principal took over.
Monday, July 5, 2010
Chilly 4th
It's been way cooler than usual this time of year. I like it cooler generally, but lately I've been downright cold. And that's just weird for July.
Yesterday, I went over to my brother's house. We did the usual barbecue followed by fireworks.
As the sun was going down (even earlier than that) everyone started scrambling for sweaters. Even me. This year, I actually brought one (since I remembered last year had been just as unseasonably cool).
It did warm up last summer, so I suspect that it'll warm up eventually. I hope the overcast stuff goes away before the news people honor their threat to find a rhyme for this, like they did when the June gloom hit May and we got May gray. I really don't want a rhyme for July.
Yesterday, I went over to my brother's house. We did the usual barbecue followed by fireworks.
As the sun was going down (even earlier than that) everyone started scrambling for sweaters. Even me. This year, I actually brought one (since I remembered last year had been just as unseasonably cool).
It did warm up last summer, so I suspect that it'll warm up eventually. I hope the overcast stuff goes away before the news people honor their threat to find a rhyme for this, like they did when the June gloom hit May and we got May gray. I really don't want a rhyme for July.
Friday, July 2, 2010
Chocolate Chip Cookie Disaster
On the 4th, my brother and sister-in-law are hosting their annual barbecue. As I've done for the past couple years, I volunteered to bring chocolate chip cookies. Yesterday, my afternoon opened up, so I decided to make them then.
The recipe I use is a variation of the Toll House recipe. Besides a couple tweaks to the recipe, I do the pan cookie variation. I have made these cookies for years. I am an expert.
At least, I thought I was an expert.
I mixed the batter. I preheated the oven in convection mode. I lined the cookie sheets with parchment. (I do a double batch, so I need two.) I put the pans in the oven and set the timer for 20 minutes.
Everything was as I normally do it.
At the 20 minute mark, I removed the pans from the oven. The tops were a bit darker than usual, but the cookies usually end up being too underdone in the middle, so this was good. The edges were a bit...well...black, but I could easily cut that part off. I set the pans aside to cool.
I went back to cut up the cookies (using a pizza cutter--the best tool for the job), and that's when I discovered the awful truth.
I picked up a large chunk of soon-to-be cookie bars, and I looked underneath. Black. All black. Completely charcoal.
I think I screamed.
After examining the whole pan, I found that one side wasn't completely black. About a quarter of that pan was salvageable. And the other pan turned out to be okay. It was dark, but not black. I would say that that pan was on the over side of done, but edible.
It's a good thing that some of them turned out, because I was not about to make another batch. I have time. I just don't know if I want to go through that heartbreak again. And I'm not in the mood to make another trip to the grocery store.
The recipe I use is a variation of the Toll House recipe. Besides a couple tweaks to the recipe, I do the pan cookie variation. I have made these cookies for years. I am an expert.
At least, I thought I was an expert.
I mixed the batter. I preheated the oven in convection mode. I lined the cookie sheets with parchment. (I do a double batch, so I need two.) I put the pans in the oven and set the timer for 20 minutes.
Everything was as I normally do it.
At the 20 minute mark, I removed the pans from the oven. The tops were a bit darker than usual, but the cookies usually end up being too underdone in the middle, so this was good. The edges were a bit...well...black, but I could easily cut that part off. I set the pans aside to cool.
I went back to cut up the cookies (using a pizza cutter--the best tool for the job), and that's when I discovered the awful truth.
I picked up a large chunk of soon-to-be cookie bars, and I looked underneath. Black. All black. Completely charcoal.
I think I screamed.
After examining the whole pan, I found that one side wasn't completely black. About a quarter of that pan was salvageable. And the other pan turned out to be okay. It was dark, but not black. I would say that that pan was on the over side of done, but edible.
It's a good thing that some of them turned out, because I was not about to make another batch. I have time. I just don't know if I want to go through that heartbreak again. And I'm not in the mood to make another trip to the grocery store.
Thursday, July 1, 2010
Follow Through
One of the surest ways to lose control of a class is to not follow through on a consequence for a student. Once the class knows that there are no consequences, they will no longer feel the need to behave.
I had one 8th grade teacher leave a movie (Charly
). (They had just finished reading excerpts from Flowers for Algernon
.) In the lesson plan, she said that I was to warn the classes that if there was any talking, I would turn off the movie and they would have "work" to do. But she did not give me an alternative assignment. The threat was supposed to be enough.
But I know myself. I can't pull off a bluff like that. I need backup, because if I don't have an actual assignment for them, they will sense it.
Just a couple weeks ago, I was sent to cover a class on my prep. They were to watch Jumanji
(it was the end of the year). The teacher left me packets of work to give to anyone who wouldn't be silent during the movie.
Several students challenged me. "But we already did that."
My reply: "Oh good, it's review. It'll be easier to do the second time."
I didn't have to send anyone out.
So, for the first class, I came up with an assignment to give them. I never had to use it, though. They must have sensed that I was serious.
Sometimes, they don't take me seriously. There was this one class that I usually try to avoid (I looked for a post about this particular day, but apparently it was too traumatic for me to write about at the time). I knew that I wasn't going to be able to bluff.
These three boys would not stay seated. After too many times out of their seats, I told them that if they got up one more time, they would be out of class with a referral for each. They sat for maybe two minutes. Then some girl walked by the door, and they all had to get up and flirt with her.
They yowled when I gave them their referrals. They had not recalled the previous threat. I had not warned them, they said. But I knew that if I didn't send them out, they would be even worse after this. So, out they went.
It didn't help the class much, but the class didn't get worse.
I've seen what happens when I relent. Suddenly, the student has won. I've lost. It's not a pretty sight. The students know that they can talk me out of it, so they don't need to behave. They have plenty of ready excuses. The class goes downhill fast.
So, no matter how much they beg or plead, when I have threatened a consequence, I have to follow through. And usually I get a thank you or two from the student who was trying to do what he/she was supposed to do all along.
I had one 8th grade teacher leave a movie (Charly
). (They had just finished reading excerpts from Flowers for Algernon.) In the lesson plan, she said that I was to warn the classes that if there was any talking, I would turn off the movie and they would have "work" to do. But she did not give me an alternative assignment. The threat was supposed to be enough. But I know myself. I can't pull off a bluff like that. I need backup, because if I don't have an actual assignment for them, they will sense it.
Just a couple weeks ago, I was sent to cover a class on my prep. They were to watch Jumanji
(it was the end of the year). The teacher left me packets of work to give to anyone who wouldn't be silent during the movie. Several students challenged me. "But we already did that."
My reply: "Oh good, it's review. It'll be easier to do the second time."
I didn't have to send anyone out.
So, for the first class, I came up with an assignment to give them. I never had to use it, though. They must have sensed that I was serious.
Sometimes, they don't take me seriously. There was this one class that I usually try to avoid (I looked for a post about this particular day, but apparently it was too traumatic for me to write about at the time). I knew that I wasn't going to be able to bluff.
These three boys would not stay seated. After too many times out of their seats, I told them that if they got up one more time, they would be out of class with a referral for each. They sat for maybe two minutes. Then some girl walked by the door, and they all had to get up and flirt with her.
They yowled when I gave them their referrals. They had not recalled the previous threat. I had not warned them, they said. But I knew that if I didn't send them out, they would be even worse after this. So, out they went.
It didn't help the class much, but the class didn't get worse.
I've seen what happens when I relent. Suddenly, the student has won. I've lost. It's not a pretty sight. The students know that they can talk me out of it, so they don't need to behave. They have plenty of ready excuses. The class goes downhill fast.
So, no matter how much they beg or plead, when I have threatened a consequence, I have to follow through. And usually I get a thank you or two from the student who was trying to do what he/she was supposed to do all along.
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