Archive for the ‘melpomene’ Category

Day 51 :: Three Weeks Contract

This @rticle was cre@ted by Djeault, on Friday, December 7th, 2007 at 6:46 am
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Good News: My Christmas Present!

Yesterday afternoon, I got a call from the calleress of l’école secondaire Jean-de-Brébeuf; she had phoned me a couple of weeks ago to offer me the same task as she did yesterday; somebody else had accepted the task, but that someone else finally desisted him or herself: therefore I will likely be teaching at that school the two weeks before Christmas and the one four-day week after Christmas, and God knows what will happen thereafter…

It sure will be nice to have a planned schedule, instead of getting up very early, just in case someone calls or not. As for today, I teach block III and IV at the St-Louis Adult Center in Loretteville; that finishes ± at 12h25; then, I catch the bus to Limoilou, where I will meet the teacher I’ll be replacing: he’s taking a parental vacation; we’ll meet again on Monday, but this afternoon I’ll be teaching at the last period, from 14h30 until 15h45, thus darkness…

As for now, I don’t even know what level I’ll be teaching, though I do know that at that school, there’s only students of the second cycle of the secondary, which implies a little more maturity than the first cycle. I don’t know either the percentage of task of the teacher, but what I do know is that I’ll likely be working everyday, on the next 15 work days, including today…

Let’s first start by today and take a day at the time; it’s 7h and I must get ready for this day of Teaching. Yééé

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Day 42 :: BILAN :: State of Affairs

This @rticle was cre@ted by Djeault, on Friday, November 23rd, 2007 at 9:29 pm

By the time, Monday, 2007nov26, rolls about, two months will have elapsed since that first day I was officially available and ready to go, at 7 o’clock in the morning, just in case a school calls me for a replacement. Within those two months, the fact is that I (only) worked 13 days, on the 42, which were actual work days… In fact, since I worked 39 hours ¼, in 42 days, I could thus say I nearly worked an hour a day, @t ±$45 an hour = ± $1766, thus, $883 gross / month!

$833 x 12 months = ± $10,600 / year: quite a way from the supposed ± $40,000 a year, my education commands; moreover, take off 2 months of summer and Christmas Holidays, thus round it up at $10 thousands. And I’m not alone in that situation: for example, someone I know of, in another school board, was given a contract, with a supposed 50% task of pure substitute teaching; however, in fact, if she doesn’t get the periods within a pay cycle, those periods are not paid and are moved along: therefore, she barely makes $250 a week, or ± $10,000 a year, although her time was reserved through a supposed pay of ± $20,000 a year…

Moreover, I over heard a conversation, on the 801 bus, of a young man complaining that he barely gets any calls for substitute teaching, so far, this year, whereas last year, he replaced more and always for the same four teachers. As with my other example, at the previous §, he also seemed not to be at his first year of substitute teaching. That is to say that the millions that the school boards have stored in the bank(s) could be rightfully paid to the people who dedicated themselves to 4-year long University programs, sometimes accumulating wonderous debts, upto $50,000 with a Master’s Degree: mine is in Educational Technology.

Furthermore, we’re all isolated, I suppose, except for old frienships from University. Oh yes, we’re all syndicated: I got my card this week from the SERQ: Syndicat de l’Enseignement de la Région de Québec; the SERQ deserves teachers both from De La Capitale et Des Premières-Seigneuries School Boards. However, that doesn’t make me truly united to other substitute teachers, whom have been hired by the School board, this year or last.

An efficient way to unite us could be through a Wiki; however, do substitute teachers really want to unite? Or are we more of a bunch of individualistically mannered, wannabe teachers, surviving in a survival of the fittest mood, until we reach the precarious statute, ou le « statut précaire », in French. From thereon, we’ll have priority on the substitute wannabe teachers, to choose the various, available tasks, until one day, we reach a “permanent” statute.

Meanwhile, as a substitute teacher, I must act, so as to communicate my existence to the schools’ callers, who are the employees who phone up substitute teachers, as needed; some of them do only that, others fill other tasks. One of these phoned here yesterday at 9h30 to offer me a 3-week task in ESL, overlapping Christmas Holidays; I phoned her back, as soon I got here from St-Louis Adult Center, a bit past 15h30, and she returned my call early this morning to tell me someone else got the job: elle m’a indiqué avoir laissé quelques messages sur quelques répondeurs ; bref, si j’avais eu un cell portable, et que j’avais répondu tout de suite, j’aurais peut-être eu l’emploi ?

Par ailleurs, elle m’a aussi dit que la personne choisie rencontre l’enseignante la semaine prochaine : tant mieux pour elle ou lui. Finalement, à ma question, avez-vous parfois des suppléances à octroyer, la réponse fut ± « que le problème, c’est que j’ai une bonne douzaine de précaires, ici, et, conséquemment, les suppléances leur reviennent, afin de combler leurs tâches incomplètes. » That’s the exact same song sung by JFP High School, ± 2 months ago: the teachers with a precarious statute and incomplete tasks get the substitute teaching periods, whereas us, substitute teachers, get the crumbs. That’s the state of affairs in the education world of Quebec City, QC, this 2007nov23.

Day 29 :: 7 Worked Days /28

This @rticle was cre@ted by Djeault, on Friday, November 2nd, 2007 at 12:06 pm

In the past 28 working days, I’ve worked 7 days, thus a day on four; the past week and this ending week, though, I’ve worked a day on two, actually five on nine, or ten, if I don’t work today… The wheel is starting to roll a little quicker.

Around 6 in the morning, I wrote: “Will I work today? I’d just love it, if JFP School called me. Whoever calls me or not, I must get ready to go: business as usual.” At 14h30, though, it was clear there wouldn’t be any teaching for me that day.

Donc, @ partir de mon @grégateur, en début d’après-midi, je visitai la jeune mère Andréanne, fille de Gilles, et y laissai ce comment@ire dans un @rticle titré Je veux des cinémomètres :-)

Le vendredi 2 novembre 2007 à 13:54, par Djeault

Faud-RA DAR-der les conducteurs fautifs de factures ou de points de démérite, ou n’étant pas exclusif : un traitement choc pour ceux qui ne comprennent pas qu’en auto, on peut tuer et se tuer ; un traitement intensif pour le bénéfice de tous, le bien commun, la paix d’esprit. Beaucoup moins d’accidents auraient lieu ; moins de victimes mourraient ou seraient estropiées, des million$ seraient amassés.

L’humain étant naturellement bête, faudrait itou carrément emp^ché qu’un véhicule puisse rouler à plus de 111 km/hr : une genre de norme mécanique obligatoire pour tous les futurs modèles vendus au Canada ou au Québec, voire in America ; bein quoi, aux Étâts, 55 IS 55! Pour les autos déjà existantes, ca pourrait être fait volontairement, pour obtenir un rabais d’assurance, par exemple, ou encore, être imposé à un conducteur qui va trop souvent trop vite : on aurait presque même plus besoin de cinémomètres ?

Sauf que les cinémomètres pourraient continuer de filmer ceux qui roulent à 50-70 dans les zones scolaires, ceux qui font des courses et la course dans les quartiers résidentiels, ou ceux qui ne saisissent pas qu’arriver à destination quelques secondes plus tard, en suivant les autres avec une énorme distance sécuritaire, c’est arrêter de jouer avec sa vie et celles des autres.

Tr@nsférer l’info contenue dans ces cinémomètres au(x) centre(s) de traitements, et la traiter méthodiquement, pour en créer des preuves visuelles indubitables, créeraient full d’emplois ! La distance entre le véhicule qu’on suit et le nôtre serait calculée automatiquement, selon notre vitesse de croisière, puis la « facture » serait émise en conséquence, disons mensuellement : faut pas gager, mais je gage quand même que les deux, trois premiers mois, le QC, disons, ferait une méga-fortune, laquelle devrait être réinvestie dans l’infra-structure routière : on y gagnerait tous. Et puis tant qu’à gager, je gage une cenne qu’après un an de ce traitement choc, les routes seraient peut-être devenues plus près d’être plus sécuritaire et que certains drames auront été évités.

:-) Vive les cinémomètres !

Chorale :-D :-D :-D : À BAS les cinémomètres ! Ils enfreignent notre vie privée !

À cela, Andréanne répondit

Le vendredi 2 novembre 2007 à 14:37, par Andreanne

“À BAS les cinémomètres ! Ils enfreignent notre vie privée !”

La route, c’est une voie publique. Ce n’est pas privé. On n’a pas le droit d’y faire n’importe quoi. On est loin de l’État totalitaire d’Oceania, là.

Bloquer la vitesse des voitures? Pas sûre. Je ne m’y connais pas beaucoup, mais je crois que dans certaines situations, il faut pouvoir aller plus rapidement pour éviter une collision… et puis, la plupart des décès ont lieu là où les limites sont inférieures à 100 Km/h de toute façon…

Il y aura toujours des accidents et des décès sur les routes. Mais on peut RÉDUIRE ça. La seule façon de le faire, c’est d’établir des règles et de les respecter. Mais ici, on ne respecte certaines règles que quand on a peur de se faire prendre à les enfreindre.

Et je répondîmes :

10. Le vendredi 2 novembre 2007 à 15:07, par Djeault

En 2007, jusqu’en septembre, tôt le matin, j’ai livré des pâtisseries fines des fourneaux de Ste-Foy à l’étalage de QC, QC ; conduire à la limite, donc à 55 km/hr ou moins, ne jamais suivre de près, pour ne pas devoir foutre les freins et faire voler de splendides gateaux, approcher les lumières et les tournants avec douceur, signaler toutes ses intentions font que c’est vraiment plaisant de conduire : t’as jamais peur d’avoir un ticket, preque jamais peur pour un accrochage ou d’enrager quelqu’un, tu ne risques pas la vie de personne, ni la tienne, la vie est belle et relaxe and the work gets done; sauf qu’il y en a qui sont durs de comprenure, comme qui disiont Arthur… Il va falloir les cinémomaitriser :-) ; voilà tout !

Après tout, comme disait A, la voie publique, c’est pas privé !

Chorale :-D
Vive les cinémomètres ! ! !

Fin de cette histoire

No Army in Schools

This @rticle was cre@ted by Djeault, on Thursday, November 1st, 2007 at 12:29 pm

Revues de Presse exposant l’action d’éclat de quelques étudiants du Cégep de Ste-Foy, à Québec, QC, qui ont pris sur eux de démontrer leur opposition à la propagande des FAC dans les écoles ; tous les liens dans la liste s’ouvrent dans une nouvelle fenetre…
Personnellement, je me prononce contre la présence des FAC dans les écoles du QC ! ! Qui plus est, étant sur le sujet, voici une petite analyse graphique de leur « discutable attitude linguistique »…
no army in schools

Reforming Adult Education?

This @rticle was cre@ted by Djeault, on Friday, October 26th, 2007 at 12:18 pm

Yesterday, at St-Louis Adult Center, I dared to start writing ± what follows, ± 15 minutes from the end of class, and that, with a pen; unfortunately, I seldom do that anymore, writing with a pen, the computer having replaced that tool, a simple pen, which once was the only tool, other than pencils. Especially compared to the precedent day’s secondary one “children”, the adult students and the whole classroom were oppressively quiet: ho, I did hear a flicked page, foot steps in the corridor, and even a chair, cracking; I could even hear my pen sliding along on the sheet of paper!

Truly, I wondered if you need to study in a specialised Bachelor’s degree for four years, to do what I did yesterday, that is, basically, taking note of present, late or absent students and, answering to a couple of whispered questions: students silently study and work, and the truth of it is that’s it’s nearly, not to say completely, boring. If learning should be theoretically fun, amusing and a pleasant experience, well the atmosphere wasn’t exactly overwhelmingly so…

As for the Reform’s new ESL competency called “oral interaction”, adult education, at least here, doesn’t seem to cover it: the students read and write within their On my Own book, they listen to recorded English and answer, in writing, to some written questions. Doesn’t Oral Interaction indeed imply listening skills, but also speaking skills? I confirmed with their teacher who was back for the third period that in fact, the only oral skill they develop is preparing oral, quite static, presentations, which they often nervously memorise…

Ironically, the two teachers I replaced, yesterday, were taking a formation on the Reform, alias pedagogical renewal; however, it seems that to apply the Reform, at adult level, it’s the whole Adult education system that would have to be reformed! I’m sure the teachers are competent enough to follow the stream. Nevertheless, in fact, at the moment, since students may choose their own schedules, a classroom regroups students from many different levels: therefore, it’d be like impossible to lead any common activity or, never mind, a common long term project of any kind: everyone is on his own, at the image of the book, method they use: On my Own.

Although, Wednesday’s secondary one students were much more noisy, especially during their team work that ± lasted the whole 75 minutes, to me, it was much more fun and creative, and likely a much better place to learn. Therefore, I’d encourage everyone to pursue high school as ados, event though adult education may appear much more serious and quiet: in fact, it’s almost, if not completely, Boring with a capital B. Actually, a couple of students were just sitting there, making time, even though their English Program had already been covered! As one of those students precised: “I have to be here, otherwise I won’t get my government allocations”!! :-(

20 Work Days : 2 days worked

This @rticle was cre@ted by Djeault, on Monday, October 22nd, 2007 at 11:45 pm

20 work days is like four weeks of work, or nearly a month. Working two days a month isn’t my idea of “full-time work”… This morning, I got an em@il from a professor in Spain, from De La Mancha University. She asked me, in very good French, if I knew of Canadian creations, ideally in French, adapted from Don Quichote; within an hour, I had answered to her, in my best Spanish, giving her information relatively to this adaptation made in Quebec… Nobody will pay me for that and that’s fine with me.

Indeed, I’m not busy as school directors are, even though I wish I was; however, even though I am their potential employee, as an ESL substitute teacher, on 13 em@ils I sent to 13 school directors, 20 days ago, I got no “em@il feedb@ck” answering to my few questions, except for five receipts acknowledging the em@ils were open; moreover, three of the em@ils were flushed without even being read, event though the object clearly said: « Suppléant ESL + my phone number »!

Maybe I was spoiled by my last employer; maybe that employer isn’t as busy as school directors, but taking a couple of minutes to answer to someone, who went back to school at 42 years old, studied seven years at University, passed The interview with the School Board and was hired as a substitute teacher, does only take two minutes… Furthermore, I cancelled my inscription from a Master’s degree in translation, didn’t go to a quite interesting job interview and even quit my last job, after training the man who replaced me, all that to be fully available for substitute teaching…

I’m sure some people would think: “how does he dare to speak about that on the Web?” I dare, because when I’m paid to do anything, I do my very best; in my mind, when an employee addresses an employer, the employer should answer and vice versa: that’s just normal good manners.

DAY 14 :: TGIF :: 2 worked days on 14

This @rticle was cre@ted by Djeault, on Friday, October 12th, 2007 at 12:04 pm

TGIF: Thank God, it’s Friday! Friday, in my book, likely is the day of the week that offers the most chances of a school needing me, so as to replace a missing teacher: that’s not a scientific statement, just a wishful guess, which also hopes that by the end of the day, I’ll have worked three days on 14 working days, rather than only two… It’s 6:05 in the morning…

It’s now 7h40; no call yet, but I had a huge breakfast and I’m ready to go TO WORK… When I was in México, for a total of a year and a half or so, I worked every day I chose to work; although I often knew the day before what work I would do the next morning, Zapotecos Indians often came to my “house” in the early morning to require my help on punctual tasks: harvesting this, planting that, building a chair or a house, etc. Whatever it was, amongst the poorest people in México, there always was work to do; here, in Quebec, however, after SEVEN years of University, a bachelor’s and a master’s degrees and even after passing THE interview and being hired, I was given two days of work on 14 working days: I’m indeed not counting neither Saturdays, nor Sundays, nor Thanksgiving…

The least I can say is that I am in a worrisome situation? And they wonder why they lose so many new teachers in their first year of possible employment! Right now, in Quebec, there are over 200 people teaching ESL with NO diploma to do so: « bien pire, 159 diplômés du cégep et 22 personnes ne possédant qu’un diplôme d’études secondaires (DES) ont aussi enseigné dans les écoles de la province. Plusieurs détenteurs de DES, ¬¬ diplômes d’études secondaire ¬¬, ont dirigé des classes de musique, alors que d’autres l’ont fait en anglais langue seconde et en adaptation scolaire, » selon cet @rticle paru dans la Cyberpresse.

That same @rticle also mentions that in 2006-2007, 220.5 people taught English, as a second language, without a license to do so: I made myself a $50,000 debt and studied seven years, so that I may teach English, be useful, pay back my debts, AND WORK, so as to reach a level of living other than the misery of minimum wage or its close relatives… However, the fact is that so far, I didn’t even work for two days, on 14 possible working days: it’s 9h; likely nobody will call me today for any substitute teaching…

Djools Bl@ck :: 9 Web Writing Tools

This @rticle was cre@ted by Djeault, on Thursday, October 11th, 2007 at 5:01 pm

Ce qui suit n’est pas ici :-) c’est plutôt un “iframe”, 455 px de large par 333 px de haut, contenant un tableau de 422 px de large, lui-même contenu dans la p@ge Wiki http://wiki.djo.ca/wikini/wakka.php?wiki=Djools2, que j’ai b@tie dans le but spécifique de l’insérer ici…

2007oct02 Day VII

This @rticle was cre@ted by Djeault, on Tuesday, October 2nd, 2007 at 11:13 am
Today is the seventh morning, which sees me ready to go, in case I’m called so as to replace a missing teacher. Last Wednesday, the Centre St-Louis for adults did call, but just to find out if I was truly available, if needed: they didn’t need me as such that day, but their call let me know my name was becoming available to the school board’s 11 high schools and two adult centers. Yesterday morning, I went to the School Board, so as to bring in all missing documents; I asked Ms Patricia Grimard what I should do in order to be called everyday: she told me that some people go around the schools, leaving their business cards or letting know they exist and are available; others choose to phone school directors, as listed in a list that is sent to new substitute teachers like me…The fact is that each school has a someone who takes care of contacting, finding substitute teachers when needed: those persons hold the keys to my carreer. On the other hand, the list of schools and directors presents their phone numbers, but in these days of Web 2.0, no em@il @ddress; however, from the 13 directors’ names, one may suppose and guess their actual em@ils. It simply works this way: family name + DOT + first name + @robas + cscapitale.qc.ca. So, if I’d send them all an em@il, so as to let them know I exist, would that be a way to start a relationship with them?

In fact, in that em@il, I could ask who’s the person in their schools, who’s responsible to call susbstitute teachers and how to contact those actors. On the other hand, I could also prepare some kind of business card, or dollar style card, or an 8½ x 11 page, which would sell me, as a substitute teacher. To that em@il, I could even join an attached file, which they could print themselves and distribute to the people who call substitute teachers, or even to the English, second language, teachers themselves, since it seems to be a fact that teachers can ask one susbstitute teacher rather than another one…

So, what to do?

Who s DjO?

This @rticle was cre@ted by Djeault, on Tuesday, September 25th, 2007 at 8:49 pm

joseph deneault 2007sep01Diplômé 2002 de l’Université Laval, avec quelques A et A+, dans le baccalauréat de quatre ans, en enseignement de l’anglais, langue seconde, dans le profil international, lequel inclue aussi l’enseignement de l’espagnol, Joseph Deneault a donc obtenu le 17 juillet 2002 son brevet du QC pour enseigner l’anglais, langue seconde, et l’espagnol, langue étrangère, aux niveaux primaire et secondaire. Ensuite, dès le début 2003, Joseph Deneault, Djeault, DjO, le nanoM@itre, entreprend une maîtrise en technologie éducative qui le mène au grade de maître és arts en technologie éducative, en mai 2005.

Pour l’année scolaire 2007-2008, il offre ses services, à Québec, QC : ainsi, le lundi, 2007sep17, il passe une entrevue à la CS de la Capitale ; le vendredi suivant, 2007sep21, le premier jour d’automne, il apprend que sa candidature a été acceptée pour enseigner l’anglais, langue seconde, au secondaire ou aux adultes.

Conséquemment, DjO ai mis mon CV à jour, ce 2007sep25, et,

conséquemment, DjO ai l’intention de publier ici, dans ce tout nouveau blogue JosephDeneault Djeault DjO Blog, ce que sera ma vie d’enseignant, suppléant, remplaçant, ces prochains jours, mois, voire 12 ans.

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