|
When school supply budgets were cut almost to the point of elimination.
When I started teaching, we had open supply cupboards. Our district kept a warehouse full of supplies bought in bulk, for much less than parents get stuff at Walmart, and each school kept supply cupboards full. When we got low, the secretary requested replacements from the warehouse. If we wanted something that wasn't in the cupboard, she ordered it for us.
That was in the 80s, when the Reagan era of anti-school propaganda was just getting started. By the 90s, the budgets were tighter. Our school had a budget, and we were told that when the supply cupboard was empty, that was it for the year. The result? Teachers planned ahead and started hoarding supplies.
By the mid-90s, we each had our own supply budget for the year. We ordered our supplies straight from the district warehouse when we needed them. No more whole-school supply cupboard. We also needed more cupboard space in our classrooms to store all those supplies that we were getting for the year, rather than as needed.
By the turn of the century, supply budgets were being cut. Each year we got less from the district, and spent more of our own funds to make up for it. We ALWAYS spent our own money on supplies; but now, our school supply budgets were shrinking, and our personal supply bills were getting bigger and bigger. That's when we started asking parents to help.
I don't like it. I liked it when I sent out letters telling parents not to send their kids to school with anything but a back pack, a water bottle, a snack, and a binder, because we supplied everything else. That seemed to bother some parents, who actually enjoyed the ritual of picking out new, fancy pencils, etc., but I think it was the right way to do things.
I also don't know how to keep the classroom supplied without help. I know that every teacher, school, and district handles these requests a little differently. I try to be as flexible as I can while still getting what I need. Here is what I do:
My students get a 2-sided list. One side is for personal supplies; it's as small as I can make it. The other is for community supplies, for those that can help support the class.
They bring all those community supplies in the Friday before the first day of school. We have a block of time for "meet the teacher," and they drop it off then. It's usually just a time for parent, teacher, and student to meet face to face, for parent and student to see the room, and for parents to ask general questions and let teachers know of any particular needs that aren't documented in an IEP or 504.
I spend my classroom funds on more classroom supplies. When I run out, I get some supplies from our FAN coordinator. I use my own funds for TEACHER supplies that students don't use, and for any other things we need for the rest of the year. Most of the art supplies come from my personal funds, for example.
On the first day of the week, every student in the room gets a new pencil, and some paper for the week. If they run out, they can ask for more. I have a storage tower with drawers on wheels that contains colored pencils, markers, glue, crayons, rulers, scissors, and tape. They take freely out of that supply tower, and are expected to put the items back when they are done. Sometimes that happens, sometimes not. By the end of the year, the tower supply is sparse, and I fill it up again at the beginning of the next year.
On my desk, I have a couple of hand-held manual pencil sharpeners. They destroy the cheap pencil sharpeners supplied by the district within the first couple of months of the year, so I keep manual sharpeners, which I can replace as needed for less cost, available. I ask those that can to bring their own. They also share with those around them. I keep some erasers there for them to use if they don't have one; they ask me, and they use it at my desk and leave it there. Middle schoolers are fidgety. They'll destroy an eraser in a couple of days just messing with it, so I don't pass them out regularly. When a kid has used all of the eraser at the end of their pencil, there's usually someone at their table who has one to share; if not, they come to me and I share.
It's not great, but it's the best compromise I could come up with. FWIW, I spend more of my own personal funds on classroom supplies than any one family does for a student in my room, and I specify that those community supplies are donations, not requirements so that struggling families, or families with many children instead of a couple, aren't burdened.
|