Our first field trip is tomorrow, to a farm that includes a taro patch that the kids will get to muck around in.
Hoping that Ant and Red will be able to join us. The field trip was a mere $1.50, but they hadn't brought back a signed permission form as of today. I talked to both today and told them I would cover the cost. Would hate to see students miss out on the lo'i for lack of a few dollars ...
I'm thinking that those fancy laminated nametags are a Year 3 of Teaching achievement for me. Just finished tackling a pile of stick-on ones with a Sharpie. They're not beautiful, but I never did get around to making permanent ones.
Monday, November 15, 2010
Saturday, November 13, 2010
now I remember why
I NEEDED to have a day at work like Friday.
First off, we had an awesomely productive time during language arts. Orchid and another trusted mentor teacher were in my room for language arts with my class. I was a little nervous, given that my students have their good days and not-so-good days. The last time I had someone watch me teach, he asked afterwards, "Are they always like that?" But the kids were on it on Friday. We had a focused lesson on author's craft on the short novel we're reading. During partner work, Lion and his good friend Green started horsing around. I whipped around and yelled at them. Quarterback, who was working with Lion and Green but not horsing around, commented to me, "You're turning red." (Can you figure out who is the class smartypants?)
Right after I yelled I wondered -- was it too much? I wondered what the audience in the back thought, too. We debriefed after school and to my surprise, both teachers approved of my yelling, observing that it was the first time they had seen me do it.
About the yelling -- I had a good talk with someone in admin about my classroom management. She said that after questioning some of my students, she thought they behaved better with Puakenikeni then with me because they could tell when Puakenikeni was angry. Accordingly, I was counseled to work on my intonation and how I talked to people when dealing with misbehavior. On Wednesday, the students were struggling through language arts -- playing, talking, wandering around. I YELLED like I have never yelled in my life. I could feel my face turning red. It felt strange. It didn't feel like me. But at the same time, I realized by my students' stricken quiet that they could tell I was angry. I'm not planning to yell often, but I am starting to realize that an occasional yell can be effective.
But back to Friday: the second reason it was wonderful was that some of my students, on their own, are starting a book club. Their first meeting is Monday at 7 a.m. in my room. I helped them type up the rules on the computer (I had to smile to see that the first rule was, "Set a good example"). By the end of Friday, they were up to 15 members. I trekked to 3 different public libraries today to pick up some copies, but I will have to buy more copies of their first selection, "Junie B. Jones and that Meanie Jim's Birthday." As a librarian-in-training, I am so excited that my students are choosing to read on their own, and making it a social activity. I will support them any way I can, whether it's buying books in bulk, providing a meeting space, or even thinking up some simple book club activities if requested. My main concern is waking up early: while I started the year routinely breezing into school at 6:45, I've slid to 7:15. Might have to get a new alarm clock and get to bed earlier!
First off, we had an awesomely productive time during language arts. Orchid and another trusted mentor teacher were in my room for language arts with my class. I was a little nervous, given that my students have their good days and not-so-good days. The last time I had someone watch me teach, he asked afterwards, "Are they always like that?" But the kids were on it on Friday. We had a focused lesson on author's craft on the short novel we're reading. During partner work, Lion and his good friend Green started horsing around. I whipped around and yelled at them. Quarterback, who was working with Lion and Green but not horsing around, commented to me, "You're turning red." (Can you figure out who is the class smartypants?)
Right after I yelled I wondered -- was it too much? I wondered what the audience in the back thought, too. We debriefed after school and to my surprise, both teachers approved of my yelling, observing that it was the first time they had seen me do it.
About the yelling -- I had a good talk with someone in admin about my classroom management. She said that after questioning some of my students, she thought they behaved better with Puakenikeni then with me because they could tell when Puakenikeni was angry. Accordingly, I was counseled to work on my intonation and how I talked to people when dealing with misbehavior. On Wednesday, the students were struggling through language arts -- playing, talking, wandering around. I YELLED like I have never yelled in my life. I could feel my face turning red. It felt strange. It didn't feel like me. But at the same time, I realized by my students' stricken quiet that they could tell I was angry. I'm not planning to yell often, but I am starting to realize that an occasional yell can be effective.
But back to Friday: the second reason it was wonderful was that some of my students, on their own, are starting a book club. Their first meeting is Monday at 7 a.m. in my room. I helped them type up the rules on the computer (I had to smile to see that the first rule was, "Set a good example"). By the end of Friday, they were up to 15 members. I trekked to 3 different public libraries today to pick up some copies, but I will have to buy more copies of their first selection, "Junie B. Jones and that Meanie Jim's Birthday." As a librarian-in-training, I am so excited that my students are choosing to read on their own, and making it a social activity. I will support them any way I can, whether it's buying books in bulk, providing a meeting space, or even thinking up some simple book club activities if requested. My main concern is waking up early: while I started the year routinely breezing into school at 6:45, I've slid to 7:15. Might have to get a new alarm clock and get to bed earlier!
Wednesday, November 3, 2010
uncharted territory
He had a black eye, and Puakenikeni asked him what happened. He answered that he "couldn't tell."
I let the counselors know, but their reply was that unless he was willing to say what happened, no further steps could be taken. I sent him to the nurse; the story there was that he fell off his bike. The two conflicting stories let the school start the investigative process. He was out of the room most of the day. Counselors let me know the injury was inflicted by someone at home.
That someone called me in a rage after school, demanding to know what he had told me and demanding a meeting to "get to the bottom of this."
He wasn't here Monday, and Puakenikeni and I were a little worried, although there were a good number of absent kids on a Monday sandwiched between Halloween and Election Day.
He showed up today, wearing a thick fake gold chain and swaggering as if it could save his life. Only after I came home did I realize how true the latter statement is. The swagger, the major attitude he gave me and Puakenikeni today when we talked to him -- all essential attempts to feel strong and in control when he feels anything but. He spent a large part of the day wandering around the classroom, punching at things -- cubby covers, the wall, etc., but thankfully not at anyone else. He did calm down in the afternoon.
Today I thought a lot about limits. For instance, there are limits to my influence on my students. While I may be sending positive messages, they may be canceled out by contrary messages from home or peers. I am grateful that most of my students' parents are committed and active in their child's education. I also thought about how I cannot control my students' home life, and how sometimes unkind words and acts inflicted at home are dragged to school.
I also realized today that teaching is an interesting job because it sometimes sends me into uncharted territory. Yes, there is a definite spot where my kindness and patience peters out. On the way to that border, I need to pay close attention because there's no map to guide me, no signposts. But once I'm there, I know it. I can't see past the border and I suppose that's a blessing. It's not a comfortable place to visit, but it is instructive. I just haven't figured out for sure what the lesson is yet.
I let the counselors know, but their reply was that unless he was willing to say what happened, no further steps could be taken. I sent him to the nurse; the story there was that he fell off his bike. The two conflicting stories let the school start the investigative process. He was out of the room most of the day. Counselors let me know the injury was inflicted by someone at home.
That someone called me in a rage after school, demanding to know what he had told me and demanding a meeting to "get to the bottom of this."
He wasn't here Monday, and Puakenikeni and I were a little worried, although there were a good number of absent kids on a Monday sandwiched between Halloween and Election Day.
He showed up today, wearing a thick fake gold chain and swaggering as if it could save his life. Only after I came home did I realize how true the latter statement is. The swagger, the major attitude he gave me and Puakenikeni today when we talked to him -- all essential attempts to feel strong and in control when he feels anything but. He spent a large part of the day wandering around the classroom, punching at things -- cubby covers, the wall, etc., but thankfully not at anyone else. He did calm down in the afternoon.
Today I thought a lot about limits. For instance, there are limits to my influence on my students. While I may be sending positive messages, they may be canceled out by contrary messages from home or peers. I am grateful that most of my students' parents are committed and active in their child's education. I also thought about how I cannot control my students' home life, and how sometimes unkind words and acts inflicted at home are dragged to school.
I also realized today that teaching is an interesting job because it sometimes sends me into uncharted territory. Yes, there is a definite spot where my kindness and patience peters out. On the way to that border, I need to pay close attention because there's no map to guide me, no signposts. But once I'm there, I know it. I can't see past the border and I suppose that's a blessing. It's not a comfortable place to visit, but it is instructive. I just haven't figured out for sure what the lesson is yet.
Tuesday, November 2, 2010
new look!
Redesigning your blog is a good way to fritter away a Monday evening when you don't have work the next day.
Spent 3 days out of the classroom last week, due to a bad case of laryngitis (alas, it's becoming an annual October occurrence). Went back on Friday, although by the end of the day I was definitely hoarse again. However, quite a few of my kids were so so happy to see me. Big difference between fourth- and fifth-graders: fifth-graders won't hug you of their own volition, usually, while fourth-graders are happy to hug you on the way into the room in the morning, on the way out the door to recess, on the way back into the room after recess ... you get the picture.
I was 7 kids short today, which was actually quite nice. Odd, but nice. And I'll admit it was pleasant to get a break from some of my more rambunctious students.
Spent 3 days out of the classroom last week, due to a bad case of laryngitis (alas, it's becoming an annual October occurrence). Went back on Friday, although by the end of the day I was definitely hoarse again. However, quite a few of my kids were so so happy to see me. Big difference between fourth- and fifth-graders: fifth-graders won't hug you of their own volition, usually, while fourth-graders are happy to hug you on the way into the room in the morning, on the way out the door to recess, on the way back into the room after recess ... you get the picture.
I was 7 kids short today, which was actually quite nice. Odd, but nice. And I'll admit it was pleasant to get a break from some of my more rambunctious students.
Tuesday, October 19, 2010
re: breaking bread with the kids
A few weeks ago, Puakenikeni and I were talking about my students, in particular the needy ones. I seem to have two varieties. Variety #1: the sweet but clingy and whiny type (Pup is a good example -- he kept coming up to me at random times yesterday to hug me). Variety #2: the acting-out, sometimes-just-plain-unpleasant type: the kids who poke other people with pencils, get into name-calling fights, and all that stuff. Lion and Ant fall into the second category.
Lion and I ate lunch together last Wednesday, and he talked NONSTOP. Puakenikeni and I listened in bemusement as Lion discussed his family, video games, video games, video games, and a heroic act at the beach. The next day, he marched up to me in the morning, thanked me for eating lunch with him (I knew there was a sweet kid in there somewhere), then declared, "Can I eat lunch with you today?? I have so much more to tell you!"
It's surprising how much that one lunch has helped. Yes, Lion still walks around, talks, makes beatbox sounds during the language arts lesson, and all that. Yes, on occasion he still does have to visit Puakenikeni's room with a folder paper and pencil to have some quiet time to write me a letter. But I think just giving him some personal time has really helped us start to converse about his behavior. It's a big step up from me scolding and him begging me not to call mom. I think spending that time with him has also helped me see him as a person, not just a behavior problem. So I think I bring a little more patience to my dealings with him. A win-win situation, I think.
Ant has been having similar issues, so I pulled him for lunch today. It was hard to get conversation rolling at first, but I kept asking questions and eventually he started talking on his own. I think it will take a little longer to see some results, but I'm hopeful that building the relationship will really smooth out things in the classroom.
Lion and I ate lunch together last Wednesday, and he talked NONSTOP. Puakenikeni and I listened in bemusement as Lion discussed his family, video games, video games, video games, and a heroic act at the beach. The next day, he marched up to me in the morning, thanked me for eating lunch with him (I knew there was a sweet kid in there somewhere), then declared, "Can I eat lunch with you today?? I have so much more to tell you!"
It's surprising how much that one lunch has helped. Yes, Lion still walks around, talks, makes beatbox sounds during the language arts lesson, and all that. Yes, on occasion he still does have to visit Puakenikeni's room with a folder paper and pencil to have some quiet time to write me a letter. But I think just giving him some personal time has really helped us start to converse about his behavior. It's a big step up from me scolding and him begging me not to call mom. I think spending that time with him has also helped me see him as a person, not just a behavior problem. So I think I bring a little more patience to my dealings with him. A win-win situation, I think.
Ant has been having similar issues, so I pulled him for lunch today. It was hard to get conversation rolling at first, but I kept asking questions and eventually he started talking on his own. I think it will take a little longer to see some results, but I'm hopeful that building the relationship will really smooth out things in the classroom.
Tuesday, October 12, 2010
1,000 WORDS: last hurrah with the spider lilies
Just spent 2 hours feverishly correcting writing assessments that were due, um, in late September. Bulk of them are done, just a few stragglers to round up.
Not looking forward to starting my first day back from vacation extra early. Yup, got a meeting scheduled at 7:15 a.m. : P In preparation for losing my morning prep time, printed out tons of stuff I need for tomorrow. Gotta pack it all up soon and set that second alarm clock!
Wednesday, October 6, 2010
it's all about me
I don't mean that in a narcissistic way, but I like wording it that way because it makes me think of that sarcastic cartoon character, Happy Bunny.
The theme for this year seems to be: it's up to me to do what's required in my classroom.
So, that doesn't exactly sound like a newsflash. (Could you at least cover your mouth when you yawn? Thanks.)
But what I think I'm learning this school year is: self-reliance. Don't wait for the counselors, or admin, or anyone else to come charging in and "fix" things. They do have valuable things to offer. But they are not always around to offer them.
Lion is one of the kids who helped me realize this. He's attention-hungry, and he tends to seek attention by poking other people with pencils, kicking them, etc. Not to mention that his anger management strategies are basically, "tell mom" and "count to 10."
So for quarter 2, I've decided to devote one lunchtime each week to meeting with him, one to one. We might just talk story for some sessions, but I'd like to read with him a book on anger management, or emotions in general. His parents are supportive, so I'd like to have him take the book back and forth so they can reinforce and discuss what he's learning.
I'd also like to designate one day each week to eat lunch with a small group of randomly selected students, just to build relationships.
I'll miss my quiet lunches, but I hope the sacrifice of time will pay off.
The theme for this year seems to be: it's up to me to do what's required in my classroom.
So, that doesn't exactly sound like a newsflash. (Could you at least cover your mouth when you yawn? Thanks.)
But what I think I'm learning this school year is: self-reliance. Don't wait for the counselors, or admin, or anyone else to come charging in and "fix" things. They do have valuable things to offer. But they are not always around to offer them.
Lion is one of the kids who helped me realize this. He's attention-hungry, and he tends to seek attention by poking other people with pencils, kicking them, etc. Not to mention that his anger management strategies are basically, "tell mom" and "count to 10."
So for quarter 2, I've decided to devote one lunchtime each week to meeting with him, one to one. We might just talk story for some sessions, but I'd like to read with him a book on anger management, or emotions in general. His parents are supportive, so I'd like to have him take the book back and forth so they can reinforce and discuss what he's learning.
I'd also like to designate one day each week to eat lunch with a small group of randomly selected students, just to build relationships.
I'll miss my quiet lunches, but I hope the sacrifice of time will pay off.
: D
Everyone say it with me: aaaaahhh.
Yes, it's fall break.
YAY! (jumping up and down optional)
Things accomplished so far:
Yes, it's fall break.
YAY! (jumping up and down optional)
Things accomplished so far:
- plowed through a whole stack of writing assessments (alas, some took seconds to grade because ... the kid wrote nothing. Frustrating when you know the kid could think of something, and something pretty good, to write. I don't need to consult my crystal ball to see assessment fatigue in the future.)
- Attended conference and overloaded brain, but at least I availed myself of the free eats.
- worked on the massive project for my library sciences degree. I keep telling myself it's like eating an elephant -- just chew and think about one bite at a time. Don't think about how you must track the desired book review through a labyrinth of electronic resources, only to find out that it's not suitable, or just sucks.
- caught up with various people who are dear to me but neglected during the school year.
- give myself a few hours to play with the camera.
- do some quarter 2 planning.
- tackle another stack of writing assessments.
- do more work on my project.
- catch up with the readings and online journaling for my library sciences class.
- take a nap, just because I can.
Wednesday, September 15, 2010
sprouts and rubberbands: metaphor alert
Orchid came into my room yesterday to observe language arts time. She took some very helpful notes, and we talked today about tweaking and tightening up my language arts time to maximize learning.
So why am I so down?
I guess I feel like a seed that's finally sprouted a fragile stem of green. Breaking the earth and learning the light. Getting used to life above. Only to be told, grow faster. And to have the sun blocked off by a gardener toting a Costco-size container of fertilizer. All meant to help me, of course.
I don't have anything against Orchid. As before, I value her experience and the fact that she makes the time to show up in my room and get to know my interesting bunch of kids.
It's not that I want to or am resting on my laurels. Far from it. I started the semester with intense reflection and adjustments on how to set up my classroom to be a safe place for learning.
I guess there's just a whiff of desperation in the air. My school is one that has been in restructuring longer than desired. The big word around campus is: scores. People sometimes sub in the word learning, but they're really talking about learning that will lead to score gains.
I don't have anything against that, either. Every student has the right to learn to read and do math. I do want to become a teacher who is effective at helping students succeed and grow. I'm just feeling a little like a stretched rubber band -- how much farther can I stretch?
So why am I so down?
I guess I feel like a seed that's finally sprouted a fragile stem of green. Breaking the earth and learning the light. Getting used to life above. Only to be told, grow faster. And to have the sun blocked off by a gardener toting a Costco-size container of fertilizer. All meant to help me, of course.
I don't have anything against Orchid. As before, I value her experience and the fact that she makes the time to show up in my room and get to know my interesting bunch of kids.
It's not that I want to or am resting on my laurels. Far from it. I started the semester with intense reflection and adjustments on how to set up my classroom to be a safe place for learning.
I guess there's just a whiff of desperation in the air. My school is one that has been in restructuring longer than desired. The big word around campus is: scores. People sometimes sub in the word learning, but they're really talking about learning that will lead to score gains.
I don't have anything against that, either. Every student has the right to learn to read and do math. I do want to become a teacher who is effective at helping students succeed and grow. I'm just feeling a little like a stretched rubber band -- how much farther can I stretch?
Wednesday, September 8, 2010
overwhelmed
It seems I hop over to my blog whenever I'm feeling overwhelmed, or stressed. (Which explains why I've posted so much recently!)
This year our grade level is specializing, with teachers pairing up and rotating their classes. The standard pairing is language arts and social studies, and math and science. (Although Puakenikeni and I have switched it up -- I teach lang arts and science, she handles social studies and math. Side note: we are -- well, I am, at least -- still licking our wounds after getting a good walloping from a higher-up about that decision. But we're sticking to it.) You'd think teaching 2 subjects would make things easier. It does. At the same time, I'm already wondering how to coordinate guided reading in small groups for 40 kids in all.
The remedy to feeling overwhelmed? Don't give myself too much time to fret over it. We just wrapped up a 4-day weekend. Several months ago, I decided to plan a day-and-a-half jaunt to Hilo. I mulled over it for a while, wondering whether I'd be panic-stricken about losing out on that much time for correcting piles of papers. I packed with great anxiety, but decided to leave my ungraded papers at home. And you know what? I had an amazing mini-trip. Yes, those papers are still ungraded, but I will get to them. And it was wonderful to know I had dedicated a small period of time to doing something non-work-related.
So I'm still feeling a little overwhelmed, but I did get my balance back this weekend.
This year our grade level is specializing, with teachers pairing up and rotating their classes. The standard pairing is language arts and social studies, and math and science. (Although Puakenikeni and I have switched it up -- I teach lang arts and science, she handles social studies and math. Side note: we are -- well, I am, at least -- still licking our wounds after getting a good walloping from a higher-up about that decision. But we're sticking to it.) You'd think teaching 2 subjects would make things easier. It does. At the same time, I'm already wondering how to coordinate guided reading in small groups for 40 kids in all.
The remedy to feeling overwhelmed? Don't give myself too much time to fret over it. We just wrapped up a 4-day weekend. Several months ago, I decided to plan a day-and-a-half jaunt to Hilo. I mulled over it for a while, wondering whether I'd be panic-stricken about losing out on that much time for correcting piles of papers. I packed with great anxiety, but decided to leave my ungraded papers at home. And you know what? I had an amazing mini-trip. Yes, those papers are still ungraded, but I will get to them. And it was wonderful to know I had dedicated a small period of time to doing something non-work-related.
So I'm still feeling a little overwhelmed, but I did get my balance back this weekend.
Monday, September 6, 2010
return of Dimples
Several years ago, I went to a seminar on teaching students who come from poverty. The speaker was an experienced teacher who shared many stories from her classroom. One principle she shared was that she never sent students out of the room because it gave them the message that a) they were not an unconditional member of the classroom and that b) it didn't solve problems that arose between classroom members, whether it be student-student or teacher-student. She said that sending a kid to the principal's was like giving them a treat -- they got to be out of the room, see a different part of the school, and build a relationship with someone who is not the teacher.
I like this principle in theory. In practice it's not quite workable for me. Sometimes I think a certain student needs a break from me and I need a break from him or her! Also, 5 minutes in another room might help a student refocus.
That being said, I see that the part about relationship-building is true. I mentioned in an earlier post that a student from last year was sent back to my classroom. That student was Dimples. Even on the last day of school, I was still struggling to understand Dimples. While I had students from last year who dropped by regularly in the first days of school, Dimples was not one of them. However, after he was sent back to me, he has started dropping by every day after school. I know he hasn't been doing homework, so I make sure to ask what's on his homework list. Now I don't even need to ask -- he just starts reciting what's for homework. I'm trying to think of ways to help him be more successful in sixth grade. It's interesting to me that while I wanted to leave last year behind me in so many ways, the relationship with last year's students grows and evolves.
I like this principle in theory. In practice it's not quite workable for me. Sometimes I think a certain student needs a break from me and I need a break from him or her! Also, 5 minutes in another room might help a student refocus.
That being said, I see that the part about relationship-building is true. I mentioned in an earlier post that a student from last year was sent back to my classroom. That student was Dimples. Even on the last day of school, I was still struggling to understand Dimples. While I had students from last year who dropped by regularly in the first days of school, Dimples was not one of them. However, after he was sent back to me, he has started dropping by every day after school. I know he hasn't been doing homework, so I make sure to ask what's on his homework list. Now I don't even need to ask -- he just starts reciting what's for homework. I'm trying to think of ways to help him be more successful in sixth grade. It's interesting to me that while I wanted to leave last year behind me in so many ways, the relationship with last year's students grows and evolves.
long road to order
Is organization the secret to life?
I don't think so, but I think it would rank in the top 10 list, definitely.
I say this as a person who has been chronically disorganized for most of her life. I'm not the lose-my-car-keys-and-wallet-every-week type, but I do have trouble keeping things orderly. I believe it is an infernal combination of having too much stuff and not knowing how to organize my physical space for maximum orderliness. Or any kind of orderliness, for that matter.
I realized last year that my lack of organization affected my students. So I spent $50 at Pricebusters to buy each kid a plastic desk tray that holds designated school supplies. (Alas, most of the kids have the bad habit of dumping random things into the tray, but I do make them clean it out from time to time). I also set up a file box for makeup work, a designated place to get a pencil, etc. and I believe the students are better organized as a result.
Last year the backpack I lugged to and from work was always bursting with papers, all mixed up and not tended to as quickly as they should be. So this year I hit the office supply warehouse and bought a bunch of colorful, sturdy, plastic files to hold papers for each subject and class I teach. I'm still working out how to use them best, but at least it's a step up from the messy, heavy pile of papers I used to drag around.
The system is not perfect, but it is better than last year. And that's enough for now.
I don't think so, but I think it would rank in the top 10 list, definitely.
I say this as a person who has been chronically disorganized for most of her life. I'm not the lose-my-car-keys-and-wallet-every-week type, but I do have trouble keeping things orderly. I believe it is an infernal combination of having too much stuff and not knowing how to organize my physical space for maximum orderliness. Or any kind of orderliness, for that matter.
I realized last year that my lack of organization affected my students. So I spent $50 at Pricebusters to buy each kid a plastic desk tray that holds designated school supplies. (Alas, most of the kids have the bad habit of dumping random things into the tray, but I do make them clean it out from time to time). I also set up a file box for makeup work, a designated place to get a pencil, etc. and I believe the students are better organized as a result.
Last year the backpack I lugged to and from work was always bursting with papers, all mixed up and not tended to as quickly as they should be. So this year I hit the office supply warehouse and bought a bunch of colorful, sturdy, plastic files to hold papers for each subject and class I teach. I'm still working out how to use them best, but at least it's a step up from the messy, heavy pile of papers I used to drag around.
The system is not perfect, but it is better than last year. And that's enough for now.
Sunday, August 29, 2010
new faces
I'm feeling good about being in my second year of teaching. I like to joke that I am an expert in how NOT to run a classroom, but I am proud of taking last year's struggles and using them to make positive changes.
I had the exciting opportunity recently to catch up with someone I haven't seen in years. We talked a lot about my job. She asked what I think helps the children the most, and was surprised by my answer: PROCEDURES.
My students are too young to set up their own structures for success, so I need to organize them. When I started the school year, anyone who walked in would comment on how my whiteboard was bristling with posters titled "morning routine," "how to sit on the floor," and the like.
I am still amazed at how much thought and time it took to figure out the minutiae of classroom life, such as: What do students do if a pencil breaks? How should students move from their desks to the floor for a read-aloud? How do I want homework written down? and countless other questions.
All that time and thought has paid off, however. I feel that students are calmer, happier and more focused on learning as a result. Yes, there are still procedures and routines that are not automatic and need trouble-shooting. Yes, there are still problems. But compared to last year, my class runs like a dream.
Here are some of my new students, in no particular order:
Pirate is small, with a mop of black hair and fetching gray-green eyes. He can be sweet and well-mannered, or slightly cocky. Focus is a minute-to-minute struggle with him.
Cherish is the cousin of Willow, my student from last year. I can count on a hug from her at the end of every school day.
Pup is a twin, living in a foster home. He can be sweet and respectful, but also clingy and whiny.
Deutsch spent most of his life in Germany. He went to an alternative school where students got to pick whatever they wanted to learn, so I think it's a shock for him to land in a school where you have no curriculum choice. Reading and writing are an enormous struggle for him.
Quarterback is bright, but a handful. He is not afraid to speak out, which can create conflicts with other students. He and Missy in particular don't get along. Quarterback will only do work if he feels like it -- and he spends most of his time drawing.
I also work daily with my partner teacher Puakenikeni's class, which is full of interesting personalities as well. Just haven't assigned them aliases yet ...
I had the exciting opportunity recently to catch up with someone I haven't seen in years. We talked a lot about my job. She asked what I think helps the children the most, and was surprised by my answer: PROCEDURES.
My students are too young to set up their own structures for success, so I need to organize them. When I started the school year, anyone who walked in would comment on how my whiteboard was bristling with posters titled "morning routine," "how to sit on the floor," and the like.
I am still amazed at how much thought and time it took to figure out the minutiae of classroom life, such as: What do students do if a pencil breaks? How should students move from their desks to the floor for a read-aloud? How do I want homework written down? and countless other questions.
All that time and thought has paid off, however. I feel that students are calmer, happier and more focused on learning as a result. Yes, there are still procedures and routines that are not automatic and need trouble-shooting. Yes, there are still problems. But compared to last year, my class runs like a dream.
Here are some of my new students, in no particular order:
Pirate is small, with a mop of black hair and fetching gray-green eyes. He can be sweet and well-mannered, or slightly cocky. Focus is a minute-to-minute struggle with him.
Cherish is the cousin of Willow, my student from last year. I can count on a hug from her at the end of every school day.
Pup is a twin, living in a foster home. He can be sweet and respectful, but also clingy and whiny.
Deutsch spent most of his life in Germany. He went to an alternative school where students got to pick whatever they wanted to learn, so I think it's a shock for him to land in a school where you have no curriculum choice. Reading and writing are an enormous struggle for him.
Quarterback is bright, but a handful. He is not afraid to speak out, which can create conflicts with other students. He and Missy in particular don't get along. Quarterback will only do work if he feels like it -- and he spends most of his time drawing.
I also work daily with my partner teacher Puakenikeni's class, which is full of interesting personalities as well. Just haven't assigned them aliases yet ...
lessons for the teacher
A month into the school year, and I've already identified who in my room will need special care and attention.
Last year, my class included Berry, who struggled to deal with his anger. This year, Lion is showing similar problems.
I took the class out for their very first P.E. session on Friday, which was the cause of much excitement. While we were getting set up, Lion kicked Ant. So hard that Ant was doubled over. When I questioned Lion, he claimed that Ant had said something like "Let's play rough" and that was why he kicked him.
Lion got agitated and began scooping up small rocks from the ground. He threw a few at the class.
One of those classic monents when you realize you have to do something quickly, but what? We're in the middle of the field, with no easy access to a phone. To get to a phone to call the counselors, I'd have to leave the class on the field. But I did not want to leave Lion there too, especially when he had a handful of rocks.
My friend's classroom is closest to the field, so I decided to see if I could use her phone. While I was reluctant to take Lion into a room full of kids, I knew it'd be worse to leave him alone. It took some coaxing in a very soft voice, but I got him to move away from the class and follow me to my colleague's room.
We weren't far from the door when I looked up and saw the principal walking in our direction. Hallelujah. Admin carries walkie-talkies. I asked if she could call the counselors, but she ended up talking to him herself.
I'm wondering what lesson I need to learn. These children who are struggling with a volcanic anger are being placed in my path. How do I help them? And what am I supposed to learn from working with them?
Last year, my class included Berry, who struggled to deal with his anger. This year, Lion is showing similar problems.
I took the class out for their very first P.E. session on Friday, which was the cause of much excitement. While we were getting set up, Lion kicked Ant. So hard that Ant was doubled over. When I questioned Lion, he claimed that Ant had said something like "Let's play rough" and that was why he kicked him.
Lion got agitated and began scooping up small rocks from the ground. He threw a few at the class.
One of those classic monents when you realize you have to do something quickly, but what? We're in the middle of the field, with no easy access to a phone. To get to a phone to call the counselors, I'd have to leave the class on the field. But I did not want to leave Lion there too, especially when he had a handful of rocks.
My friend's classroom is closest to the field, so I decided to see if I could use her phone. While I was reluctant to take Lion into a room full of kids, I knew it'd be worse to leave him alone. It took some coaxing in a very soft voice, but I got him to move away from the class and follow me to my colleague's room.
We weren't far from the door when I looked up and saw the principal walking in our direction. Hallelujah. Admin carries walkie-talkies. I asked if she could call the counselors, but she ended up talking to him herself.
I'm wondering what lesson I need to learn. These children who are struggling with a volcanic anger are being placed in my path. How do I help them? And what am I supposed to learn from working with them?
Wednesday, August 25, 2010
update
I've been itching to write about this year's bunch, but until someone adds an eighth day to the week, a detailed post will have to wait. For now, some quick news:
- New-teacher rule #33332: Even upper-elementary students have a fascination with Band-aids. I made the mistake of bringing a box of colorful ones to school (ran out of the standard-issue type), and was annoyed to find two boys (uninjured) sporting band-aids they had filched out of the box. Rookie mistake was to hand one student the box because he needed one. In the future, I will dispense.
- It makes me sad when one of my students (a problematic one, to be true) gets bounced back to me one morning. Let me add that he was bounced back to me without the courtesy of a phone call -- just showed up at my door. I had to call his sixth-grade teacher to find out what she wanted me to do with him. I ended up talking to him, providing him some materials for his simple homework assignment, then sending him on his way about an hour later. Sigh. I know she was frustrated with him (I was last year!) but it makes me sad that he went through that on the 10th day of school. Guess it's a good reminder for me to be patient with my own students ...
Friday, July 23, 2010
charting a course through uncertain waters
Ah, it's been a while. What a difference a good solid block of do-nothing time makes! I didn't do anything this summer. Or, rather, I did all the stuff that I didn't get to do during the school year: slept in, exercised, caught up with friends, tested out my awesome new camera. At the same time, however, I reflected deeply on last year's multitude of challenges and how I wanted this year to be better. Looking back I realize how unprepared I was to run a classroom. I don't blame anyone for this. I needed to struggle through the experience. Let's just say I am now an expert on how NOT to run a class.
Reflection is mighty dandy, and something I excel at, but when it came down to it I needed a plan. I needed to be clear in my mind about how to set up my classroom for student success (and less teacher stress). I started writing down all my classroom procedures. I thought about all the things my students struggled with last year (standing in a line, entering the room quietly) and how I was going to deal with that. For this process, I used Harry Wong's book as a guide.
I started out the process with some trepidation. Last year was exhausting and frustrating on every level. Last year lots of people saw me struggling and tried to help me. Looking back I am so thankful to Orchid. She had so much to do, yet she found the time in her schedule to show up in my room to help.
But I had a rather existentialist realization: I am alone in my class -- I am the only person who can make my classroom work. Other people can help, but it's really all up to me what my classroom looks like. A little scary, but empowering, too.
Fast forward to this Tuesday. The principal called and asked if I could come to her office to chat. She asked if I would be interested in leaving the classroom for my DREAM JOB. Two years ago I had the fortune to do my dream job and loved every day of it. I said yes, and today even went as far as to move my personal stuff out of my room.
Turns out that I was a little premature in doing so. The principal said today that I might have to start the year in the classroom. Very frustrating, to say the least. I'm thinking that she didn't do all her homework and offered me the job when in reality there is a process to be gone through. UUURGH. : /
So now I don't quite know what to plan for. Should I go ahead and buy those supplies I'll need to run my class smoothly? It's hard for me to even describe right now how disappointed I am -- to have my dream job presented as an option, then have it snatched away. Going to put off the supply-buying for a few days, but this weekend I'll have to get my brain back to classroom mode.
Reflection is mighty dandy, and something I excel at, but when it came down to it I needed a plan. I needed to be clear in my mind about how to set up my classroom for student success (and less teacher stress). I started writing down all my classroom procedures. I thought about all the things my students struggled with last year (standing in a line, entering the room quietly) and how I was going to deal with that. For this process, I used Harry Wong's book as a guide.
I started out the process with some trepidation. Last year was exhausting and frustrating on every level. Last year lots of people saw me struggling and tried to help me. Looking back I am so thankful to Orchid. She had so much to do, yet she found the time in her schedule to show up in my room to help.
But I had a rather existentialist realization: I am alone in my class -- I am the only person who can make my classroom work. Other people can help, but it's really all up to me what my classroom looks like. A little scary, but empowering, too.
Fast forward to this Tuesday. The principal called and asked if I could come to her office to chat. She asked if I would be interested in leaving the classroom for my DREAM JOB. Two years ago I had the fortune to do my dream job and loved every day of it. I said yes, and today even went as far as to move my personal stuff out of my room.
Turns out that I was a little premature in doing so. The principal said today that I might have to start the year in the classroom. Very frustrating, to say the least. I'm thinking that she didn't do all her homework and offered me the job when in reality there is a process to be gone through. UUURGH. : /
So now I don't quite know what to plan for. Should I go ahead and buy those supplies I'll need to run my class smoothly? It's hard for me to even describe right now how disappointed I am -- to have my dream job presented as an option, then have it snatched away. Going to put off the supply-buying for a few days, but this weekend I'll have to get my brain back to classroom mode.
Wednesday, May 12, 2010
a handful of seeds
Ah, optimism, you flirt. You know I'm a sucker. Why else would you be beckoning, with a mere 9 days of instruction left? It's been an uphill climb since August. Lots of mistakes along the way. Lots of doubts. Lots of learning things the hard way.
My mentor told me, as we careened into quarter 4, to not give up. I thought: don't worry, I'm not that kind of girl. It's tough to think about how far my classroom is from what I wanted it to be. It's a fact that we won't get there. It's a fact that our dysfunctions have impacted how much learning has taken place.
My mentor left me some materials from a program meant to build positive relationships among students. I'm debuting it tomorrow, with a simple activity. As I looked over the activity directions and typed up a quick reflection for students to fill out after, I felt the tickle of hope. If we can just spend that hour honoring the agreements and enjoying being together, it will be a start. A tiny one ... but I believe in the power of planting seeds and dreaming of forests.
My mentor told me, as we careened into quarter 4, to not give up. I thought: don't worry, I'm not that kind of girl. It's tough to think about how far my classroom is from what I wanted it to be. It's a fact that we won't get there. It's a fact that our dysfunctions have impacted how much learning has taken place.
My mentor left me some materials from a program meant to build positive relationships among students. I'm debuting it tomorrow, with a simple activity. As I looked over the activity directions and typed up a quick reflection for students to fill out after, I felt the tickle of hope. If we can just spend that hour honoring the agreements and enjoying being together, it will be a start. A tiny one ... but I believe in the power of planting seeds and dreaming of forests.
Wednesday, April 28, 2010
recipe: edible aquifers
Ingredients:
60 students
1 classroom
1 large tub of ice cream
60 plastic cups
60 plastic spoons
60 straws
20 zip bags of crushed oreos
20 zip bags of crushed chocolate chip cookies and graham crackers
12 cans of 7-Up
12 cans of orange soda
Mix all ingredients well. Warning: excitement may bubble over; monitor carefully. Be prepared for some noise. Have a broom and plenty of wet paper towels on hand to clean up crumbs and spilled soda.
Makes 60 smiles.
60 students
1 classroom
1 large tub of ice cream
60 plastic cups
60 plastic spoons
60 straws
20 zip bags of crushed oreos
20 zip bags of crushed chocolate chip cookies and graham crackers
12 cans of 7-Up
12 cans of orange soda
Mix all ingredients well. Warning: excitement may bubble over; monitor carefully. Be prepared for some noise. Have a broom and plenty of wet paper towels on hand to clean up crumbs and spilled soda.
Makes 60 smiles.
not that anyone's counting
17 days of instruction left.
It's been an interesting few days. Most of fifth grade jumped on a bus Monday to go camping. Because many of my kids didn't go, I am housing the camp stay-backs. 17 of my own kids + 13 students from two other classrooms = a trepidation-causing roster of 30.
I don't condone people keeping their kids home on a school day, but it appears that a few of my kids are staying home for the duration of camp. This makes the numbers a little easier to handle.
I figured that the camp stay-backs should have a little fun, too. So on Monday we made kites and flew them (then read a short article about why kites work). Today for art we made Matisse-inspired name panels. Tomorrow, I've invited the other teacher who didn't go to camp to bring over her 30 kids for a science lesson. We'll squish into my room and make parfaits that let students see how aquifers work. (Gotta love any science lesson that involves ice cream and crushed cookies).
I wish I had some grand reflections as my first year in the classroom speeds to a close, but all I can think of right now is how tired I am and how much I'm looking forward to summer.
It's been an interesting few days. Most of fifth grade jumped on a bus Monday to go camping. Because many of my kids didn't go, I am housing the camp stay-backs. 17 of my own kids + 13 students from two other classrooms = a trepidation-causing roster of 30.
I don't condone people keeping their kids home on a school day, but it appears that a few of my kids are staying home for the duration of camp. This makes the numbers a little easier to handle.
I figured that the camp stay-backs should have a little fun, too. So on Monday we made kites and flew them (then read a short article about why kites work). Today for art we made Matisse-inspired name panels. Tomorrow, I've invited the other teacher who didn't go to camp to bring over her 30 kids for a science lesson. We'll squish into my room and make parfaits that let students see how aquifers work. (Gotta love any science lesson that involves ice cream and crushed cookies).
I wish I had some grand reflections as my first year in the classroom speeds to a close, but all I can think of right now is how tired I am and how much I'm looking forward to summer.
Tuesday, April 20, 2010
stumbling down the homestretch
There are just about 20 days of instruction left in the school year.
Summer is a mirage right now ... shimmering and beckoning, it looks so close. But at other moments it lies at the far end of a desert.
Overwhelmed is a good word for how I feel right now.
Next week, 7 of my kids are heading to camp. But I'll be taking in a bunch of students who will not be attending, which will push my in-house numbers to 28.
May Day is fast approaching, and right now the outfits are nothing more than yards of washed and ironed muslin. I also need to make a stamp to decorate the outfits.
I'm scrambling to put together the portfolio required to get credit for a math class.
I need to complete the evaluation required of all probationary teachers.
Oh yes, I'm also still trying to figure out how to rein my kids in. Someone lent me an excellent book about behavioral interventions. It comes with brief descriptions of various interventions, then provides reproducibles. When I first started perusing it, I thought I could throw something together quickly. But then I begin to ponder: this intervention vs that intervention? Individual vs teams vs whole class? Then my mind started to boggle (or get bogged down) and I closed the book.
Just to state for the record: I'm not giving up on this year. But I am tired (emotionally and physically). I'd like a lot more sleep, some quiet time, some time to run around the park while listening to the wind blow through the trees and watching the ocean sparkle. I'd like someone to sew those May Day outfits, and hand-carve that blasted stamp. (Right now I am really thinking of checking out Ben Franklin's or Wal-Mart's stamp offerings).
I'd like someone to help me uncover how to help Seattle, who craves my attention so much that he will literally follow me around the room to talk to me, who cried last week when I scolded him (and not just sniffle-tears, but full-on bawling). Who got so angry last week that he knocked a chair down. Seattle's been on my mind a lot lately. Creeping through rush-hour traffic today, I wondered for the first time if he's depressed. The way he reacts to little inconveniences makes me think he's not feeling good to start with. He doesn't seem to have the emotional cushion that allows other people to let a small annoyance go or deal with it appropriately.
Depression is a big thing.
What can be done about something like this in 20 days of instruction, I don't know.
But I'll think of something.
Summer is a mirage right now ... shimmering and beckoning, it looks so close. But at other moments it lies at the far end of a desert.
Overwhelmed is a good word for how I feel right now.
Next week, 7 of my kids are heading to camp. But I'll be taking in a bunch of students who will not be attending, which will push my in-house numbers to 28.
May Day is fast approaching, and right now the outfits are nothing more than yards of washed and ironed muslin. I also need to make a stamp to decorate the outfits.
I'm scrambling to put together the portfolio required to get credit for a math class.
I need to complete the evaluation required of all probationary teachers.
Oh yes, I'm also still trying to figure out how to rein my kids in. Someone lent me an excellent book about behavioral interventions. It comes with brief descriptions of various interventions, then provides reproducibles. When I first started perusing it, I thought I could throw something together quickly. But then I begin to ponder: this intervention vs that intervention? Individual vs teams vs whole class? Then my mind started to boggle (or get bogged down) and I closed the book.
Just to state for the record: I'm not giving up on this year. But I am tired (emotionally and physically). I'd like a lot more sleep, some quiet time, some time to run around the park while listening to the wind blow through the trees and watching the ocean sparkle. I'd like someone to sew those May Day outfits, and hand-carve that blasted stamp. (Right now I am really thinking of checking out Ben Franklin's or Wal-Mart's stamp offerings).
I'd like someone to help me uncover how to help Seattle, who craves my attention so much that he will literally follow me around the room to talk to me, who cried last week when I scolded him (and not just sniffle-tears, but full-on bawling). Who got so angry last week that he knocked a chair down. Seattle's been on my mind a lot lately. Creeping through rush-hour traffic today, I wondered for the first time if he's depressed. The way he reacts to little inconveniences makes me think he's not feeling good to start with. He doesn't seem to have the emotional cushion that allows other people to let a small annoyance go or deal with it appropriately.
Depression is a big thing.
What can be done about something like this in 20 days of instruction, I don't know.
But I'll think of something.
Tuesday, April 13, 2010
1,000 WORDS: patterns
Spring break fun: scrambled over rocky paths, listened to the wind
blow through the trees, enjoyed all the green and quiet.
Monday, April 12, 2010
boring is underrated
Today Berry and Seattle got into a conflict. I separated them, sending Seattle to the back of the room and Berry to the front. At the time, I was getting the class ready for lunch.
Some of the other boys were buzzing around the room, talking first to Berry, then Seattle. I tried to shoo them back to their desks, as I could tell they were just adding to the problem.
As this went on, Berry grew increasingly agitated. He first began banging his desk against the wall, sending papers and pencils rolling off. I had to tell him several times to turn around and face the front, because he kept turning around and glaring at Seattle. His face was contorted in a scowl.
I don't even know what set him off, but suddenly Berry got up and charged across the middle of the room. Some students tried to grab him, but he was yelling and pulling against them with all of his might. I have seen Berry angry before, and even had to put my arms around him and pull him back from getting into a physical fight, but he has never reached this point. He was in a rage -- I couldn't even understand what he was yelling. I rushed over and grabbed him. He kept pulling to try to get away. I ordered the rest of the class out of the room.
Luckily, the teacher next door noticed I had my hands full (literally) and offered to walk my class to lunch. They were so unsettled themselves that they couldn't have taken themselves in an orderly fashion.
I had one of my responsible students call the counselors to ask for someone to come down. I was still holding Berry, but when I asked him if he was calm enough to sit down in the back he nodded. The school psychologist came by with a counselor. The school psychologist asked to come in to observe in the afternoon, and I agreed. I let her know a little about Berry.
I had a very abbreviated lunch break. I had been hungry before, but the excitement had stopped that. I just walked to a different part of campus to get a soda, then sat at my desk and tried to calm down.
Berry and Seattle had lunch at the counselor's, then came back toward the end of the day. Berry had hurt his abdomen when he rushed into a desk. Seattle had hurt his hand by punching the bathroom wall. But they came back calm and let me know that they were still friends.
We are rolling very quickly toward the end of the year. The last time I talked to my mentor, she asked what concerns I had for quarter 4. I said my most fervent wish is for my students to get along and be safe. I would be so thrilled to have a bunch of quiet, boring days in my classroom.
Some of the other boys were buzzing around the room, talking first to Berry, then Seattle. I tried to shoo them back to their desks, as I could tell they were just adding to the problem.
As this went on, Berry grew increasingly agitated. He first began banging his desk against the wall, sending papers and pencils rolling off. I had to tell him several times to turn around and face the front, because he kept turning around and glaring at Seattle. His face was contorted in a scowl.
I don't even know what set him off, but suddenly Berry got up and charged across the middle of the room. Some students tried to grab him, but he was yelling and pulling against them with all of his might. I have seen Berry angry before, and even had to put my arms around him and pull him back from getting into a physical fight, but he has never reached this point. He was in a rage -- I couldn't even understand what he was yelling. I rushed over and grabbed him. He kept pulling to try to get away. I ordered the rest of the class out of the room.
Luckily, the teacher next door noticed I had my hands full (literally) and offered to walk my class to lunch. They were so unsettled themselves that they couldn't have taken themselves in an orderly fashion.
I had one of my responsible students call the counselors to ask for someone to come down. I was still holding Berry, but when I asked him if he was calm enough to sit down in the back he nodded. The school psychologist came by with a counselor. The school psychologist asked to come in to observe in the afternoon, and I agreed. I let her know a little about Berry.
I had a very abbreviated lunch break. I had been hungry before, but the excitement had stopped that. I just walked to a different part of campus to get a soda, then sat at my desk and tried to calm down.
Berry and Seattle had lunch at the counselor's, then came back toward the end of the day. Berry had hurt his abdomen when he rushed into a desk. Seattle had hurt his hand by punching the bathroom wall. But they came back calm and let me know that they were still friends.
We are rolling very quickly toward the end of the year. The last time I talked to my mentor, she asked what concerns I had for quarter 4. I said my most fervent wish is for my students to get along and be safe. I would be so thrilled to have a bunch of quiet, boring days in my classroom.
Tuesday, April 6, 2010
fruits of their labor
An example of my students' artwork. They did contour drawings of clementines, apples and strawberries first, then outlined with fine-line Sharpies. The last step was to apply color using watercolor pencils. Never tried them out before, but the kids got really good results with them. There was a loud "oooh!" when I rubbed a wet Q-tip over a blue pencil scribble to demonstrate how the pencils worked.
Tuesday, March 30, 2010
aftermath
The day after I send home report cards is always interesting.
In Shorty's report card, I wrote that while she is improving in explaining her thinking, she cannot put info from the text into her own words.
Shorty glumly came up to me today and announced that last night she had to sit and read, then she was required to write down all the words she didn't know. Then, mom required more quality time with a dictionary than most fifth-graders enjoy. She also reported that mom wanted to talk to me on the phone, either today or tomorrow. (I <3 parents like this. They read the report card and take action on their end to make sure extra practice/work gets done).
Seattle pouted at his desk yesterday about his report card, saying he "didn't feel good." I told him that he could turn it around and make quarter 4 a great quarter. He came back today to say mom was really mad, but that she had promised not to show the report card to stepdad. I wonder whether the report card is the reason Seattle popped up outside the classroom at 6:55 a.m. today? I did remind students to show up early for the first day of testing, but 6:55 is a personal record for Seattle.
Speaking of testing, really proud of my kids today ... I saw everyone trying so hard. I know even my kids who struggle were trying their very best. Gotta make sure to cheer them on as we go through the testing.
In Shorty's report card, I wrote that while she is improving in explaining her thinking, she cannot put info from the text into her own words.
Shorty glumly came up to me today and announced that last night she had to sit and read, then she was required to write down all the words she didn't know. Then, mom required more quality time with a dictionary than most fifth-graders enjoy. She also reported that mom wanted to talk to me on the phone, either today or tomorrow. (I <3 parents like this. They read the report card and take action on their end to make sure extra practice/work gets done).
Seattle pouted at his desk yesterday about his report card, saying he "didn't feel good." I told him that he could turn it around and make quarter 4 a great quarter. He came back today to say mom was really mad, but that she had promised not to show the report card to stepdad. I wonder whether the report card is the reason Seattle popped up outside the classroom at 6:55 a.m. today? I did remind students to show up early for the first day of testing, but 6:55 is a personal record for Seattle.
Speaking of testing, really proud of my kids today ... I saw everyone trying so hard. I know even my kids who struggle were trying their very best. Gotta make sure to cheer them on as we go through the testing.
things I don't like to figure out at 10 p.m.
include the realization that tomorrow's art lesson called for 6-inch squares of paper, not 4-inch squares. Wrestled with the library's gargantuan and squeaky paper cutter late this afternoon, busily chopping out 3.5-inch squares. Did 3.5 inches because I was trying to economize on the watercolor paper, which was a bit dear at Fisher.
Gah.
Options? Wake up earlier than usual : O and wrestle with the paper cutter again. (Not what I want to do the first morning we kick off testing.)
Or, we can wing it and use the 3.5 inch squares. ...
Oh, and did I mention that I think I'm starting to lose my voice?
The excitement does not stop around here.
Gah.
Options? Wake up earlier than usual : O and wrestle with the paper cutter again. (Not what I want to do the first morning we kick off testing.)
Or, we can wing it and use the 3.5 inch squares. ...
Oh, and did I mention that I think I'm starting to lose my voice?
The excitement does not stop around here.
Monday, March 22, 2010
time is not my friend
The clock was a poky but unoffensive 8 minutes slow when I left for break.
It is now 35 minutes slow. It does not add to the joy of my day to have kids constantly asking me, "what time is it?" and "when's lunch?" (Answer to question 1: time to do your work. Answer to question 2: noon. Not sure why they always ask when we have always eaten at 12!)
I have had the custodians come in several times to reset the clock. I even went so far last time as to suggest the battery be checked. No luck - the custodian came, fiddled with the hands, and left. And it always takes a while for the custodian to attend to our poky clock. (No complaints here -- we couldn't run the school without our custodians tending to all those much more urgent tasks).
However, with testing starting next week, we NEED a clock that tells time accurately. The plan? Either jump up on the table, take the clock off the wall, and try to replace the battery myself, or get a cheap clock at Longs or Wal-Mart that I can prop up in the front of the room.
It is now 35 minutes slow. It does not add to the joy of my day to have kids constantly asking me, "what time is it?" and "when's lunch?" (Answer to question 1: time to do your work. Answer to question 2: noon. Not sure why they always ask when we have always eaten at 12!)
I have had the custodians come in several times to reset the clock. I even went so far last time as to suggest the battery be checked. No luck - the custodian came, fiddled with the hands, and left. And it always takes a while for the custodian to attend to our poky clock. (No complaints here -- we couldn't run the school without our custodians tending to all those much more urgent tasks).
However, with testing starting next week, we NEED a clock that tells time accurately. The plan? Either jump up on the table, take the clock off the wall, and try to replace the battery myself, or get a cheap clock at Longs or Wal-Mart that I can prop up in the front of the room.
welcome back ... aaagh! (bloodcurdling scream)
- Started quarter 4 mildly panicked that I had lost the kids' spring picture-taking samples. I remembered picking them up from my box, but that was before spring break. That day seemed eons ago. I rifled through all the papers in my desk drawers. I knew I had put them somewhere safe, but where? Would I have thrown in into the gigantic pile of papers-to-grade (as yet ungraded) that were tumbling around my car trunk? Whew -- checked the car during lunch and found the pictures. Crisis averted.
- How can we have just started quarter 4, but I feel miles behind already? Grades due soon, and I got a paper to write for my required evaluation next week. The topic: routines. Let's just say we could use a few more in my class ... is that enough? Aah, at least it's a reflection, not a scholarly paper bristling with citations and pompous wording.
Tuesday, March 9, 2010
my kids: kind of a poem, but not
On the same day,
one group tenderly
buried a caterpillar
they found squished
on the sidewalk
outside our room;
another group
gleefully stomped
and ground into
unexistence
a hapless centipede
hiding in the grass.
one group tenderly
buried a caterpillar
they found squished
on the sidewalk
outside our room;
another group
gleefully stomped
and ground into
unexistence
a hapless centipede
hiding in the grass.
Wednesday, March 3, 2010
what bugs me
I think the students would mutiny if fed a steady diet of science and social studies lessons out of the textbook, so I've started doing the occasional language arts lesson in the morning. Yesterday we looked at list poems, using Bruce Lansky's "What bugs me" as a springboard. Here's my version:
What bugs me
When I wake up 30 minutes late and have to dash, splashing coffee in my wake
When I have to wrangle with a balky computer to print out today's work
When I realize the clock is 10 minutes slow because the bell rings, and I thought I had more time
When the students surge in, chattering and slapping down their chairs and books
When I realize I have a meeting for the second half of the day
but no sub plan
yet.
What bugs me
When I wake up 30 minutes late and have to dash, splashing coffee in my wake
When I have to wrangle with a balky computer to print out today's work
When I realize the clock is 10 minutes slow because the bell rings, and I thought I had more time
When the students surge in, chattering and slapping down their chairs and books
When I realize I have a meeting for the second half of the day
but no sub plan
yet.
Monday, March 1, 2010
unbalanced
I think the tsunami on Saturday threw everyone off.
A bunch of kids showed up with homework undone and homework logs unsigned. Junior and Neo, surprisingly, were absent. It could have been a better day if I weren't quite so grumpy. After reading from "Blue Skin of the Sea," we slogged through a session with the Social Studies textbook (always a party!). I kept some of the boys in for recess for not doing any work. They sulked, but I took them through some of the questions, then freed them for 5 minutes of recess.
After recess we had guided reading and I introduced the reader response chart to help students build comprehension. Slow going, but I have to remember this was their first time working with it, so confusion is natural.
After lunch (surprise - it featured a chicken patty), we delved into figuring out the median of a set of numbers. Finally, finally, the bell rang and the students raced out.
Thinking about the day, I realized that I was feeling a little rushed from the morning. My feeling uncentered throws the class off a little, too. I feel better when I can deal with the students with patience and balance.
Nothing else to say but, try again tomorrow ...
A bunch of kids showed up with homework undone and homework logs unsigned. Junior and Neo, surprisingly, were absent. It could have been a better day if I weren't quite so grumpy. After reading from "Blue Skin of the Sea," we slogged through a session with the Social Studies textbook (always a party!). I kept some of the boys in for recess for not doing any work. They sulked, but I took them through some of the questions, then freed them for 5 minutes of recess.
After recess we had guided reading and I introduced the reader response chart to help students build comprehension. Slow going, but I have to remember this was their first time working with it, so confusion is natural.
After lunch (surprise - it featured a chicken patty), we delved into figuring out the median of a set of numbers. Finally, finally, the bell rang and the students raced out.
Thinking about the day, I realized that I was feeling a little rushed from the morning. My feeling uncentered throws the class off a little, too. I feel better when I can deal with the students with patience and balance.
Nothing else to say but, try again tomorrow ...
Monday, February 22, 2010
pile it on
Thinking maps, Marzano's, reader response charts, graphic organizers, T-charts.
I'm feeling a little overwhelmed by all the stuff I'm being shown that's supposed to help my students boost their understanding and test scores.
While I'm grateful to the folks who are sharing these things, sometimes it's all too much.
I want to offer my students a variety of paths to success, but when does the highway to success get jammed with traffic? I'd like to try out all of these strategies and tools with students, but given where we are in the school year, I don't want to overload them. I also feel the limited time means I need to prioritize and pick what I think is most important.
Hmm ... just need to figure out what's most important. Most important to whom? The middle school they'll be heading to in two years? The high school they'll move on to? The college?
Should I give each strategy/tool a test run and see what works best? Or just present one or two and stick to them?
I'll take these questions to my PD gurus this week and see what they say ...
I'm feeling a little overwhelmed by all the stuff I'm being shown that's supposed to help my students boost their understanding and test scores.
While I'm grateful to the folks who are sharing these things, sometimes it's all too much.
I want to offer my students a variety of paths to success, but when does the highway to success get jammed with traffic? I'd like to try out all of these strategies and tools with students, but given where we are in the school year, I don't want to overload them. I also feel the limited time means I need to prioritize and pick what I think is most important.
Hmm ... just need to figure out what's most important. Most important to whom? The middle school they'll be heading to in two years? The high school they'll move on to? The college?
Should I give each strategy/tool a test run and see what works best? Or just present one or two and stick to them?
I'll take these questions to my PD gurus this week and see what they say ...
Tuesday, February 16, 2010
law and order
Still wiped out from a fantastic but tiring weekend trip, so this is going to be short:
- New-teacher revelation #452: Failure is hard work. But I'm taking my failures as opportunities to learn, and am grateful for all the support I'm getting.
- Introduced new rules/consequences last week, and am hopeful. Our classroom is still evolving, but I noticed that the new consequences are easier for me and the students to understand. What's interesting is that the noise level is noticeably lower. The kids are still a bit raucous at times, especially after lunch, but I'm pleased with how things are going overall. While I've been passing out "think about it" sheets daily to the usual crew, I do notice that they are more focused and I think the new rules are helping everyone in the room.
- I believe that as we near the end of quarter 3, my relationship with the students has only improved. Before, they were happy to have a substitute teacher. But I was out two times last week, a half day on Tuesday and all day on Thursday. I was in Thursday morning prepping, and several students asked if I would be coming back halfway through the day, or said they didn't like having a substitute.
- Started eating lunch with groups of 4 to 5 students on Wednesdays, and the students seem to be enjoying it. It's a good chance to just talk, and I think they enjoy the attention.
- Ecstatic that my students are thoroughly enjoying "Blue Skin of the Sea." Two of them hunted down copies in the school library today and excitedly showed me their finds. Willow, who hasn't enjoyed reading much until now, borrowed my classroom copy and even offered to buy it from me!
Wednesday, February 10, 2010
the week (in briefs, not boxers)
- It sucks when you get an extra hour of sleep (inadvertently, by crawling out of bed, shutting off the alarm, then crawling back in bed again) and are STILL tired. Sigh.
- This week was a good reminder of why I don't spend a lot of time with some of my colleagues.
- I needed to have a quick meeting this morning, so Orchid was kind enough to take the kids out for P.E. While I missed the chance to play with them, I'm glad that Orchid had a blast chasing them around the field. She gave them a great workout.
Tuesday, February 2, 2010
the P in P.E. doesn't stand for pain?
The kids were disbelieving.
As the time drew closer, they started drawing my attention to the clock. When I asked them to prep their desks for guided reading, they gathered their materials in the blink of an eye.
The big occasion? I took my students out for P.E. for the first time since the grade level stopped teaching resources on rotation.
Seattle peppered me with questions beforehand: "Are we playing volleyball? Basketball? Or can Dimples bring out his football?"
(Ah, ye of much faith. I have two left feet and a minimal knowledge of sports.)
The kids bounded out to the field. I noticed the grass was wet, and thoughtlessly asked, "Is it too wet for P.E.?" This question was met with a collective, fervent "no."
We (teacher included) warmed up by jogging a lap around the field, which drew wondering comments from the class. As one student said, "The teachers never run with us." This teacher, however, needs to kick up her physical activity level, and what's better than working and exercising at the same time?
After our lap, I busted out the frisbees and we spent a happy half-hour jumping, catching, and rolling on the ground (last activity optional, depending on your gender and affinity for dirt). The frisbees were actually dog frisbees, procured from Old Navy for a great price. I believe they are a bit smaller and softer than the type made for people. Some were emblazoned with the word "FETCH!," but I don't think the students even noticed.
I realized that playing with the students was lots of fun, and a great way to build relationships as well. I made sure to praise students like Dimples for dramatic catches. His white polo ended up streaked with dirt -- he could have starred in a laundry-detergent commercial by the end of P.E.
While I am not qualified to teach students the intricacies of football, basketball, volleyball, or most sports, I think organizing a game of frisbee tag or ultimate frisbee is within reach.
As the time drew closer, they started drawing my attention to the clock. When I asked them to prep their desks for guided reading, they gathered their materials in the blink of an eye.
The big occasion? I took my students out for P.E. for the first time since the grade level stopped teaching resources on rotation.
Seattle peppered me with questions beforehand: "Are we playing volleyball? Basketball? Or can Dimples bring out his football?"
(Ah, ye of much faith. I have two left feet and a minimal knowledge of sports.)
The kids bounded out to the field. I noticed the grass was wet, and thoughtlessly asked, "Is it too wet for P.E.?" This question was met with a collective, fervent "no."
We (teacher included) warmed up by jogging a lap around the field, which drew wondering comments from the class. As one student said, "The teachers never run with us." This teacher, however, needs to kick up her physical activity level, and what's better than working and exercising at the same time?
After our lap, I busted out the frisbees and we spent a happy half-hour jumping, catching, and rolling on the ground (last activity optional, depending on your gender and affinity for dirt). The frisbees were actually dog frisbees, procured from Old Navy for a great price. I believe they are a bit smaller and softer than the type made for people. Some were emblazoned with the word "FETCH!," but I don't think the students even noticed.
I realized that playing with the students was lots of fun, and a great way to build relationships as well. I made sure to praise students like Dimples for dramatic catches. His white polo ended up streaked with dirt -- he could have starred in a laundry-detergent commercial by the end of P.E.
While I am not qualified to teach students the intricacies of football, basketball, volleyball, or most sports, I think organizing a game of frisbee tag or ultimate frisbee is within reach.
Sunday, January 24, 2010
news flash
Addition to my Dead Horse Museum (a.ka. Classroom Practices that Just Don't Work): taking away recess.
I have given it a good try. And it did help me start a simple system of tracking student misbehavior.
But by the time that first recess bell rings, I'm tired of wrangling with the same kids. We both need a break from one another. And over the trial period, I haven't seen much of a drop in misbehavior.
That doesn't mean that miscreants will be freed to play. I'm looking into setting up some kind of community service for them to complete instead -- maybe picking up rubbish or wiping shelves in the library.
I have given it a good try. And it did help me start a simple system of tracking student misbehavior.
But by the time that first recess bell rings, I'm tired of wrangling with the same kids. We both need a break from one another. And over the trial period, I haven't seen much of a drop in misbehavior.
That doesn't mean that miscreants will be freed to play. I'm looking into setting up some kind of community service for them to complete instead -- maybe picking up rubbish or wiping shelves in the library.
falling into change headlong
Guided reading debuts tomorrow as the new structure for our language arts block.
Yikes.
This is all thanks to the speedy and hard work of Orchid and her partner in crime.
It's 8 p.m., and I have yet to look over the schedule for tomorrow. The only thing I know for certain is that I'll be, as usual, winging much of the 2-hour block. A world of chaos lies outside even the best-written lesson plans and schedules.
I went over my expectations (basically, do your work and don't run around the room for the whole 2 hours) on Friday. I printed up the expectations as a contract; by signing, students agreed to the expectations and to accept any consequences for breaking rules.
One student, Berry, flat-out refused to sign. Motivation is a problem for him. While he's always been reluctant to start working, he's never vocalized his resistance. Lately, however, when I encourage Berry to do his work, he says, "I don't want to work." My usual reply is that since he's at school anyways, he should try his best and learn something. The standoff continues, but I think parents need to be called in soon.
Yikes.
This is all thanks to the speedy and hard work of Orchid and her partner in crime.
It's 8 p.m., and I have yet to look over the schedule for tomorrow. The only thing I know for certain is that I'll be, as usual, winging much of the 2-hour block. A world of chaos lies outside even the best-written lesson plans and schedules.
I went over my expectations (basically, do your work and don't run around the room for the whole 2 hours) on Friday. I printed up the expectations as a contract; by signing, students agreed to the expectations and to accept any consequences for breaking rules.
One student, Berry, flat-out refused to sign. Motivation is a problem for him. While he's always been reluctant to start working, he's never vocalized his resistance. Lately, however, when I encourage Berry to do his work, he says, "I don't want to work." My usual reply is that since he's at school anyways, he should try his best and learn something. The standoff continues, but I think parents need to be called in soon.
Monday, January 18, 2010
tripping over molehills, or how to turn a minor misunderstanding into a HUGE problem
Superstar came to check in on Thursday and almost got into a fight. I grabbed him from behind and had to walk him to his class. Not wanting to leave my students unattended, I asked Mrs. Lemon, whose room is adjacent to mine, if she could watch my class for a few minutes.
When I came back, Mrs. Lemon said Willow had been disrespectful to her, and that she was going to inform Willow's mom. (Willow's mom works on campus).
I talked to Willow. That morning, Willow had told me she had trouble finishing her science homework and asked if she could work on it. I agreed that she could ask for help from a classmate. When I left, she was sitting with Storm and asking for help. According to Willow, Mrs. Lemon had directed the class and Willow to work silently. Willow said she spoke up to try to explain to Mrs. Lemon that she had my OK to work with a classmate.
I talked to Mrs. Lemon, and she said Willow had been very cocky to her. She said that she hadn't heard a peep out of Willow and Storm last year, but that they were very noisy this year.
I told Mrs. Lemon that I had talked to Willow and that she had told me she was doing her work. I also said that based on my dealings with Willow, I believed she telling the truth.
I was taken aback when Mrs. Lemon retorted: "Come on! You believe them?" She then said she "knew" that Storm would lie to back up Willow's story. Mrs. Lemon wrapped up the conversation by declaring, "You need to get a handle on those kids. They're out of control."
Willow talked to her mom about what happened. Mom let the counselor know, and the counselor helped Willow draft an apology letter to Mrs. Lemon. The letter said that in the future, Willow would be careful to follow directions without comment. I thought the letter was fine and considered the issue resolved.
Later that morning, Mrs. Lemon asked to see Willow for a moment. I said OK, thinking nothing of it. It wasn't until I talked to Willow's mom after school that I learned what happened. According to Willow's mom, Mrs. Lemon refused to accept the letter, and threw it in the rubbish can as Willow was leaving the room. Understandably, this was upsetting to my student.
Mrs. Lemon also sent out an e-mail to the grade level that day, stating that we should not ask her to watch our class unless we were willing to back up her version of events.
While I didn't let this incident ruin my wonderfully long weekend, I was so mad on Thursday that I had to vent to Orchid after school. Some of the things that upset me:
a) Mrs. Lemon's mindset is that students are unreliable and untrustworthy. However, I believe that my students are, in general, truthful. I am sure they have gotten away with some things (what kid doesn't?) but I believe they are usually honest.
b) I do not appreciate being told by Mrs. Lemon what I need to do in my room. I am the first to admit that my classroom is a work in progress, but there has been steady improvement and we are not "out of control."
c) It infuriates me that Mrs. Lemon threw Willow's letter away. That's plain mean.
d) If a co-worker has a problem with me, I want her to talk to me directly. Sending an e-mail directed at me to the whole grade level makes me think she just wants the opportunity to gossip. I would have been fine with an individual e-mail, but why the need to share it with everyone?
While this incident was upsetting, I know that I did the right thing. My first responsibility is to my students. If I believe they are being truthful, I will support them.
When I came back, Mrs. Lemon said Willow had been disrespectful to her, and that she was going to inform Willow's mom. (Willow's mom works on campus).
I talked to Willow. That morning, Willow had told me she had trouble finishing her science homework and asked if she could work on it. I agreed that she could ask for help from a classmate. When I left, she was sitting with Storm and asking for help. According to Willow, Mrs. Lemon had directed the class and Willow to work silently. Willow said she spoke up to try to explain to Mrs. Lemon that she had my OK to work with a classmate.
I talked to Mrs. Lemon, and she said Willow had been very cocky to her. She said that she hadn't heard a peep out of Willow and Storm last year, but that they were very noisy this year.
I told Mrs. Lemon that I had talked to Willow and that she had told me she was doing her work. I also said that based on my dealings with Willow, I believed she telling the truth.
I was taken aback when Mrs. Lemon retorted: "Come on! You believe them?" She then said she "knew" that Storm would lie to back up Willow's story. Mrs. Lemon wrapped up the conversation by declaring, "You need to get a handle on those kids. They're out of control."
Willow talked to her mom about what happened. Mom let the counselor know, and the counselor helped Willow draft an apology letter to Mrs. Lemon. The letter said that in the future, Willow would be careful to follow directions without comment. I thought the letter was fine and considered the issue resolved.
Later that morning, Mrs. Lemon asked to see Willow for a moment. I said OK, thinking nothing of it. It wasn't until I talked to Willow's mom after school that I learned what happened. According to Willow's mom, Mrs. Lemon refused to accept the letter, and threw it in the rubbish can as Willow was leaving the room. Understandably, this was upsetting to my student.
Mrs. Lemon also sent out an e-mail to the grade level that day, stating that we should not ask her to watch our class unless we were willing to back up her version of events.
While I didn't let this incident ruin my wonderfully long weekend, I was so mad on Thursday that I had to vent to Orchid after school. Some of the things that upset me:
a) Mrs. Lemon's mindset is that students are unreliable and untrustworthy. However, I believe that my students are, in general, truthful. I am sure they have gotten away with some things (what kid doesn't?) but I believe they are usually honest.
b) I do not appreciate being told by Mrs. Lemon what I need to do in my room. I am the first to admit that my classroom is a work in progress, but there has been steady improvement and we are not "out of control."
c) It infuriates me that Mrs. Lemon threw Willow's letter away. That's plain mean.
d) If a co-worker has a problem with me, I want her to talk to me directly. Sending an e-mail directed at me to the whole grade level makes me think she just wants the opportunity to gossip. I would have been fine with an individual e-mail, but why the need to share it with everyone?
While this incident was upsetting, I know that I did the right thing. My first responsibility is to my students. If I believe they are being truthful, I will support them.
Tuesday, January 12, 2010
that little rustle ...
I was reminded yesterday that a few words can make a big difference.
Neo was getting his morning off to the usual start -- wandering around the room, talking to his friends, and not doing any work. I pulled him off to the side for a quick talk about why he comes to school. To learn, he promptly replied. I asked him whether he knew why he didn't sit with his friends in class, and he did. It was a quiet, quick talk, and then I sent him back to his desk.
Throughout the day I marveled at Neo's focus. He would even gently chide his friends to quiet down and listen. He did his work. He did need reminders now and then, but the attitude and effort was much improved. Today was another quite good day.
Is that little rustle I hear the sound of a new leaf being turned?
Oddly enough, I'm seeing a less dramatic but also positive trend with Dimples. While he still mouths off from time to time, and flat-out refuses to do work on occasion, he has begun doing some math assignments. He needed prompting to work on a constructed response this afternoon, but I walked away for a few moments and came back to see that he had finished, on his own.
Gotta hand it to my students for making better choices. : )
Neo was getting his morning off to the usual start -- wandering around the room, talking to his friends, and not doing any work. I pulled him off to the side for a quick talk about why he comes to school. To learn, he promptly replied. I asked him whether he knew why he didn't sit with his friends in class, and he did. It was a quiet, quick talk, and then I sent him back to his desk.
Throughout the day I marveled at Neo's focus. He would even gently chide his friends to quiet down and listen. He did his work. He did need reminders now and then, but the attitude and effort was much improved. Today was another quite good day.
Is that little rustle I hear the sound of a new leaf being turned?
Oddly enough, I'm seeing a less dramatic but also positive trend with Dimples. While he still mouths off from time to time, and flat-out refuses to do work on occasion, he has begun doing some math assignments. He needed prompting to work on a constructed response this afternoon, but I walked away for a few moments and came back to see that he had finished, on his own.
Gotta hand it to my students for making better choices. : )
Tuesday, January 5, 2010
*yawn*
The first day back with the kids is always tough.
My first alarm starts to ring at 5:10 a.m. The second one goes off at 5:15 a.m. This morning I didn't hear the first one at all and when the second one rang, got out of bed, picked up the cell phone, then crawled under the covers again until 5:30. I need one of those alarm clocks with wheels that you need to chase to shut off.
We did science in the morning, and the kids did the usual grumbling about being assigned to work in groups.
They did get excited about our language arts introduction to the text structure proposition and support, mainly because the article we are using is about kids getting paid for good grades.
After a lunch of breaded chicken patty (just how many breaded chicken patties does the U.S. produce? Given how often we eat them at school, way too many) with mashed potatoes, it was math time. Alas, teaching math often leaves me feeling homicidal, and today was no different.
I am trying to be more consistent in my classroom management -- Dimples got moved to the desk at the front of the room, and King spent the last hour of the day standing up at the front of the room after multiple attempts to sit by his friends. (I ran this by admin and they said making kids stand is not corporal punishment, but making kids stand outside in the heat of the sun is).
The usual crew owed me recess time today, but I'm hoping that being consistent about it will lead to less disruption and more learning. And less homicidal urges for the teacher.
My goal for 2010 is to be more on top of grading papers, so I settled down with a stack this evening. My other goal is to be more organized in the classroom, in the hopes of helping the students organize themselves as well. I will never be one of those teachers with an excruciatingly neat room, but I'm hoping to avoid the towering stacks of papers, books, and more that I tend to collect.
My first alarm starts to ring at 5:10 a.m. The second one goes off at 5:15 a.m. This morning I didn't hear the first one at all and when the second one rang, got out of bed, picked up the cell phone, then crawled under the covers again until 5:30. I need one of those alarm clocks with wheels that you need to chase to shut off.
We did science in the morning, and the kids did the usual grumbling about being assigned to work in groups.
They did get excited about our language arts introduction to the text structure proposition and support, mainly because the article we are using is about kids getting paid for good grades.
After a lunch of breaded chicken patty (just how many breaded chicken patties does the U.S. produce? Given how often we eat them at school, way too many) with mashed potatoes, it was math time. Alas, teaching math often leaves me feeling homicidal, and today was no different.
I am trying to be more consistent in my classroom management -- Dimples got moved to the desk at the front of the room, and King spent the last hour of the day standing up at the front of the room after multiple attempts to sit by his friends. (I ran this by admin and they said making kids stand is not corporal punishment, but making kids stand outside in the heat of the sun is).
The usual crew owed me recess time today, but I'm hoping that being consistent about it will lead to less disruption and more learning. And less homicidal urges for the teacher.
My goal for 2010 is to be more on top of grading papers, so I settled down with a stack this evening. My other goal is to be more organized in the classroom, in the hopes of helping the students organize themselves as well. I will never be one of those teachers with an excruciatingly neat room, but I'm hoping to avoid the towering stacks of papers, books, and more that I tend to collect.
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