I decided to have the kids put together a very simple memory book for Puakenikeni. They got to write about why they liked her as a teacher, what they learned from her, etc. Still gotta shoot photos of her class and try to throw it all together this weekend.
Anyhow, I am trying to keep the book a surprise, and I thought it would be nice if the kids could present the book and sing Uncle Kracker's "Smile" as a thank you. Keep in mind, Puakenikeni is the musical one. She plays ukulele, she taught the students to chant Hawaiian oli, and she taught them their May Day hula. My musical talents? Ummmm ... I can download the song from iTunes, print up the lyrics, and press play. It does not help that I'm hoarse from being sick last week and really can't sing.
I jumped in and taught the students the song today. Our AC is broken, so we've been keeping the windows and doors open. Since Puakenikeni's room is adjacent, we closed up the room just for practice to keep the song a surprise. Despite my lack of musical instruction experience, the class was enthusiastic about singing. I was surprised when Quarterback sat down and put his head on his desk after participating in the first few sing-throughs. Thinking about the song lyrics and Puakenikeni made him cry. I had a few other folks who got teary, too.
I joked with them that I will bring a box of Kleenex along for the performance, but that they should try to hold off their tears until after they sing the song.
I am reminded again of how good-hearted our students are.
Wednesday, May 18, 2011
Tuesday, May 17, 2011
need a remote control
Every day we get closer to summer, the volume seems to go up at school. I'm doing read-alouds, giving instructions, etc., in a much louder voice than normal. And given that I have what the VP once described as a "4-inch voice," I am rather hoarse at the end of the day. It didn't help that I spent recess duty yelling at kids "STAY OUT OF THE DITCH!" and "DO NOT RUN IN THE FIRE LANE!"
We do have a wireless audio system installed in our rooms that will project our voice from a thingie you can sling around your neck. I know the first-grade teachers use theirs regularly. I haven't used mine so far. Call me old-fashioned, but I don't see how we teach children to be quiet and settle themselves when we can basically talk over them and turn up the volume. But, given that I'm afraid my hoarseness will lead to laryngitis, I may have to use it tomorrow.
We do have a wireless audio system installed in our rooms that will project our voice from a thingie you can sling around your neck. I know the first-grade teachers use theirs regularly. I haven't used mine so far. Call me old-fashioned, but I don't see how we teach children to be quiet and settle themselves when we can basically talk over them and turn up the volume. But, given that I'm afraid my hoarseness will lead to laryngitis, I may have to use it tomorrow.
Monday, May 16, 2011
that time of year
It's that time of year, when I start thinking about all the things I want to change with my next class.
It's that time of year, when I feel I know my students best. The hugs from them seem to last a little longer; I can crack a joke and get smiles in return.
It's that time of year when I lie in bed on Monday mornings, listening to the alarm ringing, and long for serene summer mornings, rest and quiet.
It's that time of year when the days seem so long yet so short at the same time. I can't really wrap my mind around the fact that these students will be walking out of my life when the bell rings May 26. That I won't have the honor of being their "school mom." That I won't need to scold one student for shooting trash-can baskets with his balled-up paper; that I won't need to remind another to clean up her desk. That I won't be hearing any more of my students' small daily successes, woes and worries.
I'm torn between telling time to slow down and telling it to run faster. Monday mornings, I'll admit, I would love to press the fast-forward button. Other times I'm not so sure.
It's that time of year when I wonder if they'll remember me many years from now, and what they'll remember.
It's that time of year when I think about beginnings and endings, and how much they may be the same.
It's that time of year, when I feel I know my students best. The hugs from them seem to last a little longer; I can crack a joke and get smiles in return.
It's that time of year when I lie in bed on Monday mornings, listening to the alarm ringing, and long for serene summer mornings, rest and quiet.
It's that time of year when the days seem so long yet so short at the same time. I can't really wrap my mind around the fact that these students will be walking out of my life when the bell rings May 26. That I won't have the honor of being their "school mom." That I won't need to scold one student for shooting trash-can baskets with his balled-up paper; that I won't need to remind another to clean up her desk. That I won't be hearing any more of my students' small daily successes, woes and worries.
I'm torn between telling time to slow down and telling it to run faster. Monday mornings, I'll admit, I would love to press the fast-forward button. Other times I'm not so sure.
It's that time of year when I wonder if they'll remember me many years from now, and what they'll remember.
It's that time of year when I think about beginnings and endings, and how much they may be the same.
Monday, April 18, 2011
10 for 10 :)
As I mentioned earlier, I decided to make some modifications to my vocabulary instruction. My morning class on Friday got quite a bit of time to draw pictures to represent the words. I then allowed them to keep this "cheat sheet" on their desks during the test. I also left on the board the samples I had drawn (the book I pulled this visual representation technique from exhorts teachers to "model, model, model" how to do quickdraws).
To make sure students took the drawings seriously and tried their best to complete them, I mentioned that I was stapling the drawings to their tests. I also mentioned that Puakenikeni and I would be conferring and deciding whether the drawings had helped students do better.
Of the 15 students who took the test in my morning class, 10 got perfect scores. The other 5 showed significant improvement.
Today we started drawing with this week's new words. I hope that as students discuss, write and draw the words, they will build a deeper understanding.
To make sure students took the drawings seriously and tried their best to complete them, I mentioned that I was stapling the drawings to their tests. I also mentioned that Puakenikeni and I would be conferring and deciding whether the drawings had helped students do better.
Of the 15 students who took the test in my morning class, 10 got perfect scores. The other 5 showed significant improvement.
Today we started drawing with this week's new words. I hope that as students discuss, write and draw the words, they will build a deeper understanding.
a little attention
Sometimes I think I make things more complex than they need to be.
Like all of my students, Pup is suffering a bad case of spring fever. He was so off task last week that I pulled him on the side and mentioned that if things didn't improve, I would make a call home. This elicited immediate exclamations of, "No! I'll do better!" I meant to call last week, but honestly, was too tired.
My usual practice during independent work time is to invite kids who want assistance to sit at the round table in the back with me. Usually "invite" sounds like this .... "Pirate! Grab your dictionary, vocab list and a pencil and meet me in the back!" I was thinking about this one day and realized I was squeezing out a bunch of kids who want and need help, but are not the behavior problems I usually tap first for a seat in the back. Sadly, this means my girls who are struggling readers don't get as much help as they would benefit from. They will sit quietly and struggle through on their own, while my struggling boy readers will start folding and flying paper airplanes, playing with the sink, trying to sharpen their pencil backwards, etc. To keep order I usually fill up the back table with boys.
Today, however, I left it up to the students if they wanted to sit with me. Pup was one of them. As he sat to my right, I secretly marveled at how industrious he was. He even left the table after a while and continued working on his own.
The difference? He got to sit next to me and work. Pup is one of my clingiest students. He constantly desires attention and affection ... mine, Puakenikeni's, resource teachers' -- anyone, really. He didn't get or seek an excessive amount of attention today -- I had to field requests for help from 7 other students at the same time. But just sitting closer to me helped him focus.
Intervention doesn't have to be difficult or labor-intensive ... it just needs to suit the student and fulfill one of their needs.
Like all of my students, Pup is suffering a bad case of spring fever. He was so off task last week that I pulled him on the side and mentioned that if things didn't improve, I would make a call home. This elicited immediate exclamations of, "No! I'll do better!" I meant to call last week, but honestly, was too tired.
My usual practice during independent work time is to invite kids who want assistance to sit at the round table in the back with me. Usually "invite" sounds like this .... "Pirate! Grab your dictionary, vocab list and a pencil and meet me in the back!" I was thinking about this one day and realized I was squeezing out a bunch of kids who want and need help, but are not the behavior problems I usually tap first for a seat in the back. Sadly, this means my girls who are struggling readers don't get as much help as they would benefit from. They will sit quietly and struggle through on their own, while my struggling boy readers will start folding and flying paper airplanes, playing with the sink, trying to sharpen their pencil backwards, etc. To keep order I usually fill up the back table with boys.
Today, however, I left it up to the students if they wanted to sit with me. Pup was one of them. As he sat to my right, I secretly marveled at how industrious he was. He even left the table after a while and continued working on his own.
The difference? He got to sit next to me and work. Pup is one of my clingiest students. He constantly desires attention and affection ... mine, Puakenikeni's, resource teachers' -- anyone, really. He didn't get or seek an excessive amount of attention today -- I had to field requests for help from 7 other students at the same time. But just sitting closer to me helped him focus.
Intervention doesn't have to be difficult or labor-intensive ... it just needs to suit the student and fulfill one of their needs.
Tuesday, April 12, 2011
Fudge
Every afternoon I read to the kids. Our latest selection was "Tales of a Fourth-Grade Nothing." It always takes some time for them to develop interest, but I think they really enjoyed the story because many of them can relate to the travails of having a younger sibling. Whenever I announced read-aloud time, Pirate would announce, "That's my favorite book!"
Every book has its turning point, the hook that snags my students' attention. In Roald Dahl's "Matilda," my students were enthralled by the Trunchbull's action-packed visit to Matilda's classroom. In "Fourth-Grade Nothing," it was the infamous party for Fudge and his 3-year-old friends. It had enough gross-out kid humor to capture their attention.
Not sure what book we're going to start tomorrow ... they seemed receptive to reading the sequel "Fudge-a-Mania," but maybe I'll let them vote.
Every book has its turning point, the hook that snags my students' attention. In Roald Dahl's "Matilda," my students were enthralled by the Trunchbull's action-packed visit to Matilda's classroom. In "Fourth-Grade Nothing," it was the infamous party for Fudge and his 3-year-old friends. It had enough gross-out kid humor to capture their attention.
Not sure what book we're going to start tomorrow ... they seemed receptive to reading the sequel "Fudge-a-Mania," but maybe I'll let them vote.
reflecting and revising in the home stretch
Spring has sprung, I suppose. The kids are bouncing off the walls when they're not hunched over their desks, laboring over a love poem or daydreaming while I drag them through a language arts lesson. Yes, for the last few days I've felt that I'm literally dragging them through the nonfiction reading, then dumping a pile of comprehension questions on them.
The VP did a walkthrough with a VIP yesterday, and what were we doing? I had gotten tired of talking over them (I haven't yet developed that room-quelling loud-teacher voice), so I told them to write me a 1-page reflection. I cringed a little as my two visitors examined the questions on the board, which included "What are the expectations for 4th-graders?" and "Why is reading important for your future?"
During my drive to work, I reflected on how quickly the school year is coming to an end -- just about a month, really. I asked myself how I wanted to spend that month: stressed-out and grumpy or working hard but keeping things in perspective? I decided that I wanted to enjoy my last month with my fourth-graders. It's hard to imagine on some days, but I know I will miss them.
This is one of the roughest parts of the year, I think. I've noticed a precipitous drop in my students' vocabulary test scores. While even my most struggling students would score a 2 or 3 out of 10 in previous quarters, a bunch of them have been pulling down 0s. Understandable for those who are chronically behind on homework and classwork, but painful to see for those kids who I know are doing all their work. I reflected on it during the weekend and decided I needed to start discussing the words daily with students. It was something that I did consistently at the start of the year, but it fell to the roadside a while ago. It does take time and some prompting, but I'm hoping it will help students retain the words better. I also started having them draw pictures to represent the words. I'm crossing my fingers for better results on Friday's test.
The VP did a walkthrough with a VIP yesterday, and what were we doing? I had gotten tired of talking over them (I haven't yet developed that room-quelling loud-teacher voice), so I told them to write me a 1-page reflection. I cringed a little as my two visitors examined the questions on the board, which included "What are the expectations for 4th-graders?" and "Why is reading important for your future?"
During my drive to work, I reflected on how quickly the school year is coming to an end -- just about a month, really. I asked myself how I wanted to spend that month: stressed-out and grumpy or working hard but keeping things in perspective? I decided that I wanted to enjoy my last month with my fourth-graders. It's hard to imagine on some days, but I know I will miss them.
This is one of the roughest parts of the year, I think. I've noticed a precipitous drop in my students' vocabulary test scores. While even my most struggling students would score a 2 or 3 out of 10 in previous quarters, a bunch of them have been pulling down 0s. Understandable for those who are chronically behind on homework and classwork, but painful to see for those kids who I know are doing all their work. I reflected on it during the weekend and decided I needed to start discussing the words daily with students. It was something that I did consistently at the start of the year, but it fell to the roadside a while ago. It does take time and some prompting, but I'm hoping it will help students retain the words better. I also started having them draw pictures to represent the words. I'm crossing my fingers for better results on Friday's test.
Sunday, April 3, 2011
Mentos volcanoes, dinosaurs, and more: overnighter
Went on our overnighter field trip at the museum on Thursday night. Logged more hours with my pillow than normal this weekend to recuperate! But it was worth it. The kids were too busy learning and exploring to get into trouble, and it was wonderful to see them so excited to be there.
Tuesday, March 1, 2011
things I love
I love my little bell. It's the kind you press down on to ring, the type you find on store counters everywhere.
When I started working with small groups, volume control for the students working on their own was a problem. I let students know that if I rang the bell, that was their signal to quiet down. If I rang it twice in a day, the class would lose recess.
The lovely thing about this is that I don't need to stop working with my small group to quiet down the entire classroom. I ring the bell and a hush descends. I ring it a second time and there is a collective groan. I will occasionally issue a sharp reminder after ringing the bell, but I've realized it's not necessary. The bell is effective on its own.
One mystery of classroom management solved, 10,000 more to go ...
When I started working with small groups, volume control for the students working on their own was a problem. I let students know that if I rang the bell, that was their signal to quiet down. If I rang it twice in a day, the class would lose recess.
The lovely thing about this is that I don't need to stop working with my small group to quiet down the entire classroom. I ring the bell and a hush descends. I ring it a second time and there is a collective groan. I will occasionally issue a sharp reminder after ringing the bell, but I've realized it's not necessary. The bell is effective on its own.
One mystery of classroom management solved, 10,000 more to go ...
sweet
Our end-of-day routine includes me standing by the door and offering students the option of a hug, handshake or high-five. Most of my girls will take me up on the hug. For the last few days, Pirate has surprised me by giving me a hug on the way out. It's one of those slightly awkward, boy hugs -- the kind that say, "I'm-only-9-so-I'd-still-like-to-hug-you, but-I-don't-want-people-to-think-I'm-a-sissy" hugs. Which makes it all the sweeter, really.
Speaking of hugs, Quarterback came in tired-eyed, out of sorts, and as grouchy as a bear one day last week. He started verbally picking on someone. I pulled him outside to talk. Turned out he was tired from staying up late to pick up grandma at the airport. I ended the conversation by saying, "you look like you need a hug," which he happily accepted. I've realized that while he will rarely initiate a hug, he often needs one, and he has much better days in the classroom if I make it clear that I care about him. It's just hard sometimes to dredge up the patience to pull him on the side and give him the positive pep talk and gentle reminders. I wonder if that's why we call some of our students challenging? Not just for those difficult behaviors, but because they challenge us to be better teachers and people?
Speaking of hugs, Quarterback came in tired-eyed, out of sorts, and as grouchy as a bear one day last week. He started verbally picking on someone. I pulled him outside to talk. Turned out he was tired from staying up late to pick up grandma at the airport. I ended the conversation by saying, "you look like you need a hug," which he happily accepted. I've realized that while he will rarely initiate a hug, he often needs one, and he has much better days in the classroom if I make it clear that I care about him. It's just hard sometimes to dredge up the patience to pull him on the side and give him the positive pep talk and gentle reminders. I wonder if that's why we call some of our students challenging? Not just for those difficult behaviors, but because they challenge us to be better teachers and people?
Thursday, February 24, 2011
bwahahaha
You know you don't grade and return papers enough when your kids get excited and tell you "thank you" when you pass out the corrected work.
Wednesday, February 23, 2011
a secret ... and a success
You're not going to tell, are you?
Promise? Cross your heart? Spit in your hand and -- wait, I've changed my mind about the necessity of spit for the current proceedings.
OK, here it is: I hate grading papers.
I know feedback (and at least giving back their homework with a checkmark in the upper right corner, or even a smiley face or star) is integral to what happens in school.
I must confess, however, that it is one of my least favorite things to do. Well, cleaning out some mystery pile of papers that keeps growing and taking over my desk is higher on the list of least-favorite tasks. But still.
I have been guilty of tossing an enormous heap of papers to be graded into my backpack, then lugging it back and forth for longer than I'd like to say right now.
However, tonight I am patting myself on the back for plowing through a pile of papers. I think it helped that I half-watched/half-listened to "American Idol" on TV while I corrected student work. It also helps that I started displaying exemplary vocabulary sentences and vocabulary stories, and I am trying to stay current with the display. I type up 2 of the best stories, then let the writers title them and decorate the margins before they are posted on the board.
Vocabulary stories were a challenging homework assignment at first. I had many students writing disconnected sentences because they couldn't figure out how to weave a story out of 7 vocab words. However, I'm pleased to see that the stories are becoming more cohesive. Maybe they're getting a little help at home, or just figuring out on their own how to connect the words. Either way, I think it's a good higher-level exercise for them.
Promise? Cross your heart? Spit in your hand and -- wait, I've changed my mind about the necessity of spit for the current proceedings.
OK, here it is: I hate grading papers.
I know feedback (and at least giving back their homework with a checkmark in the upper right corner, or even a smiley face or star) is integral to what happens in school.
I must confess, however, that it is one of my least favorite things to do. Well, cleaning out some mystery pile of papers that keeps growing and taking over my desk is higher on the list of least-favorite tasks. But still.
I have been guilty of tossing an enormous heap of papers to be graded into my backpack, then lugging it back and forth for longer than I'd like to say right now.
However, tonight I am patting myself on the back for plowing through a pile of papers. I think it helped that I half-watched/half-listened to "American Idol" on TV while I corrected student work. It also helps that I started displaying exemplary vocabulary sentences and vocabulary stories, and I am trying to stay current with the display. I type up 2 of the best stories, then let the writers title them and decorate the margins before they are posted on the board.
Vocabulary stories were a challenging homework assignment at first. I had many students writing disconnected sentences because they couldn't figure out how to weave a story out of 7 vocab words. However, I'm pleased to see that the stories are becoming more cohesive. Maybe they're getting a little help at home, or just figuring out on their own how to connect the words. Either way, I think it's a good higher-level exercise for them.
Wednesday, February 16, 2011
little blue car
I miss my little blue car.
It was just another Friday morning, around 6:30 a.m. I was zipping along the highway as usual. Puakenikeni and I have discussed before the automaticity of our morning commutes.
I miss that automaticity right now. While I'm not so anxious that I've got a death grip on the steering wheel, I am a bit apprehensive during my morning drive. Not the best way to start a busy day.
I am thankful, however, for many things. While I did have some neck stiffness and soreness and a headache for the first two days, that cleared up. I am thankful that no one got injured. I am thankful for the very kind Freeway Service Patrol worker who exclaimed "Teachers are the best people in the world!" when he learned what I did for a living, then patted me on the shoulder and offered a little reassurance. Also so appreciative of Orchid, who took care of things for me at school, and my colleague who whipped up a sub plan. Yet another co-worker happened to pass by, noticed the accident, and took the time to call and check that I was OK and offer to put together a sub plan.
That being said, I still miss my little blue car, which saw me through two career changes, traveled across the Pacific with me when I moved back, and served as a tangible symbol of the financial independence I gained after college. Each time I get into my rented Ford Focus, with the steering wheel that vibrates once you hit a certain speed, and a few weird squeaks and whines, I realize how comfortable I was in my car.
All in all, though, I realize how fortunate I was that Friday.
It was just another Friday morning, around 6:30 a.m. I was zipping along the highway as usual. Puakenikeni and I have discussed before the automaticity of our morning commutes.
I miss that automaticity right now. While I'm not so anxious that I've got a death grip on the steering wheel, I am a bit apprehensive during my morning drive. Not the best way to start a busy day.
I am thankful, however, for many things. While I did have some neck stiffness and soreness and a headache for the first two days, that cleared up. I am thankful that no one got injured. I am thankful for the very kind Freeway Service Patrol worker who exclaimed "Teachers are the best people in the world!" when he learned what I did for a living, then patted me on the shoulder and offered a little reassurance. Also so appreciative of Orchid, who took care of things for me at school, and my colleague who whipped up a sub plan. Yet another co-worker happened to pass by, noticed the accident, and took the time to call and check that I was OK and offer to put together a sub plan.
That being said, I still miss my little blue car, which saw me through two career changes, traveled across the Pacific with me when I moved back, and served as a tangible symbol of the financial independence I gained after college. Each time I get into my rented Ford Focus, with the steering wheel that vibrates once you hit a certain speed, and a few weird squeaks and whines, I realize how comfortable I was in my car.
All in all, though, I realize how fortunate I was that Friday.
Thursday, February 10, 2011
them's fighting words
Two fights/conflicts today during language arts. Bleah.
It's already a struggle enough to get them focused. I fight the same battle when my kids return at 10:30 for a mere 30 minutes of social studies or science before we hustle off to lunch. I've realized that if I wait for them to quiet down completely, we can fritter away all 30 minutes. So I just plunge in, throw out a lot of "what are you supposed to be doing right now???" looks and reminders, and we actually get something done. I feel like I'm plowing along and dragging them through the lesson, but overall they do get the work done. So far, all we've been doing is tree-mapping sections of our Social Studies text to gather info on old Hawaii for our language arts project. Basically, I read aloud, stopping after each paragraph to call on students to share what they think are key words and ideas. They copy down the tree map I write on the board. Going to have to think about how to set that half-hour up for learning and success when I need them to work on their own ...
But back to the fights. Lion and Green started grabbing each other and I had to break it up. Lion claimed that Green was "irritating" him, so he ripped Green's paper. Then, an already upset Lion got into an altercation with Cleats. I decided that having 3 angry boys in one room was not going to work, so I sent Cleats to another room. While I am upset that this happened and wasted so much of our learning time, I'm not too surprised. Lion shared recently that mom is expecting baby #9. Lion craves attention, and this is the kind of behavior I saw in quarter 1, before I started taking him for weekly lunches. I think he's feeling attention-starved due to baby #9. Also, one of Lion's triggers is possessions. When I talked to him, he said Cleats has been bugging him for several days to hand over a prized Silly Band. The students are taking home a letter tomorrow informing parents that students cannot wear or carry Silly Bands in my room.
Add to the chaos that Quarterback was being disrespectful to me/not following directions throughout the day, and left the usually sweet-tempered and focused Dazzle in tears because he kept touching a box she had in her desk. He started the morning by taking a scissors off my desk (without asking) and using it to saw and hack at some crystal he had brought to school. Ended up sending him to the counselors to talk, but I am still at a loss about how to help him. He can be the sweetest kid on Earth ... or the terror of the classroom.
So glad that tomorrow's Friday.
It's already a struggle enough to get them focused. I fight the same battle when my kids return at 10:30 for a mere 30 minutes of social studies or science before we hustle off to lunch. I've realized that if I wait for them to quiet down completely, we can fritter away all 30 minutes. So I just plunge in, throw out a lot of "what are you supposed to be doing right now???" looks and reminders, and we actually get something done. I feel like I'm plowing along and dragging them through the lesson, but overall they do get the work done. So far, all we've been doing is tree-mapping sections of our Social Studies text to gather info on old Hawaii for our language arts project. Basically, I read aloud, stopping after each paragraph to call on students to share what they think are key words and ideas. They copy down the tree map I write on the board. Going to have to think about how to set that half-hour up for learning and success when I need them to work on their own ...
But back to the fights. Lion and Green started grabbing each other and I had to break it up. Lion claimed that Green was "irritating" him, so he ripped Green's paper. Then, an already upset Lion got into an altercation with Cleats. I decided that having 3 angry boys in one room was not going to work, so I sent Cleats to another room. While I am upset that this happened and wasted so much of our learning time, I'm not too surprised. Lion shared recently that mom is expecting baby #9. Lion craves attention, and this is the kind of behavior I saw in quarter 1, before I started taking him for weekly lunches. I think he's feeling attention-starved due to baby #9. Also, one of Lion's triggers is possessions. When I talked to him, he said Cleats has been bugging him for several days to hand over a prized Silly Band. The students are taking home a letter tomorrow informing parents that students cannot wear or carry Silly Bands in my room.
Add to the chaos that Quarterback was being disrespectful to me/not following directions throughout the day, and left the usually sweet-tempered and focused Dazzle in tears because he kept touching a box she had in her desk. He started the morning by taking a scissors off my desk (without asking) and using it to saw and hack at some crystal he had brought to school. Ended up sending him to the counselors to talk, but I am still at a loss about how to help him. He can be the sweetest kid on Earth ... or the terror of the classroom.
So glad that tomorrow's Friday.
Tuesday, February 8, 2011
crash landing
It's always rather deflating to score the constructed responses I am required to give at the start and end of each quarter to assess student learning.
Necessity has me tackling a pile of responses tonight, and it's depressing work. I realize -- again -- how little my students understand when they read. Even the ones I consider my better readers fail to go back to the text to find answers, reread for understanding, etc. They struggle to pull out details and give vague answers that prevent them from getting the full points for an answer.
I feel like I've been teaching and modeling these strategies since quarter 1, but if there's been a gain, I don't see it yet.
I guess there is a silver lining to this experience. This was the pre-test, so I can use what I see on the test to help them grow. I can find similar passages that will let them practice the key skills needed, and guide them in writing so they can experience for themselves writing a successful, clear response.
*Sigh*
It's still tough to see how far they have to go, but the only thing to do is take that first step, right?
Necessity has me tackling a pile of responses tonight, and it's depressing work. I realize -- again -- how little my students understand when they read. Even the ones I consider my better readers fail to go back to the text to find answers, reread for understanding, etc. They struggle to pull out details and give vague answers that prevent them from getting the full points for an answer.
I feel like I've been teaching and modeling these strategies since quarter 1, but if there's been a gain, I don't see it yet.
I guess there is a silver lining to this experience. This was the pre-test, so I can use what I see on the test to help them grow. I can find similar passages that will let them practice the key skills needed, and guide them in writing so they can experience for themselves writing a successful, clear response.
*Sigh*
It's still tough to see how far they have to go, but the only thing to do is take that first step, right?
Sunday, January 30, 2011
crackdown
This quarter Puakenikeni and I decided to crack down on the homework slackers. In the morning after homework check, I post the names of those who did not turn in the work. Students have 3 days to turn in the missing work and get their names crossed off. If a students' name goes on the list 3 times, they will be kept back from cafeteria duty (a privilege fourth-graders cherish).
The kids were serving lunch in the caf on Tuesday. The night before I looked over my lists and figured out I had 7 students, all boys, who needed to stay back. After I walked the class to the caf, 7 rather glum boys followed me back to the room. They filled out a worksheet that helped them think about why they don't do homework and had to write down concrete steps for getting it done. Then I posted the missing assignments and they had to start working.
Overall, they did very well. There wasn't any whining (I had made sure to clearly explain the policy when it started). The majority applied themselves and got some backwork done.
Disappointed that they are still not doing homework! Will have to remind them that if they want their name crossed off, they can stay in at recess and get it done that day.
The kids were serving lunch in the caf on Tuesday. The night before I looked over my lists and figured out I had 7 students, all boys, who needed to stay back. After I walked the class to the caf, 7 rather glum boys followed me back to the room. They filled out a worksheet that helped them think about why they don't do homework and had to write down concrete steps for getting it done. Then I posted the missing assignments and they had to start working.
Overall, they did very well. There wasn't any whining (I had made sure to clearly explain the policy when it started). The majority applied themselves and got some backwork done.
Disappointed that they are still not doing homework! Will have to remind them that if they want their name crossed off, they can stay in at recess and get it done that day.
welcome to the circus
What I've learned this month is that leadership is not just about what you do, but how you do it. Yes, it's impossible to get 100% buy-in. Yes, it may be messy and take longer to share your plans. But letting people have a say in plans that profoundly affect how they work is crucial. Without a say, people lose motivation. With a say, people may still not be happy, but at least they'll feel they had a shot at making changes and presenting their point of view.
These thoughts were prompted by a surprise change to the schoolwide schedule. While I like the idea of more time for students to learn math and language arts, I can't figure out how to use my itty-bitty half-hour blocks for resources. And I have serious reservations about being directed to focus my "reteaching" periods (an hour a day) on my approaching kids. In school-speak, an approaching kid is a student whose test score is not too far off from the magic 300 that means proficiency. So what happens to my lowest students, the ones who could really benefit from small-group teaching?
I also miss teaching language arts before lunch. My morning class is doing OK, but the afternoon? Everyone's tired, sleepy, and not inclined to sit down for the hard but essential work of reading and writing.
What heightens the chaos is that I just started guided reading. Basically, while we do have regular whole-class instruction, I am trying to work with small groups of students daily. This is where I'm trying to focus on my struggling readers. Guided reading is a daunting thing to start. One of my mentors calls it "a 3-ring circus." My students are not quite used to working independently. One of my big rules is that unless it's a real emergency, the students are not to interrupt me when I am with a group. My morning students have gotten adept at waving away classmates seeking a pencil or asking to go to the restroom. Volume control is a work in progress as well! I did try requiring "whisper voices" for the first 15 minutes of guided reading. It was quieter, but I think we need to actually practice. Maybe set the timer for 2 minutes and allow them to use "whisper voices" to converse with a neighbor.
Another hurdle for me is organization. I did set up a crate for all the students' folders, but I need to start taking notes on what I did with each group and better organizing my materials. I still harbor a deep envy for other teachers' spotless desks (just what do they DO with all the papers? the books? the worksheets? It's an eternal mystery), but I'm realizing one person's neat doesn't have to look like another's.
Can't believe it's almost February. When we came back from winter break, the end of May seemed eons away, but now I can see that it just might sneak up on me.
These thoughts were prompted by a surprise change to the schoolwide schedule. While I like the idea of more time for students to learn math and language arts, I can't figure out how to use my itty-bitty half-hour blocks for resources. And I have serious reservations about being directed to focus my "reteaching" periods (an hour a day) on my approaching kids. In school-speak, an approaching kid is a student whose test score is not too far off from the magic 300 that means proficiency. So what happens to my lowest students, the ones who could really benefit from small-group teaching?
I also miss teaching language arts before lunch. My morning class is doing OK, but the afternoon? Everyone's tired, sleepy, and not inclined to sit down for the hard but essential work of reading and writing.
What heightens the chaos is that I just started guided reading. Basically, while we do have regular whole-class instruction, I am trying to work with small groups of students daily. This is where I'm trying to focus on my struggling readers. Guided reading is a daunting thing to start. One of my mentors calls it "a 3-ring circus." My students are not quite used to working independently. One of my big rules is that unless it's a real emergency, the students are not to interrupt me when I am with a group. My morning students have gotten adept at waving away classmates seeking a pencil or asking to go to the restroom. Volume control is a work in progress as well! I did try requiring "whisper voices" for the first 15 minutes of guided reading. It was quieter, but I think we need to actually practice. Maybe set the timer for 2 minutes and allow them to use "whisper voices" to converse with a neighbor.
Another hurdle for me is organization. I did set up a crate for all the students' folders, but I need to start taking notes on what I did with each group and better organizing my materials. I still harbor a deep envy for other teachers' spotless desks (just what do they DO with all the papers? the books? the worksheets? It's an eternal mystery), but I'm realizing one person's neat doesn't have to look like another's.
Can't believe it's almost February. When we came back from winter break, the end of May seemed eons away, but now I can see that it just might sneak up on me.
Monday, January 3, 2011
and ... we're BACK??!!?
Was surprised to note that the last blog post was Nov. 15. Whoops. Maybe my resolution should be to post more regularly? I have to blame the drop-off on the massive paper I needed to write for my graduate class. While the graduate endeavor has required quite a bit of work (5 freezing hours at a stretch in UH's Hamilton library), this semester seemed especially tough. Or maybe I'm just getting tired of juggling it all. Anyhow, I have some thoughts percolating on how to juggle things a bit better in the near future ...
Today was a teacher work day. Teacher work days are a kindness, really. A kindness to teachers like me, who frittered away their break staying up late and sleeping in, eating almost everything in sight, reading for fun, and in general breaking their fervent, end-of-semester vow to PLAN PLAN PLAN AHEAD. Teacher work days let the goof-offs like me wrap their brain around the fact that break is over (oh, how 2 glorious weeks flitted by). It will definitely be a bit odd to be standing in front of a roomful of 9-year-olds tomorrow. They will likely be tired and slightly dazed, but hopefully with school supplies in tow. (We needed to move all the desks for floor polishing, so Puakenikeni and I decided to have them drag all their stuff home instead of leaving it all over the room. We'll see tomorrow if that was a wise decision.)
Today was a teacher work day. Teacher work days are a kindness, really. A kindness to teachers like me, who frittered away their break staying up late and sleeping in, eating almost everything in sight, reading for fun, and in general breaking their fervent, end-of-semester vow to PLAN PLAN PLAN AHEAD. Teacher work days let the goof-offs like me wrap their brain around the fact that break is over (oh, how 2 glorious weeks flitted by). It will definitely be a bit odd to be standing in front of a roomful of 9-year-olds tomorrow. They will likely be tired and slightly dazed, but hopefully with school supplies in tow. (We needed to move all the desks for floor polishing, so Puakenikeni and I decided to have them drag all their stuff home instead of leaving it all over the room. We'll see tomorrow if that was a wise decision.)
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