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.
Sunday, January 30, 2011
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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