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?
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