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 ...
Monday, February 22, 2010
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.
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