Yesterday, my LA students' outlines were due for their research essay. I gave them templates on Wednesday to fill in with their information, and told them it would be due on Thursday with no exceptions. I knew I was probably asking for disappointment, but I hope I'd scared them enough with the past couple of check points that they knew I was serious.
It turns out they DID know I was serious. Almost all of my students had their outlines to turn in, and it was a wonderful thing! I allowed them to talk or work quietly as I read through each outline, concentrating on the overall organization of their information (thesis, topic sentences, details). Some of them were outstanding, most of them were good, and a few needed a little more work to get good. But hey, as long as they turned it in, I was very proud of them and gave them no lower than an 85%. I had mostly 100%'s, though! I was actually very pleased and impressed with how well most of them were organized. Yes, they were using a template that I created for them, but it does take a certain amount of skill to insert the information into the template!
Today was a little easier since they'd worked so hard most of the week. I took them to the computer lab so they could start thinking about their PowerPoint Presentations or posters. Most of them are doing PPT presentations, but there are a few who prefer posters. They are already interested in each others' topics, and I saw them asking each other questions, sharing pictures and information, and telling their neighbors shocking facts about their topic.
One of my students, JC, did not have his outline yesterday. When I asked him about it, he said he'd work on it, but went right back to socializing with a couple of girls in the class. I scolded him a couple of times, so he put the work away, said he didn't understand it, and then pulled out his history homework. We had a couple of words, so I took him outside. I said the usual, "I know you can do better. You are already behind. Do you want to go to college? You seem like you don't care." At this, he turned his head to the side, and said quietly, "I do care." I'm going about this all wrong, I thought.
I told him that I care, too. I care about him, and I want him to succeed, to do his best. I asked him if he wanted extra help. "Yes, Miss." I asked if he could stay after school. "I don't know...." So, I told him I'd be there if he could. He didn't show up after school.
Today, JC came to class, looking downtrodden. "JC, do you have your outline?" "No, Miss, I didn't get it," he mumbled.
"Are you OK?" He really did not look happy. Was my class doing this to him?
"No." He shook his head. "I got in trouble again yesterday."
"Yesterday wasn't a good day for you, was it?"
Another shake of the head.
"Why don't you work on your outline right now then?"
"Miss, I can work on my PPT presentation now. Will you stay after school today?" (He's asking you for help!!!)
"Sure, JC, I'll be here until 3:00."
JC came for help this afternoon...along with 6 of his friends; 3 of whom are also in one of my classes and are doing the same project. When JC told them why he was there, they encircled him, and started giving him ideas for what to put on his outline. It was quite a sight to see...7 rough-and-tough, hyper, you'd think school is the last thing on their mind, Hispanic guys, crowding around their friend to help with a research outline. It warmed me to the core. I was so proud of all of them. After they left, I helped JC get his thoughts together. He left feeling organized and capable. The more I can empower these kids toward their own success, the better I do as a teacher.
Today was a good day. My students were engaged, they all jumped to give me their email addresses when I asked if they wanted me to email them their progress report, they were helping each other, they were nice to me, and they provided evidence of their learning. The perfect day in a teacher's week.
Quote of the Day:
"S____, did you have your Weaties this morning?"
"My weedies?"
"Yeah."
"...Are you asking me if I'm high?"
Friday, August 28, 2009
Wednesday, August 26, 2009
No Mercy!
It broke my heart to do this, but I decided (for the sake of my own sanity) that I was going to crack down this year on how much I allow my students to get away with...how much I let them take advantage of my kindness. So, for my LA classes, I've told them since the beginning of the week that their notecards, articles, and works cited page were due on Wednesday as soon as they came to class. I was determined to not allow them to think, "Oh, I don't have to print right now because Ms. Greene will let me print in the morning," which is what they normally do.
I wrote on the board when I got to the trailer this morning: "No, you cannot print here today."
As the students trickled in for each class period, I was bombarded with excuses, questions, complaints and pleas. The only ones I gave in to were the legitimate cases caused by Noodle Tools malfunctions. For the students with those types of problems, I allowed them to use Noodle and print their notecards, etc. as needed.
I wrote on the board when I got to the trailer this morning: "No, you cannot print here today."
As the students trickled in for each class period, I was bombarded with excuses, questions, complaints and pleas. The only ones I gave in to were the legitimate cases caused by Noodle Tools malfunctions. For the students with those types of problems, I allowed them to use Noodle and print their notecards, etc. as needed.
Tuesday, August 25, 2009
Lack of Concentration
For my literature classes, we were back in the trailer after being in the computer lab for the past 2-3 days of class. The students had the following instructions:
- Read and highlight articles (since most of read better from paper than a computer screen.)
- Make last-minute additions to note cards
- Begin filling in essay outline template
I understand, for ESOL students, it is difficult to read 5-10 pages of information on a topic that you're only just beginning to undestand. However, many of the students spent a lot of their time chatting. Some of them were actually talking about the research, but most of the conversations were off topic. The majority of students were doing what they were supposed to be doing. Those who were talking off topic, though, really grated on my nerves. I did my best to remind them that tomorrow is a checkpoint day: their notecards and highlighted articles are due. If they are missing something...I'm sorry. You get the grade that your efforts deserve. Some of the students did start on their outlines, and that is great!
During my LDC IV class, I introduced the concept of a chunk paragraph. Basically, you respond to a topic with one paragraph containing a topic sentence, concrete detail, commentary, and a concluding sentence. It's a body paragraph, really. However, it gives the assignment more focus, so the students have the opportunity to practice adding more details in their paragraphs. They are going to write a chunk a week...every Tuesday is writing day for them anyway. So, we'll write a chunk that is somehow related to our reading on the previous Monday.
Everyone seemed really tired today. I felt worn down. The kids had very little focus. I think it has something to do with the weather cooling down a bit. I hope things don't feel so chaotic tomorrow.
Monday, August 24, 2009
Researching in the 21st Century
Every year, for the first 4 years of teaching, I had to assign a research project to my students at the end of 2nd semester. It was kind of a right of passage. The students had practiced essay writing throughout the year, so they had to use their writing skills AND their new-found MLA format skills. In my opinion, this is just way too much for an end of the year activity. The kids are burned out, the teachers are burned out, and no one can concentrate on a task for more than 5 minutes.
Well, this year, I'm turning the tables. I started my JR LA and SOPH LA classes on their research projects right away (as I've explained in previous posts). At first, I was determined to have them do their bibliographies, note cards, and works cited pages by hand so they HAD TO learn MLA format. They'll probably have to identify things like "proper punctuation for the title of a novel in an MLA citation" on a Benchmark or other standardized test. However, most of my students are writing WAY below grade level, so I'm having to teach them basic essay format almost from scratch. (Some of them think that one sentence that stretches for 6 lines on a piece of paper counts as a paragraph!)
To cut down on the paperwork, while keeping my high expectations for their learning, I enlisted the help of our Media Center specialist and her new toy called Noodle Tools. http://www.noodletools.com/
This program is awesome! As the students do their article/website research through our Media Center databases, they can use Noodle Tools Bibliography to create a working bibliography online (by inputing author, title, publication, etc. information into 'fill in' boxes), then print a Works Cited page that is already in correct MLA format with indentions, italics, quotations, etc.
Furthermore, each source has a link to a blank Noodle Tool Note Card that the students fill in with the appropriate information plus any direct quotes they'd like to use or paraphrases they come up with. The program keeps the cards organized for them in a workspace, then prints them all neatly for the student when he or she is ready.
My students went to the computer lab for 3 days during my class (the first day was 1/2 orientation to the databases and Noodle Tools), and they've accomplished more in those 3 days than I have been able to do in a week with past classes who had to do everything by hand. Most of them have found their 2-3 sources, created and printed a bibliography, and created and printed note cards for each source. All of that in 3 days!
Tomorrow, I want them to take one more look at each source and highlight information that would be useful in their essay. Then, I want them to use their KWL, articles, and note cards to start outlining their essay. I've come up with an outline template that walks them through the different parts of an essay. Hopefully, that will cut down on questions like, "Ms. Greene, where does the thesis statement go?"
BTW: I forgot to mention last Friday that I gave the students 2 more ways to remember the proper format of an essay. For the visual learners, I drew a burger on the board, and explained that a good essay is like a good burger...it has a top bun (introduction), the insides to keep things interesting (body), and a bottom bun (conclusion). Without the stuff in the middle, it's not very interesting, and not very appealing. Without the bun, everything falls apart.
Then, for my kinesthetic learners, I gave small groups/pairs an essay that had been cut apart into hook, background info, thesis, 3 topic sentences, 3 body paragraphs, and a conclusion. The students had to reassemble the essay using what they already knew about essay format and clues from the topic sentences. Both of these worked very well!
Well, this year, I'm turning the tables. I started my JR LA and SOPH LA classes on their research projects right away (as I've explained in previous posts). At first, I was determined to have them do their bibliographies, note cards, and works cited pages by hand so they HAD TO learn MLA format. They'll probably have to identify things like "proper punctuation for the title of a novel in an MLA citation" on a Benchmark or other standardized test. However, most of my students are writing WAY below grade level, so I'm having to teach them basic essay format almost from scratch. (Some of them think that one sentence that stretches for 6 lines on a piece of paper counts as a paragraph!)
To cut down on the paperwork, while keeping my high expectations for their learning, I enlisted the help of our Media Center specialist and her new toy called Noodle Tools. http://www.noodletools.com/
This program is awesome! As the students do their article/website research through our Media Center databases, they can use Noodle Tools Bibliography to create a working bibliography online (by inputing author, title, publication, etc. information into 'fill in' boxes), then print a Works Cited page that is already in correct MLA format with indentions, italics, quotations, etc.
Furthermore, each source has a link to a blank Noodle Tool Note Card that the students fill in with the appropriate information plus any direct quotes they'd like to use or paraphrases they come up with. The program keeps the cards organized for them in a workspace, then prints them all neatly for the student when he or she is ready.
My students went to the computer lab for 3 days during my class (the first day was 1/2 orientation to the databases and Noodle Tools), and they've accomplished more in those 3 days than I have been able to do in a week with past classes who had to do everything by hand. Most of them have found their 2-3 sources, created and printed a bibliography, and created and printed note cards for each source. All of that in 3 days!
Tomorrow, I want them to take one more look at each source and highlight information that would be useful in their essay. Then, I want them to use their KWL, articles, and note cards to start outlining their essay. I've come up with an outline template that walks them through the different parts of an essay. Hopefully, that will cut down on questions like, "Ms. Greene, where does the thesis statement go?"
BTW: I forgot to mention last Friday that I gave the students 2 more ways to remember the proper format of an essay. For the visual learners, I drew a burger on the board, and explained that a good essay is like a good burger...it has a top bun (introduction), the insides to keep things interesting (body), and a bottom bun (conclusion). Without the stuff in the middle, it's not very interesting, and not very appealing. Without the bun, everything falls apart.
Then, for my kinesthetic learners, I gave small groups/pairs an essay that had been cut apart into hook, background info, thesis, 3 topic sentences, 3 body paragraphs, and a conclusion. The students had to reassemble the essay using what they already knew about essay format and clues from the topic sentences. Both of these worked very well!
Tuesday, August 18, 2009
Starting that Research Project
The past couple of days have been sort of a review over basic essay format. I know that some students are, unfortunately, hearing much of this for the first time. I'm trying to take it slow, but there is just so much time that I can spend on teaching BASIC essay format (intro w/ thesis, body paragraps w/ topic sentences, conclusion). It is my job to start them on MLA format and persuasive writing.
My students have all signed up for a teen issue that they would like to research. These issues are directly related to the summer reading books, so they should theoretically have some background knowledge about the topic (although, relistically, most did not do their reading). They did not have to do the reading to be able to do this project, though, so there is no excuse for full participation and completion! Their projects are worth 300 points and will consist of:
KWL (10)
Participation in Writing Centers (20)
Reading and highlighting articles (10)
Source Note Cards (30)
Outline (20)
Rough Draft (40)
Final Draft (100)
Group Planning (20)
Group Presentation and Note Cards (50)
So, today, I passed out a pack of papers that included: 3 articles, 1 essay, 1 works cited page, and 1 note card. I stayed late last night to do research, write my own original essay, create my works cited page, and create a sample note card. I passed out clean copies of my originals that were highlighted and notated. Then, I separated the students into small groups of 3 or 4. Each group received on of my original documents and had to highlight and make notes on their papers exactly as they appeared on my originals. These notes were things that labled the thesis, topic sentences, paraphrased citations, direct quote citations, etc. It also provided some hints about how to format essays (double space, header with page number). The groups made their marks, then passed the document to the next group, and so on.
Thus, the students have tangibly created models and reminders of what I expect from their own research documents. I told them to refer to these documents before asking me questions so I don't have to answer 22 times: "Ms. Greene, do we need a title for our essay?" The students put these documents into their classroom folders which will stay in my trailer.
I'm wondering if I'm overloading them with information to start. I guess repetition is good...they'll hear it once now, hear it again later, hear it again during their research and writing, and hopefully it will take effect. I tend to want to wait to give them the info until they actually need it, but how will they remember it if they only hear it once?
Tomorrow, we're meeting in the computer lab for the students to have an introduction to the databases they'll use for their research, and to Noodle Tools, which will help them stay organized through this process.
My students have all signed up for a teen issue that they would like to research. These issues are directly related to the summer reading books, so they should theoretically have some background knowledge about the topic (although, relistically, most did not do their reading). They did not have to do the reading to be able to do this project, though, so there is no excuse for full participation and completion! Their projects are worth 300 points and will consist of:
KWL (10)
Participation in Writing Centers (20)
Reading and highlighting articles (10)
Source Note Cards (30)
Outline (20)
Rough Draft (40)
Final Draft (100)
Group Planning (20)
Group Presentation and Note Cards (50)
So, today, I passed out a pack of papers that included: 3 articles, 1 essay, 1 works cited page, and 1 note card. I stayed late last night to do research, write my own original essay, create my works cited page, and create a sample note card. I passed out clean copies of my originals that were highlighted and notated. Then, I separated the students into small groups of 3 or 4. Each group received on of my original documents and had to highlight and make notes on their papers exactly as they appeared on my originals. These notes were things that labled the thesis, topic sentences, paraphrased citations, direct quote citations, etc. It also provided some hints about how to format essays (double space, header with page number). The groups made their marks, then passed the document to the next group, and so on.
Thus, the students have tangibly created models and reminders of what I expect from their own research documents. I told them to refer to these documents before asking me questions so I don't have to answer 22 times: "Ms. Greene, do we need a title for our essay?" The students put these documents into their classroom folders which will stay in my trailer.
I'm wondering if I'm overloading them with information to start. I guess repetition is good...they'll hear it once now, hear it again later, hear it again during their research and writing, and hopefully it will take effect. I tend to want to wait to give them the info until they actually need it, but how will they remember it if they only hear it once?
Tomorrow, we're meeting in the computer lab for the students to have an introduction to the databases they'll use for their research, and to Noodle Tools, which will help them stay organized through this process.
Saturday, August 15, 2009
Friday, First Week
Friday sort of sneaked up on me. I am still trying to find my groove at school, trying to get into a routine. Thursday afternoon, I looked at my day planner for the first time since Monday and thought, "Wow! Tomorrow's already Friday! I still have so much to do...." Oh, dear me.
Class on Friday was a great day. I passed out the overview sheet and daily schedule of events for the students' research project. They were not as scared of the fact that this project would take them five weeks to complete as I thought they'd be. I guess seeing it all laid out and knowing what to expect was a great comfort to them. Mostly, they just wanted to know what the topics were so they could sign up for their top pick.
The research topics were all related to the summer reading books, but they are also real-world issues that affect teenagers in our schools; things like: teen pregnancy, teen smoking, homelessness, drug addiction, domestic violence, bullying, eating disorders, alcoholism, etc. The students were really excited about signing up for their topic of choice! There were some fights about who would get what (I had a lot of students interested in domestic violence and eating disorders), but it was all resolved by one or two students gracefully choosing one of the other topics to research.
After they chose their topics and read the overview sheet, I asked the students to do a KWL organizer to start brainstorming ideas on which to focus their research. In a KWL organizer, there are 3 columns into which the students categorize what they KNOW about the topic, what they WANT to know about the topic, and what they've LEARNED about the topic. Thus, the last column would be filled out only after they've done their research. This is a great way to get their brains to start churning up ideas!
These few activities took up the whole class period. The students really put a lot of thought into their KWL's, so I told them to hang on to them over the weekend, and if they thought of anything else to add, add it. Then, I'd take them up on Monday. A lot of them were excited to continue thinking about their topics over the weekend!
On Monday and Tuesday, I plan on sharing an example article with the students, and practicing brainstorming and outlining with the students on a topic like teen dropouts. That way, they have a model on how to start organizing their original ideas with information from their sources.
For this weekend, however, I need to grade their summer reading essays, create and plan handouts and activities for next week, and figure out what to do with my LDC IV class, since I have absolutely no resources or materials for it.
Quote of the Day:
"Miss, how do you spell 'kindda'? It's k-i-n-d-d-a, right?"
"No.... First of all, it's two words. Secondly, you spell it k-i-n-d space o-f."
"REALLY?!"
"...yes."
Class on Friday was a great day. I passed out the overview sheet and daily schedule of events for the students' research project. They were not as scared of the fact that this project would take them five weeks to complete as I thought they'd be. I guess seeing it all laid out and knowing what to expect was a great comfort to them. Mostly, they just wanted to know what the topics were so they could sign up for their top pick.
The research topics were all related to the summer reading books, but they are also real-world issues that affect teenagers in our schools; things like: teen pregnancy, teen smoking, homelessness, drug addiction, domestic violence, bullying, eating disorders, alcoholism, etc. The students were really excited about signing up for their topic of choice! There were some fights about who would get what (I had a lot of students interested in domestic violence and eating disorders), but it was all resolved by one or two students gracefully choosing one of the other topics to research.
After they chose their topics and read the overview sheet, I asked the students to do a KWL organizer to start brainstorming ideas on which to focus their research. In a KWL organizer, there are 3 columns into which the students categorize what they KNOW about the topic, what they WANT to know about the topic, and what they've LEARNED about the topic. Thus, the last column would be filled out only after they've done their research. This is a great way to get their brains to start churning up ideas!
These few activities took up the whole class period. The students really put a lot of thought into their KWL's, so I told them to hang on to them over the weekend, and if they thought of anything else to add, add it. Then, I'd take them up on Monday. A lot of them were excited to continue thinking about their topics over the weekend!
On Monday and Tuesday, I plan on sharing an example article with the students, and practicing brainstorming and outlining with the students on a topic like teen dropouts. That way, they have a model on how to start organizing their original ideas with information from their sources.
For this weekend, however, I need to grade their summer reading essays, create and plan handouts and activities for next week, and figure out what to do with my LDC IV class, since I have absolutely no resources or materials for it.
Quote of the Day:
"Miss, how do you spell 'kindda'? It's k-i-n-d-d-a, right?"
"No.... First of all, it's two words. Secondly, you spell it k-i-n-d space o-f."
"REALLY?!"
"...yes."
Thursday, August 13, 2009
Day 4: Rules, Rules, Rules
I didn't post yesterday because my students were just writing their essays over their summer reading. I gave them a choice of 3 topics related to the reading (conflict, choices, defend or support the book as summer reading), and they had to chose one. I also gave a 4th choice for the "slackers" and new students. They had to tell me about themselves as students. While the they all worked quietly on this (I allowed a minimal amount of talking if they needed to clarify a point with a friend), I graded their summer reading objective test. It was a productive day!
Today was fun. I gave the students in my LA classes 25 minutes to finish whatever they needed to finish on their summer reading essays. Most of them used their time wisely and finished. For the other 1/2 of class, we did a board activity similar to the "Chalk Talk" that we did on Tuesday. (Like I said on Tues., I don't want to give up on an activity just because it's not perfect the first time!) This time, we wrote "Classroom Rules" on the board. The students brainstormed class rules that they've heard before, and what they wanted to change about those rules. I agreed to be flexible with the rules IF students gave me something in return. The students chose the top 5 rules that they had a problem with, and through our discussion, 1st period came up with the following:
1. Teacher will give 30-second grace period on tardiness
* Students will work bell to bell
2. Teacher will allow students to use iPods quitely during individual work time
* Students will participate fully during group work time
3. Teacher will allow students to leave textbooks in classroom
* Students will come during advisement to finish work
4. Teacher will not give homework from the textbook
* Homework can be a worksheet or short writing assignment
5. Food, Drinks, and Gum are allowed
* Everyone will help clean up everyday
These seem pretty sensible to me! The experiment worked really well except in my 6th period SOPH LA (S) class. They just weren't interested in the activity. I had to pull 3 rules out of them, and their homework is to come up with 2 more rules, or they have to follow whatever rules I decide.
In LDC IV today, I had the students do their "I Am" poems. I showed them three of the best from last year (nicely written, beautifully illustrated), and told them to get to work. Most of them wanted to take them home to finish for homework, so they could make them look really nice. I noticed that the students have self-segregated. Asians/Hispanics. I've made a list to pair them into non-native language speaking pairs, and am going to think of some speaking and writing activities they have to do together in order to practice their English. Their tendency to stick to their "own kind" is why they are in LDC IV to begin with: they don't practice their English enough!
Tomorrow, I am introducing the students' research project to them. We'll see what kind of feedback I get from them....
Today was fun. I gave the students in my LA classes 25 minutes to finish whatever they needed to finish on their summer reading essays. Most of them used their time wisely and finished. For the other 1/2 of class, we did a board activity similar to the "Chalk Talk" that we did on Tuesday. (Like I said on Tues., I don't want to give up on an activity just because it's not perfect the first time!) This time, we wrote "Classroom Rules" on the board. The students brainstormed class rules that they've heard before, and what they wanted to change about those rules. I agreed to be flexible with the rules IF students gave me something in return. The students chose the top 5 rules that they had a problem with, and through our discussion, 1st period came up with the following:
1. Teacher will give 30-second grace period on tardiness
* Students will work bell to bell
2. Teacher will allow students to use iPods quitely during individual work time
* Students will participate fully during group work time
3. Teacher will allow students to leave textbooks in classroom
* Students will come during advisement to finish work
4. Teacher will not give homework from the textbook
* Homework can be a worksheet or short writing assignment
5. Food, Drinks, and Gum are allowed
* Everyone will help clean up everyday
These seem pretty sensible to me! The experiment worked really well except in my 6th period SOPH LA (S) class. They just weren't interested in the activity. I had to pull 3 rules out of them, and their homework is to come up with 2 more rules, or they have to follow whatever rules I decide.
In LDC IV today, I had the students do their "I Am" poems. I showed them three of the best from last year (nicely written, beautifully illustrated), and told them to get to work. Most of them wanted to take them home to finish for homework, so they could make them look really nice. I noticed that the students have self-segregated. Asians/Hispanics. I've made a list to pair them into non-native language speaking pairs, and am going to think of some speaking and writing activities they have to do together in order to practice their English. Their tendency to stick to their "own kind" is why they are in LDC IV to begin with: they don't practice their English enough!
Tomorrow, I am introducing the students' research project to them. We'll see what kind of feedback I get from them....
Tuesday, August 11, 2009
Day Two: Boring and Crazy
How can one day be both, right? Well, for the first half of the class period, students had to take their summer reading test. This took up about 25-30 minutes. I hate test time because time just drags and drags. After their tests were turned in, I led students in a "Chalk Talk" to get them moving and to start opening up. The original purpose for the "Chalk Talk" was to have students think about and agree upon classroom rules for our period together. But, we didn't get around to the rules. I have a collab. teacher during 1st period (the "Talk" was something she did last year), and she wanted to get an idea of weather the students were excited or scared about their sophomore year. So, we just wrote "School" on the board, and the kids commenced writing their thoughts on the board about this year. Rules came up only at the end.
I think we might have another "Chalk Talk" on Thursday (tomorrow they have to write their summer reading essay) to come up with the classroom rules together. I think that would be a cool activity, and it will get me out of my bad habit of trying something once, having it not turn out exactly the way I wanted, and never doing it again! I need to get the students used to doing activities like this so they are more comfortable with speaking their mind, getting up and moving around, responding and interacting with each other, and thinking outside of the box.
On top of what I wanted to do with my students, I was also taking care of paperwork that is necessary at the beginning of the school year. That put an added level of hectic to the day.
A thought: I didn't put the kids into a seating chart yet because we didn't have enough desks on the first day. I'm finding that some in my ESOL class, especially, need to be isolated from their friends, and need to be around people who don't speak their L1. Tomorrow, I should go ahead and get the students settled into a seating chart. I don't want them to get comfortable with doing whatever they want. I'm going to put numbers on the desks ASAP, but I think I should get them in the assigned desks NOW.
We'll be starting a research project soon, so I want to have the class organized before that. It will make me feel much better when I let the students move around to work together.
I think we might have another "Chalk Talk" on Thursday (tomorrow they have to write their summer reading essay) to come up with the classroom rules together. I think that would be a cool activity, and it will get me out of my bad habit of trying something once, having it not turn out exactly the way I wanted, and never doing it again! I need to get the students used to doing activities like this so they are more comfortable with speaking their mind, getting up and moving around, responding and interacting with each other, and thinking outside of the box.
On top of what I wanted to do with my students, I was also taking care of paperwork that is necessary at the beginning of the school year. That put an added level of hectic to the day.
A thought: I didn't put the kids into a seating chart yet because we didn't have enough desks on the first day. I'm finding that some in my ESOL class, especially, need to be isolated from their friends, and need to be around people who don't speak their L1. Tomorrow, I should go ahead and get the students settled into a seating chart. I don't want them to get comfortable with doing whatever they want. I'm going to put numbers on the desks ASAP, but I think I should get them in the assigned desks NOW.
We'll be starting a research project soon, so I want to have the class organized before that. It will make me feel much better when I let the students move around to work together.
Monday, August 10, 2009
First Day of New School Year
The first day of a new school year is usually a nerve-wracking time for many teachers. We wonder: what will my students be like? Will have have any hard to handle students? Are all of my papers copied? What activities should I do with my students? ...etc.
I was definitely still feeling like this on Friday, the last day of preplanning. So, I made the decision to go in on Sunday (something I've never done before!) to make sure I had my ducks in a row for that crucial day. I had 2 less days of preplanning this year because teachers in GA were furloughed for three days. My other furlough day will occur in October some time. I thought I'd be able to get everything done in the few days that we did have for preplanning, but I was wrong. Those two other days really make a difference. So, I spent two and a half hours in my classroom trailer on Sunday, printing rosters, checking IEP's, planning organized activities, and writing up a lesson plan.
My lesson plan is what really saved me. I used a template from the the SIOP model, and planned my day using components of SIOP. Taking time to plan carefully and precisely helped me make use of every minute of the class period--from bell to bell. I really like this! I am going to plan all of my lessons (for all 3 preps) in the SOIP lesson plans to make sure I keep my students focused, give them ample time for practice, and give them opportunities for interaction in each lesson.
As soon as I left my trailer, I felt relieved and excited for the first day! I've never felt that before, and it is such a great thrill!
All of the students responded will to the organization of the class. Having the time increments on the board next to each task really helped me stay on track, too! I wrote the following on the board:
1. Welcome and Introduction (5)
2. Syllabus (5)
3. Personality Type Activity (25)
4. Summer Reading Sign Up
5. Learning Type Activity (15)
6. Wrap-Up (5)
I stayed on track in each period, and so did the kids. I know that some of it has to do with the fact that it was the first day, and everyone was on their best behavior. However, I am hoping that it will continue to pay off if I put so much time into preparing for each class.
One thing: Today, I used the same plan for all classes. I technically have 3 preps: SOPH CP LA (collab), SOPH CP LA (ESOL/Sheltered), and LDC IV (ESOL). I know it will take longer to plan 3 preps with the SIOP lesson plan, but we'll see if it is worth it. I'm willing to give it a try!
I was definitely still feeling like this on Friday, the last day of preplanning. So, I made the decision to go in on Sunday (something I've never done before!) to make sure I had my ducks in a row for that crucial day. I had 2 less days of preplanning this year because teachers in GA were furloughed for three days. My other furlough day will occur in October some time. I thought I'd be able to get everything done in the few days that we did have for preplanning, but I was wrong. Those two other days really make a difference. So, I spent two and a half hours in my classroom trailer on Sunday, printing rosters, checking IEP's, planning organized activities, and writing up a lesson plan.
My lesson plan is what really saved me. I used a template from the the SIOP model, and planned my day using components of SIOP. Taking time to plan carefully and precisely helped me make use of every minute of the class period--from bell to bell. I really like this! I am going to plan all of my lessons (for all 3 preps) in the SOIP lesson plans to make sure I keep my students focused, give them ample time for practice, and give them opportunities for interaction in each lesson.
As soon as I left my trailer, I felt relieved and excited for the first day! I've never felt that before, and it is such a great thrill!
All of the students responded will to the organization of the class. Having the time increments on the board next to each task really helped me stay on track, too! I wrote the following on the board:
1. Welcome and Introduction (5)
2. Syllabus (5)
3. Personality Type Activity (25)
4. Summer Reading Sign Up
5. Learning Type Activity (15)
6. Wrap-Up (5)
I stayed on track in each period, and so did the kids. I know that some of it has to do with the fact that it was the first day, and everyone was on their best behavior. However, I am hoping that it will continue to pay off if I put so much time into preparing for each class.
One thing: Today, I used the same plan for all classes. I technically have 3 preps: SOPH CP LA (collab), SOPH CP LA (ESOL/Sheltered), and LDC IV (ESOL). I know it will take longer to plan 3 preps with the SIOP lesson plan, but we'll see if it is worth it. I'm willing to give it a try!
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