New semester started today....
Beyond the usual book shortages that seem to plague the second semester, here are a few reflections to match this first day...
My English II Standard kids are terrified of school, especially of English. In my conversation with them today, they described English as "reading a bunch of stories that they didn't like, and watching movies."
We will have to change this. I see illustrations in their future...
With that said, I also think that it might be the age as well. Seniors, the students I had last semester, have been with each other for a while, and have a functioning community already. As a result, they were more open from the get-go, thinking that there were more of them than there was of me. The sophomores haven't realized that yet, and I think I will be taking advantage of that situation so long as it lasts.
I have another section of English IV CP this semester; they took a section of English II Standard, and gave me the seniors again. They, frankly, think I am a little nuts. Being more experienced students, they are more ready to go at the beginning of the course, and that is something of a double-edged sword. While it is easier to get Socratic dialogue going with them, and harnessing their thoughts on English as a discipline and a Discourse (I know, a little too much theory there, but I am vetting it somewhat with experience), they are also much more prone to independent actions when it is not entirely appropriate.
For fourth block, I have a new set of sophomores for English II CP. I think I am going to enjoy this group, though I might have experimented a little too much with them . I planned in some free time at the end of class today, allowing them to speak in small groups together, and generally socialize. The theory here was that I could observe their interactions with one another, figure out who was socially involved with who, and nip those things in the bud quickly. At the beginning of the first semester, I allowed a great deal of freedom to my students. They could choose where to sit for some time, they had independent time at the end of class, they were allowed to have a little chaos. The idea, and honestly the reality as well, was that I would be able to observe them discretely, observe their behaviors, and know them as complete learners, not simply performance within academic areas. However, I spent a good deal of time afterward reinforcing and restructuring the classroom.
This time, I planned for it for a day; we will see how I can establish order tomorrow. From a research perspective, this is interesting; that said, I can't lose sight of why I am here.
More tomorrow, as it comes...
Wednesday, January 19, 2011
Wednesday, January 12, 2011
And so it is finished...
Well, today was my last day of teaching of the first semester of my professional career.
Tomorrow, they will take the final, grades will be entered, they will pass or fail, and a new batch will come in the door.
I would like to say that the spark I had starting teaching were still there.
It is, actually.
Still, it is tempered with a bit of experience as well. Lessons learned during this semester include:
Talk as loud as you intend to the entire semester within the first week, and no louder. You are setting a baseline for the semester.
The whole "don't let them see you smile before December" idea has some truth to it, though not the truth on the surface. It is more important that rules stay clear and firm; with that said, killing them with kindness is much more effective than blasting out their ear drums.
Not every thing that you do within class needs to be graded; in fact, it is better if the preponderance of it is not.
Never let them see you blink. Also, don't be afraid to be wrong either. Mistakes happen, and to pretend otherwise is to be disconnected with reality. The key, for both you and your students, is how you handle the mistakes that will inevitably come.
Don't forget why you chose to teach this subject to teach. You can't teach what you don't love, and your students can develop no further than you have in your love of the discipline.
Finally, you don't need to cover every element of every work you cover, or every purpose, corner and cranny of a piece of writing. Always, always, always, be able to answer the "why are we learning this" in real world terms.
More later as time allows...
Tomorrow, they will take the final, grades will be entered, they will pass or fail, and a new batch will come in the door.
I would like to say that the spark I had starting teaching were still there.
It is, actually.
Still, it is tempered with a bit of experience as well. Lessons learned during this semester include:
Talk as loud as you intend to the entire semester within the first week, and no louder. You are setting a baseline for the semester.
The whole "don't let them see you smile before December" idea has some truth to it, though not the truth on the surface. It is more important that rules stay clear and firm; with that said, killing them with kindness is much more effective than blasting out their ear drums.
Not every thing that you do within class needs to be graded; in fact, it is better if the preponderance of it is not.
Never let them see you blink. Also, don't be afraid to be wrong either. Mistakes happen, and to pretend otherwise is to be disconnected with reality. The key, for both you and your students, is how you handle the mistakes that will inevitably come.
Don't forget why you chose to teach this subject to teach. You can't teach what you don't love, and your students can develop no further than you have in your love of the discipline.
Finally, you don't need to cover every element of every work you cover, or every purpose, corner and cranny of a piece of writing. Always, always, always, be able to answer the "why are we learning this" in real world terms.
More later as time allows...
Tick Tock!!!
Two Snow Days
2 hour Delayed Start
+ 1 day Review Before Finals
_________________________
One Remarkably Fried Beginning Teacher
Yep, I'm slightly concerned about how these kids are going to do on the departmental final....
2 hour Delayed Start
+ 1 day Review Before Finals
_________________________
One Remarkably Fried Beginning Teacher
Yep, I'm slightly concerned about how these kids are going to do on the departmental final....
Monday, January 10, 2011
Snow Day
Yay! It's a snow day!
While I welcome the break - seriously, who is going to turn down a day off - but well, the kids actually did need the day of review...
Anyway, here's a pic of the snow in front of the house....
While I welcome the break - seriously, who is going to turn down a day off - but well, the kids actually did need the day of review...
Anyway, here's a pic of the snow in front of the house....
Friday, January 7, 2011
Double Jeopardy
Here we are at the last real class day before a day or two of review and then the final for the first semester.
Of course, given the grand and wonderful nature of arriving at so prestigious an event, I noticed as I took attendance during my first block, that most of my first block class had decided to observe this occasion through taking a holiday.
As I was now down by nearly a third in students, I decided that spending the last day on reading that last short story might not be the best use of my time. As such, while Channel One finished its Week In Rap broadcast, I designed a rather simple Jeopardy-style game, found at here.
For the first block, which is a CP level class, I divided them into two teams, which selected a representative to buzz in to respond once a question had been read. I drew a large bulls-eye on the board, and had them race up to place their hand on the center to respond.
This was a mistake.
After a block of good natured racing towards the white board at top speed, colliding with it, and taking out anything that might have been on or around it, and shaking the wall of the classroom on the other side, I designed a new method.
Two opposing desks with a circle drawn on a piece of paper, with students seated, hands in laps, waiting to buzz in.
This worked fine for second block, the only casualty being a false nail broken against the desk.
We shall see how it goes for fourth.
Updates to follow...
FOURTH UPDATE:
Well, I have to say, I don't know that I've seen these kids this engaged through most of the year. For much of it, I've fought outside influences, poor choices of both parents and students, a lack of prime instructional time, and the usual hampering effect of inexperience. Today, they were arguing finer points of literary terms, referencing examples and counter-examples as they moved through the game, and generally engaging with the material.
We will wait and see how they do on the final, but if they can muster up the kind of enthusiasm I saw today, the kind of passion about the material that they had when competing with each other, they will do just fine!
Of course, given the grand and wonderful nature of arriving at so prestigious an event, I noticed as I took attendance during my first block, that most of my first block class had decided to observe this occasion through taking a holiday.
As I was now down by nearly a third in students, I decided that spending the last day on reading that last short story might not be the best use of my time. As such, while Channel One finished its Week In Rap broadcast, I designed a rather simple Jeopardy-style game, found at here.
For the first block, which is a CP level class, I divided them into two teams, which selected a representative to buzz in to respond once a question had been read. I drew a large bulls-eye on the board, and had them race up to place their hand on the center to respond.
This was a mistake.
After a block of good natured racing towards the white board at top speed, colliding with it, and taking out anything that might have been on or around it, and shaking the wall of the classroom on the other side, I designed a new method.
Two opposing desks with a circle drawn on a piece of paper, with students seated, hands in laps, waiting to buzz in.
This worked fine for second block, the only casualty being a false nail broken against the desk.
We shall see how it goes for fourth.
Updates to follow...
FOURTH UPDATE:
Well, I have to say, I don't know that I've seen these kids this engaged through most of the year. For much of it, I've fought outside influences, poor choices of both parents and students, a lack of prime instructional time, and the usual hampering effect of inexperience. Today, they were arguing finer points of literary terms, referencing examples and counter-examples as they moved through the game, and generally engaging with the material.
We will wait and see how they do on the final, but if they can muster up the kind of enthusiasm I saw today, the kind of passion about the material that they had when competing with each other, they will do just fine!
Thursday, January 6, 2011
Let's Make A Deal...
So, I had a new one today. Student walks into my classroom, having discovered that not turning in work since the beginning of November will result in failing the course, and asks me, with a perfectly straight face, if there were anything he could buy in order to improve his grade.
I haven't decided yet if I should be insulted or not.
The professional in me is very upset; I don't recall ever including a wine-list style menu with my syllabus for the course...
"Why of course, sir! The 2011 A- is an excellent vintage, sir, and has a cost that is appropriate. If it seems out of your price range, we also have the C- in a Box as well..."
It is as it is, I suppose. I am just left to wonder, what on earth have we taught these children that they think they can buy their way out of every situation?
I haven't decided yet if I should be insulted or not.
The professional in me is very upset; I don't recall ever including a wine-list style menu with my syllabus for the course...
"Why of course, sir! The 2011 A- is an excellent vintage, sir, and has a cost that is appropriate. If it seems out of your price range, we also have the C- in a Box as well..."
It is as it is, I suppose. I am just left to wonder, what on earth have we taught these children that they think they can buy their way out of every situation?
Wednesday, January 5, 2011
The Beginning Teacher Choice Awards...
First, I must admit this isn't original to me; this is a blatantly swiped awards programs from a honored veteran of the field, and as such should be understood as not necessarily competing with the same, but rather as a compliment to it through imitation. In honor of the rapidly dwindling semester, and the last full week of classes prior to the end, I present to you, the first ever semiannual Beginning Teacher Choice Awards, hosted by yours truly, the Beginning Teacher.
It goes without saying that many, many individuals are worthy of a Beginning Teacher Choice Award, and truly, everyone should be proud of their efforts this semester. Still, only a few of the many could win, the winners are as follows:
The Beginning Teacher Choice Clockwork Award: This award goes out to the select few students who give their all to remain consistent, and inevitably are knocking on the classroom door three minutes after the tardy bell, who have been so steady in their performance, or lack thereof, that they have become a fixture in the environment of the day, so much so that their ever so rare punctuality is as a gift on Christmas morning.
The Beginning Teacher Choice TMI Award: While there were many candidates this semester, there is one particular instance that stands above and beyond all others. This award, given for the selfless sharing of information for the joy and entertainment, if not edification, of others goes to the young lady who decided that she must inform the entire hallway that she had not had sex in weeks and needed to get laid.
The Beginning Teacher Choice "Not Helping" Award: The gentleman that upon said announcement, immediately volunteered.
The Beginning Teacher Choice "Wow" Award: This one is a toss-up between two students. The first has repeatedly insisted on leaving class every other day for various athletic excursions, has not done any work throughout the entire semester, and now, in the last week of class, has demanded a parent-teacher conference, as he has obviously failed the course. The second has, every single day of the semester, peppered the class with various ignorant and racially charged statements, ranging from the generic "you people" to the very specific "I don't know why we have to read <air quote> Black Literature </air quote> anyway!"
The Beginning Teacher Choice Award for Best Actor in a Supporting Role: The gentleman who decided that, when a young lady claimed that her desk was too heavy to put into her assigned group for a small-group project, he should instead, pick up her, her desk, and her attending books beneath it, and place her into the group.
The Beginning Teacher Choice "Unsung Hero" Award: This is the only award that I would give to several students, and I honestly wish I could give them recognition. A few of my students, in each class, have been here every day, are always on task, always make sure to be prepared for whatever I throw at them, and are just all-around good kids. They do what they should, are driven to succeed, and while they may struggle at times, they never give up. These are the students that keep me coming in every morning, no matter how tired I am, and keep me staying late every evening, as I cannot help but match their dedication and enthusiasm for their own education.
It goes without saying that many, many individuals are worthy of a Beginning Teacher Choice Award, and truly, everyone should be proud of their efforts this semester. Still, only a few of the many could win, the winners are as follows:
The Beginning Teacher Choice Clockwork Award: This award goes out to the select few students who give their all to remain consistent, and inevitably are knocking on the classroom door three minutes after the tardy bell, who have been so steady in their performance, or lack thereof, that they have become a fixture in the environment of the day, so much so that their ever so rare punctuality is as a gift on Christmas morning.
The Beginning Teacher Choice TMI Award: While there were many candidates this semester, there is one particular instance that stands above and beyond all others. This award, given for the selfless sharing of information for the joy and entertainment, if not edification, of others goes to the young lady who decided that she must inform the entire hallway that she had not had sex in weeks and needed to get laid.
The Beginning Teacher Choice "Not Helping" Award: The gentleman that upon said announcement, immediately volunteered.
The Beginning Teacher Choice "Wow" Award: This one is a toss-up between two students. The first has repeatedly insisted on leaving class every other day for various athletic excursions, has not done any work throughout the entire semester, and now, in the last week of class, has demanded a parent-teacher conference, as he has obviously failed the course. The second has, every single day of the semester, peppered the class with various ignorant and racially charged statements, ranging from the generic "you people" to the very specific "I don't know why we have to read <air quote> Black Literature </air quote> anyway!"
The Beginning Teacher Choice Award for Best Actor in a Supporting Role: The gentleman who decided that, when a young lady claimed that her desk was too heavy to put into her assigned group for a small-group project, he should instead, pick up her, her desk, and her attending books beneath it, and place her into the group.
The Beginning Teacher Choice "Unsung Hero" Award: This is the only award that I would give to several students, and I honestly wish I could give them recognition. A few of my students, in each class, have been here every day, are always on task, always make sure to be prepared for whatever I throw at them, and are just all-around good kids. They do what they should, are driven to succeed, and while they may struggle at times, they never give up. These are the students that keep me coming in every morning, no matter how tired I am, and keep me staying late every evening, as I cannot help but match their dedication and enthusiasm for their own education.
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