I thought this was hilarious!
This is an actual email from a teacher in my school. How do you feel about THIS grading system? TEE HEE!
" If you are checking a student's grades, our PE classes are a different grading scale.
80% and above is an A
60% and above is a B
40% and above is a C
20% and above is a D
19% and below is an F "
Oh! I can hear the debates from here!
Monday, March 16, 2009
Two Things
One: I recently heard about this strategy called the Scottish Storyline Method. I am actually going to do my lit. review on it. In a nutshell, it basically has students describe what they know about a subject before a teacher even lectures or comments on it. For example. In math, a teacher would put a problem on the board, perhaps a complex problem, and have the students try to solve it on their own, without any prior instruction in the way to solve this problem. This way, they are using their prior knowledge, what they already know about math, to try to figure it out on their own.
So basically, we are not spoon-feeding them in this method. They try to solve the problem and then JUSTIFY why they tried to do it in that manner. Whatever the outcome, THAT is where the discussion with the teacher comes in. The teacher acts as a guide to fill in the gaps of knowledge, instead of just forcing it down their throats that this is the one and only way to solve a problem. In this way, students can see multiple ways to solve anything. This method, obviously, applies to all content areas.
Two: I really like PowerPoint presentations. They can be fun. However, there is a certain teacher I have observed (and I'm sure you have seen this too) where they simple read word for word what they have on the PP and do not go into any further detail. Plus, the students are expected to come in day in and day out and simply learn from the PP. No games, no review, none of that.
This simply would not work with my teaching style. I think using a PowerPoint is a great idea, but it is just a tool!
So basically, we are not spoon-feeding them in this method. They try to solve the problem and then JUSTIFY why they tried to do it in that manner. Whatever the outcome, THAT is where the discussion with the teacher comes in. The teacher acts as a guide to fill in the gaps of knowledge, instead of just forcing it down their throats that this is the one and only way to solve a problem. In this way, students can see multiple ways to solve anything. This method, obviously, applies to all content areas.
Two: I really like PowerPoint presentations. They can be fun. However, there is a certain teacher I have observed (and I'm sure you have seen this too) where they simple read word for word what they have on the PP and do not go into any further detail. Plus, the students are expected to come in day in and day out and simply learn from the PP. No games, no review, none of that.
This simply would not work with my teaching style. I think using a PowerPoint is a great idea, but it is just a tool!
Saturday, March 7, 2009
Promethean Boards
I'll be the first to admit I'm not the greatest with technology (hence the website being a copy and paste instead of a link) and some have tried to explain it to me, (thanks Lynique!) but when I saw this my jaw dropped! How cool is this! I am so out of the loop it's ridiculous. If you don't know what it is...check it out!
http://video.google.com/videoplay?docid=-3155042198864238099&hl=en
and
http://www.youtube.com/watch?v=za0SoaGQsYg
The advance in technology is great! It does have me a little concerned with the emphasis placed on writing though. I like how a student can write on the board but I just don't think it is enough. Also, I think the idea of immediate feedback is great...but does this add to the idea of students being unable to learn if they are not "entertained" with immediate results?
What do you think?
http://video.google.com/videoplay?docid=-3155042198864238099&hl=en
and
http://www.youtube.com/watch?v=za0SoaGQsYg
The advance in technology is great! It does have me a little concerned with the emphasis placed on writing though. I like how a student can write on the board but I just don't think it is enough. Also, I think the idea of immediate feedback is great...but does this add to the idea of students being unable to learn if they are not "entertained" with immediate results?
What do you think?
Thursday, March 5, 2009
Let it Rock!
(A strategy that worked well...)
It's 3:26 in the morning, I am wide awake nursing a cough drop and contemplating the events of the day. Why a cough drop you ask? I am hoarse from the amount of discussion we had today. I haven't talked and been asked so many questions in my life...
Figured no good English class couldn't start without a little music...the beginning of class started with Let it Rock blaring out of the speakers and blasting into the eardrums of my students. Students laughed or danced in their seats or stared dumbly at me, "Music? In English class?" they seemed to ask as the music video danced crazily across the screen. I just smiled and bent about the task of taking role. Half way through the video I tapped the pause button and walked slowly to flip on the lights.
Crickets serenaded my stroll.
"Why would we do that in English class?" I asked the silent room. They couldn't answer. I saw them struggle in their minds with what it could possibly be; some made futile attempts, "Because it is your favorite song?" or "Maybe we have to do a project?"
"How did it make you feel?" I asked.
Now wait a minute? Now we have to talk about our feelings? The looks on their faces were priceless. They were so confused about what was going on in English class I almost laughed out loud.
"Like I wanted to dance or sing," a girl spoke up.
"Why?"
"It's just a good song."
"Nothing is just good. Why did you want to dance or sing?"
"It just kinda hit the spot. It has a good beat," a boy chirped.
"It just kinda hit the spot," I repeated. "Hmmm...what spot?"
"The spot inside that makes you into something," he said. Maybe a little shakily worded, but exactly what I was going for.
"So if we had to name that spot, could we name it something cheesy like...The Motivation Spot or something like that? You know, the place where it would get you out of bed if it was hit the right way?"
"Yeah. Sounds right."
"Excellent! Let us see how motivated you are. We will begin Round Two of our hot pens...take out your papers."
Yeah, I know. Cheesy way to start. But it worked.
From the hot pen on subjects like, Knowledge, Power, Godzilla, Kangaroos, Pom Poms, we dove head long into the subject of dropping out of school and how we agreed or disagreed with my own personal motto: "Knowledge is Power. Power is dangerous."
Suddenly I was wading hip deep in topics about sex, abuse, drugs, goals, how to read a statistics report, what-if scenarios and personal testimonies across the board. I injected the concept of motivation moving you in your life at every turn and what you can do to influence your motivation. How you have to make choices for yourself and if no one cares about your life, you have to care.
I ended the period with another round of hot pen. "Based on our conversation in class, let us revisit these concepts, Knowledge and Power."
After reviewing their answers later in the day I saw a much deeper understanding and expressing of themselves in the hot pen. They had begun to form full sentences and had their own opinions instead of just random words that came to their mind.
It was a long day. Full of Power Point slides, statistical reports on drop out rates, and the steady exploration of what knowledge can do for an indivdual.
Mr. Grafitti even spoke up out of his own free accord today. So did Mr. Sleeps-all-Class. And Mr. I-Only-Have-Off-Topic-Things-to-Say, well he finally got on topic. And Miss I-Always-Have-the-Right-Answer had to think a little harder today.
And me, Ms. Neal, I had to defend what I was saying and prove to them that I am not afraid of talking about the hard stuff. And they shouldn't be either.
I think this worked well because the students were interested right from the beginning. I had their attention and ran with it. While it was a little challenging getting some of them to speak up at first, they really pulled through in the end. It was a great discussion! I honestly think that if we can get their attention and really have the subject apply to them, then we have a hope of reaching them.
It's 3:26 in the morning, I am wide awake nursing a cough drop and contemplating the events of the day. Why a cough drop you ask? I am hoarse from the amount of discussion we had today. I haven't talked and been asked so many questions in my life...
Figured no good English class couldn't start without a little music...the beginning of class started with Let it Rock blaring out of the speakers and blasting into the eardrums of my students. Students laughed or danced in their seats or stared dumbly at me, "Music? In English class?" they seemed to ask as the music video danced crazily across the screen. I just smiled and bent about the task of taking role. Half way through the video I tapped the pause button and walked slowly to flip on the lights.
Crickets serenaded my stroll.
"Why would we do that in English class?" I asked the silent room. They couldn't answer. I saw them struggle in their minds with what it could possibly be; some made futile attempts, "Because it is your favorite song?" or "Maybe we have to do a project?"
"How did it make you feel?" I asked.
Now wait a minute? Now we have to talk about our feelings? The looks on their faces were priceless. They were so confused about what was going on in English class I almost laughed out loud.
"Like I wanted to dance or sing," a girl spoke up.
"Why?"
"It's just a good song."
"Nothing is just good. Why did you want to dance or sing?"
"It just kinda hit the spot. It has a good beat," a boy chirped.
"It just kinda hit the spot," I repeated. "Hmmm...what spot?"
"The spot inside that makes you into something," he said. Maybe a little shakily worded, but exactly what I was going for.
"So if we had to name that spot, could we name it something cheesy like...The Motivation Spot or something like that? You know, the place where it would get you out of bed if it was hit the right way?"
"Yeah. Sounds right."
"Excellent! Let us see how motivated you are. We will begin Round Two of our hot pens...take out your papers."
Yeah, I know. Cheesy way to start. But it worked.
From the hot pen on subjects like, Knowledge, Power, Godzilla, Kangaroos, Pom Poms, we dove head long into the subject of dropping out of school and how we agreed or disagreed with my own personal motto: "Knowledge is Power. Power is dangerous."
Suddenly I was wading hip deep in topics about sex, abuse, drugs, goals, how to read a statistics report, what-if scenarios and personal testimonies across the board. I injected the concept of motivation moving you in your life at every turn and what you can do to influence your motivation. How you have to make choices for yourself and if no one cares about your life, you have to care.
I ended the period with another round of hot pen. "Based on our conversation in class, let us revisit these concepts, Knowledge and Power."
After reviewing their answers later in the day I saw a much deeper understanding and expressing of themselves in the hot pen. They had begun to form full sentences and had their own opinions instead of just random words that came to their mind.
It was a long day. Full of Power Point slides, statistical reports on drop out rates, and the steady exploration of what knowledge can do for an indivdual.
Mr. Grafitti even spoke up out of his own free accord today. So did Mr. Sleeps-all-Class. And Mr. I-Only-Have-Off-Topic-Things-to-Say, well he finally got on topic. And Miss I-Always-Have-the-Right-Answer had to think a little harder today.
And me, Ms. Neal, I had to defend what I was saying and prove to them that I am not afraid of talking about the hard stuff. And they shouldn't be either.
I think this worked well because the students were interested right from the beginning. I had their attention and ran with it. While it was a little challenging getting some of them to speak up at first, they really pulled through in the end. It was a great discussion! I honestly think that if we can get their attention and really have the subject apply to them, then we have a hope of reaching them.
Tuesday, February 24, 2009
Battle Cry
A dark cloud on black winds, I swept into the classroom moments before the bell and clanked my bag on the floor beside my desk. The students were already trickling into their seats and the cooperating teacher was tappity-tapping on the computer.
I turned on the whiteboard with a vengeance, drawing black blood with every rise and fall of the pen. I sheathed the pen with a quick SNAP! and pivoted back towards the students, taking careful measure not to look at a single one of them. "The assignment is on the board. You may begin."
A winter gale, I breezed towards the door and called my first victim of the day, "Isiah." If voices could peel paint mine would have.
His head rotated, Exorcist-like, his back had been facing me while he chatted with his friend who sat behind him. "Come with me."
Moments later his once leering figure shrunk to the size of a small boy, as the hallway opened up and swallowed him. I cackled sinisterly inside myself. The war had just begun.
"Let's take a walk."
Three walks later I returned to my post inside the classroom. The students who needed to be spoken with individually had been dealt with. The room was quiet as the tomb except for the random whispers of pages being turned and the faint scratches of pencils on paper.
I heaved a mental sigh and tried not to slump against the desk. Breathing so deep I think my toes lifted a little, I called out, "Okay, so who can tell me what antagonist means?"
Battle two complete. Score 1 to 1. And the war rages on...
I turned on the whiteboard with a vengeance, drawing black blood with every rise and fall of the pen. I sheathed the pen with a quick SNAP! and pivoted back towards the students, taking careful measure not to look at a single one of them. "The assignment is on the board. You may begin."
A winter gale, I breezed towards the door and called my first victim of the day, "Isiah." If voices could peel paint mine would have.
His head rotated, Exorcist-like, his back had been facing me while he chatted with his friend who sat behind him. "Come with me."
Moments later his once leering figure shrunk to the size of a small boy, as the hallway opened up and swallowed him. I cackled sinisterly inside myself. The war had just begun.
"Let's take a walk."
Three walks later I returned to my post inside the classroom. The students who needed to be spoken with individually had been dealt with. The room was quiet as the tomb except for the random whispers of pages being turned and the faint scratches of pencils on paper.
I heaved a mental sigh and tried not to slump against the desk. Breathing so deep I think my toes lifted a little, I called out, "Okay, so who can tell me what antagonist means?"
Battle two complete. Score 1 to 1. And the war rages on...
Monday, February 23, 2009
My day at Guantanamo Bay
(Something that didn't work so well...)
Please locate your nearest emergency exits...
Toture, sweet, merciless, torture...
I stood in the midst of the crashing chaos, the waves of sound threatening to drown me out. For a moment I considered tossing myself out of the window. I stood transfixed by the complete lack of control that I had.
Gritting my teeth, I spun a slow circle, eyed the door with a lovers longing, and faced the class again. I smiled the best smile I could muster, "Okay, come on back. Let's get back to vocabulary..."
It was useless. This time it was not just one or two students that I had to stare down, it was a group of 6-7 students sprinkled throughout the class that just would not back down. They spoke incessantly out of turn, refused to do their work, and just all around were being disrespectful.
LONG story short. I ended up threatening to send them to the office, and that only worked to keep them in their seats.
What am I supposed to do with this class? It's the very first period of the day, they come in wild and hating to be there, and from the moment they see me, are trying to get away with things.
NONE of my other classes are like this. The next period was smooth sailing...beautiful.
HELP! What do I do???!
-Later reflection-
This didn't work well. Even though it was simple notetaking activity, I just didn't have their attention. It was my first lesson with them and they were testing me to see what they could get away with. I think that there should have been a little bit more activity involved and not just them in the seats copying down words. I know that at some point this age level is expected to do that, but I think I should have done it in a more gradual way. So there you go...lesson learned.
Please locate your nearest emergency exits...
Toture, sweet, merciless, torture...
I stood in the midst of the crashing chaos, the waves of sound threatening to drown me out. For a moment I considered tossing myself out of the window. I stood transfixed by the complete lack of control that I had.
Gritting my teeth, I spun a slow circle, eyed the door with a lovers longing, and faced the class again. I smiled the best smile I could muster, "Okay, come on back. Let's get back to vocabulary..."
It was useless. This time it was not just one or two students that I had to stare down, it was a group of 6-7 students sprinkled throughout the class that just would not back down. They spoke incessantly out of turn, refused to do their work, and just all around were being disrespectful.
LONG story short. I ended up threatening to send them to the office, and that only worked to keep them in their seats.
What am I supposed to do with this class? It's the very first period of the day, they come in wild and hating to be there, and from the moment they see me, are trying to get away with things.
NONE of my other classes are like this. The next period was smooth sailing...beautiful.
HELP! What do I do???!
-Later reflection-
This didn't work well. Even though it was simple notetaking activity, I just didn't have their attention. It was my first lesson with them and they were testing me to see what they could get away with. I think that there should have been a little bit more activity involved and not just them in the seats copying down words. I know that at some point this age level is expected to do that, but I think I should have done it in a more gradual way. So there you go...lesson learned.
Thursday, February 19, 2009
The dictionary is your friend...
Today, as I plodded down the hallway with a string of students who had not finished their writing assessment, I was struck by the thought, "This is what a magnet must feel like." The students, who have been attending this school for three years, would not leave my side, staying a close distance behind, eyes sucking in every step and every word I was saying.
I shook my head and tried to curb the flat chatter I was rambling on about to these middle schoolers and ushered them into the library. They quickly took their places and started in on their writing. I settled in with the magazine I had begun reading last period (the librarian was so enthusastic about her library, she would not rest until I had gazed at a sampling of their newest addition to the stacks) and cast one wary eye on the students.
About two minutes later the librarian scampered up beside me with a student who I had never seen before, and pointed for him to sit down. "This young man has a little trouble concentrating, so I am going to sit him here at this table. Make sure he doesn't go anywhere? Thanks!" Off she twittered into her leaves and brush of books and bindings and I was left blinking into the face of this new and alien student. I smiled, made sure he was taking the writing assessment as well, and turned another page.
Time was d r a g g i n g by, the students were bent over their work, taking care in each letter and swoop of their pencils...SIGH...why did it take so long to write a four paragraph response to a question?! I gulped down my sudden burst of energy, forced myself not to throw my head back in extreme boredom and yell, "Fire!" and glanced in frustration at this new student.
He had been playing with the chair beside him and had taken an obscure obsession with a blank piece of paper on his desk. He had not even begun writing, his paper was not even turned right side up. Tap, tap, tap went the chair against the desk. I occupied my time studying the contours of the table in front of me...it was not my job to keep this student on task.
Yet...
I glanced back at him...tap, tap, tap. I couldn't help it. It was an undeniable force.
I stood, took the whole step across the distance between us, and pulled the chair out of his hands. "How's it going?" I asked, plopping into the once accoustic chair. He shrugged and looked away. "How far have we gotten so far?" I flipped the papers over and looked at the achingly blank page. "Hmmm....sometimes the hardest part is starting."
"I'm thinking about what to write," he murmured reaching for his test packet.
"Looks like you've already written your rough draft here," I pushed. "Why not we try the first sentence?" He looked at me like I had grown three heads.
"No, really. Let's write down the first sentence and see what happens."
Magic. Beautiful, sparkling magic.
He moved. He reached for his pencil and picked it up.
Words were breathed and birthed onto the virgin test packet and I sat in silent reverence to the small creation I was witness to...
He stopped. He looked at me expectantly. "Hmm..." I gulped, filing my silent musings away. "Great start. Then what?"
"What do you mean, 'then what?'" he asked...again with the three heads.
"Okay...so you wrote you found a strange path on the way home...so what? Then what?"
"I need a dictionary."
I grinned...he was stalling.
"Okay, here's one." Great thing libraries...dictionaries are readily available.
"How do you spell 'noticed'?" his eyes sparkled with mischief and a more troublesome emotion. Fear. He didn't know. He honestly didn't know.
"You tell me...what does it start with?"
"N,"
"Then what?"
He laughed. Pure, blissful, magic.
It went like that for the rest of the class. I pulled and prodded every single word and sentence from this young man. He looked up every word he didn't know. He tried so hard. So very, very hard to pay attention to his work. In 25 minutes, he had gotten one paragraph completed.
He earned that paragraph. I am so proud of him. The bell rang, and I escorted my students back to class.
I don't know his name. He has no idea who I am.
But today...today was why I am here...I was part of an awakening. The slow and sometimes ugly battle to open the minds eye to a new dimension of life. The tedious, cruel attempt to acquire the most precious thing we have in life. Knowledge. Knowledge is power and power is dangerous.
Today...I helped write a paragraph. All because of a single, tiny step. I am blessed. And I am dangerous.
How dangerous are you?
I shook my head and tried to curb the flat chatter I was rambling on about to these middle schoolers and ushered them into the library. They quickly took their places and started in on their writing. I settled in with the magazine I had begun reading last period (the librarian was so enthusastic about her library, she would not rest until I had gazed at a sampling of their newest addition to the stacks) and cast one wary eye on the students.
About two minutes later the librarian scampered up beside me with a student who I had never seen before, and pointed for him to sit down. "This young man has a little trouble concentrating, so I am going to sit him here at this table. Make sure he doesn't go anywhere? Thanks!" Off she twittered into her leaves and brush of books and bindings and I was left blinking into the face of this new and alien student. I smiled, made sure he was taking the writing assessment as well, and turned another page.
Time was d r a g g i n g by, the students were bent over their work, taking care in each letter and swoop of their pencils...SIGH...why did it take so long to write a four paragraph response to a question?! I gulped down my sudden burst of energy, forced myself not to throw my head back in extreme boredom and yell, "Fire!" and glanced in frustration at this new student.
He had been playing with the chair beside him and had taken an obscure obsession with a blank piece of paper on his desk. He had not even begun writing, his paper was not even turned right side up. Tap, tap, tap went the chair against the desk. I occupied my time studying the contours of the table in front of me...it was not my job to keep this student on task.
Yet...
I glanced back at him...tap, tap, tap. I couldn't help it. It was an undeniable force.
I stood, took the whole step across the distance between us, and pulled the chair out of his hands. "How's it going?" I asked, plopping into the once accoustic chair. He shrugged and looked away. "How far have we gotten so far?" I flipped the papers over and looked at the achingly blank page. "Hmmm....sometimes the hardest part is starting."
"I'm thinking about what to write," he murmured reaching for his test packet.
"Looks like you've already written your rough draft here," I pushed. "Why not we try the first sentence?" He looked at me like I had grown three heads.
"No, really. Let's write down the first sentence and see what happens."
Magic. Beautiful, sparkling magic.
He moved. He reached for his pencil and picked it up.
Words were breathed and birthed onto the virgin test packet and I sat in silent reverence to the small creation I was witness to...
He stopped. He looked at me expectantly. "Hmm..." I gulped, filing my silent musings away. "Great start. Then what?"
"What do you mean, 'then what?'" he asked...again with the three heads.
"Okay...so you wrote you found a strange path on the way home...so what? Then what?"
"I need a dictionary."
I grinned...he was stalling.
"Okay, here's one." Great thing libraries...dictionaries are readily available.
"How do you spell 'noticed'?" his eyes sparkled with mischief and a more troublesome emotion. Fear. He didn't know. He honestly didn't know.
"You tell me...what does it start with?"
"N,"
"Then what?"
He laughed. Pure, blissful, magic.
It went like that for the rest of the class. I pulled and prodded every single word and sentence from this young man. He looked up every word he didn't know. He tried so hard. So very, very hard to pay attention to his work. In 25 minutes, he had gotten one paragraph completed.
He earned that paragraph. I am so proud of him. The bell rang, and I escorted my students back to class.
I don't know his name. He has no idea who I am.
But today...today was why I am here...I was part of an awakening. The slow and sometimes ugly battle to open the minds eye to a new dimension of life. The tedious, cruel attempt to acquire the most precious thing we have in life. Knowledge. Knowledge is power and power is dangerous.
Today...I helped write a paragraph. All because of a single, tiny step. I am blessed. And I am dangerous.
How dangerous are you?
Knowledge is Power
Welcome!
Here we will disucss the ins and outs of the pen being mightier than the sword (though I have found they work much more effectively as a joint undertaking) and some of the daily trials in the life of a student teacher.
I encourage sharing and discussion on the topic of Language Arts and other insights into the strange world of educators. I hope you find a new love of the craft of teaching!
Here we will disucss the ins and outs of the pen being mightier than the sword (though I have found they work much more effectively as a joint undertaking) and some of the daily trials in the life of a student teacher.
I encourage sharing and discussion on the topic of Language Arts and other insights into the strange world of educators. I hope you find a new love of the craft of teaching!
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