So the carols were kinda successful. We did get to go caroling but of course the kids didn't get into it very much. I had 3 total kids who brought Santa hats... outta 92!!!! Most of the songs had nothing to do with geology because one person in the group ended up doing them at the alst minute. The best excuse came when I asked what Chevrolets (from the song that Jingle Rocks to the tune of Jingle bells that said "Oh what fun it is to ride in my brand new Chevrolet) had to do with rocks or geology and the boys told me it was cuz the commercials say "Chevy... like a rock!" I just grinned and praised them for being creative while on the inside I rolled my eyes.
Here is the best song BY FAR!!! (i'm typing exactly how they typed it)
Joy to the Earth (to the tune of Joy to the World)
Joy to the Earth! Its made of rocks,
And rocks are made of minerals,
They come in different sizes, and many,
Different colors, like yellow, red, brown, &
Black, like yellow, red, brown & black like
Yellow, red, brown, & black!
Joy to the Earth! Its full of gems,
Gems are shiny & hard they come in,
Many colors and many different,
Forms like ruby, sapphire, & diamonds,
Like ruby, sapphire, &diamonds, like ruby,
Sapphire and diamonds!
Joy to the Earth! Its filled with magma,
And magma helps make crystals. They,
Also form from minerals as water evaporated,
And they have many uses, and they have many uses, and they have
many uses!
Joy to the Earth! Its got lots of rocks,
They're mostly metamorphic. They're classified by composition,
And also by their texture, they're changed by pressure and,
Temperature, they're changed by pressure and temperature,
they're, Changed by pressure and temperature!
Ok, so you can tell that whoever typed it doesn't really understand how to put the words on the correct line, but if you just ignore all the punctuation errors and just sing it to the tune... then it actually ends up being a fairly informative song.
I had fun, they had fun and the other classes that we got to interrupt cracked a few smiles also... good times had by all!! -coach b!
Wednesday, December 19, 2007
Monday, December 17, 2007
Once upon a Crazy Christmas
I love Christmas time! Obviously you know I love Christmas carols. But I really do love all the hustle and bustle about it... to a point.... a planned point.
You may know that I work in retail on the weekends at a great company with wonderful people... and benefits. I love that most guests of the store come in with lists and problems to solve. But then others come in with these crazy demands. They would prefer if we catered directly to them. We have a website that customers can shop from but they don't. We have a number that they can call so they don't have to drive all the way from Kalamazoo to find a tiny 5 dollar item that we are sold out of... but they don't. I haven't really started my Christmas shopping either but I do know that when I go to a store and they don't have something, I shouldn't get mad and throw a fit. Some advice from a woman in retail... if you go shopping, don't get feisty with the sales associates. Remember, its their Christmas time too!
This wouldn't be such a huge issue except that today I got to school with plans for my kids to learn their Geology carols and had a teacher tell me that all the science classes were being interrupted to have a Christmas party from the PTO. Well, I thought this was sarcastically fabulous because I already had plans. I tried to tell the parents in my room that my kids were going to learn the lyrics that each group had written and could have snacks and stuff during that time and then afterwards they could play their games, but one lady got so huffy that 2... yes 2 assistant principals came down telling me that the Christmas party was mandatory for everyone and I didn't have a choice. WHAT?!! Of course everything was better once I explained that they were having a party, but they were sharing lyrics at the same time.... but still. I felt like we were in pre-k and Susie Q had just tattled on me for calling her the B word... you know "baby." Besides... I should have said something about the admin not really telling us that our classes would be invaded by boisterous PTO moms until this morning... but I decided to not fight that battle.
Again, I am all for the hustle and bustle of this time of year, but just give me a heads up.... and moms should think about not being the type of class mom that isn't invited back. Meanwhile, D lunch teachers are having a true pot luck where NO one knows what anyone is bringing... so it will probably be a chocolate/candy sugar rush for the rest of the day!!! YEA!!!
haha... oh by golly, have a holly jolly... unplanned, whiny, crazy, geology carol filled, sugar high, too many moms in the room, all the APs visiting, totally not organized Christmas this year!!!!
-coach b!
You may know that I work in retail on the weekends at a great company with wonderful people... and benefits. I love that most guests of the store come in with lists and problems to solve. But then others come in with these crazy demands. They would prefer if we catered directly to them. We have a website that customers can shop from but they don't. We have a number that they can call so they don't have to drive all the way from Kalamazoo to find a tiny 5 dollar item that we are sold out of... but they don't. I haven't really started my Christmas shopping either but I do know that when I go to a store and they don't have something, I shouldn't get mad and throw a fit. Some advice from a woman in retail... if you go shopping, don't get feisty with the sales associates. Remember, its their Christmas time too!
This wouldn't be such a huge issue except that today I got to school with plans for my kids to learn their Geology carols and had a teacher tell me that all the science classes were being interrupted to have a Christmas party from the PTO. Well, I thought this was sarcastically fabulous because I already had plans. I tried to tell the parents in my room that my kids were going to learn the lyrics that each group had written and could have snacks and stuff during that time and then afterwards they could play their games, but one lady got so huffy that 2... yes 2 assistant principals came down telling me that the Christmas party was mandatory for everyone and I didn't have a choice. WHAT?!! Of course everything was better once I explained that they were having a party, but they were sharing lyrics at the same time.... but still. I felt like we were in pre-k and Susie Q had just tattled on me for calling her the B word... you know "baby." Besides... I should have said something about the admin not really telling us that our classes would be invaded by boisterous PTO moms until this morning... but I decided to not fight that battle.
Again, I am all for the hustle and bustle of this time of year, but just give me a heads up.... and moms should think about not being the type of class mom that isn't invited back. Meanwhile, D lunch teachers are having a true pot luck where NO one knows what anyone is bringing... so it will probably be a chocolate/candy sugar rush for the rest of the day!!! YEA!!!
haha... oh by golly, have a holly jolly... unplanned, whiny, crazy, geology carol filled, sugar high, too many moms in the room, all the APs visiting, totally not organized Christmas this year!!!!
-coach b!
Tuesday, December 11, 2007
ROCKS Around the Christmas Tree
I had this thought the other day of a fun way to incorporate music (that everyone knows and can sing) into the classroom. We are now learning about geology and I am having my students change the lyrics of common Christmas carols to something about geology. Then, next week, the day before we get out for break, we are going to sing our geology carols to the other science classes... and anyone else that wants to know.
Why did I think of this? Well, geology (to me) is extremely boring... and Christmas music is my favorite... so combining them has to make it at least somewhat decent... right? Well, I don't know, but we will sooooon find out. My classes did seem excited about it though!
Geology ROCKS! -coach b!
Why did I think of this? Well, geology (to me) is extremely boring... and Christmas music is my favorite... so combining them has to make it at least somewhat decent... right? Well, I don't know, but we will sooooon find out. My classes did seem excited about it though!
Geology ROCKS! -coach b!
Friday, December 7, 2007
High School Dropouts
Today I shared with my classes these statistics about high school dropouts.
*Dropouts earn about $200,000 less than high school graduates.
*50 kids dropout every hour.
*Dropouts are 72% more likely to be unemployed.
*Our Texas state prison is host to 2/3 of state dropouts.
*90% of Texas' state prison inmates are dropouts at a cost of approximately $25,000 per year, per inmate.
*Dropouts make up nearly half of the head-of-households on welfare.
I didn't research these statistics. I received them from my training the other day and thought it would make a nice warm up. For each class but one we ended up taking the whole class to discuss them. I actually asked them 5 questions about the material and we kinda used that as our starting ground.
1. What is your first thought after reading this?
2. Why do you think the dropout rate is so large?
3. What do you think the lawmakers, school officials, state and city officials, and teachers can do to help reduce the numbers?
4. What can you as a student do to help yourself and your classmates graduate from high school?
5. Why do you think I shared these facts with you?
It was a very interesting conversation and I hope that I sparked at least one kid to understand that they have the power to make the decision to stay in school. I also told them a story about one of my friends from high school who dropped out senior year and decided to go back and then started doing the same things again and died in a car wreck almost half way through the second semester of his repeat senior year. The class went silent and some of those kids got the AH HA! look on their faces. Others talked about how getting involved helps and that if someone cares it helps. I also shared my mother's wisdom about making "wise choices. You can never go backwards, you can only go forwards."
I would like to say that it was a successful lesson/class discussion, but unfortunately my 7th period class.... my "awful" class.... couldn't get control of themselves and wouldn't be serious long enough for anyone to hear anyone elses ideas. I feel like they are the class that needs to know the most that someone cares and that they can do it and they won't even open up their minds to it. These are the students that I have a mission to reach... even if it is an impossible one.
*Dropouts earn about $200,000 less than high school graduates.
*50 kids dropout every hour.
*Dropouts are 72% more likely to be unemployed.
*Our Texas state prison is host to 2/3 of state dropouts.
*90% of Texas' state prison inmates are dropouts at a cost of approximately $25,000 per year, per inmate.
*Dropouts make up nearly half of the head-of-households on welfare.
I didn't research these statistics. I received them from my training the other day and thought it would make a nice warm up. For each class but one we ended up taking the whole class to discuss them. I actually asked them 5 questions about the material and we kinda used that as our starting ground.
1. What is your first thought after reading this?
2. Why do you think the dropout rate is so large?
3. What do you think the lawmakers, school officials, state and city officials, and teachers can do to help reduce the numbers?
4. What can you as a student do to help yourself and your classmates graduate from high school?
5. Why do you think I shared these facts with you?
It was a very interesting conversation and I hope that I sparked at least one kid to understand that they have the power to make the decision to stay in school. I also told them a story about one of my friends from high school who dropped out senior year and decided to go back and then started doing the same things again and died in a car wreck almost half way through the second semester of his repeat senior year. The class went silent and some of those kids got the AH HA! look on their faces. Others talked about how getting involved helps and that if someone cares it helps. I also shared my mother's wisdom about making "wise choices. You can never go backwards, you can only go forwards."
I would like to say that it was a successful lesson/class discussion, but unfortunately my 7th period class.... my "awful" class.... couldn't get control of themselves and wouldn't be serious long enough for anyone to hear anyone elses ideas. I feel like they are the class that needs to know the most that someone cares and that they can do it and they won't even open up their minds to it. These are the students that I have a mission to reach... even if it is an impossible one.
Thursday, December 6, 2007
Emotional Paychecks
I had a talk with another coach today about how there are teachers who teach only for the summer vacation. She has 2 young kids and said that she would hate to find out someone important like her daughter's reading teacher only wanted to be a teacher for the free summers. This was discussed after we talked about how real teachers don't come to school for real paychecks but instead for what should be called emotional paychecks.
There is a girl on my basketball team. She is going through a really rough time. Her dad signed her up for basketball and now her parents are divorced. She feels like she can't do it without him and also hasn't seen him since the whole thing began. I think its been about 2 months from what I can tell. Her mom works a whole lot so she has to drop her off at 6:45 in the morning for 7:30 practice. The poor thing freezes out there. They don't have a lot of money so she is never adequately dressed for cold weather. Recently her attitude has changed at school and she has had a lot of emotional outbursts with other teachers and coaches.
She comes to me to talk and quiet down, but sometimes I feel like I just can't help her. I know mostly it is just that she is a needy kid who wants some attention. I tried to help her understand that her dad still loves her and its not her fault... which I know personally will take years to sink in. She wants to quit basketball sometimes because she feels like no one cares. She is someone who I would be worried about if she were to quit. Who would her friends be and what trouble would they be causing? I tried to help her understand that she has a talent with basketball and how great it would be to tell her dad all the cool things she had been doing on and with the team. I also explained that being at school is a lot like living a second life.... not to say that its not included in home life but that sometimes you have to put other things aside and focus on the task at hand. This was not easy to put in 7th grade terms and again, from personal experience I know its a hard thing to master.... I know I surely haven't yet.
The other day after coming late to practice and having a horrible attitude I suspended her from the game, but I sat down with her and explained all of these things over again. She cried the whole time because I guess no one really has ever talked to her like this. The other coach who was in and out of the office looked over and said the only reason you (basketball player) are even in here is because she (me) cares about you which pretty much caused the flood gates to open more. This of course brought tears to my eyes... which is not a difficult thing to do, but I was trying my hardest to push them back inside. Anyhow we talked for a while and I helped her figure out how to apologize to another coach. I also talked about putting her on probation... because I felt like this technique would give her a kick in the right direction. She agreed and said she would try hard.
This morning she came to the locker room early for practice as usual and handed me a Christmas themed bag. I know it was used previously. There was a fuzzy little bear inside. I know it was hers at one time. Instead of tissue paper there were 2 white copy papers crinkled like you would for real tissue paper. There was also a note. Inside she wrote it like a 12 year old would to a close friend. At the bottom of the note it read " I just want you to know something. I will do my best in basketball. Thank you."
That's not even the best part. The best part is that she smiled during practice and played harder than ever... just because she heard the words "I care about you."
So that is the story of how I received one of the greatest emotional paychecks of all times. And even though I need to pay for my rent, car and other various items... I am never going to forget that this is the reason I wanted to be a teacher. Not for the holidays. Not for the weekends. Definitely not for the pay.... but for the chance to touch a child in hopes that she will one day pass it on.
There is a girl on my basketball team. She is going through a really rough time. Her dad signed her up for basketball and now her parents are divorced. She feels like she can't do it without him and also hasn't seen him since the whole thing began. I think its been about 2 months from what I can tell. Her mom works a whole lot so she has to drop her off at 6:45 in the morning for 7:30 practice. The poor thing freezes out there. They don't have a lot of money so she is never adequately dressed for cold weather. Recently her attitude has changed at school and she has had a lot of emotional outbursts with other teachers and coaches.
She comes to me to talk and quiet down, but sometimes I feel like I just can't help her. I know mostly it is just that she is a needy kid who wants some attention. I tried to help her understand that her dad still loves her and its not her fault... which I know personally will take years to sink in. She wants to quit basketball sometimes because she feels like no one cares. She is someone who I would be worried about if she were to quit. Who would her friends be and what trouble would they be causing? I tried to help her understand that she has a talent with basketball and how great it would be to tell her dad all the cool things she had been doing on and with the team. I also explained that being at school is a lot like living a second life.... not to say that its not included in home life but that sometimes you have to put other things aside and focus on the task at hand. This was not easy to put in 7th grade terms and again, from personal experience I know its a hard thing to master.... I know I surely haven't yet.
The other day after coming late to practice and having a horrible attitude I suspended her from the game, but I sat down with her and explained all of these things over again. She cried the whole time because I guess no one really has ever talked to her like this. The other coach who was in and out of the office looked over and said the only reason you (basketball player) are even in here is because she (me) cares about you which pretty much caused the flood gates to open more. This of course brought tears to my eyes... which is not a difficult thing to do, but I was trying my hardest to push them back inside. Anyhow we talked for a while and I helped her figure out how to apologize to another coach. I also talked about putting her on probation... because I felt like this technique would give her a kick in the right direction. She agreed and said she would try hard.
This morning she came to the locker room early for practice as usual and handed me a Christmas themed bag. I know it was used previously. There was a fuzzy little bear inside. I know it was hers at one time. Instead of tissue paper there were 2 white copy papers crinkled like you would for real tissue paper. There was also a note. Inside she wrote it like a 12 year old would to a close friend. At the bottom of the note it read " I just want you to know something. I will do my best in basketball. Thank you."
That's not even the best part. The best part is that she smiled during practice and played harder than ever... just because she heard the words "I care about you."
So that is the story of how I received one of the greatest emotional paychecks of all times. And even though I need to pay for my rent, car and other various items... I am never going to forget that this is the reason I wanted to be a teacher. Not for the holidays. Not for the weekends. Definitely not for the pay.... but for the chance to touch a child in hopes that she will one day pass it on.
Physics Lab
Today was a TAKS day but was really a make up Physics day. We did a physics lab called "Physics is Phun." There are different stations and the students get to work in groups of 3-4 to play with simple machines, mirrors, lights, and all other things physics includes. I think everyone had a good time and got a lot of hands on information for how physics really is involved in our lives.
I don't know if the humor will come across in writing but the best part of today came in explaining the lab. I had all classes turn to a new page in their spirals and write the title (that I had written out on the board) "Physics is Phun."
One kid asked, "Do we have to misspell it like you did?"
I replied, "You have to spell it like I did."
Then I got a whole bunch of whiny WHY?'s to which I responded by writing in huge letters on the board.... "cuz its PHUNNY!"
Half the class smiled and the other half rolled their eyes. One girl who always rolls her eyes and sighs at things that are corny (as she calls them) shouted above everyone. "That ain't funny... with an F!"
I couldn't help but laugh a little.
I love being a teacher. -coach b!
I don't know if the humor will come across in writing but the best part of today came in explaining the lab. I had all classes turn to a new page in their spirals and write the title (that I had written out on the board) "Physics is Phun."
One kid asked, "Do we have to misspell it like you did?"
I replied, "You have to spell it like I did."
Then I got a whole bunch of whiny WHY?'s to which I responded by writing in huge letters on the board.... "cuz its PHUNNY!"
Half the class smiled and the other half rolled their eyes. One girl who always rolls her eyes and sighs at things that are corny (as she calls them) shouted above everyone. "That ain't funny... with an F!"
I couldn't help but laugh a little.
I love being a teacher. -coach b!
Wednesday, December 5, 2007
Answers to Questioning
Today I had to go to an all day training because I am still in getting-my-certification mode. The first part was about mental health stigmas in school, which I found interesting, but repetitive (mainly because I was a psych major and I know way more about these mental health disorders than I ever wanted. Plus, this class today just scratched the surface.) The second part was about how to use effective questions while teaching and it really piqued my interest.
I had no idea how bad I was at using questions to help my students become higher level thinkers. Let me tell you, I'm awful. I have learned about the extended wait time 15-20 seconds and the Bloom's taxonomy.... but that is nothing compared to the world I saw today. Plus, the words "Bloom's taxonomy" give me mental images of taxidermy that incorporates flowers and I get side tracked.
Here's a few answers to questions that you may or may not be asking.
1. Sure, we all know about wait time, but did you know there are actually 2, yes 2 wait times? Well, there are and the second one comes after a student has answered a question. You should wait 3-5 seconds before moving on so that the class has time to process the answer. It seems that sometimes slowing down is the only way to speed up.
2. My mom and I have been in heated debates about the need for a lesson plan. I say they are a waste of time because I actually write them after the fact because I usually don't know enough about my subject matter until the night before. Therefore it is more of a lesson reflection than a plan. I realize this is mostly due to the fact that as a first year teacher who isn't a science guru I have to learn the lesson myself before I teach it to my students. This will pass in a few years I am sure. When I questioned our facilitator on how to plan questions that you would ask during your lesson, she told me to ask myself what I would want to know about the subject matter. "Well, DUH!!!!" I thought. This was a big light bulb moment for me because she's exactly right and not that this helps my mom's case any, but maybe not neccessarily writing a lesson plan but simply writing down some questions from low to high level thinking that would keep my lessons focused and educational. They would be questions that I want to know the answers to before even teaching the lessons and therefore would probably mean more to me while I am listening to students' comments during class.
3. Socratic questioning... never really paid attention to this before but it seems like it would be very helpful. It really does develop a whole lesson from engaging students all the way through elaboration and evaluation. You can use THINK to remember it.
T- Take a look at the task. Ask questions about all parts, elements and tasks to be done. Keep this going until all observations are discussed.
H- How about comparisons? Ask them to compare it to anything else they know. How is different from other things.Find relationships
I- Is the information organized? Make it organized with tables, charts, concept maps... pull it all together.
N- Now, do it right! Develop a plan for how to do accomplish the task. Ask students why their answer is right or wrong.
K- Know anything? Know how it applies. Ask if it can be applied to other lessons/tasks. Sum up what you have learned. Refer to main idea. Ask students to take a position on the issue if there is one.
This seems like a great technique to teach students to have them help assess their own learning.
4. A big issue that I struggle with is not knowing an answer. While I do know that I do not have to know, I sometimes don't want some of my AP students to know I do not know for fear that they really know that I don't know anything. Ok, sorry but I couldn't help writing an "I know you know I know" statement. That's what I really feel like though. You know!? Ok, I'll stop now. I've really gotten good at putting the question back on them with a "What do you think?" or "Why don't we look it up?" or plain ole "I'm not sure, I'll ask and get back to you."
5. Verbally process questions that arise when reading. Modeling how to ask a question and having questions can be beneficial for students who are nervous about asking or just don't feel comfortable doing so in a class setting. I never thought of this before today.
6. Did you know that if the question begins with WHY then it is a higher level thinking question? So from now on I'm going to try to do at least 1 "WHY" question per day so that I can open the door to a flood of possibilities.
7. Saved my favorite for last.... Question Cubes. You make an actual cube (out of card stock or whatever you like) and you put questions related to your subject matter on each side. We are essentially finished with our physics unit but I made one of these cubes today that I could use for next year while teaching how to solve the different word problems using the physics formulas we have learned. Let's pretend there is a problem up on the board. I think it would be really fun to have students come up and roll the cube and have to answer what it says. (Ok, so mine technically doesn't have an actual question on it, but you can probably see how it relates to higher level thinking and these ideas were all formed from questions but the cube is too small to write out the whole thing. I would surely prompt my students with what is expected of them.) This would also be reinforcing different learning styles as the students had to do the sometimes silly stunts that the cube states.
1. Draw a picture (of the word problem.)
2. Describe (what is happening in your own words.)
3. Action! (Act it out for us... this actually came from a jeopardy game we did for our test review. One of the topics was action and they had to act out the word for their team to guess. We wouldn't have to guess the problem because it would be in front of us, but I like this side of the cube because it adds the element of play to the lesson.)
4. Form a similar word problem. (Student would have to think of something else that you would use the same formula to solve.)
5. Give an example. (Student tells class how this relates to real life or talks about a personal experience dealing with the problem.)
6. Solve it. (Student would have to select the correct formula and plug in the given parts to solve the equation. The cool thing is that this doesn't have to happen last because it would be effective at any time during the exercise. Also, isn't solving the equation what you wanted to have them do anyway?)
I realize this whole 6 different tasks for one problem could become a time issue, so I have thought about switching out "Solve it" for "Find the formula" and then maybe just rolling once or twice before solving the problem.
Ok, that is enough. Today is the earliest I will go home since Thanksgiving. I really did learn a whole bunch though and look forward to using these strategies for the rest of the year. These are the kinds of trainings that should be done for new teachers not the boring stuff that they keep repeating over and over and over!!!
goodnight- coach b!
I had no idea how bad I was at using questions to help my students become higher level thinkers. Let me tell you, I'm awful. I have learned about the extended wait time 15-20 seconds and the Bloom's taxonomy.... but that is nothing compared to the world I saw today. Plus, the words "Bloom's taxonomy" give me mental images of taxidermy that incorporates flowers and I get side tracked.
Here's a few answers to questions that you may or may not be asking.
1. Sure, we all know about wait time, but did you know there are actually 2, yes 2 wait times? Well, there are and the second one comes after a student has answered a question. You should wait 3-5 seconds before moving on so that the class has time to process the answer. It seems that sometimes slowing down is the only way to speed up.
2. My mom and I have been in heated debates about the need for a lesson plan. I say they are a waste of time because I actually write them after the fact because I usually don't know enough about my subject matter until the night before. Therefore it is more of a lesson reflection than a plan. I realize this is mostly due to the fact that as a first year teacher who isn't a science guru I have to learn the lesson myself before I teach it to my students. This will pass in a few years I am sure. When I questioned our facilitator on how to plan questions that you would ask during your lesson, she told me to ask myself what I would want to know about the subject matter. "Well, DUH!!!!" I thought. This was a big light bulb moment for me because she's exactly right and not that this helps my mom's case any, but maybe not neccessarily writing a lesson plan but simply writing down some questions from low to high level thinking that would keep my lessons focused and educational. They would be questions that I want to know the answers to before even teaching the lessons and therefore would probably mean more to me while I am listening to students' comments during class.
3. Socratic questioning... never really paid attention to this before but it seems like it would be very helpful. It really does develop a whole lesson from engaging students all the way through elaboration and evaluation. You can use THINK to remember it.
T- Take a look at the task. Ask questions about all parts, elements and tasks to be done. Keep this going until all observations are discussed.
H- How about comparisons? Ask them to compare it to anything else they know. How is different from other things.Find relationships
I- Is the information organized? Make it organized with tables, charts, concept maps... pull it all together.
N- Now, do it right! Develop a plan for how to do accomplish the task. Ask students why their answer is right or wrong.
K- Know anything? Know how it applies. Ask if it can be applied to other lessons/tasks. Sum up what you have learned. Refer to main idea. Ask students to take a position on the issue if there is one.
This seems like a great technique to teach students to have them help assess their own learning.
4. A big issue that I struggle with is not knowing an answer. While I do know that I do not have to know, I sometimes don't want some of my AP students to know I do not know for fear that they really know that I don't know anything. Ok, sorry but I couldn't help writing an "I know you know I know" statement. That's what I really feel like though. You know!? Ok, I'll stop now. I've really gotten good at putting the question back on them with a "What do you think?" or "Why don't we look it up?" or plain ole "I'm not sure, I'll ask and get back to you."
5. Verbally process questions that arise when reading. Modeling how to ask a question and having questions can be beneficial for students who are nervous about asking or just don't feel comfortable doing so in a class setting. I never thought of this before today.
6. Did you know that if the question begins with WHY then it is a higher level thinking question? So from now on I'm going to try to do at least 1 "WHY" question per day so that I can open the door to a flood of possibilities.
7. Saved my favorite for last.... Question Cubes. You make an actual cube (out of card stock or whatever you like) and you put questions related to your subject matter on each side. We are essentially finished with our physics unit but I made one of these cubes today that I could use for next year while teaching how to solve the different word problems using the physics formulas we have learned. Let's pretend there is a problem up on the board. I think it would be really fun to have students come up and roll the cube and have to answer what it says. (Ok, so mine technically doesn't have an actual question on it, but you can probably see how it relates to higher level thinking and these ideas were all formed from questions but the cube is too small to write out the whole thing. I would surely prompt my students with what is expected of them.) This would also be reinforcing different learning styles as the students had to do the sometimes silly stunts that the cube states.
1. Draw a picture (of the word problem.)
2. Describe (what is happening in your own words.)
3. Action! (Act it out for us... this actually came from a jeopardy game we did for our test review. One of the topics was action and they had to act out the word for their team to guess. We wouldn't have to guess the problem because it would be in front of us, but I like this side of the cube because it adds the element of play to the lesson.)
4. Form a similar word problem. (Student would have to think of something else that you would use the same formula to solve.)
5. Give an example. (Student tells class how this relates to real life or talks about a personal experience dealing with the problem.)
6. Solve it. (Student would have to select the correct formula and plug in the given parts to solve the equation. The cool thing is that this doesn't have to happen last because it would be effective at any time during the exercise. Also, isn't solving the equation what you wanted to have them do anyway?)
I realize this whole 6 different tasks for one problem could become a time issue, so I have thought about switching out "Solve it" for "Find the formula" and then maybe just rolling once or twice before solving the problem.
Ok, that is enough. Today is the earliest I will go home since Thanksgiving. I really did learn a whole bunch though and look forward to using these strategies for the rest of the year. These are the kinds of trainings that should be done for new teachers not the boring stuff that they keep repeating over and over and over!!!
goodnight- coach b!
Wednesday, November 7, 2007
What?!
I just read these two CRAZY stories on msn.com
Girl, 13, gets detention for hugging two friends
Mass. grade school bans tag, other chase games
All I can say is WHAT!??!??!
Seriously, what is our world coming to? Seriously!!!
And then a couple of issues come to mind:
1. No hugs? Well, we wonder why kids always resort to violence... and we wonder why its so hard to teach people respect. And we wonder why some people think kids have no hope... I think I could make a pretty good argument on the idea that the removal of hugs is the removal of hope.
2. Ummmm no games of tag? No running, no chasing, no catching, no falling down in a fit on insanity because you've just run so hard you can't breathe and your legs gave way and you toppled on top of your 3 best friends all of which are laughing so hard they begin to snort and thus cause more laughter. Why don't we just give these kids a tv or video games and let them get fat during recess? They are kids... they will fall down and they will pick themselves up, wipe off the tears and dirt and get back in the game... and if they don't do that... they will have a hard time getting through the rest of their life!
3. No hugs and no tag? What's next... no smiling? No laughing? No walking? No moving? What would that make us... animals? Robots? Machines? Definintely not humans.....
Argh!!! I think I would have to throw in the towel and give up.
Meanwhile, computer lab/research day/TAKS day #1 is running swimmingly:)
-coach b!
P.S. If you would like to take the learning styles quiz go here and if you want to read about your results go here
Girl, 13, gets detention for hugging two friends
Mass. grade school bans tag, other chase games
All I can say is WHAT!??!??!
Seriously, what is our world coming to? Seriously!!!
And then a couple of issues come to mind:
1. No hugs? Well, we wonder why kids always resort to violence... and we wonder why its so hard to teach people respect. And we wonder why some people think kids have no hope... I think I could make a pretty good argument on the idea that the removal of hugs is the removal of hope.
2. Ummmm no games of tag? No running, no chasing, no catching, no falling down in a fit on insanity because you've just run so hard you can't breathe and your legs gave way and you toppled on top of your 3 best friends all of which are laughing so hard they begin to snort and thus cause more laughter. Why don't we just give these kids a tv or video games and let them get fat during recess? They are kids... they will fall down and they will pick themselves up, wipe off the tears and dirt and get back in the game... and if they don't do that... they will have a hard time getting through the rest of their life!
3. No hugs and no tag? What's next... no smiling? No laughing? No walking? No moving? What would that make us... animals? Robots? Machines? Definintely not humans.....
Argh!!! I think I would have to throw in the towel and give up.
Meanwhile, computer lab/research day/TAKS day #1 is running swimmingly:)
-coach b!
P.S. If you would like to take the learning styles quiz go here and if you want to read about your results go here
Tuesday, November 6, 2007
Changing seasons
Out with the old and in with the new... basketball is the new. From now until the 1st week in February, I will eat, sleep and breathe basketball. I'm sorry, not basketball... hoards of 7th grade and 8th grade girls fouling each other up and down the court in a game that sorta resembles basketball.
Ok, we aren't that bad... are we? We have 7 practices until our first game. 7 practices until I have to sit on a bench and tell girls what to do. I'm so nervous for my team. I feel like there is not enough time for me to teach them what they need to know and definitely not enough time for me to learn what I need to know.
One thing that frustrates me about this is that my science class will fall down the drain. I have no time for morning or afternoon tutoring anymore. I am at school from at least 7 til 5 each day ON DUTY. That doesn't mean I am just hanging out and fixing stuff in my room. I can only be in my room to help kids on work during lunch... my supposedly "free time."
Today, I was prepared. I started a week ago... getting everything together and setting up for this event to happen. Yes, my mom would be proud... but then today came and its just like when the first day or school passed us by. There is always a tomorrow. And 91 pairs of eyes will be joining me in the computer lab for tomorrow's research session and I have to be on my toes.
This is not me trying to complain... this is my form of a pep talk. Get ready! Keep moving!.. and all those sorts of things. And this is when we have to make time up. Our TEKS benchmarks were deemed unreflective of our progress because no class had gotten to physics... but the numbers still scare me and right now it says only 16% of my kids are passing... AHHHHH!
Tomorrow is 1/2 of TAKS day #1. I'm looking forward to it... if my basketball team doesn't kill me first! - coach b!
Ok, we aren't that bad... are we? We have 7 practices until our first game. 7 practices until I have to sit on a bench and tell girls what to do. I'm so nervous for my team. I feel like there is not enough time for me to teach them what they need to know and definitely not enough time for me to learn what I need to know.
One thing that frustrates me about this is that my science class will fall down the drain. I have no time for morning or afternoon tutoring anymore. I am at school from at least 7 til 5 each day ON DUTY. That doesn't mean I am just hanging out and fixing stuff in my room. I can only be in my room to help kids on work during lunch... my supposedly "free time."
Today, I was prepared. I started a week ago... getting everything together and setting up for this event to happen. Yes, my mom would be proud... but then today came and its just like when the first day or school passed us by. There is always a tomorrow. And 91 pairs of eyes will be joining me in the computer lab for tomorrow's research session and I have to be on my toes.
This is not me trying to complain... this is my form of a pep talk. Get ready! Keep moving!.. and all those sorts of things. And this is when we have to make time up. Our TEKS benchmarks were deemed unreflective of our progress because no class had gotten to physics... but the numbers still scare me and right now it says only 16% of my kids are passing... AHHHHH!
Tomorrow is 1/2 of TAKS day #1. I'm looking forward to it... if my basketball team doesn't kill me first! - coach b!
Wednesday, October 31, 2007
Benchmarks
So our TAKS benchmarks weren't so hot. Actually... that's an understatement. It probably has something to do with the fact that 3 of the 25 questions on the test were not anything we had studied yet (physics) and that some of the other questions were... well, questionable. But still, I want my kids to be ready for this test. I want them to be confidant and know that they are capable.
I talked with my students about the whole situation today. We discussed a plan of action and decided we don't really like how they cram TAKS down our throats 3 weeks before it happens. My students actually told me they want to know what's going on now.... so I gave them some options and something we came up with was having TAKS days.
First, a TAKS practice test would be offered for all those students who can succeed without even attending 8th grade. We know they will pass and so do they and they do not want to be bothered with silly little assignments. These will probably be my GT kids and some of my high achievers. But, I want to make sure that some kids who won't get EVERYTHING right are rewarded also. I will break the test down into objectives so that if you make a 90% or higher on a particular objective, then you will not have to be present while we go over it. (This will also keep those students from doing what resembles the potty dance in order to get my attention to call on them... or blurting out every single answer.) Also, these students will not just have "free days" but they will be doing another activity that is science related... possibly in groups... we will see how it works out.
I think we have decided that once a week, we are going to to TAKS stuff. We will review an objective and/or some strategies for taking tests. Along with this little activity, I am going to have them take some little quizzes to find out their learning styles and personalities just so they can be aware... and also to break it up a bit.
This isn't going to take away from our other activities because we have decided that if we get in a bind or need to pick up the pace, we will just skip a TAKS day.
The best part of this is that I really felt like some people were not giving me their full view on the ideas we had so I gave them all index cards and told them to write whether or not they liked the TAKS idea and if they thought they would be interested in taking a pre-TAKS test. I also had them give me reasons. Well, I got a lot of positive feedback. Many of my kids wrote things that made you wish you could take the test for them. Some wrote that they were scared and some wrote that they don't want to be in 8th grade next year so they want to pass. (This year they have to pass math, English and either history or science.... I, of course, tried to convince them of all the reasons science will be easier:P) I'm so glad we took some time out to do this. I feel like they are happy to kind of take control of their learning... and isn't that what we are hoping for anyhow?
I just have to share one student's comments. He is my Aspergers kid. Even though it is an anonymous thing, I know from his handwriting and his comments that it was him. He is super smart and will probably be one of the students who gets to sit out on TAKS day. Anyhow, this is what he says and it makes me giggle because he is so smart, so honest, and you can tell that he wants the class to succeed.
"Yes, the TAKS review can be helpful for enabling us to do well. Our bench mark bred unimpressive results. Spreading the practice out is easier."
It definitely stood out among the all the responses.
Anyhow, so we are going to have TAKS day and even though I know that I never wanted to teach to the test, I have decided that the test is coming... no matter what, and I want to help my students do their best. Plus, there are always going to be formal tests... geez, I had to take them just to get this job! So, these techniques that we go over will follow them for the rest of their lives... not just till TAKS... and again.. isn't that what's important?
Happy Halloween!!!! -coach b!
I talked with my students about the whole situation today. We discussed a plan of action and decided we don't really like how they cram TAKS down our throats 3 weeks before it happens. My students actually told me they want to know what's going on now.... so I gave them some options and something we came up with was having TAKS days.
First, a TAKS practice test would be offered for all those students who can succeed without even attending 8th grade. We know they will pass and so do they and they do not want to be bothered with silly little assignments. These will probably be my GT kids and some of my high achievers. But, I want to make sure that some kids who won't get EVERYTHING right are rewarded also. I will break the test down into objectives so that if you make a 90% or higher on a particular objective, then you will not have to be present while we go over it. (This will also keep those students from doing what resembles the potty dance in order to get my attention to call on them... or blurting out every single answer.) Also, these students will not just have "free days" but they will be doing another activity that is science related... possibly in groups... we will see how it works out.
I think we have decided that once a week, we are going to to TAKS stuff. We will review an objective and/or some strategies for taking tests. Along with this little activity, I am going to have them take some little quizzes to find out their learning styles and personalities just so they can be aware... and also to break it up a bit.
This isn't going to take away from our other activities because we have decided that if we get in a bind or need to pick up the pace, we will just skip a TAKS day.
The best part of this is that I really felt like some people were not giving me their full view on the ideas we had so I gave them all index cards and told them to write whether or not they liked the TAKS idea and if they thought they would be interested in taking a pre-TAKS test. I also had them give me reasons. Well, I got a lot of positive feedback. Many of my kids wrote things that made you wish you could take the test for them. Some wrote that they were scared and some wrote that they don't want to be in 8th grade next year so they want to pass. (This year they have to pass math, English and either history or science.... I, of course, tried to convince them of all the reasons science will be easier:P) I'm so glad we took some time out to do this. I feel like they are happy to kind of take control of their learning... and isn't that what we are hoping for anyhow?
I just have to share one student's comments. He is my Aspergers kid. Even though it is an anonymous thing, I know from his handwriting and his comments that it was him. He is super smart and will probably be one of the students who gets to sit out on TAKS day. Anyhow, this is what he says and it makes me giggle because he is so smart, so honest, and you can tell that he wants the class to succeed.
"Yes, the TAKS review can be helpful for enabling us to do well. Our bench mark bred unimpressive results. Spreading the practice out is easier."
It definitely stood out among the all the responses.
Anyhow, so we are going to have TAKS day and even though I know that I never wanted to teach to the test, I have decided that the test is coming... no matter what, and I want to help my students do their best. Plus, there are always going to be formal tests... geez, I had to take them just to get this job! So, these techniques that we go over will follow them for the rest of their lives... not just till TAKS... and again.. isn't that what's important?
Happy Halloween!!!! -coach b!
Tuesday, October 30, 2007
Racing Cars
Yea! I found something cool for my students to do. We finally FINALLY made it through chemistry. We are now on physics. I asked another teacher (and coach also) if she would want to do this with us because we have the same schedule. She agreed! We are going to be making the balloon powered race cars! Here are a few sites to see about it:
NASA contest
Middle School Contest
How to build
Lots of pictures
I've decided to pair up my kids and also give them one class period to work on it at school. We will actually be going to the computer lab so they can find out if they want things like big or small wheels, narrow or wide build, long or short, heavy or light. They will get to do a little research and then they will have to draw a diagram and label the parts they will use to build. This will not have to look exactly like the car they turn in, but I'm not going to tell them that.
On race day they will have to find the distance their car traveled and the time it took to go that distance. They will also have to calculate the average speed of their car using the formula to find speed.
The car will be graded using a rubric and will not qualify to race if it does not meet the rules.
1. Has to have a name
2. Wheels have to be made. They can not be anything that is already made to be used for a wheel.
3. Has to be balloon powered.
We will also have prizes of course! I can't wait to see what they come up with!
-coach b
NASA contest
Middle School Contest
How to build
Lots of pictures
I've decided to pair up my kids and also give them one class period to work on it at school. We will actually be going to the computer lab so they can find out if they want things like big or small wheels, narrow or wide build, long or short, heavy or light. They will get to do a little research and then they will have to draw a diagram and label the parts they will use to build. This will not have to look exactly like the car they turn in, but I'm not going to tell them that.
On race day they will have to find the distance their car traveled and the time it took to go that distance. They will also have to calculate the average speed of their car using the formula to find speed.
The car will be graded using a rubric and will not qualify to race if it does not meet the rules.
1. Has to have a name
2. Wheels have to be made. They can not be anything that is already made to be used for a wheel.
3. Has to be balloon powered.
We will also have prizes of course! I can't wait to see what they come up with!
-coach b
Wednesday, October 24, 2007
To Do List
Yes, that's right, I need to focus.
*meet with principal
*make extra graph paper
*get work for girl who didn't do prelab
*talk to science head about friday test
*make test review for tomorrow
*clothes to cleaners
*tire change
*oil change
*post concept maps
*grade papers
*make graphs from lab today
*meeting after school and in morning
Yea!!! not tooo much, right? OK, it is a lot! Last night I FINALLY had a girls' night. I had been missing my friend... a former teacher... forever!!! We went and had a quick meal together and then I had to meet a teacher up at school to set up a lab for today. Then, we went back out and had a thirst quenching beverage at chili's. I am so happy to have friends like her! I just love getting to hang out and talk about boys and just life. She makes me laugh so hard!
Also, yesterday, at the thought of someone coming to my house, I actually cleaned!!! Now, my mom can't come visit me yet, but soon enough it will be up and running. Should cleaning be on the to-do list also? naaaaahh!
alrighty, this is me signing off and hoping i get some of this finished now. -coach b!
*meet with principal
*make extra graph paper
*get work for girl who didn't do prelab
*talk to science head about friday test
*make test review for tomorrow
*clothes to cleaners
*tire change
*oil change
*post concept maps
*grade papers
*make graphs from lab today
*meeting after school and in morning
Yea!!! not tooo much, right? OK, it is a lot! Last night I FINALLY had a girls' night. I had been missing my friend... a former teacher... forever!!! We went and had a quick meal together and then I had to meet a teacher up at school to set up a lab for today. Then, we went back out and had a thirst quenching beverage at chili's. I am so happy to have friends like her! I just love getting to hang out and talk about boys and just life. She makes me laugh so hard!
Also, yesterday, at the thought of someone coming to my house, I actually cleaned!!! Now, my mom can't come visit me yet, but soon enough it will be up and running. Should cleaning be on the to-do list also? naaaaahh!
alrighty, this is me signing off and hoping i get some of this finished now. -coach b!
Wednesday, October 17, 2007
For the Librarians (and teachers too!)
Our school librarian is hosting this cute fundraiser with all benefits going to the SPCA.
PUMPKINS FOR PETS
Decorate a pumpkin to look like your favorite character from a book.
· You may draw, paint, or glue objects on your pumpkin.
· You MAY NOT carve or cut your pumpkin!!!!!
ANY PUMPKIN THAT IS OPEN WILL NOT BE ACCEPTED!!!!
Bring your pumpkin to the library between Friday, Oct. 19 and Tuesday, Oct. 23. Pumpkins will not be accepted before Friday, Oct. 19 or after Tuesday, Oct. 23.
This year, a silent auction will be held for the pumpkins. All proceeds will benefit the SPCA. The auction opens at 8:00 on Wednesday, Oct. 24 and closes at noon on Friday, Oct. 26. All students and staff are invited to donate pumpkins!!!! How creative can we be?
See, I told you it was a cute idea. I also love how there is basically no set up required at all. Maybe you need some sheets for donations and a place to display the pumpkins but that's it! I was thinking even if you weren't a librarian and you wanted your kids (especially younger ones) to think about the main character or someone in a book they are reading, you could do this as an activity. OOOOhhhhh how I wish we could incorporate this into our science lessons somehow... but I just don't see it happening. (An I'm refusing to stick however many pumpkins together and call them a molecule... not my cup of tea.)
P.S. Pray for my kids tomorrow. They will be super stressed from their TEKS check thingy. Thanks, coach b!
PUMPKINS FOR PETS
Decorate a pumpkin to look like your favorite character from a book.
· You may draw, paint, or glue objects on your pumpkin.
· You MAY NOT carve or cut your pumpkin!!!!!
ANY PUMPKIN THAT IS OPEN WILL NOT BE ACCEPTED!!!!
Bring your pumpkin to the library between Friday, Oct. 19 and Tuesday, Oct. 23. Pumpkins will not be accepted before Friday, Oct. 19 or after Tuesday, Oct. 23.
This year, a silent auction will be held for the pumpkins. All proceeds will benefit the SPCA. The auction opens at 8:00 on Wednesday, Oct. 24 and closes at noon on Friday, Oct. 26. All students and staff are invited to donate pumpkins!!!! How creative can we be?
See, I told you it was a cute idea. I also love how there is basically no set up required at all. Maybe you need some sheets for donations and a place to display the pumpkins but that's it! I was thinking even if you weren't a librarian and you wanted your kids (especially younger ones) to think about the main character or someone in a book they are reading, you could do this as an activity. OOOOhhhhh how I wish we could incorporate this into our science lessons somehow... but I just don't see it happening. (An I'm refusing to stick however many pumpkins together and call them a molecule... not my cup of tea.)
P.S. Pray for my kids tomorrow. They will be super stressed from their TEKS check thingy. Thanks, coach b!
Tuesday, October 16, 2007
TAKS nightmares
As you may know, we here in Texas have this most awesome (note the sarcasm) test that we base all of our teaching on. Actually let me back up. Technically, we have this list of skills that each student is supposed to know upon completion of a particular class or year. So, we base our teaching on that and the most awesome test comes along in the end and tells you how much your students don't know. At least that's how I see it. Some say its teaching to the test... some try to say that its just teaching the essential skills that are tested by the test... either way... its annoying!
This Thursday I will be giving my kids a pre- TAKS test. It should be given at the end of 2 units and includes questions from chemistry AND physics. Guess what? We have covered NO physics. I told my kids to expect to see some strange things and to just do their best, but in my head I am thinking, "HOW UNFAIR!" We have made this chemistry unit span over too many weeks and while I am a couple of days behind the lead teacher, I am still not ready for physics. My students have done some great labs and activities to incorporate different TEKS into their schedule... things that aren't part of chemistry or physics and I am hoping in the end there will be some things we don't have to cover because we already have.
I was told that concept maps are a really good thing for students to understand (well... duh!) concepts so we are doing one right now in groups of 4-5 people over the 3 main states of matter (liquid, gas, and solid... for you non-science folks). It is an activity that is going to take half of 2 days while the rest of the time we focus on some notes on the same subject. I knew this would be a review but I felt like the whole subject warranted more than one 45 minute class period. So we are doing this today and tomorrow and while I feel I am rushing my kids, I also feel like the district is rushing to give us these tests.
I just feel at a loss... I feel I am being pulled in some directions to hurry and shove stuff in the students' laps but I also have mentor teachers informing me that they are always behind and their students' scores are even with the teachers who rush. Believe me, I'm not even the last person. Out of 4 people on our team, I am probably in 2nd right now... not that its a race... or is it? I can't decide!
In other classroom news, I sent 2 students down to the office with a referral. They were play fighting and then in a snap it switched to real fighting. Too bad for them... for me, it was kind of funny to watch.
I also gave one boy in my class 3 paperclips today. I told him he would get 3 everyday and then every time I heard him over everyone, he interrupted me, asked a question (usually they are irrelevant), or was just getting on my nerves, I would take one away and after the 3rd time, he would receive a detention. He responded by asking me if he could keep the ones that he had at the end of class and I looked down and took one and said (with a big toothy grin, of course)..."That's one!" Wow, his corner of the room was super silent from then on out!
My last one is... anyone have any ideas for how to get a student who does nothing motivated to work? No group work, no individual, no homework. I have tried calling the parents and they either don't live there anymore or they do not have an answering machine. I am at a loss. Right now he has 3 detentions and now a referral to the office... but I just don't see that motivating him.... at all. Two classes in a row he has literally come in and put his feet up crossed on a desk and folded his arms behind his head. I'm so over it!
til next time! -coach b
This Thursday I will be giving my kids a pre- TAKS test. It should be given at the end of 2 units and includes questions from chemistry AND physics. Guess what? We have covered NO physics. I told my kids to expect to see some strange things and to just do their best, but in my head I am thinking, "HOW UNFAIR!" We have made this chemistry unit span over too many weeks and while I am a couple of days behind the lead teacher, I am still not ready for physics. My students have done some great labs and activities to incorporate different TEKS into their schedule... things that aren't part of chemistry or physics and I am hoping in the end there will be some things we don't have to cover because we already have.
I was told that concept maps are a really good thing for students to understand (well... duh!) concepts so we are doing one right now in groups of 4-5 people over the 3 main states of matter (liquid, gas, and solid... for you non-science folks). It is an activity that is going to take half of 2 days while the rest of the time we focus on some notes on the same subject. I knew this would be a review but I felt like the whole subject warranted more than one 45 minute class period. So we are doing this today and tomorrow and while I feel I am rushing my kids, I also feel like the district is rushing to give us these tests.
I just feel at a loss... I feel I am being pulled in some directions to hurry and shove stuff in the students' laps but I also have mentor teachers informing me that they are always behind and their students' scores are even with the teachers who rush. Believe me, I'm not even the last person. Out of 4 people on our team, I am probably in 2nd right now... not that its a race... or is it? I can't decide!
In other classroom news, I sent 2 students down to the office with a referral. They were play fighting and then in a snap it switched to real fighting. Too bad for them... for me, it was kind of funny to watch.
I also gave one boy in my class 3 paperclips today. I told him he would get 3 everyday and then every time I heard him over everyone, he interrupted me, asked a question (usually they are irrelevant), or was just getting on my nerves, I would take one away and after the 3rd time, he would receive a detention. He responded by asking me if he could keep the ones that he had at the end of class and I looked down and took one and said (with a big toothy grin, of course)..."That's one!" Wow, his corner of the room was super silent from then on out!
My last one is... anyone have any ideas for how to get a student who does nothing motivated to work? No group work, no individual, no homework. I have tried calling the parents and they either don't live there anymore or they do not have an answering machine. I am at a loss. Right now he has 3 detentions and now a referral to the office... but I just don't see that motivating him.... at all. Two classes in a row he has literally come in and put his feet up crossed on a desk and folded his arms behind his head. I'm so over it!
til next time! -coach b
Thursday, October 11, 2007
Updates, Dog Walks and Discipline
Update: Observation went good, not as well as expected, but she came one class early and that is my "we aren't the sharpest tools in the shed" class... so it was difficult to the lab with them.
Dog walks: Today and yesterday morning and evening have felt SO good while walking my doggy. It feels like autumn where the cold nips at you but doesn't knock you over. I feel so refreshed when I walk outside and it was so nice during the night that I kept my AC off... (yea!!!! for small electric bills!)
Discipline: Yesterday I had the day off from classes to go to some training. We had to observe 4 hours of a master teacher and I thought I was going to hate it, but I loved it. I got some great ideas from these ladies I work with everyday but never get to see them in action. Also, I got to talk to my principal for a long time after school yesterday... just thanking him for letting me go to this thing. We started talking about what I need help with and I told him I think I have it all except for the discipline part.
I don't know when to draw the line between a warning and a detention or whatever other consequence it is. I know they are laid out and there are rules, but really, where is the line? I just know that middle school was a hard time in my life... not behavior wise, but just mentally I was all sorts of messed up (probably still am:P). Its hard for me to discipline a student without being mean and unfair... and still have them want to come to my class and learn. I have been lucky with a few but I know some of these kids are going to keep grudges and I know not everyone is going to like me but I need them to be willing to work in my class. Luckily my principal reassured me by letting me know that the only way I can learn is by making [small] mistakes... and that no one in admin is going to look down on me for it. The only thing I am having trouble with is that making a mistake on something like that doesn't only involve me... but is a mistake for that student and goodness knows they have enough "mistakes" to deal with... without me having to add one to the list.
I have decided to attend a free training for some classroom management and the principal offered for the school to pay my mileage which is great! I am so lucky to be working with such awesome people!
Some other things I learned from training yesterday:
Use music- during transitions, study time, changing classes, etc. Go for classical or oldies so that no one is offended or yelling about not liking something. As one teacher put it... you and the kids can both enjoy something you dislike together.
Use examples- The more examples you have... the more they remember. Use between 8 and 10 for each concept.
Increase wait time- Hold your wait time for 15-30 seconds depending on age (longer for older) and you and your students will reap the benefits.
I have already started using this today and the lightbulbs are definitely turning on brighter.
Til next time- coach b
Dog walks: Today and yesterday morning and evening have felt SO good while walking my doggy. It feels like autumn where the cold nips at you but doesn't knock you over. I feel so refreshed when I walk outside and it was so nice during the night that I kept my AC off... (yea!!!! for small electric bills!)
Discipline: Yesterday I had the day off from classes to go to some training. We had to observe 4 hours of a master teacher and I thought I was going to hate it, but I loved it. I got some great ideas from these ladies I work with everyday but never get to see them in action. Also, I got to talk to my principal for a long time after school yesterday... just thanking him for letting me go to this thing. We started talking about what I need help with and I told him I think I have it all except for the discipline part.
I don't know when to draw the line between a warning and a detention or whatever other consequence it is. I know they are laid out and there are rules, but really, where is the line? I just know that middle school was a hard time in my life... not behavior wise, but just mentally I was all sorts of messed up (probably still am:P). Its hard for me to discipline a student without being mean and unfair... and still have them want to come to my class and learn. I have been lucky with a few but I know some of these kids are going to keep grudges and I know not everyone is going to like me but I need them to be willing to work in my class. Luckily my principal reassured me by letting me know that the only way I can learn is by making [small] mistakes... and that no one in admin is going to look down on me for it. The only thing I am having trouble with is that making a mistake on something like that doesn't only involve me... but is a mistake for that student and goodness knows they have enough "mistakes" to deal with... without me having to add one to the list.
I have decided to attend a free training for some classroom management and the principal offered for the school to pay my mileage which is great! I am so lucky to be working with such awesome people!
Some other things I learned from training yesterday:
Use music- during transitions, study time, changing classes, etc. Go for classical or oldies so that no one is offended or yelling about not liking something. As one teacher put it... you and the kids can both enjoy something you dislike together.
Use examples- The more examples you have... the more they remember. Use between 8 and 10 for each concept.
Increase wait time- Hold your wait time for 15-30 seconds depending on age (longer for older) and you and your students will reap the benefits.
I have already started using this today and the lightbulbs are definitely turning on brighter.
Til next time- coach b
Tuesday, October 2, 2007
Observations
I have been putting off trying to be observed as long as possible. I am not sure I am really super comfortable with someone watching all my mistakes for a whole class period. Its not that I am nervous to have people sit in my classroom, its just that kids and adults are so different. Adults just want to comment on every little thing where as kids will just laugh it off... and you might be known as the cookiest teacher in town, but really, is that such a big deal?
I think this is one reason I like being a tacher. The audience is kids! Honestly, they are a lot easier to please than adults. The thing is, I'm actually great with parents and grandparents (as long as they aren't my own) and have been called an "old soul" before, but its just not my cup of tea to stand in front of my actual peers and be critiqued. It reminds me of the times where I had to play my clarinet in the band in front of everyone for chair tests and even though I could play perfectly at home, I couldn't muster up the courage or breath to even make a good first sound, which in turn left me shaking nervously and before you knew it, I could barely even stay on the chair. I think it really all boils down to one thing... I just don't like to be on stage if I'm the only one.
I wish we didn't even have to do it. I feel like I still am not ready to be watched. I am constantly on edge about the smallest things in my classroom because I try to make every day so perfect... yes, I realize this will never happen, but you don't know me if you don't know that I'm forever trying. I want each kid to see the light and I want them to understand all the procedures and rules as well as be entertained by the stuff on the walls. I also have to make sure that I am keeping up with daily announcements, taking attendance, doing grades and teaching the TEKS (... yah! teks!) along with assessments and whatever else I am leaving out. This is definitely an ongoing position and while I don't neccesarily take it home each night... I do think about it and not to mention have crazy dreams about it constantly.
I have great mentors and I know they think I can succeed, but I think that is a whole other problem. I would hate to dissapoint them. Today my mentor teacher told me that my consultant said I would be a great teacher and as much as I am shining on the inside about that fact... my stomach is tying in knots because in my head I'm not really to the goals I have set for myself. Honestly, I think those goals change every day, but the point is, I really don't know if by the end of the year I will feel that I have met my own "great teacher" standards and that is kind of frustrating.
Anyhow, my consultant is coming on Thursday around 10:30 to watch me, so PLEASE be saying lots of prayers and sending happy thoughts to me AND my students... goodness knows that I won't get through this without them. I have a really fun lab that I had already planned (WOOHOO!!) and it is the first REAL lesson that I have planned without the help of other teachers at this school. But, I did borrow it from a great website and most importantly it involves jellybeans which are pretty much my favorite candy (besides chocolate, of course!) at the moment. I think everythign will go alright... I'm just hoping that I can pull it off.
I think this is one reason I like being a tacher. The audience is kids! Honestly, they are a lot easier to please than adults. The thing is, I'm actually great with parents and grandparents (as long as they aren't my own) and have been called an "old soul" before, but its just not my cup of tea to stand in front of my actual peers and be critiqued. It reminds me of the times where I had to play my clarinet in the band in front of everyone for chair tests and even though I could play perfectly at home, I couldn't muster up the courage or breath to even make a good first sound, which in turn left me shaking nervously and before you knew it, I could barely even stay on the chair. I think it really all boils down to one thing... I just don't like to be on stage if I'm the only one.
I wish we didn't even have to do it. I feel like I still am not ready to be watched. I am constantly on edge about the smallest things in my classroom because I try to make every day so perfect... yes, I realize this will never happen, but you don't know me if you don't know that I'm forever trying. I want each kid to see the light and I want them to understand all the procedures and rules as well as be entertained by the stuff on the walls. I also have to make sure that I am keeping up with daily announcements, taking attendance, doing grades and teaching the TEKS (... yah! teks!) along with assessments and whatever else I am leaving out. This is definitely an ongoing position and while I don't neccesarily take it home each night... I do think about it and not to mention have crazy dreams about it constantly.
I have great mentors and I know they think I can succeed, but I think that is a whole other problem. I would hate to dissapoint them. Today my mentor teacher told me that my consultant said I would be a great teacher and as much as I am shining on the inside about that fact... my stomach is tying in knots because in my head I'm not really to the goals I have set for myself. Honestly, I think those goals change every day, but the point is, I really don't know if by the end of the year I will feel that I have met my own "great teacher" standards and that is kind of frustrating.
Anyhow, my consultant is coming on Thursday around 10:30 to watch me, so PLEASE be saying lots of prayers and sending happy thoughts to me AND my students... goodness knows that I won't get through this without them. I have a really fun lab that I had already planned (WOOHOO!!) and it is the first REAL lesson that I have planned without the help of other teachers at this school. But, I did borrow it from a great website and most importantly it involves jellybeans which are pretty much my favorite candy (besides chocolate, of course!) at the moment. I think everythign will go alright... I'm just hoping that I can pull it off.
Wednesday, September 26, 2007
Nerds R Us
First of all I have to share my answers on the nerd test.
It is really cute... some questions.... let's just say I couldn't really find an answer for them.
On another note, I have to tell you about 2 little nerds in my class.
Nerd #1 is a sweet boy who is picked on by everyone. We have sat down and talked about it and I've made the AP and counselors aware. Apparently he used to get beat up but that has stopped for the time being. Let me tell you that this kid is really going somewhere. I guess he has self-esteem issues, but with a little encouragement, he can really be someone special. For a few days I was focusing a lot of my energy on how to take care of him and make him feel special without drawing attention to him or letting the rest of the class know about it. We also decided on a sign that would be his way of telling me that something was bothering him, without him having to actually say anything and although he hasn't used it yet, I'm hoping he has enough trust in me to feel a little more comfortable in my classroom.
Then.... the full moon happened.
Nerd #2 is loud obnoxious and not quite the sharpest tool in the shed. He came in on the full moon day and exchanged some hateful words with another nerdy boy that I only heard about in a he said-she said conversation so I basically dismissed the whole thing. I dismissed it because I wasn't going to play that game, and I also dismissed it because frankly, I didn't care. Then, when I told the boys to go sit down, Nerd #2 throws his hoodie over his head and plops down in his desk and won't move.... won't take the hoodie off and I realize there is something really wrong. The bell rings a few minutes later and he still stays. I told him if he was going to stay, he had to talk to me. After a few minutes, he just started crying about the whole life's not fair thing and then going into to the "he always calls me bad words" speech. I felt so bad for him, but I explained that he can't say it back... it's just not right. Nerd #2 shut down again.
Well, this kid has a lot of issues going on in his head and I don't even want to know what they all are, but I want to try to help his middle school mind sort them out a bit. I thought of a plan I saw one time where a teacher wrote to this student in a journal that was just between them. I offered the idea to him and he looked questionable at first, but then I explained that no one will know about it and that he can write anything he wanted to in it. I suggested writing at least twice a week or so. We made a plan that he would take my attendance on the computer and then drop off his journal on my desk... then, the next day, I would leave it on my desk and he would pick it up after taking attendance again. He didn't seem overly thrilled with the idea, but I gave him a journal,walked him to the bathroom so he could clean up, and then I took him to his next class. I just hoped in my head that he would bring the spiral back the next day.
Who would have guessed that after that next period, he had already filled out 3/4 of a page about the whole incident and telling me that it felt good to be able to write it all down. Its amazing when you get a student to write down what's in their head instead of some silly warmup, how much emotion can be shown and how much learning can happen. As of now, he has already given me 2 entries and I just finished writing him back again. I think this is going to be a good year for both of us and you know what I decided? If he is the only student that I actually succeed in helping make a future for, well, then I think I can cross my arms, sit back and relax because I really did change a life.
Now... if I could only get my 7th grade basketball team to understand how to aim when you shoot the ball, life would be grand!
- coach b!
It is really cute... some questions.... let's just say I couldn't really find an answer for them.
On another note, I have to tell you about 2 little nerds in my class.
Nerd #1 is a sweet boy who is picked on by everyone. We have sat down and talked about it and I've made the AP and counselors aware. Apparently he used to get beat up but that has stopped for the time being. Let me tell you that this kid is really going somewhere. I guess he has self-esteem issues, but with a little encouragement, he can really be someone special. For a few days I was focusing a lot of my energy on how to take care of him and make him feel special without drawing attention to him or letting the rest of the class know about it. We also decided on a sign that would be his way of telling me that something was bothering him, without him having to actually say anything and although he hasn't used it yet, I'm hoping he has enough trust in me to feel a little more comfortable in my classroom.
Then.... the full moon happened.
Nerd #2 is loud obnoxious and not quite the sharpest tool in the shed. He came in on the full moon day and exchanged some hateful words with another nerdy boy that I only heard about in a he said-she said conversation so I basically dismissed the whole thing. I dismissed it because I wasn't going to play that game, and I also dismissed it because frankly, I didn't care. Then, when I told the boys to go sit down, Nerd #2 throws his hoodie over his head and plops down in his desk and won't move.... won't take the hoodie off and I realize there is something really wrong. The bell rings a few minutes later and he still stays. I told him if he was going to stay, he had to talk to me. After a few minutes, he just started crying about the whole life's not fair thing and then going into to the "he always calls me bad words" speech. I felt so bad for him, but I explained that he can't say it back... it's just not right. Nerd #2 shut down again.
Well, this kid has a lot of issues going on in his head and I don't even want to know what they all are, but I want to try to help his middle school mind sort them out a bit. I thought of a plan I saw one time where a teacher wrote to this student in a journal that was just between them. I offered the idea to him and he looked questionable at first, but then I explained that no one will know about it and that he can write anything he wanted to in it. I suggested writing at least twice a week or so. We made a plan that he would take my attendance on the computer and then drop off his journal on my desk... then, the next day, I would leave it on my desk and he would pick it up after taking attendance again. He didn't seem overly thrilled with the idea, but I gave him a journal,walked him to the bathroom so he could clean up, and then I took him to his next class. I just hoped in my head that he would bring the spiral back the next day.
Who would have guessed that after that next period, he had already filled out 3/4 of a page about the whole incident and telling me that it felt good to be able to write it all down. Its amazing when you get a student to write down what's in their head instead of some silly warmup, how much emotion can be shown and how much learning can happen. As of now, he has already given me 2 entries and I just finished writing him back again. I think this is going to be a good year for both of us and you know what I decided? If he is the only student that I actually succeed in helping make a future for, well, then I think I can cross my arms, sit back and relax because I really did change a life.
Now... if I could only get my 7th grade basketball team to understand how to aim when you shoot the ball, life would be grand!
- coach b!
Monday, September 24, 2007
Grading Time!
I have never been so overwhelmed with anything in my life. The first day of school was a piece of cake compared to this.
I hadn't set up my grades yet before last week because I wasn't sure how I wanted to do them. I kept flipping back and forth between just straight up A,B,C etc... to having different points values for different things. It ends up that I do want everything to have different points values because I feel like it gives the student a chance to earn points instead of just take them away. (I know there are names for these two techniques but I am literally a zombie right now and can not think of either.) This ends up being a whole lot more work for me, but I am so happy that I am able to give my kids bonus points on certain things.
Now that I have set up grades, which was a whole fiasco in itself (basically because I am a new teacher and don't know the people to call when something doesn't work), I tried to input grades from home but lo and behold there were no tasks for me to enter grades under. Tasks are the different assignments that I spent til almost 7:30 on Friday entering into my gradebook.
#$%?!!!! Why does everything have to be un uphill battle? Can't it ever slope off for a while? And yes, I do realize that I have spent almost no time grading up until then so I have overwhelmed myself, but still this is ridiculous.
Luckily I have a cut and paste assignment today that will probably take all period. Then I assigned another follow up worksheet because we are still not getting the concept of electrons. I will start the students on those and then I hope that I will be able to go class by class today and finish up what little grading is still left all while being the most awesome question answerer, balancing on one foot, hopping uphill in the snow and holding a chicken... ok, not really, but that's what I feel like right now!!
have a grade-ful day today... or not!!! but make it a good one!!!- coach b
I hadn't set up my grades yet before last week because I wasn't sure how I wanted to do them. I kept flipping back and forth between just straight up A,B,C etc... to having different points values for different things. It ends up that I do want everything to have different points values because I feel like it gives the student a chance to earn points instead of just take them away. (I know there are names for these two techniques but I am literally a zombie right now and can not think of either.) This ends up being a whole lot more work for me, but I am so happy that I am able to give my kids bonus points on certain things.
Now that I have set up grades, which was a whole fiasco in itself (basically because I am a new teacher and don't know the people to call when something doesn't work), I tried to input grades from home but lo and behold there were no tasks for me to enter grades under. Tasks are the different assignments that I spent til almost 7:30 on Friday entering into my gradebook.
#$%?!!!! Why does everything have to be un uphill battle? Can't it ever slope off for a while? And yes, I do realize that I have spent almost no time grading up until then so I have overwhelmed myself, but still this is ridiculous.
Luckily I have a cut and paste assignment today that will probably take all period. Then I assigned another follow up worksheet because we are still not getting the concept of electrons. I will start the students on those and then I hope that I will be able to go class by class today and finish up what little grading is still left all while being the most awesome question answerer, balancing on one foot, hopping uphill in the snow and holding a chicken... ok, not really, but that's what I feel like right now!!
have a grade-ful day today... or not!!! but make it a good one!!!- coach b
Wednesday, September 19, 2007
Periodic Trouble
Right now we are focused on chemistry. It has been a lot of fun, but I really want to do an experiment or something that just gets their attention. I have one in mind, but I can't find a way to do it. Also, we are hitting bumps in the road because these students just can't understand things they should have learned last year.... grrrrrrrr!!!!
There really is no way to know if they learned last year or not because they all had different teachers who you hope all teach the TEKS, but you never know. For the last 3 days we have been looking at the Periodic Table of Elements. It really is just one big mess.... not the table... the class. No one knows anything about it. Oh, they can find things, and they can color them, but don't ask them to do any math. "I just came from math class," is the whiny little answer you get in return. "I wish they would have stayed there," is my head's response to that. But they didn't and now you are forcing them to do awful math problems like 23 minus 11.
All my classes have an obsession with the number 6. For some reason they think it is the magic number. I can give them any problem and the first answer I always get is 6. The other day we talked about atoms being neutral and that neutral meant they had no charge so for each proton, they would have an electron. Right?..... nothing... over their heads. So I drew it on the board for them. Aha! The light bulb comes on. They I ask... so if there are 11 protons... how many electrons does this atom have? Guess what the first answer was.... yep, it was 6!!! I said, "How did you get 6?" The response was, "Well, I guessed."
Are you serious?!
To me, I might have well said... "If you want to get an A, all you have to do is tell me your favorite color" and then had some kid who yells out "FISH!"
"Are you serious?!" My kids know this is one of my favorite things to say... and now I say it even if I know they are right because it just makes them think a little harder. But seriously, we have been focusing on the smallest things about this lesson for 3 whole days because my class can't get their brains in gear so we have to keep repeating the same things over and over again.
Meanwhile, I am so glad to be having a girl's night tonight because it doesn't matter if anyone knows anything about periodic table, we just want to hang out and laugh and have a good time.... period!- coach b
There really is no way to know if they learned last year or not because they all had different teachers who you hope all teach the TEKS, but you never know. For the last 3 days we have been looking at the Periodic Table of Elements. It really is just one big mess.... not the table... the class. No one knows anything about it. Oh, they can find things, and they can color them, but don't ask them to do any math. "I just came from math class," is the whiny little answer you get in return. "I wish they would have stayed there," is my head's response to that. But they didn't and now you are forcing them to do awful math problems like 23 minus 11.
All my classes have an obsession with the number 6. For some reason they think it is the magic number. I can give them any problem and the first answer I always get is 6. The other day we talked about atoms being neutral and that neutral meant they had no charge so for each proton, they would have an electron. Right?..... nothing... over their heads. So I drew it on the board for them. Aha! The light bulb comes on. They I ask... so if there are 11 protons... how many electrons does this atom have? Guess what the first answer was.... yep, it was 6!!! I said, "How did you get 6?" The response was, "Well, I guessed."
Are you serious?!
To me, I might have well said... "If you want to get an A, all you have to do is tell me your favorite color" and then had some kid who yells out "FISH!"
"Are you serious?!" My kids know this is one of my favorite things to say... and now I say it even if I know they are right because it just makes them think a little harder. But seriously, we have been focusing on the smallest things about this lesson for 3 whole days because my class can't get their brains in gear so we have to keep repeating the same things over and over again.
Meanwhile, I am so glad to be having a girl's night tonight because it doesn't matter if anyone knows anything about periodic table, we just want to hang out and laugh and have a good time.... period!- coach b
Monday, September 17, 2007
Dress Codes
Yes, the dreaded dress code. No one likes it... parents, students, teachers and even administrators all wince when you even bring it up.
At our school, we have a great dress code. Our boys look very grown up with their shirts tucked in and their pants belted around their waists as opposed to sagging to around their knees. Our girls can wear the long bermuda shorts, but nothing shorter. Everyone looks so nice and tailored because they all have to have either a spirit shirt, a collegiate shirt (not jersey), an unmarked shirt or a collared shirt. The girls are not allowed to wear v necks of any kind or strapless unless there is a little white tee or something underneath. It is WONDERFUL!
But of course, there is a little work that goes along with it. This work includes stopping the pace of my class to make sure this kid has tied his laces or send that one down to the office because he has spikes on his bracelet. It is SO MUCH WORK I can't even stand it. The sad thing is. the kids are just trying to get away with it all, but it is my job as the teacher and staff member to call them on it.
Today we talked about this issue for a while because there is a new rule about ID badges and wearing them. The kids of course think they are ugly, annoying and on and on. Well, they have started handing out detentions during lunch, after school and even ISS for those kids who refuse. I think its crazy! Just one more thing to add to the list. Forget Blooms taxonomy... I just need to know if you are dressed appropriately to be at school in the first place. AHHHHH!!
I know its something we need to be safe in school and have a safe campus for our students to be able to learn but doesn't there have to be a line drawn somewhere?! And, I'm not sure we've completely crossed the line yet, but it irks me to enforce something and go on and on about this issue when I just wish these kids would dress reasonably and wear their badges. The part they don't get is that we have to do it too. Already this year I have had to go back to my car 4 times to get my badge... ridiculous I know... but still, I did it and I sighed about it and then I was done. I moved on and had a great day.
These kids just can't get over the dress code and all the "strict" rules. So we spend more time focused on that and no time can be spent learning chemistry or getting to know our class pets or reviewing for the TAKS or doing warmups and cool downs or... ok, you get the picture. I only have 45 minutes each period and when 15 minutes are eaten up with things I have to do before I can even start the class... we will get so far behind we won't even be able to catch up!
Now, I really do think dress codes make all the difference in the world... I just wish someone could come up with a machine or something that scans each kid when they walk in to make sure they have it all together instead of me being to one who has to be rough and tough about it all.
Here is a pretty cool video if you haven't seen it before. Scary, but if this can happen with one untucked shirt... then the possibilities are uncomfortably endless. -coach b
At our school, we have a great dress code. Our boys look very grown up with their shirts tucked in and their pants belted around their waists as opposed to sagging to around their knees. Our girls can wear the long bermuda shorts, but nothing shorter. Everyone looks so nice and tailored because they all have to have either a spirit shirt, a collegiate shirt (not jersey), an unmarked shirt or a collared shirt. The girls are not allowed to wear v necks of any kind or strapless unless there is a little white tee or something underneath. It is WONDERFUL!
But of course, there is a little work that goes along with it. This work includes stopping the pace of my class to make sure this kid has tied his laces or send that one down to the office because he has spikes on his bracelet. It is SO MUCH WORK I can't even stand it. The sad thing is. the kids are just trying to get away with it all, but it is my job as the teacher and staff member to call them on it.
Today we talked about this issue for a while because there is a new rule about ID badges and wearing them. The kids of course think they are ugly, annoying and on and on. Well, they have started handing out detentions during lunch, after school and even ISS for those kids who refuse. I think its crazy! Just one more thing to add to the list. Forget Blooms taxonomy... I just need to know if you are dressed appropriately to be at school in the first place. AHHHHH!!
I know its something we need to be safe in school and have a safe campus for our students to be able to learn but doesn't there have to be a line drawn somewhere?! And, I'm not sure we've completely crossed the line yet, but it irks me to enforce something and go on and on about this issue when I just wish these kids would dress reasonably and wear their badges. The part they don't get is that we have to do it too. Already this year I have had to go back to my car 4 times to get my badge... ridiculous I know... but still, I did it and I sighed about it and then I was done. I moved on and had a great day.
These kids just can't get over the dress code and all the "strict" rules. So we spend more time focused on that and no time can be spent learning chemistry or getting to know our class pets or reviewing for the TAKS or doing warmups and cool downs or... ok, you get the picture. I only have 45 minutes each period and when 15 minutes are eaten up with things I have to do before I can even start the class... we will get so far behind we won't even be able to catch up!
Now, I really do think dress codes make all the difference in the world... I just wish someone could come up with a machine or something that scans each kid when they walk in to make sure they have it all together instead of me being to one who has to be rough and tough about it all.
Here is a pretty cool video if you haven't seen it before. Scary, but if this can happen with one untucked shirt... then the possibilities are uncomfortably endless. -coach b
Friday, September 7, 2007
Dedications
I thought I would dedicate my classroom to my favorite teachers, but then I found myself thinking that no students would really care about all that stuff and time spent making a cute little thing would be wasted. So, instead I would like to take a few minutes and tell the ways that my classroom has been shaped using ideas from my favorite teachers. Of course, this isn't a full list, as I am always adding more ideas.
I started off the year telling my kids I had one rule. "Be Considerate." This rule comes from Camp E (an academic camp for g/t kids that I had the pleasure of attending and working at for 12 years) and the lady who used to be the director there. Her name was B.K. If you are involved with TAGT Education in Texas, then you might recognize the name. She was an amazing lady who did so many things to inspire us kids. Every year that I attended, I learned something new. Sometimes it was a good lesson and sometimes it was a good lesson that left me feeling a little uncomfortable with my previous actions. Now, although she is an inspiration, I'm not sure if she ever really remembered my name... but the best moment I remember having with her is the last day of the last camp she attended when she put her arm around my shoulder and called me by name and told me how glad she was that I was able to come that year. 9 months later, she passed away. I will always use this as a rule of mine because not only does it encompass everything that matters in a classroom, but it also is a mini-tribute to her in a way. She will never know how much of an impact she has had on me and hopefully on the people I try to inspire.
Another teacher that I pay homage to is Mr. Adolph. He was my 5th grade teacher and I will never forget him. He used to make us "copy the poster" when we were in trouble. The poster changed every once in a while but usually consisted of something like the Preamble. Well, I was quite the loud mouth at the time and spent many a day copying that dang poster. It got to the point where I would sometimes copy it twice and then take it home and copy the second one a few more times so I was ready when he asked me to copy it. I would just take out my previously copied sheet and hand it to him. Well, after he figured out I was doing that, I had to stop. Meanwhile, since I did copy it so much, I basically had it memorized which was great for when we had to say the memorized poster in front of the class. Mr. Adolph also had a little basketball hoop that we could shoot at depending on how many points we had received. He then gave different prizes for shots made. I use this technique in my classroom. Students receive tickets that they can turn in to shoot baskets... also helps that I am a basketball coach. They get the tickets for being a leader, cleaning their area, coming in for tutorials, good answers and just about anything else I feel like deserves a ticket. I'm not fully sure what the prizes should be yet, but I plan on making free homework passes and maybe extra point tokens or something.
In college I had a graduate student for one of my favorite classes. The class was called Sociology of Death and Dying and it was amazing. We talked about death in ways that I'm pretty sure would make most people cringe in their skin, but it was fun. Weird to say, but it was. We used current events to explain and examine occurances. We also talked a lot about religion, which at the time wasn't that important to me, but probably set the groundwork for what was to come in the future. We had speakers such as morticians, cow farmers, and kill-shelter workers come in and explain what it is like to encounter death in everyday life. We also had a penpal who was fighting in Iraq and would send us the most grotesque pictures of bodies on the side of the road with letters that explained how it was to be impacted by death daily. Wjhat I am trying to say is that this man was amazing. He knew how to take a topic and not only apply it to your life but force you to think long and hard about why you believe what you do. In my class, I have a "Science in the Spotlight" bulletin board. I have made it an extra credit grade if you bring in a current event that is related to science and a 5-6 sentence paragraph about it. None of my kids did it this week.... I was very dissapointed. But, not to worry, I can find enough current events to fill the board myself if I have to... and believe me we will discuss allllll of them. Earlier this week we talked about how scientists are trying to invent a Harry Potter-type invisibility cloak and all the realities that force it to be different than it is in the book. I will continue to encourage students to bring these and perhaps I will give them time in class one day to find one.
Not for a teacher, but another thing I have done to include someone in my classroom is to have dinosaur bathroom passes. They are literally little rubber dinosaurs from the dollar store that hang on a piece of twine from hooks next to the door. This is for my boyfriend, Matt. He loves dinosaurs and we have an inside joke related to the TV show LOST about them. I have a t-rex and a triceratops who I have conveniently named Rex and Cera. If you are a boy, you carry Rex, and if you are a girl, Cera. The kids really get a kick out of it.
I also have animals in my class and I'm not sure who they can be attributed to. I know that a science teacher at my mom's old school had a zoo of them. It also can go back to Mr. Adolph because he loved to have that hands on learning. There was also another lady at Camp E that had 3 doctorate degrees and taught animal husbandry... so from her I always had ideas of having animals. Right now I just have hermit crabs and a rabbit. Perhaps I will get more, we will see. They add a great deal of fun to my class. The bunny is active and we are coming up with a name for him right now. My hermit crabs actually chirp or something so the kids who sit next to them always try to swear they hear them and I just tell them they are silly and that hermit crabs don't talk... its a fun little game we play.
I know I am leaving people out. For one, my mom, but who can really pinpoint all the things that can be dedicated to her. At the very least this is my dedication because she so desperately :P wanted me to write about this new experience, but in all honesty, I'm sure there are numerous things that I do and say that pay tribute to her all the time. When they said the apple doesn't fall far from the tree, they must have had us in mind.
Well, that's all for now. Its Friday and time to leave!
-coach b
I started off the year telling my kids I had one rule. "Be Considerate." This rule comes from Camp E (an academic camp for g/t kids that I had the pleasure of attending and working at for 12 years) and the lady who used to be the director there. Her name was B.K. If you are involved with TAGT Education in Texas, then you might recognize the name. She was an amazing lady who did so many things to inspire us kids. Every year that I attended, I learned something new. Sometimes it was a good lesson and sometimes it was a good lesson that left me feeling a little uncomfortable with my previous actions. Now, although she is an inspiration, I'm not sure if she ever really remembered my name... but the best moment I remember having with her is the last day of the last camp she attended when she put her arm around my shoulder and called me by name and told me how glad she was that I was able to come that year. 9 months later, she passed away. I will always use this as a rule of mine because not only does it encompass everything that matters in a classroom, but it also is a mini-tribute to her in a way. She will never know how much of an impact she has had on me and hopefully on the people I try to inspire.
Another teacher that I pay homage to is Mr. Adolph. He was my 5th grade teacher and I will never forget him. He used to make us "copy the poster" when we were in trouble. The poster changed every once in a while but usually consisted of something like the Preamble. Well, I was quite the loud mouth at the time and spent many a day copying that dang poster. It got to the point where I would sometimes copy it twice and then take it home and copy the second one a few more times so I was ready when he asked me to copy it. I would just take out my previously copied sheet and hand it to him. Well, after he figured out I was doing that, I had to stop. Meanwhile, since I did copy it so much, I basically had it memorized which was great for when we had to say the memorized poster in front of the class. Mr. Adolph also had a little basketball hoop that we could shoot at depending on how many points we had received. He then gave different prizes for shots made. I use this technique in my classroom. Students receive tickets that they can turn in to shoot baskets... also helps that I am a basketball coach. They get the tickets for being a leader, cleaning their area, coming in for tutorials, good answers and just about anything else I feel like deserves a ticket. I'm not fully sure what the prizes should be yet, but I plan on making free homework passes and maybe extra point tokens or something.
In college I had a graduate student for one of my favorite classes. The class was called Sociology of Death and Dying and it was amazing. We talked about death in ways that I'm pretty sure would make most people cringe in their skin, but it was fun. Weird to say, but it was. We used current events to explain and examine occurances. We also talked a lot about religion, which at the time wasn't that important to me, but probably set the groundwork for what was to come in the future. We had speakers such as morticians, cow farmers, and kill-shelter workers come in and explain what it is like to encounter death in everyday life. We also had a penpal who was fighting in Iraq and would send us the most grotesque pictures of bodies on the side of the road with letters that explained how it was to be impacted by death daily. Wjhat I am trying to say is that this man was amazing. He knew how to take a topic and not only apply it to your life but force you to think long and hard about why you believe what you do. In my class, I have a "Science in the Spotlight" bulletin board. I have made it an extra credit grade if you bring in a current event that is related to science and a 5-6 sentence paragraph about it. None of my kids did it this week.... I was very dissapointed. But, not to worry, I can find enough current events to fill the board myself if I have to... and believe me we will discuss allllll of them. Earlier this week we talked about how scientists are trying to invent a Harry Potter-type invisibility cloak and all the realities that force it to be different than it is in the book. I will continue to encourage students to bring these and perhaps I will give them time in class one day to find one.
Not for a teacher, but another thing I have done to include someone in my classroom is to have dinosaur bathroom passes. They are literally little rubber dinosaurs from the dollar store that hang on a piece of twine from hooks next to the door. This is for my boyfriend, Matt. He loves dinosaurs and we have an inside joke related to the TV show LOST about them. I have a t-rex and a triceratops who I have conveniently named Rex and Cera. If you are a boy, you carry Rex, and if you are a girl, Cera. The kids really get a kick out of it.
I also have animals in my class and I'm not sure who they can be attributed to. I know that a science teacher at my mom's old school had a zoo of them. It also can go back to Mr. Adolph because he loved to have that hands on learning. There was also another lady at Camp E that had 3 doctorate degrees and taught animal husbandry... so from her I always had ideas of having animals. Right now I just have hermit crabs and a rabbit. Perhaps I will get more, we will see. They add a great deal of fun to my class. The bunny is active and we are coming up with a name for him right now. My hermit crabs actually chirp or something so the kids who sit next to them always try to swear they hear them and I just tell them they are silly and that hermit crabs don't talk... its a fun little game we play.
I know I am leaving people out. For one, my mom, but who can really pinpoint all the things that can be dedicated to her. At the very least this is my dedication because she so desperately :P wanted me to write about this new experience, but in all honesty, I'm sure there are numerous things that I do and say that pay tribute to her all the time. When they said the apple doesn't fall far from the tree, they must have had us in mind.
Well, that's all for now. Its Friday and time to leave!
-coach b
Thursday, September 6, 2007
Howdy!
Yes, this is my first year teaching, but this is not my first time to keep a blog. I have previously kept a blog. I started it during college and it really helped me sort out those crazy years between "high school and parent's care" to "ok, now I'm really on my own. EEEk!"
I hope to keep this one up to date, although I have started kinda late in the school year, but geeez, give a girl a break... remember... its just my first year.
I work in a small town in Texas at the middle school. I teach 8th grade science and I am also on the girl's athletic staff where I coach 7th grade basketball and track... and help with volleyball on occasion. I'm a busy lady and I am basically flying by the seat of my pants.
But maybe I should back up a bit so you know a little more. I am originally from a very large city and am not used to not having a mall within 15 minutes of my house. I'm from a teaching family. My mom, sister, one set of grandparents, and more aunts, uncles and cousins than I know by name are teachers too. When I was younger, I always thought about being a teacher, but the rebel inside me made me look to other things.
I went to a huge college and got a great liberal arts degree. Then I moved to another large city and attempted to become somebody special without knowing who I actually wanted to be. Last December I applied for a teacher preparation program after I met a lady who was basically me 20 years in the future who had done the same thing. Yes, that's right I am a dreaded ACP candidate and I am very proud of it too! I completed all my pre-assignment training and am now in my internship year.
Not only will I be teaching and coaching this year, but I will be completing my post-assignment training and working a part time job at my favorite store in the whole world that is in another city. I will also be living many miles away from anyone in my family, my boyfriend, and basically anyone I knew prior to coming here. Its going to be hard, and I knew that coming in, but I am up for the challenge.
I do have to say that I already feel bad for my team leader though. I have been to her class more than once everyday and I usually start out by saying something like, "ok, i know we are doing a graph, but what exactly are we graphing? and where's the graph paper?"
Also, my coaching team... well, most of them take life VERY seriously... which is great, except if you are kinda silly and like to laugh a lot. I have found that not only do I have to keep on my toes and try to stay one step ahead of them so they don't sigh too loud, but I basically have to be not me. No silliness and definitely no sarcasm. I'm sure by the end of the year I will be a much more serious person after having so much practice!
On the other hand, the teachers I work with on the science team and the others on my hall are funny and much less serious. I sit with quite a few of them during lunch and am in stitiches most days. I love to share those odd student stories with them and of course listen to all of the crazies they have in class as well.
I came into this position wanting a nomination for Intern of the Year. I am still aiming for that, but with all the things I'm doing... I'm just hoping this year just goes by smoothly and that my students learn some things. I am an "out of the box teacher." I don't tend to like traditional methods like book work and lectures. My class is talkative, moving and full of silliness. Although I can be mean too. So far my favorite consequence is to have a kid read the textbook and answer all the questions and I'm stern enough to have 4 students doing that presently. I told my kids that we could have fun as long as I was happy and they were respectful.
Anyhow, I guess I can't give away too many details now. There will be more to come. Hopefully its as enjoyable as this year will be for me.
-coach b
I hope to keep this one up to date, although I have started kinda late in the school year, but geeez, give a girl a break... remember... its just my first year.
I work in a small town in Texas at the middle school. I teach 8th grade science and I am also on the girl's athletic staff where I coach 7th grade basketball and track... and help with volleyball on occasion. I'm a busy lady and I am basically flying by the seat of my pants.
But maybe I should back up a bit so you know a little more. I am originally from a very large city and am not used to not having a mall within 15 minutes of my house. I'm from a teaching family. My mom, sister, one set of grandparents, and more aunts, uncles and cousins than I know by name are teachers too. When I was younger, I always thought about being a teacher, but the rebel inside me made me look to other things.
I went to a huge college and got a great liberal arts degree. Then I moved to another large city and attempted to become somebody special without knowing who I actually wanted to be. Last December I applied for a teacher preparation program after I met a lady who was basically me 20 years in the future who had done the same thing. Yes, that's right I am a dreaded ACP candidate and I am very proud of it too! I completed all my pre-assignment training and am now in my internship year.
Not only will I be teaching and coaching this year, but I will be completing my post-assignment training and working a part time job at my favorite store in the whole world that is in another city. I will also be living many miles away from anyone in my family, my boyfriend, and basically anyone I knew prior to coming here. Its going to be hard, and I knew that coming in, but I am up for the challenge.
I do have to say that I already feel bad for my team leader though. I have been to her class more than once everyday and I usually start out by saying something like, "ok, i know we are doing a graph, but what exactly are we graphing? and where's the graph paper?"
Also, my coaching team... well, most of them take life VERY seriously... which is great, except if you are kinda silly and like to laugh a lot. I have found that not only do I have to keep on my toes and try to stay one step ahead of them so they don't sigh too loud, but I basically have to be not me. No silliness and definitely no sarcasm. I'm sure by the end of the year I will be a much more serious person after having so much practice!
On the other hand, the teachers I work with on the science team and the others on my hall are funny and much less serious. I sit with quite a few of them during lunch and am in stitiches most days. I love to share those odd student stories with them and of course listen to all of the crazies they have in class as well.
I came into this position wanting a nomination for Intern of the Year. I am still aiming for that, but with all the things I'm doing... I'm just hoping this year just goes by smoothly and that my students learn some things. I am an "out of the box teacher." I don't tend to like traditional methods like book work and lectures. My class is talkative, moving and full of silliness. Although I can be mean too. So far my favorite consequence is to have a kid read the textbook and answer all the questions and I'm stern enough to have 4 students doing that presently. I told my kids that we could have fun as long as I was happy and they were respectful.
Anyhow, I guess I can't give away too many details now. There will be more to come. Hopefully its as enjoyable as this year will be for me.
-coach b
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