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@sasquatchdiaries
You can now find me over at:
theycallmemistert.tumblr.com
I totally forgot about this blog, but go check out my new one.
News
Lately I have been concerned about having a job next year, due to the fact that they have redrawn the boundaries for the school, made them smaller, and students keep withdrawing to go to a different school in the district that is not using standards based grading. So, it feels pretty to good to hear the most senior teacher at the school I work, who is retiring at the end of the year, has been going down to the office and telling the principal that I am to valuable to the staff to lose next year. It also feels good to hear that one of the specialists wrote a letter to the principals saying something similar.
It just feels good to hear all of this, because I am always so critical of myself.
Am I Lazy?
Lately, I feel like I have been lazy, and I guess if I feel that way I have been lazy. But, others have told me I am not, some even that I am doing more work, and I am still getting everything done that I need to and my students are learning. While we are currently in the midst of three lessons, all of which have the students being self-directed to the point where I mainly sit there and offer help when needed and make sure they are actually doing work. It has been nice, but after about the third day I get really bored. I cannot deny the fact that it does give me time to grade (I currently have nothing left to grade and even entered all my grades) and plan out future lessons. However, I have had my next couple of units planned out in my head but have not yet typed them out.
Basically, since I do not have anything to keep me late at school or busy on weeknights I feel lazy (which is when I do most my work aside from Sunday morning)...and now that I have reached this point in this post I realize that i should really just be grateful for it all because it is not going to last long.
I would rather go in early to take care of things in my classroom rather than stay after school. Once the kids leave and I have tidied up the room, I am out. I am much more productive in the morning.
I’m just the opposite. I have so much trouble waking up in the morning…
Psh you must not see my multiple posts a week about wanting to sleep more. ;-)
I wake up and pry myself out of my cozy bed 30-40 min before our duty day starts. My coworkers/student teacher know to leave me alone and ask me stuff later in the day. I much much rather stay late to prep and have meetings after school.
I’m not fully functional until like 10am lol. My first period class gets out-of-it, coffee-dependent teacher most days.
vwalker and I are the same person in this regard - this morning I woke up at 9:17 and reported for duty on time at 9:40. Even on two-hour delays like today, if I know those two hours of sleep are possible, nothing will pry me out of bed until the last possible minute. I would sleep 10-11 hours every night if left to my own devices. Good thing I live five minutes from my school.
So yes, I would much rather stay after.
I prefer to get there early, that way my prep is extended by about another hour. Which means that I can grade and plan even more. However, if they students are in the midst of a lesson/unit where they are self-directed I will go get a nice coffee before getting there and starting my prep. If I have extra work to do, I am far more productive at home during the nights.
Either way, I have completely lost my ability to sleep in on weekends.
Book Report: Take II
With the class I teaching reading too, we are working our way through 20,000 Leagues Under the Sea by Jules Verne. I learned a lot from the last classroom novel we did, The Call of the Wild by Jack London, so things are going very differently this time around. First and foremost, we are only reading it in class to avoid students burning through the book in a week, and then having to reread with the rest of us. If I do have them read it at home, they will be taking a only a chapter or two home. Then, after we finish two chapters, they summarize the reading, create character sketches, and record words they have found difficult. Then we repeat.
However, reading this story, for the first time as a teacher, has sparked a lot of ideas that I am implementing into this unit.
One idea that was sparked, was having the students complete a world map where they identify all the countries (avoiding capitals for now), oceans, and then color everything. Once we have it completed, we are going to go back to the first chapter of the novel and map out the attacks and sightings that are reported, and then the journey as it unfolds. However, to do this they will first have to be taught how to use a map.
Another idea that I came up with is to tie the story to our persuasive writing unit, which will also touch on propaganda. To accomplish this I will show the students a documentary on Jules Verne, which focuses on how he created science fiction and the subsequent inventions that first emerged in his writing and later became reality. From here, the students will create an invention that they then must also create a pitch for, after learning about propaganda and different persuasive writing techniques. I am debating extending this further and having the students actually create thirty second commercials, but we will see how everything else goes.
While I am going to have the students do a book report similar to the one they did for the last novel. However, they will also create a cast of actors and actresses they would cast as the characters of 20,000 Leagues Under the Sea if they were to create the movie. To do this, they must use the information they included in the character sketches and then choose a coinciding actor/actress. In addition to this, they must map out the rising action, climax, and resolution. They will then create poster board presentation to share with the class.
Lastly, once we have complete the fancast project, we are going to watch the movie version while comparing and contrasting the two using a Venn diagram. Then, they will write a PEE paragraph comparing the two.
I am really excited to see what comes about of all of this, especially since most of it is vastly different than what I initially had planned. I am particularly excited about my idea to tie it to persuasive writing and propaganda techniques.
I love making subplans for back to back day.
Long Time No Post
It has been awhile since I was on here, and yes I am still alive. I just suddenly got very busy between after school activities (I do floor hockey), conferences, IEP meetings, meeting with my principal to set goals for TPEP, reading my stack of comic books/graphic novels, and not having internet connection for about a week.
So, here is a quick update about how things have been going for me at school, and it is actually all really good news! I will use bullet points to hopefully make things go quicker. Here goes:
The lesson that I used to teach commas, which you can find here, was very successful.The majority of my students can properly use commas by either referring to the rules they took notes on, or using the strategy of adding a comma where you naturally pause when reading the sentence. My favorite part though, is that they even make the Victor Borge phonetic punctuation sounds during our daily warm-up activities.
After implementing these techniques to teach spelling words and help my students study, I saw a tremendous growth in the scores. It was awesome, and has made for a lot of fun quick study sessions at the end or start of class.
During conferences week, the school counselor, the special education teacher, and the vice-principal all had to sit in on one of my conferences for one reason or another. I later heard from my teammates,the other seventh grade teachers, as well as from them in person, that the vice-principal, the school counselor, and the special education teacher, were all impressed with how well I knew the students, talked to the parents, organized I was, and had documented everything to make things flow smoothly.
I was told by another teacher, who is actually retiring at the end of this year, that they feel that I am a natural teacher. Which was really nice to hear at the time, still is, because I was having a really rough week.
Met with my principal about how to meet my goals for TPEP, and that went really well. I created some pretty good goals for myself, and also have other goals that I came-up with just to work with on my own (one of which is more communication with parents, which I already do a lot of, but I have wanted to do more). I feel very confident about the whole process, and she paid me some nice compliments about the goals I was setting and how my classroom was run. So, that was really awesome to hear.
That is it for the update. Basically, things have been going really well for me. I have been trying to become a better teacher each and every day, and really reflect on my lessons. I have not done the tone and mood lesson, which you can find here, but will this week. I did however do an awesome lesson on synonyms that I will share with you all later.
Hope everyone else is having as good a school year as I am!
Teaching Spelling Words
About four weeks ago now, based on what I was observing in the writing of my students, I decided to implement weekly spelling tests. To do this, I was going to use the book I use for the daily oral language exercises and covering Spelling Killers/Slayers (i.e. there, their, and they're), which is a book called Caught 'Ya. However, after seeing what the other teachers used and had used, I decided to use what the other history and language arts teacher of the seventh grade uses, though the name escapes me at the moment.
The book has about a thousand of the most commonly misspelled words for middle school students. Each week/test the students are given twenty-five words, including different uses of the word, such as everyone or every one, and careful and carefully, and so on and so forth. They are supposed to study throughout the week, in a manner that they see fit (I encourage flash cards, reading them aloud and pronouncing phonetically, studying with a friend or family member, or the old standby of writing it over and over), and then take the test on Friday. How the test works is, that I read a short-story to the students and the fill in the blank, which is one of their spelling words. Then of course, they read through it and check to make sure the words are spelled right and used in the right context.
However, I can tell that many students are deciding to not read over what they have written on the test, or studying during the time given in class or at home. They do not seem to believe me, that the score the test earns, reflects the effort they put into studying. Meaning, they seem to forget that I was once a middle school student.
With this in mind, I decided to implement new studying methods in class, and I noticed, as well as the students notice, an increase in their comprehension of the words. The new methods, well not all of them were new to what we have done in class, but we have not done them as a class before, were:
Cover these Standards
The book that the administrators at my school gave all the teachers to read says that students should cover about fifteen to twenty standards a year. This is the number of standards they can feasibly master with some adequate from skill and repetition. I am supposed to cover about one-hundred and thirty in the three subjects I teach.
When it comes time to start planning out the next week of school, I am typically all set to go by Friday, and sometimes even Thursday. Throughout the week I keep a list of things I will need to cover again, things I did not get to cover and still need to, and new tasks and things I need to cover with my students.
Then, on Saturday or Sunday, I look at the tasks I have recorded on the sticky note (the one on the far right of my calendar), fill out the calendar, and then type up my lesson plans for the week, even though it is not expected of me. I just like to keep organized. As I type out the lesson plans, which I actually just make into one giant one and align the various learning targets for the tasks that the students will perform with the standards. Typically they will work with tasks that cover standards they have already performed and are on our "What Have We Learned Wall?" as a way to introduce the new standards.
Now, once the week starts back up, at the end of the day record the learning target(s) and daily agenda on the board, and review it all the next morning so everything flows smoothly.
After the planning is done I grade, but I rarely have all that much since I do that throughout the week because my planning is already done and modified throughout the day/week.
Strange Feelings
It is weird going into the weekend with not having anything to really grade.
I do not know what I am going to do with all this extra time. I mean, I am already planned out for the next week, which if I look at realistically, means I am already planned out for the next week and a half.
Tone and Mood Pt. II
A few weeks ago I did a lesson that introduced tone and mood to my students (you can find it here). Well, it was more of a reintroduction because they had learned it the year before, but it is in the standards so I covered it again.
Anyway, since I taught it to them I have had them work with it off and on, and have folded it into other lessons as new content is introduced. Well, I came up with an idea of how I can have them further their understanding of tone and mood through the use of song! YES SONG! I have had the idea of having them take lyrics from different songs to create a poem, but we are not at our poetry unit yet. So, instead I have modified the task of using lyrics to create a poem, to having them identify the tone and mood of a song.
For this task, I am going to have the students identify their five favorite songs, telling me the artist/band and name of each song. Then, using their knowledge of mood words, they will tell me what their mood is when listening to the song. Next, they will identify a passage of lyrics with tone words that communicate the mood words they used to describe how the song makes them feel. We will do this by using iPads, though they will need to complete the worksheet I give them.
Basically, it will look like this.
Artist: Janis Joplin
Song Title: Work Me, Lord
Mood: Sad and lonely
Lyrics with Tone Words:
So ah work me Lord, whoa use me Lord, Don't you know how hard it is Trying to live all alone. Every day I keep trying to move forward, But something is driving me, oh, back, Honey, something's trying to hold on to me, To my way of life.
Then, after they are all done and start turning their work in, the first five that turn them in will get to choose one of their songs and have the class listen to it as a whole the following day. Of course we can only listen to it if it is appropriate. As we listen to the song I will have the lyrics on the overhead for the students to read as the listen to the song. At this point, once the song ends, we will discuss how the song makes us feel and point out different tone words to support our mood. Although, we must also consider the actual music aside from the lyrics, which they can use tone words to describe to the class.
I am very excited to do this lesson, because a lot of my students are musicians and really into music. As am I. I am also excited because while I use iPads fairly often in my classroom, I am trying to use them more often.
Incident of the Day
During a group task today, in which the students were to work with their elbow partner to arrange strips of paper which had sentences written on them into a paragraph by adding transition words, an incident occurred. One of the groups had three students in it as opposed to the regular three, one of whom has had reputation that has followed them for the last three years, and is not positive. Well, this student, after having several interactions with them, and as to the request of their peers, now sits alone and has to move into a group. This has worked out well so far, until today when they felt it was appropriate to call the other students in the group names, use very foul language, and to top it all off bully and threaten the students.
Sadly, I was circulating with other groups when this was happening, and was unaware of what was happening until I saw one of the students in the corner talking to their friend who was in another group. When I went over to see what was happening, the student from the group with three members was in tears. I asked what was happening and the student could not even talk to me through the tears. It was really hard to not just hug them. Anyway, they went to the restroom, at which point I questioned the other student who was in the corner, the other student from the group of three, the student who was crying, and finally the student who was at the center of the conflict. By being Mr. T, the teacher-detective, I was able to figure out what was happening. It was also revealed to me that this bullying that was occurring is residual from last year, and when the student told me that they began to cry again. Once again, it took a lot not hug them.
This resulted in me stopping the class fifteen minutes early. I told the class how I was bullied through middle school and into high school. I told them how it was not just names, but how I was whipped with belts, put in headlocks and thrown to the ground, punched in the arm repeatedly till I could not move it, how my locker was kicked in everyday, having to let people cheat off of me in high school, and other stuff that is sadly common when it comes to being bullied.I told them how words have a far more devastating affect than they know at this point in their lives, and had them acknowledge how particular words are used to degrade a particular group or race of people. Then, I had them all put their heads down and asked them several questions:
Raise your hand if you have been bullied before. All hands went up.
Raise your hand if you have been bullied this year. Most hands went up.
Raise your hand if you know someone who has been bullied this year. All hands went up.
Raise your hand if your stepped in and became an ally to stop it. Only a couple hands went up.
Raise you hand if you have taken action in some way shape or form to stop bullying from continuing, either to yourself or a friend. Only a couple hands went up.
Raise your hand if you know a bully. All hands went up.
Raise your hand if you are a bully. No hands went up (not that I thought any hands would go up).
Raise your hand if you feel safe in this classroom. All hands went up.
Raise your hand if you know I am here for you if you ever need me. All hands went up.
After this I talked again about the differences of being a bully, ally, and a bystander. I even talked about classroom and school rules again. Then, I told them how if they see bullying occurring they need to step up and do something, be an ally, and contact an adult or take a stand for their friend or even a student they may not know. Next, I reiterated my absolute zero tolerance policy on bullying and how it is the same as the school. Lastly, I told them that while a bully may see some of the physical damage they may inflict upon someone, they rarely see the emotional damage they are causing. So, I had them watch this video.When it ended, many students were crying, and I just told them to think next time they want to poke fun, jokingly or not, at another student and to have a good lunch. They left the room in complete silence and returned in silence after lunch.
Uneven Schedule
So, I teach two groups of kids. One, my homeroom, I teach for three periods (reading, writing, and history) , and the other I teach for two periods (writing and history). I mainly teach the same thing to both groups of students, but in my homeroom we do a great deal more reading. Currently, the schedule for the material I am teaching to the writing classes is not in align with one another. It is not stressing me out, but primarily irritating. Mainly because it is a result of the mandatory trips to the library (which happen every week) that I did not plan for last week, because no one thinks to tell the first year teacher about them. Then, on Friday there was three-quarter day so I never got to see my second group (writing and history) and even the schedule back out! Very irritating!
I will have them back in alignment by the end of the week, hopefully, so it is not a big deal. But, until then...I will be a bit irritated. Also, I guess if I am being honest...it will become a bit stressful if I cannot even the classes out by the end of the week.
Where Does the Time Go?!
I am hoping to finish teaching some of my language arts mini-lessons so I can do the Language Arts Relay on Thursday with my students. It is a sort of shotgun blast assessment that I came up with so that the students can see what they have learned so far, and I can get another measurement of how well they have retained what they have learned so far this year.
It is mostly planned out, but there are still some mini-lessons I need to teach before we can get to the relay. So, I hope we can cover it all, but it may have to be put off because we have to go to the library and computer lab for some days this week. This weekly library trip, while I enjoy it because it allows me to make sure my kids have a book at least once a week, it also kills me at times because it is a whole period I cannot use to cover the content I want to. It makes me feel like I am behind, but I know that it only puts me behind where I want us to be and that is not too bad. The feeling of being behind also stems from planning so far out into the future, which means that in turn I am always rewriting and planning what I am doing (I am still working on what I planned out two weeks ago). Talk about a double edged sword.
Teaching Comma Use
Last week when I was looking at some of the writing my students have given me, I noticed that a number of them struggle with comma use (I struggle with them myself from time to time). I already have given them strategy of writing the way they talk (which is what I use), which means that they essentially place a comma where they naturally pause when they are talking, or in this case writing. It has worked somewhat, but I want to do a little more with them on the subject.
So, today I went through and made list of some comma rules that could be beneficial to my students. However, when I went to make my Prezi about these rules, I decided to search for others that had been made already and I found one! It is not often I use the Prezi someone else has created, but this one was too good to not use! It is called Comma-opoly and has all the rules, and some extra ones, that I wanted to include. There is also some built in exercises that allow the students to practice using the rules, which I will turn into handouts for the students. Now, my favorite part, is how friendly the language was for the students!
Overall, it is really well put together and will be very beneficial to the students. It will also go very well with the other resources I am going to use to teach comma use.
Here are my resources for teaching comma use:
Comma-opoly Prezi
Victor Borge Phonetic Punctuation
Which I am going to use as an ice breaker, but am going to have them use to make sounds during our daily Caught 'Ya exercises (daily oral language). I am going to come up with my own sound for capitalizing letters, because that is another thing my students struggle with often. So, there will be a mini-lesson on capitalization that occurs later in the week.
Comma Rhapsody
I am going to use this as another ice breaker. However, unlike the teacher singing in the video I will not be, but the students will. I am not a singer by any stretch of the imagination, but maybe I will. The students will enjoy it, and if I do they will have to join in with me. There is a Power Point of this that you can find if you search, "comma rhapsody."
I just did all my lesson planning for the week. Still need to put the finishing touches on a table group game I am creating, but I am going to do that later in the week.
Now I am doing work on a comma lesson. But, first my girlfriend and I are talking about the story I came up with about an otter and a pug that are pirates.