We are currently working on character traits for the story "Charles". I'm really enjoying this project, mainly because after we're done I can leave character traits behind me forever!!! Well, at least until next year. This unit was a complete disaster, not because of anything that my department created--the kids were so squirly and I wasn't really able to feel confident with the class until far into the unit; so far in fact, that we're three days away from the end and I'm still a bit shaky!
I started on a Wednesday, before holiday break, with an explanation of what I expected of my students. I specifically stated that they needed to stay focused because we only had one week to write, type, and revise our papers. Now, I won't sugar coat it, I had to bribe them with a pizza party to get them even excited about the prospect of actually writing something that quick. But, now that we're about finished, I truly believe that I'm going to have to purchase pizza for them... I'm just happy that I don't have to fight with them to write it.
I'm grateful for my teacher leader from the district, she comes on Wednesdays and works with me and the kids. She was able to work with those students who were ready to type and I took the rest to a different room and worked one-on-one with each of them. In each period, there were a handful of students who weren't ready to type, but at the end of the day only two or less were not ready. I call this a success. The brilliant part about it was that I was able to see them take my suggestions and my scaffolding and watch them actually come up with the content themselves. I suppose that I may have nudged them a little here and there, but I only did so in the areas that I saw them successful in--like providing them what they already did well, but making them reword it in their own words.
At the end of the day I looked back at what happened in the day and I think that there was one moment that I truly saw as a breakthrough. I was helping a student after school and another student came into my room--this is a student with whom I've have many confrontations with, and he answered my phone and let me know that my phone had rung and that it was for me. I just don't believe that he would have done so a month ago... or, moreover I don't think he would have even been in my room a month ago. There was a meeting that seemed to settle some of the issues that were keeping us from building a relationship, but I hope, or I believe that we're on the road to partnering, which is a huge weight off of my shoulders. I won't say that I spend nights awake worrying, but I did have my moments where I wished I could show him that I'm on his side and that I truly care about his future. I'm just glad I've seen the improvement that I have, and that I see more in the future. This truly is a celebration.
Wednesday, November 28, 2012
Friday, November 16, 2012
A voiceless caption
Today wasn't a great day, go figure, I tried to implement some new procedures on a Friday and I took away preferred activity time. Revolt.
Tuesday, October 23, 2012
The Comprehension Conundrum
Today began a little difficult. I met with K.C. to talk about my plans, which made me feel a little better about what I was doing for the day--but then the actual classes turned out differently than I had expected.
My initial plan was to model for the students what they needed to do with the text as a piece of the comprehension test. When the students were finished with the test they were to work on a translating assignment. The translating assignment required students to read a chat room transcript and decode the text, translate, and then write a note to a parent or guardian explaining what was to be done. Fourth period was different from the other periods because I took the class to the library at the beginning of class.
Fourth period was able to review their test, they took it the day before because they were unable to go to the library, and make the corrections/marking on the text with little trouble. My rapper was gone today, so the class was not in it's usual tornado of chaos--but with all due respect, he has been making strides to improve his behavior. There was minimal talking; the students only lost three minutes of PAT time. I was thoroughly impressed with their behavior, it seems as though they are beginning to take responsibility of their actions.
Fifth and Seventh were angels, except for the usual disruptors, with a little elbow grease I was able to get them to read the passage and take the test. Fourth, Seventh, and Sixth all took the test for the first time today.
Sixth was a different animal. They will be my focus for today. In the beginning of the period there was a wisp of chaos in the air, and the students were not showing proper behavior. Although many had brought their personal reading books, very few were actually reading--and they lost four minutes of PAT right away. I wonder if this was too much to take away at one time; I think that they might have been able to regain composure if they hadn't lost as many right away. I feel like they gave up after losing so much right away.
Once they finished with personal reading I modeled the way I wanted them to take the tests, which was a complete disaster. I was fairly certain that no one had listened to me the first time, which I should have picked up on and began asking students questions to engage them--I'll try to remember that next time. Some of the students were paying attention, but the majority of them didn't choose to pay attention. I then asked some more questions and modeled again, with little change in the result. After the third time I handed out the passage, some students simply would not read, others said they were done reading within the minute--next time I'm going to give them ten minutes to read the passage and then I will hand out the questions to those who have shown they were reading. While they were taking the test I realized that several of the students were either talking or looking at each other's papers--I took those students' papers and marked a zero on them. I don't think that I will actually give them a zero, but I will make them come in after school and retake the test, showing me the behaviors that I expect of them.
At the end of the period I made them sit and I questioned them, I asked them why the class had broken down. One of the students offered this explanation: "I didn't decide upon the goals, so I don't care if I don't follow them." This made me think about the buy in and why PAT is leverage. I know that students want the free time, but if they don't think they can be successful they won't actually try to achieve. These are of course simply thoughts that I have had about the issues that plague my classes, well some of my classes. Obviously I won't give up, but I'm at a loss for what I will do next... Time for more research.
My initial plan was to model for the students what they needed to do with the text as a piece of the comprehension test. When the students were finished with the test they were to work on a translating assignment. The translating assignment required students to read a chat room transcript and decode the text, translate, and then write a note to a parent or guardian explaining what was to be done. Fourth period was different from the other periods because I took the class to the library at the beginning of class.
Fourth period was able to review their test, they took it the day before because they were unable to go to the library, and make the corrections/marking on the text with little trouble. My rapper was gone today, so the class was not in it's usual tornado of chaos--but with all due respect, he has been making strides to improve his behavior. There was minimal talking; the students only lost three minutes of PAT time. I was thoroughly impressed with their behavior, it seems as though they are beginning to take responsibility of their actions.
Fifth and Seventh were angels, except for the usual disruptors, with a little elbow grease I was able to get them to read the passage and take the test. Fourth, Seventh, and Sixth all took the test for the first time today.
Sixth was a different animal. They will be my focus for today. In the beginning of the period there was a wisp of chaos in the air, and the students were not showing proper behavior. Although many had brought their personal reading books, very few were actually reading--and they lost four minutes of PAT right away. I wonder if this was too much to take away at one time; I think that they might have been able to regain composure if they hadn't lost as many right away. I feel like they gave up after losing so much right away.
Once they finished with personal reading I modeled the way I wanted them to take the tests, which was a complete disaster. I was fairly certain that no one had listened to me the first time, which I should have picked up on and began asking students questions to engage them--I'll try to remember that next time. Some of the students were paying attention, but the majority of them didn't choose to pay attention. I then asked some more questions and modeled again, with little change in the result. After the third time I handed out the passage, some students simply would not read, others said they were done reading within the minute--next time I'm going to give them ten minutes to read the passage and then I will hand out the questions to those who have shown they were reading. While they were taking the test I realized that several of the students were either talking or looking at each other's papers--I took those students' papers and marked a zero on them. I don't think that I will actually give them a zero, but I will make them come in after school and retake the test, showing me the behaviors that I expect of them.
At the end of the period I made them sit and I questioned them, I asked them why the class had broken down. One of the students offered this explanation: "I didn't decide upon the goals, so I don't care if I don't follow them." This made me think about the buy in and why PAT is leverage. I know that students want the free time, but if they don't think they can be successful they won't actually try to achieve. These are of course simply thoughts that I have had about the issues that plague my classes, well some of my classes. Obviously I won't give up, but I'm at a loss for what I will do next... Time for more research.
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