Well, we made it through another week and Autumn is among us. I can't complain. I won't complain. For one reason, Autumn is my absolute favorite season of the year. I love brisk weather, football, the colors in nature changing, and feeling cozy in my hoodies, pajamas...you name it. Another reason I love this time of year is that my little 4th grade kiddos have been in my classroom for just over a month and seem to 'settle' in to the swing of the routine. We have gradually become our own little family-ish unit.
As I ponder what this week will hold, I have been reflecting on the past four weeks---specifically this last one. My reflections pertain to what my kiddos have learned and what I still need to do for them. I have thought of the routines and procedures we have established and what I need to focus on for another couple of weeks. My nights have been filled with blog reading, TpT surfing, and printing off items for independent and/or partner activities. In other words---busy.
I read the other day that the average teacher works 11 hours and 25 minutes a day. This includes the regularly scheduled day, after school, and at home. Do I believe this? I sure do. So does my family. And as my eldest pointed out, she wondered if weekends had been included in this study, because the computer sees me more than the 'fam' does. It is true that they often feel neglected, and I often feel guilty. I keep thinking one day I will be totally together and have more time to focus on them. Yet, as life would have it, they are getting older as I am hoping. So, I am trying to be somewhat more focused in what I do and rearranging priorities as I go.
Take for instance, right now. My eldest is taking her 'usual and required' nap, while the younger is at a friend's house. So there is not a whole lot of guilt factor. Could I be doing something else? Sure... but I NEED to protect my sanity somehow. I feel that a release through writing is one of the better ways to do this---and safer, too. LOL!
Well, well, well, for this week I am gathering up a few materials to have center-focused activities for my students. This is strictly for math, as I would really love to incorporate Daily 5 for Math, but have no extra brain capacity to piece it all together. So, I have decided to do a 3 group rotation. My lower group will work with me after my whole lesson. The intermediate group will work on an item strictly for what has been taught. My stronger group will work independently or with a partner on building fluency in basic skills. Then, my students will rotate. The last group I will see will be the advanced group. By the time everything is said and done, I will have reviewed everyone's work for the day, made decisions to target their needs, and begun to plan out for the next day's focus. Can you guess which area I feel growth is needed for MYSELF? Yup--math.
As for literacy, I feel like writing is not getting hit long and hard enough. This is something I will be thinking of this week in how to manage time for that specific area. I think I will save a 'writing' post for later, as my youngest has now graced me with her presence. And considering I am managing my priorities differently, you can guess which one now just became the focus.
Until my next post, I hope you find some normalcy at your family dinner table!
Sunday, September 23, 2012
Tuesday, September 18, 2012
Progress Reports---ALREADY???
Where, oh where, has the time gone? Tomorrow my little chickadees will be taking progress reports home. I cannot believe this. Five weeks in and I feel as if we are five MONTHS into the school year.
This year, as every year (so it seems), has brought on some changes. Instead of Frameworks, we are now teaching Common Core Standards. I really like The Standards, but like all things new, it is taking some time to get used to them. It seems that instead of being bombarded with one change at a time, it is several. This can become frustrating. Frustrating...because it is hard enough to learn ONE new thing, and like many teachers, you want it to be fully implemented TODAY.
Teachers are not given enough kudos and high-fives. Yes, I am a teacher (so you think I am biased), but I was first and foremost a parent. I only began teaching a couple of years ago, and late in my 30s at that. So technically, I can still make the call on 'teachers'. While everyone says teachers have the summers and holidays off, what people do not realize is that they are WORKING for the time they go back. Researching, professional development, reading professional texts, making powerpoints, and lessons, and work center materials, and...need I go on? In my house, the common statement is, "You bought/made that for your students?! What about me?" Yes, my OWN children feel ignored because of my occupation.
Now, don't get me wrong. I smile everyday. There is something worthy about the occupation of teaching, and I have students that have justified that feeling. That student who was 'headed down the wrong path' and had a list of behavior problems? Well, that child is now on the Leadership team. That child who never spoke in school? That child now speaks as if there had never been YEARS of not speaking. I'm not boasting, because frankly, it wasn't me. But it does make me proud that those students were in MY classroom, and it does make me feel as if I had reached that child and made a difference. Isn't that the point?
It is thrilling to hear of students immediately the following year. Yet, I know that there are children we will never know how we made a difference in their lives. With that in mind, teachers still strive to do the best by their students each and every day (I speak for my school). They take the unfortunate hits from parents, administration, and even government levels. But really...it's all for the children, right? So, we roll out of bed with teaching on the brain, and drive home with teaching on the brain. Even now as my bedtime nears, I have thought of a dozen or more things pertaining to my students, my duties, and the days ahead of me.
So, the next time you see a teacher, give them a thumbs up and thank them for trying to change the world...one child at a time.
~D~
This year, as every year (so it seems), has brought on some changes. Instead of Frameworks, we are now teaching Common Core Standards. I really like The Standards, but like all things new, it is taking some time to get used to them. It seems that instead of being bombarded with one change at a time, it is several. This can become frustrating. Frustrating...because it is hard enough to learn ONE new thing, and like many teachers, you want it to be fully implemented TODAY.
Teachers are not given enough kudos and high-fives. Yes, I am a teacher (so you think I am biased), but I was first and foremost a parent. I only began teaching a couple of years ago, and late in my 30s at that. So technically, I can still make the call on 'teachers'. While everyone says teachers have the summers and holidays off, what people do not realize is that they are WORKING for the time they go back. Researching, professional development, reading professional texts, making powerpoints, and lessons, and work center materials, and...need I go on? In my house, the common statement is, "You bought/made that for your students?! What about me?" Yes, my OWN children feel ignored because of my occupation.
Now, don't get me wrong. I smile everyday. There is something worthy about the occupation of teaching, and I have students that have justified that feeling. That student who was 'headed down the wrong path' and had a list of behavior problems? Well, that child is now on the Leadership team. That child who never spoke in school? That child now speaks as if there had never been YEARS of not speaking. I'm not boasting, because frankly, it wasn't me. But it does make me proud that those students were in MY classroom, and it does make me feel as if I had reached that child and made a difference. Isn't that the point?
It is thrilling to hear of students immediately the following year. Yet, I know that there are children we will never know how we made a difference in their lives. With that in mind, teachers still strive to do the best by their students each and every day (I speak for my school). They take the unfortunate hits from parents, administration, and even government levels. But really...it's all for the children, right? So, we roll out of bed with teaching on the brain, and drive home with teaching on the brain. Even now as my bedtime nears, I have thought of a dozen or more things pertaining to my students, my duties, and the days ahead of me.
So, the next time you see a teacher, give them a thumbs up and thank them for trying to change the world...one child at a time.
~D~
Monday, September 3, 2012
3 Day Weekend! Wahoo!
Well, I should be excited for a 3 day weekend, but I am reminded that I won't have another for several months. And I think I would rather have a 3 day weekend stuck somewhere amid the next several months, instead of immediately at the start of school. I am at least thankful for the extra day :)
This week wasn't exactly my greatest week. First, I caught the little germs that run crazy when so many kids show up in one place. My husband said if I wasn't a 'child recluse' during the summer, I would never get sick. Whatever. By Thursday, I know I had glittering eyes and a less than fantastic day of teaching. The area rug looked comforting, if you know what I mean.
Yet, we did get some learning in this week! My students were super-amped when we rolled out the iPads. A few minor glitches--and only one student hasn't been able to enroll hers, but I am sure it will be taken care of soon. A few things we did with the iPads. First, a 'get to know your iPad' tour. Students practiced and poked buttons. We did several basic walk-thrus of email and notes.
Then, I sent the students an 'iPad Obstacle'. An email was sent to each student with directions on what to do. It was a boys vs. girls event. Instructions were listed, along with reminders on how to send and forward emails. There were hints, too. I instructed (via email) for the teams to go to PHOTO BOOTH. They had to each take a picture of their group using a different photo mode (xray, thermal, swirly, etc.) All modes had to be used by the team. Then, each student had to send me his/her picture. After doing that, each student had to forward his/her picture to a member of the opposite team. Once each team member had completed all tasks, they had to shout 'Done!' and they were the winners. It was a learning experience, as the students would ask me questions on what/how to do such-and-such. My reply would be (and extremely hard for me), "It's in the email." Ultimately, some students were much more quick to pick up the skills required and would teach the others, or several would scroll through the email and read to the others the tasks (and they in turn would follow the directions being read). It was a team effort and it was a teaching tool for working together, following directions, and comprehending text.
The next day during our writing workshop, I asked students to write down three animals they found interesting. Then students used their iPads to find three facts about each animal. They were then instructed to find another student who had the same animal. They were to compare facts with that student. Those that had chosen more interesting creatures (lizards, butterflies, etc.) were to share with another student their facts, and vice versa. The conversation I heard often contained, "Which site did you find that on?" The facts they listed will be used as a resource in another writing lesson.
When students entered the classroom on Friday morning (I felt a smidge better), the SmartBoard had a message to follow morning routines, get their iPads out and open their email. We generally do math journal work first thing in the morning and I either have it on a slip of paper for each student, or their work is on the board. What I had done was deliver their morning work via email. I didn't see eyeballs for a good 15 minutes, as the students were SO focused on their work! I couldn't believe how 'into it' they were. As of this point, I am uncertain if I will do this every day, or use it a couple of times throughout the week. I certainly want it to be just as interesting as that first time! (In case you are wondering, students completed the work in their math journals and turned them in so that I could look over them.) In the future, there may be days I have them complete the work in their 'notes' and send it via email. In any case, it was definitely a great way to incorporate technology that morning.
Yesterday, I embarked on professional reading, with a little search on finer points of teaching for deeper understanding. I love blogs, I love TeachersPayTeachers, I love Pinterest, and I love the INTERNET! What did we ever do without them?
This week I am crossing fingers and hoping all my testing will be completed. The students are anxious to start 'Grand Conversations' (similar to Lit circles) and I am, too! Here's a link that explains Grand Conversations, if you are interested. Scholastic-Grand Conversations
In closing, I hope your week is filled with joy and a glimpse of normalcy. And if you like reading my blog (even a teeny tiny bit), be sure to add me. Comments are always welcome!
This week wasn't exactly my greatest week. First, I caught the little germs that run crazy when so many kids show up in one place. My husband said if I wasn't a 'child recluse' during the summer, I would never get sick. Whatever. By Thursday, I know I had glittering eyes and a less than fantastic day of teaching. The area rug looked comforting, if you know what I mean.
Yet, we did get some learning in this week! My students were super-amped when we rolled out the iPads. A few minor glitches--and only one student hasn't been able to enroll hers, but I am sure it will be taken care of soon. A few things we did with the iPads. First, a 'get to know your iPad' tour. Students practiced and poked buttons. We did several basic walk-thrus of email and notes.
Then, I sent the students an 'iPad Obstacle'. An email was sent to each student with directions on what to do. It was a boys vs. girls event. Instructions were listed, along with reminders on how to send and forward emails. There were hints, too. I instructed (via email) for the teams to go to PHOTO BOOTH. They had to each take a picture of their group using a different photo mode (xray, thermal, swirly, etc.) All modes had to be used by the team. Then, each student had to send me his/her picture. After doing that, each student had to forward his/her picture to a member of the opposite team. Once each team member had completed all tasks, they had to shout 'Done!' and they were the winners. It was a learning experience, as the students would ask me questions on what/how to do such-and-such. My reply would be (and extremely hard for me), "It's in the email." Ultimately, some students were much more quick to pick up the skills required and would teach the others, or several would scroll through the email and read to the others the tasks (and they in turn would follow the directions being read). It was a team effort and it was a teaching tool for working together, following directions, and comprehending text.
The next day during our writing workshop, I asked students to write down three animals they found interesting. Then students used their iPads to find three facts about each animal. They were then instructed to find another student who had the same animal. They were to compare facts with that student. Those that had chosen more interesting creatures (lizards, butterflies, etc.) were to share with another student their facts, and vice versa. The conversation I heard often contained, "Which site did you find that on?" The facts they listed will be used as a resource in another writing lesson.
When students entered the classroom on Friday morning (I felt a smidge better), the SmartBoard had a message to follow morning routines, get their iPads out and open their email. We generally do math journal work first thing in the morning and I either have it on a slip of paper for each student, or their work is on the board. What I had done was deliver their morning work via email. I didn't see eyeballs for a good 15 minutes, as the students were SO focused on their work! I couldn't believe how 'into it' they were. As of this point, I am uncertain if I will do this every day, or use it a couple of times throughout the week. I certainly want it to be just as interesting as that first time! (In case you are wondering, students completed the work in their math journals and turned them in so that I could look over them.) In the future, there may be days I have them complete the work in their 'notes' and send it via email. In any case, it was definitely a great way to incorporate technology that morning.
Yesterday, I embarked on professional reading, with a little search on finer points of teaching for deeper understanding. I love blogs, I love TeachersPayTeachers, I love Pinterest, and I love the INTERNET! What did we ever do without them?
This week I am crossing fingers and hoping all my testing will be completed. The students are anxious to start 'Grand Conversations' (similar to Lit circles) and I am, too! Here's a link that explains Grand Conversations, if you are interested. Scholastic-Grand Conversations
In closing, I hope your week is filled with joy and a glimpse of normalcy. And if you like reading my blog (even a teeny tiny bit), be sure to add me. Comments are always welcome!
Saturday, August 25, 2012
First Week is Outta the WAY!
Yes! I made it through the first week of school! And boy, I am T.I.R.E.D. Friends were wondering if it may be because we used to start school on a Thursday. It kinda broke everyone in...and we practiced rules and procedures those days. Yet, this year we started on a Monday. It had to be the change-up! *Sigh*
Well, my group of students are great and I have no doubts that this will be a great year! We started on the first day of school in our Daily 5 routine. If you have never heard of Daily 5, you must! While still doing my teacher internship I came across the 'Two Sisters' and bought their books. I read and highlighted, and read some more. Once finished, I knew that Daily 5 would be something I wanted to do. But first year jitters had me doing more of what I thought the school expected and not what I wanted. I felt that getting my feet wet would be the best thing before doing something new (and basically unknown to many faculty members.)
Since last year, Daily 5 has taken a huge leap in our school and has been successfully launched in many classrooms. We started to have Professional Development, meetings, etc. on Daily 5. Several teachers took it upon themselves to do whatever possible to incorporate it and spread the news! One teacher has taken the reins and provided PD in Daily 5, as well as allowing others to come into her classroom to observe Daily 5 in action. She is awesome, by the way!
Back to the first day. Only four of my students have done Daily 5, and only one most of the year. So I started with our first lesson, introducing the students to Read to Self. The students thought it was cool that they could 'pick a spot' and read anywhere. We often refer to the procedures of Read to Self and roll on! By Friday, my class was at 15 minutes of Read to Self stamina. This is a process that is stressed, and stamina is important! By the end of next week, the class should be at 20 minutes...our ultimate goal.
We also started Work on Writing. I have developed a few 'Shared Journals' but haven't allowed students to use them, yet. Basically, since Writing becomes a groan factor for some, I turned the tables on the students. I wanted them to feel like their writing is about CHOICES. The discussion began with the purpose for writing. (Their answers: To be better writers, fill out applications, write essays in high school and college, etc.) We began by discussing favorite movies, tv shows, funny commercials (or commercials that stuck), songs, and of course---books. What many kids don't realize is that movies and such begin in the writing form. There has to be a script to follow, a story to be told! We discussed Spongebob, because I *heart* Spongebob, and almost every kid in America has seen Spongebob. I asked the students how they thought the show was made and throughout the discussion I realized that they didn't know there had to be a story first in order for the 'dialogue' to be written, the animation to be developed. It was an 'A-ha' moment for them.
I went to school with a guy (Jason Craig) who draws the graphics for the likes of Wolverine, Freddy vs. Ash comics and others. He likes to tell about the process. I didn't realize that he drew and then sent to an 'inker'. It makes sense, but I had never thought about it. But in order for Jason to create his art, he must have a story to follow. Without a story there is no action, no emotion, no features. This is something I talked about with my students. The Bone series by Jeff Smith is a perfect example for this discussion. They are graphic novels and all kids enjoy them, especially the boys! So it was with these thoughts in mind that I began to give a mental picture of what writing REALLY means. I think it worked because my students were sooooo excited and when school dismissed, they were talking in groups about what the storyline was on such-and-such tv show.
The next day we discussed topics. We talked about what topics are, what kind of topics we could write about, why we would write about certain topics. We also discussed if we should write about topics that we knew a lot about, or a little. Then I divided my class up into groups of three, asked them to choose the 'recorder,' and put 3 minutes on the clock. The group who had the most topics won a small prize. There was 100% engagement during this time! And WOW...they really took it seriously! Between the groups we came up with over 100 topics to write about!
That night, I took their papers home and grouped the topics in a document. (Animals-bunnies, rats, cats, dogs, horses, etc.) The next day I displayed five topics that had many choices. I set the timer for 6 minutes. I gave them one minute to choose what they were going to write about. Surprisingly, there were no groans...just expectant faces waiting for the 'Go'. And then they were off! I didn't see one student look around, their eyes on their writing the whole time. This is how I turned writing into a choice. THEY came up with the topics, THEY chose what to write about. Friday we were up to 9 minutes of writing the whole time.
People! This is the first week of school. They are excited! They want to read! They want to write! This is EXCITING!!! I just hope we don't burn out quickly. Hopefully, the blogs I follow and pins I pin will keep us from suffering from the middle-of-the-school-year slump---before the middle of the school year!
On the homefront, the Eldest is excited about Journalism. Not because she writes. But because she can take pics and interview football players :) The Younger is doing fine. She has a new favorite subject: English. All thanks to the new teacher this year. It's the little things that I look for to keep some semblence of normalcy in my household.
Well, my group of students are great and I have no doubts that this will be a great year! We started on the first day of school in our Daily 5 routine. If you have never heard of Daily 5, you must! While still doing my teacher internship I came across the 'Two Sisters' and bought their books. I read and highlighted, and read some more. Once finished, I knew that Daily 5 would be something I wanted to do. But first year jitters had me doing more of what I thought the school expected and not what I wanted. I felt that getting my feet wet would be the best thing before doing something new (and basically unknown to many faculty members.)
Since last year, Daily 5 has taken a huge leap in our school and has been successfully launched in many classrooms. We started to have Professional Development, meetings, etc. on Daily 5. Several teachers took it upon themselves to do whatever possible to incorporate it and spread the news! One teacher has taken the reins and provided PD in Daily 5, as well as allowing others to come into her classroom to observe Daily 5 in action. She is awesome, by the way!
Back to the first day. Only four of my students have done Daily 5, and only one most of the year. So I started with our first lesson, introducing the students to Read to Self. The students thought it was cool that they could 'pick a spot' and read anywhere. We often refer to the procedures of Read to Self and roll on! By Friday, my class was at 15 minutes of Read to Self stamina. This is a process that is stressed, and stamina is important! By the end of next week, the class should be at 20 minutes...our ultimate goal.
We also started Work on Writing. I have developed a few 'Shared Journals' but haven't allowed students to use them, yet. Basically, since Writing becomes a groan factor for some, I turned the tables on the students. I wanted them to feel like their writing is about CHOICES. The discussion began with the purpose for writing. (Their answers: To be better writers, fill out applications, write essays in high school and college, etc.) We began by discussing favorite movies, tv shows, funny commercials (or commercials that stuck), songs, and of course---books. What many kids don't realize is that movies and such begin in the writing form. There has to be a script to follow, a story to be told! We discussed Spongebob, because I *heart* Spongebob, and almost every kid in America has seen Spongebob. I asked the students how they thought the show was made and throughout the discussion I realized that they didn't know there had to be a story first in order for the 'dialogue' to be written, the animation to be developed. It was an 'A-ha' moment for them.
I went to school with a guy (Jason Craig) who draws the graphics for the likes of Wolverine, Freddy vs. Ash comics and others. He likes to tell about the process. I didn't realize that he drew and then sent to an 'inker'. It makes sense, but I had never thought about it. But in order for Jason to create his art, he must have a story to follow. Without a story there is no action, no emotion, no features. This is something I talked about with my students. The Bone series by Jeff Smith is a perfect example for this discussion. They are graphic novels and all kids enjoy them, especially the boys! So it was with these thoughts in mind that I began to give a mental picture of what writing REALLY means. I think it worked because my students were sooooo excited and when school dismissed, they were talking in groups about what the storyline was on such-and-such tv show.
The next day we discussed topics. We talked about what topics are, what kind of topics we could write about, why we would write about certain topics. We also discussed if we should write about topics that we knew a lot about, or a little. Then I divided my class up into groups of three, asked them to choose the 'recorder,' and put 3 minutes on the clock. The group who had the most topics won a small prize. There was 100% engagement during this time! And WOW...they really took it seriously! Between the groups we came up with over 100 topics to write about!
That night, I took their papers home and grouped the topics in a document. (Animals-bunnies, rats, cats, dogs, horses, etc.) The next day I displayed five topics that had many choices. I set the timer for 6 minutes. I gave them one minute to choose what they were going to write about. Surprisingly, there were no groans...just expectant faces waiting for the 'Go'. And then they were off! I didn't see one student look around, their eyes on their writing the whole time. This is how I turned writing into a choice. THEY came up with the topics, THEY chose what to write about. Friday we were up to 9 minutes of writing the whole time.
People! This is the first week of school. They are excited! They want to read! They want to write! This is EXCITING!!! I just hope we don't burn out quickly. Hopefully, the blogs I follow and pins I pin will keep us from suffering from the middle-of-the-school-year slump---before the middle of the school year!
On the homefront, the Eldest is excited about Journalism. Not because she writes. But because she can take pics and interview football players :) The Younger is doing fine. She has a new favorite subject: English. All thanks to the new teacher this year. It's the little things that I look for to keep some semblence of normalcy in my household.
Friday, August 10, 2012
Just Another Day in the Neighborhood...
Today is one of those days. You know, the kind with good AND bad? The kind where you want to bang your head on the wall and then smile when you are through. Here's the thing, I know it can be a whole lot worse...
In a nutshell, today was the first day to get into my classroom (someone made the decision to rip the carpet up and tile the floor--last week--and I didn't make that call) and next week is packed with all things Professional Development. So, I am left scrambling to have a room ready for Open House Thursday night. Okay. I think I can deal. <<<see BAD
On my way to school to work in my classroom, the eldest calls and said the dryer isn't working. When I got home (she needed to take the driving test to get her permit) I checked the dryer. Ugh. Sensor light wouldn't come on. I did a troubleshoot and nothing. Eh...let's go! <<<see double BAD
Eldest and I waited for about 45 minutes for her to take the driving part (they literally had a packed house of teens) and then we went to get her hard copy permit (yay-gulp-yay). <<<see GOOD
Got home and started cruising the web to see if I could find out what was wrong with my dang dryer. Needless to say, this is what has me wanting to knock a hole in the wall with my head. But, things could be worse, SO...
Remember when I said I had something else I would keep in the classroom? Well, I am saving that one for another post. I felt like a little clarification needed to be made from my first and original post. As mentioned, I did say I felt the need to start blogging (for technology reasons associated with teaching). Well, the reason why I decided to start with blogging is for a very simple reason.
For starters, I read blogs. I mean...I really love to read and, therefore, READ BLOGS. Book bloggers are the best, especially when you find some really GREAT blog writing with really GREAT book reviews. I adore these people. I do have several fave author blogs I consistently read...because they have great writing! And do you know what one of my goals (and every teacher out there) for my students would be? To be a GREAT WRITER.
Teaching writing is not simple. It is a fact. It can be excruciating. Now, I know what you may be thinking...it can't be that bad. Why yes, it really can be. Writing does not come naturally to everyone. While writing can be a painful ordeal for children, it can be most especially for English Language Learners. If the teacher isn't comfortable with teaching writing (maybe he/she doesn't like writing, or may be confused about aspects of writing) then the learner will struggle with learning writing. It's true. I like to write, did quite a bit of it in my school days. Yet, I used to NOT be comfortable teaching writing because it was something I never had to break down into precise bites. Precise bites is what a teacher needs to know in order to deliver CLEAR instruction. At least, that's my opinion. Which could TOTALLY be wrong.
Back to the blog. I have had some moments of inspiration over the summer. Book bloggers have given me that inspiration and I am hoping to translate that into my classroom. By promoting a blogging atmosphere where my students can really open up, have an opinion, talk (aka, read) about ideas and opinions with their peers--well, it kicks things up a notch. Don't you agree? What more to get a student excited about having a say? Did you like such-and-such book? What did you think about this and that character? Would you recommend this to a friend? Etc, etc, etc.
What gets me psyched are the many FUN things we can do with a blog. Post pics, videos, polls, contests...name it and the blog world is yours! You see, this is what happens when you are a dreamer. You envision all the fantastic things that will happen in your classroom, where unicorns gladly give rides to the children, everyone plays in candyland, and we all go home happy from the fantasy. Ha! But you know what? Without the vision, that dream of everyone having all smiles--without the fantastical dream of all the things you are going to do and how it will work--well, there is no excitement for actually doing it...and it doesn't get done. I. AM. EXCITED. And I really hope it works out well for my students.
Blogging will help my students with reading, DEFINITELY WRITING, technology, but something so much more. Being a Thinker. Yes, a THINKER. Shouldn't students want to have an opinion? Shouldn't they be urged to think beyond what is normal for them? Why, absolutely! I want to challenge my students to be Thinkers. To know that what they THINK is a valuable thing to their classroom, community, and society. I really believe blogging will be that challenge, that next step, into shaping some real Thinkers for the world.
I hope you 'JOIN' me in that adventure. Who knows. It may just change what YOU think.
'Til next time, keep on seeking for some normalcy :)
In a nutshell, today was the first day to get into my classroom (someone made the decision to rip the carpet up and tile the floor--last week--and I didn't make that call) and next week is packed with all things Professional Development. So, I am left scrambling to have a room ready for Open House Thursday night. Okay. I think I can deal. <<<see BAD
On my way to school to work in my classroom, the eldest calls and said the dryer isn't working. When I got home (she needed to take the driving test to get her permit) I checked the dryer. Ugh. Sensor light wouldn't come on. I did a troubleshoot and nothing. Eh...let's go! <<<see double BAD
Eldest and I waited for about 45 minutes for her to take the driving part (they literally had a packed house of teens) and then we went to get her hard copy permit (yay-gulp-yay). <<<see GOOD
Got home and started cruising the web to see if I could find out what was wrong with my dang dryer. Needless to say, this is what has me wanting to knock a hole in the wall with my head. But, things could be worse, SO...
Remember when I said I had something else I would keep in the classroom? Well, I am saving that one for another post. I felt like a little clarification needed to be made from my first and original post. As mentioned, I did say I felt the need to start blogging (for technology reasons associated with teaching). Well, the reason why I decided to start with blogging is for a very simple reason.
For starters, I read blogs. I mean...I really love to read and, therefore, READ BLOGS. Book bloggers are the best, especially when you find some really GREAT blog writing with really GREAT book reviews. I adore these people. I do have several fave author blogs I consistently read...because they have great writing! And do you know what one of my goals (and every teacher out there) for my students would be? To be a GREAT WRITER.
Teaching writing is not simple. It is a fact. It can be excruciating. Now, I know what you may be thinking...it can't be that bad. Why yes, it really can be. Writing does not come naturally to everyone. While writing can be a painful ordeal for children, it can be most especially for English Language Learners. If the teacher isn't comfortable with teaching writing (maybe he/she doesn't like writing, or may be confused about aspects of writing) then the learner will struggle with learning writing. It's true. I like to write, did quite a bit of it in my school days. Yet, I used to NOT be comfortable teaching writing because it was something I never had to break down into precise bites. Precise bites is what a teacher needs to know in order to deliver CLEAR instruction. At least, that's my opinion. Which could TOTALLY be wrong.
Back to the blog. I have had some moments of inspiration over the summer. Book bloggers have given me that inspiration and I am hoping to translate that into my classroom. By promoting a blogging atmosphere where my students can really open up, have an opinion, talk (aka, read) about ideas and opinions with their peers--well, it kicks things up a notch. Don't you agree? What more to get a student excited about having a say? Did you like such-and-such book? What did you think about this and that character? Would you recommend this to a friend? Etc, etc, etc.
What gets me psyched are the many FUN things we can do with a blog. Post pics, videos, polls, contests...name it and the blog world is yours! You see, this is what happens when you are a dreamer. You envision all the fantastic things that will happen in your classroom, where unicorns gladly give rides to the children, everyone plays in candyland, and we all go home happy from the fantasy. Ha! But you know what? Without the vision, that dream of everyone having all smiles--without the fantastical dream of all the things you are going to do and how it will work--well, there is no excitement for actually doing it...and it doesn't get done. I. AM. EXCITED. And I really hope it works out well for my students.
Blogging will help my students with reading, DEFINITELY WRITING, technology, but something so much more. Being a Thinker. Yes, a THINKER. Shouldn't students want to have an opinion? Shouldn't they be urged to think beyond what is normal for them? Why, absolutely! I want to challenge my students to be Thinkers. To know that what they THINK is a valuable thing to their classroom, community, and society. I really believe blogging will be that challenge, that next step, into shaping some real Thinkers for the world.
I hope you 'JOIN' me in that adventure. Who knows. It may just change what YOU think.
'Til next time, keep on seeking for some normalcy :)
Thursday, August 9, 2012
Before I Head Into the Classroom...
Another first for me! Blogging. I mean, actually setting up and writing a blog. Not something I really intended to do, but since this year means many changes within the classroom (and standards) I figured this would be a good place to start.Our state is implementing the Common Core Standards and technology (i.e. blogging) is a huge component. Not a tech savvy person, I do try to learn as much as I possibly can. You know what? It's easier to ask my teens to do it for me. Alas, they won't be in the classroom to teach with me, so *insert grumpy voice* I guess I'll do it myself.
Before you bail, let me just say I intend on keeping an updated blog of all things inside my classroom. Many of the things incorporated in my classroom are ideas I have found/bought on the internet. There are so many people who are wonderfully gifted and I try to utilize and form their creativity into my teaching. There is nothing out there that someone hasn't already thought of, someone hasn't done, or hasn't used. Ideas morph and shape to fit our own teaching style, needs, and wants. So, while the year is chugging on, I will share what has worked for me, what didn't---and ultimately, find a place just to relax in my teacher state-of-mind.
As my first post, I would like to say that over the summer I have reflected on moments in the classroom from the previous year. I had more 'Woot woot' moments than my first year teaching. *applause, please* I also tried dozens, and I mean DOZENS of new things. Some were self-inflicted, while others were administration inflicted.
Last year our school adopted a new reading program; a basal reading program. I didn't have a hard time adjusting to it because it was JUST my second year of teaching! Yet, I know several teachers had to switch gears from what had become 'normal' for them. I was also trying to incorporate the Daily 5 program (aka The Two Sisters) at the same time. Not. Fun. At. All. Trying on one new pair of pants is all fine and dandy, but have you ever tried on two at the same time...and different brands??? Well, you look sorta goofy in the dressing room mirror. It was a struggle to zip and button those pants, but I did get an idea how they felt--at the same time. Not a great analogy, I know, but you get the idea.
I will share with you an idea/concept I intend on keeping this year. It is called The Great Poetry Race (link at bottom). I found it on TeachersPayTeachers (TpT) and as usual, morphed it to fit my wants. During the routine teaching of reading, I felt that 'formal' fluency teaching just wasn't going well. There wasn't enough time spent reading aloud, nor were there many opportunities to read different types of poetry. Our poetry unit fell in April, and I wanted to expose my students to different poets and forms of poetry WAY before then. So, I searched on the web and found out about the GPR. Let me say, it was FABULOUS!!! My students LOVED...HEART...LOVED it!!!
This is how I did The Great Poetry Race. Each Monday students were given a poem. On the back of the poem was a 'listener signature page'. It was simple. Students read ALOUD to someone, that someone then signed the page (and dated). They had all week to do this. They were allowed to take it home, and read to anyone who could sign their first and last name. Here's why: there will be a student who WILL try to cheat. He/she will sign names for people they have not seen. So, I had to make up rules that fit situations. I allowed students to read to family/friends over the phone, as long as a parent/guardian signed the name and wrote 'phone' beside the name.
Anyway, students who brought back their SIGNED paper on Friday (with more than five signatures) earned five points. Normally, I don't give a homework grade because I have students who would receive little to no help at home. But I do give 'participation' points. Now, I know teachers are thinking "Wow! That's a lot of points!" And I realized it really could be unless I adjusted the amount of grades. It all worked out (no grade inflation, promise).
Now, my students had plenty of opportunities to read and there was a condition attached to this: they had to read to me. Every Monday morning I would present our poem with a flourish (and rounds of cheers and applause, SERIOUSLY) and would read to the class. Then we read it together. I explained any words that might be unknown or confusing. I tried to pick funny poems and classic poems. Kids still love Emily Dickinson and Edgar Allan Poe --YAY! I should probably apologize to my teacher-friends, as my students bugged them quite a bit reading to them! (Yeah, get ready for it...we are starting the year off with this!)
The student with the most signatures won the race for the week. They received a medal and their choice of something from the treasure chest. Let me tell you, the winner is so proud that they will wear that medal all day, the next week, the month... Then, I took all the papers that met the conditions and drew at random two papers. They won something as well! I had a paper with each name and would write the signatures in the appropriate box for each student. The graph was kept in our reading center (on the board) so it could be seen by students. At the end of the year, all the signatures were added up and the top three students won a special end-of-the-year prize.
Before you ask, NO late papers unless that student is absent. That's all you have to do! Students will love it, it isn't time consuming, and what better way to build fluency outside of the classroom?
I have another idea I am keeping for this school year, but that will be saved for another post!
Until then, keep on seeking for some normalcy!
http://www.teacherspayteachers.com/Product/The-Great-Poetry-Race-Fluency-Kit
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