We split each class into 2 today, as we have been doing since last Friday. This works well because everyone gets a chance to work on their papers and receive lessons.
And, as the same as yesterday, I stayed in the main classroom with the students working on spelling and ALWFC worksheets. While Amy was in the mini-classroom with students and laptops. I did offer to take the "afternoon shift" for her, but, as frustrated as she was (with students waaaaaaaaaaaay off task) she wanted to continue to work with them on laptops because, as she said, it was her baby. Amy loves those kids and loves her job - otherwise, she wouldn't continue to work through her frustrations.
My plan is to be like Amy - realize there are going to be bad days and kids who don't care. But, there are also those who have great potential and light your day.
Thursday, February 4, 2010
Wed, Feb 3
I never realized how lazy people are in 6th grade.
The students are working on a research paper to go along with their science fair projects. Although this is their first research paper, there are still some requirements to follow. One is that their cover page include the name of their topic, their name, their class hour, their pod, and the date. No matter how many instructions or how much guidance the students were given, more than 1/2 of the students (a) did not follow formatting directions (b) used a "readable" font, such as TNR, Times, or Arial; and most frustrating and interesting (c) did not bother to spell out the month in the date of their paper. I asked one student why she did not type out 'January' and instead just used 'Jan'; she asked why she couldn't; I explained that it was against the instructions; to which she replied, "Well, that is a dumb instruction" and did not change her typing. If I were grading her cover sheet, she would lose points for 'Jan', using some twirly font that is difficult to read, and not following the format (by placing her name before the title of the paper). But, that's just me...
The students are working on a research paper to go along with their science fair projects. Although this is their first research paper, there are still some requirements to follow. One is that their cover page include the name of their topic, their name, their class hour, their pod, and the date. No matter how many instructions or how much guidance the students were given, more than 1/2 of the students (a) did not follow formatting directions (b) used a "readable" font, such as TNR, Times, or Arial; and most frustrating and interesting (c) did not bother to spell out the month in the date of their paper. I asked one student why she did not type out 'January' and instead just used 'Jan'; she asked why she couldn't; I explained that it was against the instructions; to which she replied, "Well, that is a dumb instruction" and did not change her typing. If I were grading her cover sheet, she would lose points for 'Jan', using some twirly font that is difficult to read, and not following the format (by placing her name before the title of the paper). But, that's just me...
Tuesday, February 2, 2010
February 2, 2010
Today, I was "in charge". Amy gave me the ruler and the ActivBoard pen and said, "Go for it!"
I am exhausted but feel very happy!
I'm going to write a lesson plan that has me use the ActivBoard - it is a very cool device!
My classroom management skills are improving - much to students' dismay. I can be nice, but I do expect respect - toward me and other students.
Tonight I expect to have dreams about teaching!
I am exhausted but feel very happy!
I'm going to write a lesson plan that has me use the ActivBoard - it is a very cool device!
My classroom management skills are improving - much to students' dismay. I can be nice, but I do expect respect - toward me and other students.
Tonight I expect to have dreams about teaching!
Monday, February 1, 2010
A Fresh Week
It's Monday, Week 4. There are times I feel like it is my first day, times I feel I've been doing it forever, and times that I just can't keep up! All of it is exhilarating!
Today, the usual - Daily News, Announcements, reminder about responsibility and respect.
Today, the not so usual - I gave the students a brief idea of what I would be "teaching" on Tuesday. Sure, it is a Learning Styles 'Quiz', but Amy wanted them to be prepared. That was easy.
Again, Amy split the classes into 2 groups - one for laptops and the other for ALWFC. I had the first 2 hours of laptops. I figured out one problem: lack of attention and listening on the part of the students. I'll have to look for a lesson that "grades" them on their attention/listening skills...maybe. When the students were using the laptops, they could not focus nor stay on task. I started to think it was me who was the problem - which would end my teaching career immediately! Then, I remembered all the other people I "taught" through the years, and figured it wasn't me. So, I tried something that worked, but I didn't like using - I gave them specific direction and time to accomplish the directions or they would lose laptop use for the 1/2 hour. Ugh...I hate punishments! I also hate when they work - which they did!
I have to say that during H2, the first 1/2 with all boys went much more smoothly and with out all the drama of the second half of the hour, with the girls. Now, boys have their drama too, but they are easier to put back on task. I think I'll have to get my Ed Psych book out and re-read the chapter on how to herd cats!
I did get to use elmo-cam the second half of the day, when Amy supervised the laptop users. It is a very easy piece of equipment, and doesn't make me have to think backwards (as in, my right is my right and not my left) when I use it. I reviewed analogies, using words from ALWFC; then I gave them instruction on answering 9 questions from the last chapter of the book. It looked like a lot, but, once students realized they only needed to write one sentence and that all the answers were in the book, the tension in the room released.
We moved on to spelling - I gave them their spelling list (showing it through elmo) and their worksheet (again, elmo). I asked if anyone knew the definition of an adverb and, although the 'answer' is on a poster in the room, no one could answer my question. *sigh* So, I reviewed the definition and use of the adverb, explained that was the Unit 11 Spelling concept, and let them go.
Now that I've mastered elmo, we just need to get the ActiveBoard calibrated so I can master it!
Today, the usual - Daily News, Announcements, reminder about responsibility and respect.
Today, the not so usual - I gave the students a brief idea of what I would be "teaching" on Tuesday. Sure, it is a Learning Styles 'Quiz', but Amy wanted them to be prepared. That was easy.
Again, Amy split the classes into 2 groups - one for laptops and the other for ALWFC. I had the first 2 hours of laptops. I figured out one problem: lack of attention and listening on the part of the students. I'll have to look for a lesson that "grades" them on their attention/listening skills...maybe. When the students were using the laptops, they could not focus nor stay on task. I started to think it was me who was the problem - which would end my teaching career immediately! Then, I remembered all the other people I "taught" through the years, and figured it wasn't me. So, I tried something that worked, but I didn't like using - I gave them specific direction and time to accomplish the directions or they would lose laptop use for the 1/2 hour. Ugh...I hate punishments! I also hate when they work - which they did!
I have to say that during H2, the first 1/2 with all boys went much more smoothly and with out all the drama of the second half of the hour, with the girls. Now, boys have their drama too, but they are easier to put back on task. I think I'll have to get my Ed Psych book out and re-read the chapter on how to herd cats!
I did get to use elmo-cam the second half of the day, when Amy supervised the laptop users. It is a very easy piece of equipment, and doesn't make me have to think backwards (as in, my right is my right and not my left) when I use it. I reviewed analogies, using words from ALWFC; then I gave them instruction on answering 9 questions from the last chapter of the book. It looked like a lot, but, once students realized they only needed to write one sentence and that all the answers were in the book, the tension in the room released.
We moved on to spelling - I gave them their spelling list (showing it through elmo) and their worksheet (again, elmo). I asked if anyone knew the definition of an adverb and, although the 'answer' is on a poster in the room, no one could answer my question. *sigh* So, I reviewed the definition and use of the adverb, explained that was the Unit 11 Spelling concept, and let them go.
Now that I've mastered elmo, we just need to get the ActiveBoard calibrated so I can master it!
Friday
Another day of not much to tell. Perhaps I should be giving more information about what I do with my days? I'll start that Monday, fresh.
Amy has her routine down pat; each hour has the same "schedule"
>>>>>>>>>>>>>
Having Prep-time 3rd hour is odd - it seems I have less time to do what I need to do; I feel pressured. Perhaps it is because lunch comes after 3rd hour; whereas prep at 6th hour just rolled into after school time. I need to work on making my goals for prep time a bit tighter.
Amy has her routine down pat; each hour has the same "schedule"
- Daily News (for H1, this also includes Daily Announcements)
- Bad jokes/puns
- On with the show
>>>>>>>>>>>>>
Having Prep-time 3rd hour is odd - it seems I have less time to do what I need to do; I feel pressured. Perhaps it is because lunch comes after 3rd hour; whereas prep at 6th hour just rolled into after school time. I need to work on making my goals for prep time a bit tighter.
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