Yesterday I did a "carousel" activity with my tenth grade classes. A carousel was something my teachers in high school did every once in a while to touch upon topics of our reading in a different manner. Around the room you post prompts, questions, quotes, theories, etc. onto large chart paper and have the kids rotate around and respond to the prompts within small groups. Since the day prior to my carousel, I had reviewed and discussed the major themes, symbols, and concepts of the Scarlet Letter with my classes, I decided to make my carousel prompts about real world and personal connections. I had one about stereotypes, one about the concept of family and marriage, the idea of "evil", the idea of identity and conforming to society, etc.
As I circled the room listening to the kids talking about the prompts, I was pleased with the majority of what I was hearing; for the most part they were actually reading the prompts and talking about them with each other and answering them together. I think they all have such different ideas and personalities, so I was happy they felt comfortable enough to be honest in their answers. However, there was a group or two that was not exactly taking the activity seriously and began writing silly or politically incorrect answers on the chart paper. I told them to be respectful in their answers and take the prompts seriously (for the second time since I had given a quick speech about that at the start of class to everyone) and that this was not time to joke. I was not surprised at which kids it was, they are the ones who seem to continually want to tear down my lessons most days, but I am at a loss as to what to do about this.
All in all, the carousel went well and I had gotten the kids to not only think about important concepts of our society, but I also had them making connections between themselves and the novel. Overall, it was a successful lesson that had them moving, thinking, and sharing, so I'm happy with it.
Anyone have any suggestions on getting these few kids to take my lessons more seriously? Thanks! :)
Wednesday, February 27, 2013
Thursday, February 14, 2013
Honesty is the Best Policy
Okay so, this morning in my period 7 class (the class that gives me the most trouble with attention and talking) I decided to sit down with them and have an honest talk before starting class. Now, this class may be my most difficult to teach, but that certainly does not mean it is my least favorite. In fact, they're really great kids and I have a lot of fun with them. The problem is I realized we have maybe too much fun and I needed to reel them back in and have them recognize that I was their teacher to be respected, not their classmate to goof off with.
It was a little scary.
But, after bonding with them over the past few weeks and establishing a bond and showing them that I actually care about them and want them to do well in my class, it was so not as scary as I thought it would be to give my schpeel.
Let me back track just a bit; our regular classroom flooded the other day, so we had to move next door to my CT's salon room (her other room with couches and chairs where the seniors have discussions) and this concerned me. I knew right away that they would try to take this as a ticket to slack off, take their phones out, fall asleep, whatever. Especially since they give me such a hard time listening because they love to talk and have so much energy. BUT! I've finally figured out how to reign them in!
So there I was at 7:35 this morning sitting before them (gotta admit, I love these comfy chairs in here) and told them before we started going over the homework (that hardly no one did) we needed to have a talk. I was firm, but kind with my tone and eye contact as I told them I really like their class and enjoy having fun with them, but the side conversations have got to stop because it is disrespectful and actually hurt my feelings. I went on to say that I was giving them the chance to be responsible young adults in this room with these comfy chairs and prove to me that I did not have to move us to a different room because I did not want to have to do that. I also became tough with the homework and told them for today I would let them answer the questions as we went over them together and get credit for it, but next time it is a zero. (one kid still sat there and didn't do it, so he did get a zero)
They actually took the talk really well, apologized for their previous behavior, and we had a really productive class! I think they saw my honesty, realized they hurt my feelings, and that I really do care about them. I was relieved that they stepped up to the plate and showed me that they want to be respectful and proved to me that they DO know how to listen and be quiet! Who knew?!
I feel like I was finally admitted into a club or sorority type of thing after a couple weeks of light hazing and it feels great. I think they just needed to know that yes we can have a good time, but they need to respect me as their teacher as well. Yay! :)
It was a little scary.
But, after bonding with them over the past few weeks and establishing a bond and showing them that I actually care about them and want them to do well in my class, it was so not as scary as I thought it would be to give my schpeel.
Let me back track just a bit; our regular classroom flooded the other day, so we had to move next door to my CT's salon room (her other room with couches and chairs where the seniors have discussions) and this concerned me. I knew right away that they would try to take this as a ticket to slack off, take their phones out, fall asleep, whatever. Especially since they give me such a hard time listening because they love to talk and have so much energy. BUT! I've finally figured out how to reign them in!
So there I was at 7:35 this morning sitting before them (gotta admit, I love these comfy chairs in here) and told them before we started going over the homework (that hardly no one did) we needed to have a talk. I was firm, but kind with my tone and eye contact as I told them I really like their class and enjoy having fun with them, but the side conversations have got to stop because it is disrespectful and actually hurt my feelings. I went on to say that I was giving them the chance to be responsible young adults in this room with these comfy chairs and prove to me that I did not have to move us to a different room because I did not want to have to do that. I also became tough with the homework and told them for today I would let them answer the questions as we went over them together and get credit for it, but next time it is a zero. (one kid still sat there and didn't do it, so he did get a zero)
They actually took the talk really well, apologized for their previous behavior, and we had a really productive class! I think they saw my honesty, realized they hurt my feelings, and that I really do care about them. I was relieved that they stepped up to the plate and showed me that they want to be respectful and proved to me that they DO know how to listen and be quiet! Who knew?!
I feel like I was finally admitted into a club or sorority type of thing after a couple weeks of light hazing and it feels great. I think they just needed to know that yes we can have a good time, but they need to respect me as their teacher as well. Yay! :)
Sunday, February 10, 2013
Sword fights and props
This week my students are performing their scarlet letter prediction skits and I am so excited to see them! When we were utilizing the library to write the scripts and rehearse them, I enjoyed listening to their creative ideas and watching them practice their sword fights.
Apparently a lot of people are going to die at the end of the story. Or at least my kids think so.
I'm excited to see their final products and see how well they incorporated Hawthorne's use of the English language. Some groups have already made props and they are safely waiting in my deal, while other groups have simply written skits.
I'm really glad they got so excited about this project and so far they have amazed me with their ideas.
Other than that, we haven't worked on too much this past week. This coming week we have another snow day followed by two days of testing, which I know the kids aren't happy about, but that's part of school.
I'll keep you guys updated on how the skits come out and what crazy props they bring in!
Apparently a lot of people are going to die at the end of the story. Or at least my kids think so.
I'm excited to see their final products and see how well they incorporated Hawthorne's use of the English language. Some groups have already made props and they are safely waiting in my deal, while other groups have simply written skits.
I'm really glad they got so excited about this project and so far they have amazed me with their ideas.
Other than that, we haven't worked on too much this past week. This coming week we have another snow day followed by two days of testing, which I know the kids aren't happy about, but that's part of school.
I'll keep you guys updated on how the skits come out and what crazy props they bring in!
Wednesday, February 6, 2013
Poetry out loud
There is a nation-wide poetry recital competition that is called Poetry Out Loud and my cooperating teacher has decided to get a few of her classes involved. Basically the competition consists of students reading a poem out loud and they are evaluated on their performance. First there is a school competition, then there is the states competition, and finally is the nationals competition. For our classes, my CT and i decided that participating in the school contest was not mandatory, but highly encouraged and even an offer of extra credit!
The students are required to choose a poem from the extensive list provided on the Poetry Out Loud website. This factor provided quite a bit of concern and complaining from my period 7 class because many of them wanted to write their own poem! I had to tell them I wish the competition worked that way, but it is of a different form than poetry slams. I loved that they wanted so badly to be able to write their own poetry and told them to find a poem on the site that they can picture themselves having written.
It is still very early into the process and the competition isn't until next month. But I am excited to see my students perform their poems in class and then hopefully in the school's competition!
The students are required to choose a poem from the extensive list provided on the Poetry Out Loud website. This factor provided quite a bit of concern and complaining from my period 7 class because many of them wanted to write their own poem! I had to tell them I wish the competition worked that way, but it is of a different form than poetry slams. I loved that they wanted so badly to be able to write their own poetry and told them to find a poem on the site that they can picture themselves having written.
It is still very early into the process and the competition isn't until next month. But I am excited to see my students perform their poems in class and then hopefully in the school's competition!
Monday, January 28, 2013
To Accept or Not Accept: The Qualms of Exam Grading
After days and days of checking for A, B, C, or D, if the correct answer was true or false, and if the short answers were appropriate for the question, I have come to a decision about my own personal teaching philosophy. It happened rather organically, it was more of an immediate thought and feeling, and I've decided to adopt it into my beliefs as a teacher while grading.
Here it is, my golden nugget for the week:
When 95% of my students get an answer wrong, I'm throwing the question out. Obviously my question was either unclear or under taught or both and the students should not be held responsible for my own hiccup on their exam.
I understand that some students just do not take the time to study well for their exams, but when most of my best students are getting these questions wrong I feel the appropriate action should be taken.
I've also discovered that I'm probably too lenient with short answer questions; if the student basically gets it right, but does not actually come right out with the exact answer do I mark it right or wrong?
And I definitely believe in half credit! Sometimes the student gets most of the answer, but just misses a part of it and I don't think their efforts should be entirely shot down.
I can't wait to take on my first class this Wednesday and am able to utilize more of my own personal teaching philosophies with grading. Very excited!!
Here it is, my golden nugget for the week:
When 95% of my students get an answer wrong, I'm throwing the question out. Obviously my question was either unclear or under taught or both and the students should not be held responsible for my own hiccup on their exam.
I understand that some students just do not take the time to study well for their exams, but when most of my best students are getting these questions wrong I feel the appropriate action should be taken.
I've also discovered that I'm probably too lenient with short answer questions; if the student basically gets it right, but does not actually come right out with the exact answer do I mark it right or wrong?
And I definitely believe in half credit! Sometimes the student gets most of the answer, but just misses a part of it and I don't think their efforts should be entirely shot down.
I can't wait to take on my first class this Wednesday and am able to utilize more of my own personal teaching philosophies with grading. Very excited!!
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