i yelled today. real loud. so loud, another teacher opened the door and peeked her head through to check if everything was ok. i forgot that when i have a loud voice, i really have a loud voice. my problem is, when i get frustrated out of my mind i yell. it takes a lot to get me to yell. i haven't done anything like that since teaching in santiago. i guess it's almost a repeater. i won't do it again, i'm sure. but something's gotta happen with this class. they're so unruly and the idea of controlled chaos as opposed to utter chaos is unknown to them.
one of the teachers suggested an entire class detention. if they can't do anything on my time, do it on their time. they have to learn as a class who's in charge. does that work?
what works for a class that has adhd/add problems as well as a general uber-hyper sense? how does discipline go? i've already done student contracts. tossed out the window, that thing. any tips? i'm puttin this out to the general republic.
Thursday, January 29, 2009
Wednesday, January 28, 2009
i'm an english teacher, right?
so i had a student point out to me that instead of the word assessment, i wrote "assment."
he says to me, "mr. r, i think you spelled assessment wrong."
i take a look at gasp, "OH! oh...um, thanks, n!"
as i was correcting it, i heard him whisper to his neighbor, "he wrote assment..."
yes, indeed, my life is full of friendly surprises.
he says to me, "mr. r, i think you spelled assessment wrong."
i take a look at gasp, "OH! oh...um, thanks, n!"
as i was correcting it, i heard him whisper to his neighbor, "he wrote assment..."
yes, indeed, my life is full of friendly surprises.
Monday, January 26, 2009
learning, and learning more
i have a lot of work to do with this literature circle stuff.
this is most definitely the biggest learning experience i've ever had. both in terms of doing things on my own terms (which i will obviously have to do), and how to make up for when i sort of fail.
re: fail
the writing process: brainstorming; draft #1; revision; editing; final draft.
what i got accomplished: brainstorming; draft #1; partly revised, partly not revised; "final(slashonlydraftthatsomeactuallyaccomplished) draft."
what did i learn? that's the subject and title for another blog post.
re: literature circles
it looks interesting, and looks like it'll be completely fun. but, i have to hand out all the different papers that the kids need in order to collect all of their information. otherwise i'm kinda up a puddle without a paddle. i've printed them out, and am hoping that they are in order, and make sense. if not, i'll improve them as they go.
re: general
in general, things're much better than last week, and i think i'm realizing a little more how to handle the different tasks ahead of me. optimism indeed.
this is most definitely the biggest learning experience i've ever had. both in terms of doing things on my own terms (which i will obviously have to do), and how to make up for when i sort of fail.
re: fail
the writing process: brainstorming; draft #1; revision; editing; final draft.
what i got accomplished: brainstorming; draft #1; partly revised, partly not revised; "final(slashonlydraftthatsomeactuallyaccomplished) draft."
what did i learn? that's the subject and title for another blog post.
re: literature circles
it looks interesting, and looks like it'll be completely fun. but, i have to hand out all the different papers that the kids need in order to collect all of their information. otherwise i'm kinda up a puddle without a paddle. i've printed them out, and am hoping that they are in order, and make sense. if not, i'll improve them as they go.
re: general
in general, things're much better than last week, and i think i'm realizing a little more how to handle the different tasks ahead of me. optimism indeed.
Thursday, January 15, 2009
more teaching blues
today was not a good day in terms of writing instruction. my second class is just terrible when it comes to self-esteem issues in their writing, and i just don't seem to understand what to do when certain kids give up like they do. accusing me of not ignoring them? crossing out an excellent paragraph because it's "dumb"? what do i do? i gave up. i mean, not during class, but right after--i just didn't know what to do.
i'm trying to prepare the kids for this interim assessment, which is essentially a 7th grade MCAS long-comp. the subject is "empowerment"--it's something that we defined a little bit ago, but there's this real divide between those who get it and don't, and those who, probably because they don't get it, hate the work and refuse to do it and those who do get it and do the work. it's like the mason dixon line, it's that deep.
i'm going to try and re-teach the idea of empowerment. try and get it back into the definition and what it means for them. try and clear the air and clear the air and clear it so that it's more like a spring day than these winter gray days. i just don't know if i'm accomplishing much, and if, at the end of all this year, they're going to walk away with anything. that sounds depressing, but i'm just not sure if the teaching points i wanted to get accomplished are on their way. i suppose it's all work, and that i'm really only, what, seven months into my new career as a teacher, and that i'm still a student teacher at that?
on another note...
i'm learning new stuff about wikis and blogs and such--i mean, really wikis. it's very interesting, and seems to me like a very cool thing to tool around with. i'd love to do this with my kids in class, but i wonder how i can really do that with the kids in school? to create a website to use while they're reading a book? is this something we can do each week? we'll see. i'm going to be experimental: create the wiki for the book and the tasks the kids're gonn' have to do, and then go for the gold and say: extra credit for the groups that stay after school and put the final products up on the web. so...we shall see!
i'm trying to prepare the kids for this interim assessment, which is essentially a 7th grade MCAS long-comp. the subject is "empowerment"--it's something that we defined a little bit ago, but there's this real divide between those who get it and don't, and those who, probably because they don't get it, hate the work and refuse to do it and those who do get it and do the work. it's like the mason dixon line, it's that deep.
i'm going to try and re-teach the idea of empowerment. try and get it back into the definition and what it means for them. try and clear the air and clear the air and clear it so that it's more like a spring day than these winter gray days. i just don't know if i'm accomplishing much, and if, at the end of all this year, they're going to walk away with anything. that sounds depressing, but i'm just not sure if the teaching points i wanted to get accomplished are on their way. i suppose it's all work, and that i'm really only, what, seven months into my new career as a teacher, and that i'm still a student teacher at that?
on another note...
i'm learning new stuff about wikis and blogs and such--i mean, really wikis. it's very interesting, and seems to me like a very cool thing to tool around with. i'd love to do this with my kids in class, but i wonder how i can really do that with the kids in school? to create a website to use while they're reading a book? is this something we can do each week? we'll see. i'm going to be experimental: create the wiki for the book and the tasks the kids're gonn' have to do, and then go for the gold and say: extra credit for the groups that stay after school and put the final products up on the web. so...we shall see!
Friday, January 9, 2009
a wonderful surprise in my mailbox at school
Dear Mrs S., Mrs B., Mr. R., Mr. R., Mr. D.,
You guys are great teachers, the student coucil said to pick 1 (one) teacher but you teachers are so wonderful I just couldn't do it so here are individual reasons you are wonderful teachers at how you teach.
(i'm exempting the other teachers, but theirs is either similar and just as amazing as this)
Mr. R.: Always keep it straight. Uses the think & share solution. Never uses the easy road out. Always will be their [sic]. Not a pushover [my bold!!!!! yay!]. Will always help out!
Sincerely, TC [a student of mine]
this has to be the coolest thing i've ever seen in my life. it makes me feel amazing and wonderful and i'm so happy. i'm extremely happy, also, to hear that i'm not a pushover--because i've been wondering about that, and have been quite worried about it, too. whatever the think & share solution is, i guess i use it! that's pretty fun, no?
so, here i am, back in school, and i'm trying to plan out the introduction and subsequent reading of a novel, entitled The Skin I'm In. i've had idea after idea, and i think they might be a little overwhelming and too much in terms of planning things out. i originally planned to have weeks that're themed--that is, getting some supplementary material into the classroom so that it involves a bit of pre-reading. it'll help contextualize what i want them to draw out of this book: empowerment. i really hope i don't milk this thing so much that empowerment loses its life-force, its chi, if you will. but, i do want a few supplementary materials here and there. maybe i'll just do it here and there for the heck of it. or something. anyways, that's my weekend dillemma: how to introduce this novel. there's a children's book that's a tie-in. it's a "first look at racism" book, and my J. wrote a few MCAS-style multiple choice questions for a quick quiz. i might do that as well, copy it, and put in maybe an open-response or a few more multiple choice questions thrown in about empowerment (just so i can tie that in, keep it consistent with the rest of the novel). oh that is going to be an intense little weekend (read: sunday) planning session.
in the meantime, i'm pretty happy bout my technology class (except for missing Shabbos dinner for a complete month with the fam).
i'm considering having one of my students continually sent to a buddy room as soon as she gets her work so she just quits the disruption. we'll see. i need her in sometimes just so i can check her work, but it's tough. she's just so distracting, and the room does so much better when she's not in the room. it's ridiculous. anyways, here's to hoping. and here's to introducing novels!
You guys are great teachers, the student coucil said to pick 1 (one) teacher but you teachers are so wonderful I just couldn't do it so here are individual reasons you are wonderful teachers at how you teach.
(i'm exempting the other teachers, but theirs is either similar and just as amazing as this)
Mr. R.: Always keep it straight. Uses the think & share solution. Never uses the easy road out. Always will be their [sic]. Not a pushover [my bold!!!!! yay!]. Will always help out!
Sincerely, TC [a student of mine]
this has to be the coolest thing i've ever seen in my life. it makes me feel amazing and wonderful and i'm so happy. i'm extremely happy, also, to hear that i'm not a pushover--because i've been wondering about that, and have been quite worried about it, too. whatever the think & share solution is, i guess i use it! that's pretty fun, no?
so, here i am, back in school, and i'm trying to plan out the introduction and subsequent reading of a novel, entitled The Skin I'm In. i've had idea after idea, and i think they might be a little overwhelming and too much in terms of planning things out. i originally planned to have weeks that're themed--that is, getting some supplementary material into the classroom so that it involves a bit of pre-reading. it'll help contextualize what i want them to draw out of this book: empowerment. i really hope i don't milk this thing so much that empowerment loses its life-force, its chi, if you will. but, i do want a few supplementary materials here and there. maybe i'll just do it here and there for the heck of it. or something. anyways, that's my weekend dillemma: how to introduce this novel. there's a children's book that's a tie-in. it's a "first look at racism" book, and my J. wrote a few MCAS-style multiple choice questions for a quick quiz. i might do that as well, copy it, and put in maybe an open-response or a few more multiple choice questions thrown in about empowerment (just so i can tie that in, keep it consistent with the rest of the novel). oh that is going to be an intense little weekend (read: sunday) planning session.
in the meantime, i'm pretty happy bout my technology class (except for missing Shabbos dinner for a complete month with the fam).
i'm considering having one of my students continually sent to a buddy room as soon as she gets her work so she just quits the disruption. we'll see. i need her in sometimes just so i can check her work, but it's tough. she's just so distracting, and the room does so much better when she's not in the room. it's ridiculous. anyways, here's to hoping. and here's to introducing novels!
Friday, December 19, 2008
Thursday, December 11, 2008
the month of december is the craziest month
so says my mentor teacher. J. must be right, because the kids, in recent days, at least some of them, have gotten really out of sorts. why is december the craziest month? well, the holidays (christmas, for them, i suppose) are coming up, and what does that mean? it's money crunch time. it's present shopping time. it's family they never want to see, and family they might be reminded of that they just can't see. i don't know. the kids. it's strange. what i got myself into is the drama that has unfolded (YOU'RE RUINING OUR FRIENDSHIP!) (BUT I DIDN'T SAY ANYTHING!) (YOU KNOW IT'S CAUSE YOU LIKE R.!) (BUT I DON'T...I MEAN I DID...BUT I DON'T NO MORE). sixth grade girls.
bullying is: stealing I.'s stuff and hiding it. ripping the shower curtain open while she's in it (gym). spreading rumors. nasty, nasty stuff going on. girls are mean. do guys do shit like this? i hope not! although boy bullies sure are nasty, themselves.
all that left me just completely and utterly drained. i was so involved in trying to get things settled and straight and just dumbfounded by all the shit that was flying out of the bullies' mouths and the poor look on I.'s face. it cut into my actual teaching time. actually, it cut into ALL of my teaching time. it was ridiculous--i left J. there with no idea of what i was actually doing, and i'm sure she reached into the far corners of her butt and pulled out what she could. it seemed to work: the kids presented what needed to be done, and everyone is more ahead in that class than my other class. that leads me into a nice segue into...
my two classes: 208 and 203. i imagined that both were going to be very, very hard to manage. 208 worse than 203, for some reason. it seems it's been the opposite. 203 is my ADHD class, and 208 my behavioral/strong personality class. well, it seems like 208's been really great to me. attentive, participatory; they want to express their ideas; they do their homework (!!); and my strong personalities have changed in the past few days, so i'm pretty happy about that. 203, like i said, has been my terrible, no good, very not nice class to me recently. they've been very loud, disrespectful, and distracted several days. well, yesterday, something might have clicked: E.'s mom was in the class right before E. came in from gym. he must've been extremely surprised! he had no clue about it. i had a talk with her afterward, and gave her notice of the homework for the night: to read a poem and write a paragraph, etc. seems to've worked: today he was attentive (although still a bit distracted by his ID chain), and involved in the conversation about the poem. he's wicked smart, this one, and all he needs to do is buckle down and focus. and focus he did this afternoon (at the end of the day, no less!). the story:
the class was their usual selves. and i was having trouble, and absolute trouble getting them to quiet down when someone or i was talking. so, i remembered something that worked amazingly in gym, and with J. at one point: one full minute of total silence. strangely enough, it worked amazingly. amazingly! people were talking, and i kept adding minutes, announcing it as the talk continued (GROAAAAN...COME ON!!!). when J. came back into the room, she said she could hear a pin drop. after three minutes, i passed out sheets for the different assignments we're doing based on the webquest on "surviving adolescence." i gave a small talk about how i had the power right now because i was speaking, and that when i have that power, all eyes should be on me, the room silent, because i am controlling the room now. i read the sheet of paper in utter silence (!!!) and calmly told the students, two by two, to get their laptops and to log onto the website. E. was doing marvelously, and T., who also is a source of trouble 'cause of his spaced-outtedness and general unapologetic attitude toward his actions (or complete unawaredness of said actions), was doing extremely well, too! the day ended excellently, and i was quite happy with the outcome. so, that class went very, very well. let's hope tomorrow's the same story!
bullying is: stealing I.'s stuff and hiding it. ripping the shower curtain open while she's in it (gym). spreading rumors. nasty, nasty stuff going on. girls are mean. do guys do shit like this? i hope not! although boy bullies sure are nasty, themselves.
all that left me just completely and utterly drained. i was so involved in trying to get things settled and straight and just dumbfounded by all the shit that was flying out of the bullies' mouths and the poor look on I.'s face. it cut into my actual teaching time. actually, it cut into ALL of my teaching time. it was ridiculous--i left J. there with no idea of what i was actually doing, and i'm sure she reached into the far corners of her butt and pulled out what she could. it seemed to work: the kids presented what needed to be done, and everyone is more ahead in that class than my other class. that leads me into a nice segue into...
my two classes: 208 and 203. i imagined that both were going to be very, very hard to manage. 208 worse than 203, for some reason. it seems it's been the opposite. 203 is my ADHD class, and 208 my behavioral/strong personality class. well, it seems like 208's been really great to me. attentive, participatory; they want to express their ideas; they do their homework (!!); and my strong personalities have changed in the past few days, so i'm pretty happy about that. 203, like i said, has been my terrible, no good, very not nice class to me recently. they've been very loud, disrespectful, and distracted several days. well, yesterday, something might have clicked: E.'s mom was in the class right before E. came in from gym. he must've been extremely surprised! he had no clue about it. i had a talk with her afterward, and gave her notice of the homework for the night: to read a poem and write a paragraph, etc. seems to've worked: today he was attentive (although still a bit distracted by his ID chain), and involved in the conversation about the poem. he's wicked smart, this one, and all he needs to do is buckle down and focus. and focus he did this afternoon (at the end of the day, no less!). the story:
the class was their usual selves. and i was having trouble, and absolute trouble getting them to quiet down when someone or i was talking. so, i remembered something that worked amazingly in gym, and with J. at one point: one full minute of total silence. strangely enough, it worked amazingly. amazingly! people were talking, and i kept adding minutes, announcing it as the talk continued (GROAAAAN...COME ON!!!). when J. came back into the room, she said she could hear a pin drop. after three minutes, i passed out sheets for the different assignments we're doing based on the webquest on "surviving adolescence." i gave a small talk about how i had the power right now because i was speaking, and that when i have that power, all eyes should be on me, the room silent, because i am controlling the room now. i read the sheet of paper in utter silence (!!!) and calmly told the students, two by two, to get their laptops and to log onto the website. E. was doing marvelously, and T., who also is a source of trouble 'cause of his spaced-outtedness and general unapologetic attitude toward his actions (or complete unawaredness of said actions), was doing extremely well, too! the day ended excellently, and i was quite happy with the outcome. so, that class went very, very well. let's hope tomorrow's the same story!
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