On this lovely Saturday night, I find myself watching Saturday Night Live and going crazy on Pinterest (if you don't have an account, get one right this second). I've been searching through teacher blogs and finding some great resources. I'm addicted, I'll admit.
I have to say this, though - in my exploration, I have come across some of the cutest teacher blogs with adorable graphics, links to preciously decorated worksheets and activities, and new posts several times a week. While at first this made me feel terribly inadequate as a wanna-be blogger, my second thought was, "Where in the world do these teachers find time to do this?" Seriously, as if 130% of my time outside of school wasn't already spent doing things for school. Then I reminded myself, while I do like to write about what I'm doing in the classroom and share ideas with other teachers, it is much more important to me that my classroom is successful. Then I didn't feel so bad. Now I swear I'm not saying that those cute little bloggers don't have amazing classrooms, I'm just saying that I don't have it in me quite yet to be so ambitious. Maybe one day...
Also, I promise I have been working on a huge post about Challenge Based Learning. It's in my drafts, really.
Because of #CBLearn, I experienced the best week I've ever had in education last week. It was wonderful. I'm still smiling.
February 26, 2012
January 29, 2012
Small Doses
In my first year, I struggled to get my students to complete their work. I tried every motivational strategy I knew, heard of or read about. I had never experienced students that weren't intrinsically motivated. It was difficult and their grades suffered, terribly. I want my students to succeed. I help them, as much as I can without handing them the answers or grades. But, I can't do that unless the student wants my help.
This was an on-going fight in my head for the entire school year. Until...
The best, most simple advice was given to me.
"Let students believe you are only giving them a fraction of the work you could otherwise be assigning," said our district behavior coach.
At that point, I was willing to try anything. So, the next day after my lesson, I told my eighth graders they needed to complete six practice problems and we would save the rest for another day. You wouldn't believe it. Their focus to complete those six problems was amazing. Plus, it was so much better for them to complete at least some of their work compared to none of their work.
I have used this strategy time and time again throughout the year, and I give it much of the credit for the overall improvement my classroom and I have experienced.
I have been focusing on this strategy very heavily the last week. My students will do just one part of a project a day, or only part of an activity or worksheet. When the students feel like they don't have too much work to do, they feel like they can actually accomplish the work and they don't become overwhelmed.
It really is just a tiny strategy that can make a huge difference!
This was an on-going fight in my head for the entire school year. Until...
The best, most simple advice was given to me.
"Let students believe you are only giving them a fraction of the work you could otherwise be assigning," said our district behavior coach.
At that point, I was willing to try anything. So, the next day after my lesson, I told my eighth graders they needed to complete six practice problems and we would save the rest for another day. You wouldn't believe it. Their focus to complete those six problems was amazing. Plus, it was so much better for them to complete at least some of their work compared to none of their work.
I have used this strategy time and time again throughout the year, and I give it much of the credit for the overall improvement my classroom and I have experienced.
I have been focusing on this strategy very heavily the last week. My students will do just one part of a project a day, or only part of an activity or worksheet. When the students feel like they don't have too much work to do, they feel like they can actually accomplish the work and they don't become overwhelmed.
It really is just a tiny strategy that can make a huge difference!
January 3, 2012
New Year's Resolutions
After two weeks off of school, I really wan't sure what I was going to do with my students today. I was sure I needed to do something very structured and probably review classroom expectations. But honestly, I was too busy and having way too much fun over break to plan something so structured. As I was driving back from the Capital One Bowl in the wee hours of the night last night, I was thinking about what my resolution for the new year was going to be. I had a million thoughts run through my head, and I actually made several resolutions.
Anyhow, back to the kids. Thinking about my resolutions got me wondering if my students had made any. Then I wondered if they even knew what a New Year's resolution was. I love that moment when I suddenly know exactly what I'm going to do with my classes and that it's going to be awesome. So it was decided, we were going to have a good ol' fashion conversation. Fancy, right?
The students' bellwork was to write their New Year's resolution on a sticky note and write their name on the back. That is the only instruction they got. I could just see the questions stirring in their heads. After their five minute silent "think time" was over, their hands flew up. Only about half of the students knew what the heck I was talking about. With each class I had one student explain what a resolution is and then gave the students a few more minutes to think about their answers.
Most of the resolutions were about doing better in school, having better behavior, and being more respectful. They were good, don't get me wrong. But they seemed to be saying what I wanted them to say, not what they really wanted to do. I decided to interrogate them. Just kidding. I actually do need to work on probing questions and found this to be the perfect opportunity. I pushed and pushed until I had some students really digging deep about what they want their lives to be like and who they want to be as people. It was awesome. I had some of my worst behaved students debating with themselves about why they behave the way they do. Did I mention it was awesome?
After we talked about resolutions, we discussed educational goals. One of my worst behaved classes had the BEST sense of community today! The students were helping each other establish goals for the rest of the year. But the best part; some of my students were planning ways in which they were going to HOLD EACH OTHER ACCOUNTABLE. Yep, I said it.
Even though we only did a little math review after our conversations, the students and I both learned more today than we ever would in a whole chapter of math. It was a good, good day in the middle school math classroom :)
Anyhow, back to the kids. Thinking about my resolutions got me wondering if my students had made any. Then I wondered if they even knew what a New Year's resolution was. I love that moment when I suddenly know exactly what I'm going to do with my classes and that it's going to be awesome. So it was decided, we were going to have a good ol' fashion conversation. Fancy, right?
The students' bellwork was to write their New Year's resolution on a sticky note and write their name on the back. That is the only instruction they got. I could just see the questions stirring in their heads. After their five minute silent "think time" was over, their hands flew up. Only about half of the students knew what the heck I was talking about. With each class I had one student explain what a resolution is and then gave the students a few more minutes to think about their answers.
Most of the resolutions were about doing better in school, having better behavior, and being more respectful. They were good, don't get me wrong. But they seemed to be saying what I wanted them to say, not what they really wanted to do. I decided to interrogate them. Just kidding. I actually do need to work on probing questions and found this to be the perfect opportunity. I pushed and pushed until I had some students really digging deep about what they want their lives to be like and who they want to be as people. It was awesome. I had some of my worst behaved students debating with themselves about why they behave the way they do. Did I mention it was awesome?
After we talked about resolutions, we discussed educational goals. One of my worst behaved classes had the BEST sense of community today! The students were helping each other establish goals for the rest of the year. But the best part; some of my students were planning ways in which they were going to HOLD EACH OTHER ACCOUNTABLE. Yep, I said it.
Even though we only did a little math review after our conversations, the students and I both learned more today than we ever would in a whole chapter of math. It was a good, good day in the middle school math classroom :)
December 11, 2011
Here's to Mental Health
As all educators do, I have found myself beyond stressed out with a never ending to-do list. I left school on Friday thinking about all the things I needed to do this weekend. On top of everything I needed to accomplish for school, I have not sent out Christmas cards (much less, finished Christmas shopping), my cousin had a beautiful baby on Friday, and I have a couple of events I need to be planning.
While everything weigh heavy on my mind, one of my best friends from college called and suggested a random road trip. While very hesitant at first, she twisted my arm just enough to meet her half way between St. Petersburg and Jacksonville, where she lives. So, we found ourselves in Ocala. What is in Ocala, you ask? Not much.
We got a cheap room, drank some wine and caught up. I had no idea how much I needed to free my mind. We slept in and then ventured around the downtown area. The trip was simple, spontaneous, probably a bit irresponsible, but it was perfect.
In saying all this, my simple point is that sometimes, just sometimes, we have to leave work at work. While I didn't get all the grading, planning and projects done that I was hoping to complete this weekend, I do feel beyond refreshed and ready for the kiddies tomorrow.
So teachers, take a break every once in a while. Your students will probably thank you.
While everything weigh heavy on my mind, one of my best friends from college called and suggested a random road trip. While very hesitant at first, she twisted my arm just enough to meet her half way between St. Petersburg and Jacksonville, where she lives. So, we found ourselves in Ocala. What is in Ocala, you ask? Not much.
We got a cheap room, drank some wine and caught up. I had no idea how much I needed to free my mind. We slept in and then ventured around the downtown area. The trip was simple, spontaneous, probably a bit irresponsible, but it was perfect.
In saying all this, my simple point is that sometimes, just sometimes, we have to leave work at work. While I didn't get all the grading, planning and projects done that I was hoping to complete this weekend, I do feel beyond refreshed and ready for the kiddies tomorrow.
So teachers, take a break every once in a while. Your students will probably thank you.
December 5, 2011
Simple Pleasures
As I approach the end of Chapter 3 with my sixth graders, I admittedly failed to plan an exciting way to review the chapter before their test tomorrow. All I had, as they walked through the door, was a study guide and some awesome students. I decided to give them the class period to work on the study guide in groups of three or four and give them the opportunity to ask me questions. Lame, I know. Please know that I usually have some sort of review game the day before the test, e.g. whiteboard quiz game, Jeopardy, etc.
As my students were working on the study guide, one of them asked me if they could borrow a dry-erase marker. I reluctantly allowed him to use the marker. As I moved on to answer another student's question, I heard the group of boys getting rowdy and laughing. Naturally, my reaction was to direct them to "get busy" and "stay focused." Again, lame. I'm aware. As I looked up, the students were getting rowdy about the study guide - hello! The boys had made a game of the review questions all on their own. They were using my nearly empty dry erase board in the back of the room to solve the problems and see who could answer them first. I wanted to cry I was so happy. As the rest of the students saw what was happening, they all wanted to join. I, not so reluctantly this time, allowed the students to line up in the back of the room to solve the problems in a race.
My favorite part of their newly discovered review game: the conversations they were having about MATH...without me! My students were teaching each other how to do the problems and helping each other along the way. I wasn't doing anything, literally. Amazing, right?
You probably have to be an educator to understand why I was so thrilled. In all seriousness, I don't know the last time I was so proud of my kiddies. Just another reminder of why I love what I do :) #EduWin
It is a thousand times better to have common sense without education than to have education without common sense. - Robert Green Ingersoll
As my students were working on the study guide, one of them asked me if they could borrow a dry-erase marker. I reluctantly allowed him to use the marker. As I moved on to answer another student's question, I heard the group of boys getting rowdy and laughing. Naturally, my reaction was to direct them to "get busy" and "stay focused." Again, lame. I'm aware. As I looked up, the students were getting rowdy about the study guide - hello! The boys had made a game of the review questions all on their own. They were using my nearly empty dry erase board in the back of the room to solve the problems and see who could answer them first. I wanted to cry I was so happy. As the rest of the students saw what was happening, they all wanted to join. I, not so reluctantly this time, allowed the students to line up in the back of the room to solve the problems in a race.
My favorite part of their newly discovered review game: the conversations they were having about MATH...without me! My students were teaching each other how to do the problems and helping each other along the way. I wasn't doing anything, literally. Amazing, right?
You probably have to be an educator to understand why I was so thrilled. In all seriousness, I don't know the last time I was so proud of my kiddies. Just another reminder of why I love what I do :) #EduWin
It is a thousand times better to have common sense without education than to have education without common sense. - Robert Green Ingersoll
November 30, 2011
Do we ever know where to begin?
Well, I have wanted to start blogging since I started teaching. Clearly that hasn't happened. When I was student teaching in South Carolina, I kept a journal (for the first three months). So, I figured I would give it another shot and hopefully keep it up. Fingers crossed.
As a new teacher, I am ALWAYS trying new things. There are a lot of ideas built up in this noggin of mine, and I'm slowly but surely getting to implement them.
For starts, this is my second year as a real-live teacher. Last year, I taught 6th, 7th and 8th grade math for the drop-out prevention program at my school. This year, I'm teaching 6th grade and 7.5 (students complete both 7th and 8th grade curriculum in their 7th grade year and then move to the 9th grade). Last year was a mess. I came in trying to be cool and nice and the students ate it right up. I had some great lessons and some great moments, don't get me wrong, but when I'm old and retired and look back on my first year of teaching I'm still going to squirm. This year, however, is 235234123 times better. I came into the year strict and structured and I'm 235234123 times happier.
People have always told me, "don't smile until Christmas." I never believed them. Whatever you do, BELIEVE THEM!! Students need structure, they like structure. They will never tell you that, but I promise, it works.
So, here we are. Almost half way through the year and I have some great things to write about. Coming soon, of course...
“The difference between school and life? In school, you're taught a lesson and then given a test. In life, you're given a test that teaches you a lesson." -Tom Bodett
As a new teacher, I am ALWAYS trying new things. There are a lot of ideas built up in this noggin of mine, and I'm slowly but surely getting to implement them.
For starts, this is my second year as a real-live teacher. Last year, I taught 6th, 7th and 8th grade math for the drop-out prevention program at my school. This year, I'm teaching 6th grade and 7.5 (students complete both 7th and 8th grade curriculum in their 7th grade year and then move to the 9th grade). Last year was a mess. I came in trying to be cool and nice and the students ate it right up. I had some great lessons and some great moments, don't get me wrong, but when I'm old and retired and look back on my first year of teaching I'm still going to squirm. This year, however, is 235234123 times better. I came into the year strict and structured and I'm 235234123 times happier.
People have always told me, "don't smile until Christmas." I never believed them. Whatever you do, BELIEVE THEM!! Students need structure, they like structure. They will never tell you that, but I promise, it works.
So, here we are. Almost half way through the year and I have some great things to write about. Coming soon, of course...
“The difference between school and life? In school, you're taught a lesson and then given a test. In life, you're given a test that teaches you a lesson." -Tom Bodett
Subscribe to:
Posts (Atom)