Yeah. We’re already nearing the end of December, and I’m pretty much in awed acceptance. It definitely feels like we’ve come this far. I think why most of it has rushed passed me is because we’ve been bogged down in talking about Ebola for like 3 weeks now.
My strategy for writing these essays piecemeal is definitely questionable, but I think I’d keep it for the future. I’m having students write on half pieces of loose-leaf paper per paragraph, so that they’re not staring at an intimidating blank page that seems impossible to fill. I’d just tweak a few things. For example, I would dedicate 1 day each to body paragraphs, counterarguments, and introductions/conclusions. Students would outline those parts on the corresponding days. I was a little unsure of how to use the outline, so I told students to start with explanation & evidence, and then fill in other areas with extra time. Moving forward, I would definitely require a paragraph to be turned in each period, counted as a quiz grade. They’ve been too relaxed in my class and just more talkative than needed, and I haven’t been up to putting on my bitch face and policing them. I’m in a constant struggle to be soft but firm and trying not to slice them with a sharp tone so often. I think I definitely win their respect and compliance better that way.
At the same time, I’ve seen little instances of non-compliance that definitely irk me, especially when it’s from students who usually behave well. Like when I told one group to un-pod; one girl was like, Just stay where we are, to everyone else and continued working. Another girl shrugged and went on working, and I was just so surprised that I didn’t have an immediate reaction. I was being a pansy teacher and asking myself whether or not my direction should be taken seriously, because of the specific student. Like really?
I’ve also found it difficult to give one-on-one attention to students when the Inclusion Teachers have been out for a workshop or been pulled to cover General Ed Teachers. I started off strong when they were outlining and when I was checking their notes, but now there are many notes that still haven’t been checked, so I need to keep up.
Also, in terms of the Stations Activity today, I think it went pretty well overall, other than the wrap up. I think there needs to be one less station, because doing this activity for 60+ minutes could definitely be draining for them at their developmental level. I know they can really only stay on task/pay attention to something for 10-20 minutes at a time. That’s why with the paragraph writing, I would split the next period into a grammar lesson. Grammar’s definitely been on the back burner for awhile, even though I try to get it in with Do Nows. I’m hoping once I get that Vocab Book for Christmas (it’s under Priority Items on my list–my family is nuts/lazy and has, for the last few years, started sending out Christmas lists via e-mail), the structure of vocab and grammar will be consistent.
I can’t wait to be consistent. I think the only thing I do consistently is eat, sleep, and breathe. I told my mentor today that I keep trying new things and methods, which makes me feel less consistent, though he said it makes sense, since in your first year, you’re going to try all these different things and keep the things that work for you.
Like counting down the Do Now and calling out who’s following procedures/tracking them on ClassDojo becomes tricky if the Do Now must be projected. At the same time, it’s a mouthful to always start class by acknowledging who’s following procedures. So many names.
Same with line behavior. I started taking Dojo Points when lining up and making the whole class sit back down. I also caught a few murmurs of talking, which I had stomped out or made students sit back down, but I’ve been a little lax these last two days. I just wish I didn’t need to constantly be on them in order for them to quickly and quietly get in line. We’ve–the Inclusion Teacher and I–have literally pulled out all stops. There’s huge improvement, but it’s still a headache to constantly patrol them.
One thing that’s gone pretty successfully are the fishbowl discussions. My homeroom did a very nice job of giving each other turns and stepping back. Another HR had strong speakers, but also ended in a crash of tagging out and in. Yet another HR took it seriously and did very well. Regardless of any disparities, it was still a good experience and most students did well in it.
Also, I’m happy with the turn out for the first drafts. Most students in one class turned in all 6 paragraphs on time. I feel like if I assigned a draft and gave them 1-2 days to complete it, I would get less. The structure and organization is pretty good, too, so students don’t need to go back and re-do as much work.
I’ve graded students on effort for this first draft as a quiz grade, so I like that I can now just give feedback and the quality is not counted in their quiz grade. More emphasis on effort, more focus on feedback, and much less on “the grade.” If you put the effort in, you got the credit.
I need to go finish giving feedback and then track the HW from the other two classes that are behind. Almost there. The long stretch before a much needed break.
-the constant- 