Spring Break has been wonderfully relaxing. After finishing the All School Production on the Thursday and Friday before break, I spent the beginning of break collapsed. (Actually, I rallied in time to celebrate my husband's 60th birthday and spend time with my daughters, their husbands, and my adorable grandkids.)
Of course, school is never far from my mind. Twitter has become my "go to" place for ideas and for answers to questions. Edutopia, Edudemic, WeAreTeachers, and Achievethecore are just a few of my favorites. I am beginning to connect with some other Secondary ELA teachers, and their ideas inspire.
This next nine weeks of school will fly by with State Testing and the end of the year hubbub. (You can add in the fact that my oldest daughter/boss is expecting their 2nd child at the end of April. I am ready for that little bundle to arrive!) It will go especially fast this year, as on top of everything else, I am changing rooms and subjects next year.
Our administration has decided to do some rearranging of our English staff. By splitting classes, we will work with another teacher and be able to compare class results to improve our teaching skills. I will be teaching Sophomore English for three hours and speech and drama for the other three hours. I think all of us have concerns, but I also think there is the potential to really strengthen our department, too.
The concerns:
*For the first time in 33 years, I won't have every sophomore that goes through our school. It will be strange not knowing the majority of the students in our high school.
*Leaving behind my beautiful classroom with carpet and lots of light from big windows will be difficult.
*The physical part of moving a whole classroom is a bit overwhelming. It will involve a lot of work and hours of time packing, organizing, and decorating a new classroom.
*Planning for Speech, Drama, and Forensic classes will require quite a bit of work prior to the start of the year.
These concerns are outweighed by some of the perks:
*Less paper grading. With half the number of English students, I will have half the number of papers. It is hard to be sad about that!
*I am moving into an awesome room with a stage. It is has always been one of my favorite rooms in our high school. (But there are no windows and no carpet, which will remind me of pre-tornado days in our old school.)
*While the new classes will require different planning, it is the creative kind of planning that I enjoy. I will begin working on new curriculum after break. (I have spent part of break searching for resources.)
So this spring break has been filled with Twitter, researching new curriculum, and trying to cram in all the things I love: hiking, a manicure and pedicure, time with my daughters and grandkids, shopping, movies, and relaxing meals out with my husband. I've caught up on sleep, and I think I am ready for the end of this school year. I actually feel pretty refreshed and ready to go!
PS. This blog is about to become an English/Speech and Drama blog. Stay tuned!
Saturday, March 21, 2015
Sunday, March 15, 2015
Desk Arrangements
I have come to believe that mixing up desks and seating arrangements is beneficial to learning. Desks in small groups, in pairs, in a big circle, or even two straight lines can be useful to different lessons.
I use groups of four desks the most often. This arrangement is great for group projects or small discussions. Everyone can see the teacher and the front board. It also makes my room look much larger.
To begin the year, I like to put the students in pairs. Frequently, they work with someone they might not know that well and if I mix up the pairs often enough, my classes become acquainted quickly. (There are two ways to do pairs, either side by side or face to face. I've used both at different times.)
A circle of desks works well for Socratic Circles, but the students love one big circle for reading plays aloud, too. I've tried it with writing days, but have quickly found the importance of being able to see everyone's computer screen at all times. (Don't ask!)
Two straight lines facing each other work well for face-off discussions, and also for passing writings or other projects up and down the rows from student to student. This way they have a chance to see their peer's work. Leaving the project, writing, or computer on the desk and having the students move also works well.
Finally, I use traditional rows of desks for final exam days and for writing days. My desk is in the back of the room so while students are facing away from me, I can see everyone's screen. This works great on writing days. On exam days, I work from the front of the room or walk around.
In order for these arrangements to work, I have created cardboard barriers for testing/quiz days. They can test in almost every room arrangement by putting up the cardboard barriers, if they are needed. (Mine are tri-fold displays cut in two, though I've heard pizza boxes work well, too.)
I project new seating arrangements on my document reader for everyone to see. Students know where to sit when they enter the room. (I can't imagine the chaos if they waited for me to seat them.) If you make your seating chart with sticky notes, it is easy to change your seating arrangements. I am forever grateful to the cute, young colleague who taught me this trick! I also like to use the computer seating chart that comes with our grade book program and has photos of students. (I'm pretty sure subs love this one, too.)
Oh, almost forgot one. We don't watch videos very often. In fact, I rarely show a full movie, but the Friday before break I was showing them bits and pieces (mainly the stabbing and the battle scenes) of Julius Caesar. This was a popular arrangement, though we could have used some popcorn. (There were four rows like this.)
Does it take work to switch it up? Yes, a little. Is it worth it? Definitely.
My favorite quote of the year? Upon seeing yet another arrangement of desks one student said, "Mrs. E, you gotta get a new hobby."
But the most surprising?? My custodian loves cleaning my room. I guess they need a change once in awhile, too.
Want more seating arrangements or seating chart ideas? Click on the seating arrangement label in the sidebar.
I use groups of four desks the most often. This arrangement is great for group projects or small discussions. Everyone can see the teacher and the front board. It also makes my room look much larger.
To begin the year, I like to put the students in pairs. Frequently, they work with someone they might not know that well and if I mix up the pairs often enough, my classes become acquainted quickly. (There are two ways to do pairs, either side by side or face to face. I've used both at different times.)
A circle of desks works well for Socratic Circles, but the students love one big circle for reading plays aloud, too. I've tried it with writing days, but have quickly found the importance of being able to see everyone's computer screen at all times. (Don't ask!)
This is a small circle for Socratic Circles.
Two straight lines facing each other work well for face-off discussions, and also for passing writings or other projects up and down the rows from student to student. This way they have a chance to see their peer's work. Leaving the project, writing, or computer on the desk and having the students move also works well.
Finally, I use traditional rows of desks for final exam days and for writing days. My desk is in the back of the room so while students are facing away from me, I can see everyone's screen. This works great on writing days. On exam days, I work from the front of the room or walk around.
I project new seating arrangements on my document reader for everyone to see. Students know where to sit when they enter the room. (I can't imagine the chaos if they waited for me to seat them.) If you make your seating chart with sticky notes, it is easy to change your seating arrangements. I am forever grateful to the cute, young colleague who taught me this trick! I also like to use the computer seating chart that comes with our grade book program and has photos of students. (I'm pretty sure subs love this one, too.)
Oh, almost forgot one. We don't watch videos very often. In fact, I rarely show a full movie, but the Friday before break I was showing them bits and pieces (mainly the stabbing and the battle scenes) of Julius Caesar. This was a popular arrangement, though we could have used some popcorn. (There were four rows like this.)
My favorite quote of the year? Upon seeing yet another arrangement of desks one student said, "Mrs. E, you gotta get a new hobby."
But the most surprising?? My custodian loves cleaning my room. I guess they need a change once in awhile, too.
Want more seating arrangements or seating chart ideas? Click on the seating arrangement label in the sidebar.
Sunday, March 1, 2015
My First Nine Weeks with SBG and Grades So Far
I am almost to the end of the first nine weeks with Standards Based Grading.
Comparing the old way of grading to SBG:
2nd Nine Weeks I had 14 A's. 3rd Nine Weeks 12 of those students still had A's, along with 8 others who have raised their grade to an A. (A couple had slipped to a B.)
2nd Nine Weeks I had 14 D's and F's. 3rd Nine weeks I have no D's or F's.
What have I noticed?
1. It is harder to get an A+. There is no extra credit. They must make 100% on almost every standard to make an A+. They have to consistently show mastery on the skill on every assignment.
2. Students are less likely to fail, as they are proficient on many of the standards. There are just a few that cause them issues. Their grades reflect their successes.
3. Organizing my grade book is a challenge. I'm still trying to figure out a system that I love and that works for me. I'm hoping someone in blog land has an easy way to do this and is willing to share it with me.
4. Keeping track of feedback on each standard, requires more than just a number or a letter grade. I have documentation and notes in an expandable file. That file serves as my memory and reminds me of the strengths and weaknesses of each student.
5. I used to give a test and the results were the results. Period. The end. Now, I give a test, re-teach, give another test, and sometimes re-teach again before the final test. Coming up with multiple assessments and multiple re-teaching opportunities is challenging; however, it makes sense to practice several times before the final assessment. And the benefit to the students is obvious.
6. A parent asked me at parent teacher conferences about "big" tests or unit tests. They wanted to know if the students still take those. They don't take my old traditional unit tests, but one test now can address several different standards. In fact, on the first Act of Julius Caesar, five different reading standards and one writing standard were addressed. I'd say that is a "big" test. All tests just look different now.
7. There is less memory work and more analyzing, reading, and figuring it out on their own.
8. I am not "providing" all the information. They have to research, study, and teach each other before I ever step into the picture.
Do I have questions? You betcha!
1. How does late work affect the grade? Is there a way to do that when they can still show excellence on the standards?
2. Are some standards so important that they should be addressed every time? Ex. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
3. How do I handle final exams? (I need to work that one out before the end of the year.)
I would say that Standards Based Grading is here to stay in my classroom. There are too many benefits to the students. I know that I will figure out the record keeping, if only through trial and error.
Am I glad I made this switch? Absolutely. I see not only areas that students need to improve upon, but it also becomes evident exactly where my teaching weaknesses are. I guess that means that we're all learning.
Comparing the old way of grading to SBG:
2nd Nine Weeks I had 14 A's. 3rd Nine Weeks 12 of those students still had A's, along with 8 others who have raised their grade to an A. (A couple had slipped to a B.)
2nd Nine Weeks I had 14 D's and F's. 3rd Nine weeks I have no D's or F's.
What have I noticed?
1. It is harder to get an A+. There is no extra credit. They must make 100% on almost every standard to make an A+. They have to consistently show mastery on the skill on every assignment.
2. Students are less likely to fail, as they are proficient on many of the standards. There are just a few that cause them issues. Their grades reflect their successes.
3. Organizing my grade book is a challenge. I'm still trying to figure out a system that I love and that works for me. I'm hoping someone in blog land has an easy way to do this and is willing to share it with me.
4. Keeping track of feedback on each standard, requires more than just a number or a letter grade. I have documentation and notes in an expandable file. That file serves as my memory and reminds me of the strengths and weaknesses of each student.
5. I used to give a test and the results were the results. Period. The end. Now, I give a test, re-teach, give another test, and sometimes re-teach again before the final test. Coming up with multiple assessments and multiple re-teaching opportunities is challenging; however, it makes sense to practice several times before the final assessment. And the benefit to the students is obvious.
6. A parent asked me at parent teacher conferences about "big" tests or unit tests. They wanted to know if the students still take those. They don't take my old traditional unit tests, but one test now can address several different standards. In fact, on the first Act of Julius Caesar, five different reading standards and one writing standard were addressed. I'd say that is a "big" test. All tests just look different now.
7. There is less memory work and more analyzing, reading, and figuring it out on their own.
8. I am not "providing" all the information. They have to research, study, and teach each other before I ever step into the picture.
Do I have questions? You betcha!
1. How does late work affect the grade? Is there a way to do that when they can still show excellence on the standards?
2. Are some standards so important that they should be addressed every time? Ex. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
3. How do I handle final exams? (I need to work that one out before the end of the year.)
I would say that Standards Based Grading is here to stay in my classroom. There are too many benefits to the students. I know that I will figure out the record keeping, if only through trial and error.
Am I glad I made this switch? Absolutely. I see not only areas that students need to improve upon, but it also becomes evident exactly where my teaching weaknesses are. I guess that means that we're all learning.
Sunday, February 15, 2015
Things Teachers Need
I'm sure other teachers can add to this list, but these are the things that make my day happy!
Breath mints. I still remember a smoking, coffee drinking teacher whose breath knocked me out as a high school student. I almost always have some kind of mints or gum in a drawer of my desk. I don't want to be THAT teacher.
Coffee. (Hence the breath mints.) I'm not sure how people operate without coffee. "Never underestimate the power of a highly caffeinated woman." Whoever said that knew what they were talking about.
School gear. High school kids in our area appreciate seeing the adults in school, supporting them on game days. I have old football jerseys, a couple of hoodies, t-shirts that are older than they are, and several neatly monogrammed shirts provided to the staff. Fortunately, the school colors happen to be a favorite.
Ice water. Year round. I have several insulated glasses that don't sweat. (Current favorite: a Bubba Cup.) I usually drink two large glasses of ice water a day. Besides being good for me, I'm not sure how my voice/throat would hold up without it.
Glitz Bic pens. They come in a package with about 8 different colors, and I love the way they write. I now grade in lime green, sky blue, pink, and purple. Just seeing the pens in the drawer of my desk makes me happy. (I have to confess, I hide them from subs. I lose more pens and pencils on days of substitutes!) I think these little gems are 88 cents a package.
A computer bag. I would have said a brief case at one time, but the computer bag works better for me these days. I had a canvas and leather LL Bean bag that I loved; however, the school switched to macs and my computer no longer fit in my bag. This year, I made the switch to a Vera Bradley computer bag. (It was half price, or this teacher never would have spent the money for it.)
The lunch size crock pot. This was a Christmas gift from my faculty Secret Santa. (Sweet, young former student, now colleague.) Best.Gift.Ever!! Leftovers are hot and ready to go by lunchtime. The inside metal pot is removable for easy cleaning, too. No more waiting for the microwave in the workroom.
A survival pack for me would also have to include: dental floss, Shout Wipes, safety pins, bobby pins, and sample sizes of hairspray and Static Guard.
Do I NEED all of these things? No, but I sure LOVE them!
Breath mints. I still remember a smoking, coffee drinking teacher whose breath knocked me out as a high school student. I almost always have some kind of mints or gum in a drawer of my desk. I don't want to be THAT teacher.
Coffee. (Hence the breath mints.) I'm not sure how people operate without coffee. "Never underestimate the power of a highly caffeinated woman." Whoever said that knew what they were talking about.
School gear. High school kids in our area appreciate seeing the adults in school, supporting them on game days. I have old football jerseys, a couple of hoodies, t-shirts that are older than they are, and several neatly monogrammed shirts provided to the staff. Fortunately, the school colors happen to be a favorite.
Ice water. Year round. I have several insulated glasses that don't sweat. (Current favorite: a Bubba Cup.) I usually drink two large glasses of ice water a day. Besides being good for me, I'm not sure how my voice/throat would hold up without it.
Glitz Bic pens. They come in a package with about 8 different colors, and I love the way they write. I now grade in lime green, sky blue, pink, and purple. Just seeing the pens in the drawer of my desk makes me happy. (I have to confess, I hide them from subs. I lose more pens and pencils on days of substitutes!) I think these little gems are 88 cents a package.
A computer bag. I would have said a brief case at one time, but the computer bag works better for me these days. I had a canvas and leather LL Bean bag that I loved; however, the school switched to macs and my computer no longer fit in my bag. This year, I made the switch to a Vera Bradley computer bag. (It was half price, or this teacher never would have spent the money for it.)
The lunch size crock pot. This was a Christmas gift from my faculty Secret Santa. (Sweet, young former student, now colleague.) Best.Gift.Ever!! Leftovers are hot and ready to go by lunchtime. The inside metal pot is removable for easy cleaning, too. No more waiting for the microwave in the workroom.
A survival pack for me would also have to include: dental floss, Shout Wipes, safety pins, bobby pins, and sample sizes of hairspray and Static Guard.
Do I NEED all of these things? No, but I sure LOVE them!
Tuesday, February 10, 2015
Student Teacher Woes
I have an amazing young student teacher. She is professional, informed, and creative. (She has the Common Core App on her phone, for God's sake! Who does that?) She feels more like a colleague than a student teacher. I bounce ideas off of her. We look for solutions together.
And then I have to wonder...maybe all (or most) of my former student teachers were like this, but I was too young and sure of myself to pick their brains. I wonder how many opportunities I have missed.
So, when am I aware that she is the student teacher and I am the teacher?
*When she is finishing one unit and planning for the next one. It feels a bit overwhelming to her. Especially, when the unit she is finishing is one that she developed in college with oodles of time to research, submit it, and rework it.
I remember this feeling. Heck, I still feel this way from time to time! So, we are working on the next unit together. She will see that, though it is work, it can be done. (It will drive you crazy, but it can be done.)
*As she is grading papers. The light slowly dawns on her that about 10% of the students plagiarized. It was like watching air escape from a balloon. She was so disappointed. Academic dishonesty will be a discussion on this blog for another day, but she and I came up with a plan for this to be a teaching moment. And as she is teaching them, I am teaching her.
You can't teach these things from a book. Sometimes, students will break your heart, but you can't let them break your spirit. And you can't let them cheat themselves out of learning the important things: they have far too much ability to simply copy someone else.
One other thing I hope she is learning:
There's always a critic. It might be the kid who complains about the assignment you love, the colleague who shares a negative comment they overheard about your class, or an administrator who doubts what you are doing or suggests that what you are doing is not enough. Some weeks, the critics are all you hear. The goal is not to let yourself become the critic. And that is always easier said than done.
Most of us are hard enough on ourselves without the words of the critics. But, we have to remember to listen carefully. There are students who show their appreciation in quiet ways, colleagues who copy an assignment or technique (no better flattery than imitation), and an administrator who asks us to do some work that few others will try. Their words might not speak their praise, but frequently their actions do.
I remember how tough, but also how darn much fun, student teaching was. And I'm remembering it all over again, watching a cute little redhead as she finds her way. I am fortunate to be watching excellence in action. I'm pretty sure the future of education will be safe in her hands.
And then I have to wonder...maybe all (or most) of my former student teachers were like this, but I was too young and sure of myself to pick their brains. I wonder how many opportunities I have missed.
So, when am I aware that she is the student teacher and I am the teacher?
*When she is finishing one unit and planning for the next one. It feels a bit overwhelming to her. Especially, when the unit she is finishing is one that she developed in college with oodles of time to research, submit it, and rework it.
I remember this feeling. Heck, I still feel this way from time to time! So, we are working on the next unit together. She will see that, though it is work, it can be done. (It will drive you crazy, but it can be done.)
*As she is grading papers. The light slowly dawns on her that about 10% of the students plagiarized. It was like watching air escape from a balloon. She was so disappointed. Academic dishonesty will be a discussion on this blog for another day, but she and I came up with a plan for this to be a teaching moment. And as she is teaching them, I am teaching her.
You can't teach these things from a book. Sometimes, students will break your heart, but you can't let them break your spirit. And you can't let them cheat themselves out of learning the important things: they have far too much ability to simply copy someone else.
One other thing I hope she is learning:
There's always a critic. It might be the kid who complains about the assignment you love, the colleague who shares a negative comment they overheard about your class, or an administrator who doubts what you are doing or suggests that what you are doing is not enough. Some weeks, the critics are all you hear. The goal is not to let yourself become the critic. And that is always easier said than done.
Most of us are hard enough on ourselves without the words of the critics. But, we have to remember to listen carefully. There are students who show their appreciation in quiet ways, colleagues who copy an assignment or technique (no better flattery than imitation), and an administrator who asks us to do some work that few others will try. Their words might not speak their praise, but frequently their actions do.
I remember how tough, but also how darn much fun, student teaching was. And I'm remembering it all over again, watching a cute little redhead as she finds her way. I am fortunate to be watching excellence in action. I'm pretty sure the future of education will be safe in her hands.
Sunday, February 8, 2015
Standards Based Grading Information Sheet For Parents
Parent/Teacher conferences are coming up. They will be my first since switching to Standards Based Grading. In my mind, I see myself repeating the same information over and over in an attempt to explain Standards Based Grading. My hope is that they will hit the math department first. I would be happy to let our math teachers explain it.
In case that doesn't happen, I decided to put together an information sheet for parents.
I spent the weekend trying to condense the information to the essentials. Here is what I came up with:
I will run it by my colleagues, and then I think I will copy it for my students and see what they think.
Thank you, piktochart.com.
Oh, and there is a good chance that our HS Graphics Design department will get the job of making this look much more professional. (This will give them an idea of what I would like it to look like.) I will have them make the copies, too. My colleagues will probably appreciate me not using all of the color toner in the copier.
In case that doesn't happen, I decided to put together an information sheet for parents.
I spent the weekend trying to condense the information to the essentials. Here is what I came up with:
Thank you, piktochart.com.
Oh, and there is a good chance that our HS Graphics Design department will get the job of making this look much more professional. (This will give them an idea of what I would like it to look like.) I will have them make the copies, too. My colleagues will probably appreciate me not using all of the color toner in the copier.
Saturday, February 7, 2015
Saturday Morning Thoughts
"Know your worth." That thought has been going through my mind all
week. From the top down, teachers are often reminded of our worth both collectively and individually.
Our students let us know what they think on a daily basis. Sometimes their parents share their opinions. Our bosses evaluate our efforts, and then our politicians and elected officials weigh in on the matter. Finally, the media puts in their two cents. And of course, we get the monthly reminder in the form of a paycheck.
We know the work that we do is valuable. We know the amount of time we give to this profession is in direct proportion to our passion. But then a message, intended or not, comes through loud and clear: your work is not valuable and not a priority.
I stop. I reevaluate. I doubt. I try to remember to look up. I breathe.
What am I worth? This morning, I am worth a 2nd cup of coffee. Well, at least I think I am...
Our State has been busy lately, and some weeks it is tough to be a teacher. This would be one of those.
Our students let us know what they think on a daily basis. Sometimes their parents share their opinions. Our bosses evaluate our efforts, and then our politicians and elected officials weigh in on the matter. Finally, the media puts in their two cents. And of course, we get the monthly reminder in the form of a paycheck.
We know the work that we do is valuable. We know the amount of time we give to this profession is in direct proportion to our passion. But then a message, intended or not, comes through loud and clear: your work is not valuable and not a priority.
I stop. I reevaluate. I doubt. I try to remember to look up. I breathe.
What am I worth? This morning, I am worth a 2nd cup of coffee. Well, at least I think I am...
Our State has been busy lately, and some weeks it is tough to be a teacher. This would be one of those.
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