Today was one of those days that felt like a week. We started with VB practice for the varsity this morning at 6:30 since their was a HS quad after school at home. Then I stayed after school and finally got my file folders for each kid organized. Luckily Brandon helped me with that. We left and then went straight to Brandon's parents' house to have hamburgers and okra with them and Meghan while she's home. I'm glad I'm finally sitting down! I feel like the first few weeks of school have both flown by and gone incredibly slow. I'm always busy and feel like I haven't had a moment to stop and think since we started, but yet I feel like we've done so much already that we've had to have been in school for weeks.
I wanted to share today some of the things my kids came up with for their quickwrite today. Basically, I start each class with a quickwrite: a 5-minute, write-as-fast-as-you-can journal entry. For the 8th graders, today, the topic was based off a photo of two bicyclists who were stopped on a road and looking straight at the camera. Their quest was to describe what it was that made the bicyclists stop and look. One kid decided it was because they could see right into our classroom, and they stopped when he announced that today's lunch was Salisbury steak. They were trying to figure out how to get into the classroom to eat with us. Another kid told in detail of the unicorn farm, where the unicorns were playing chess and the goats were singing. I can't remember all of them, but man, the imagination these kids have! Love it!
The 7th graders had a similar creative topic. Theirs was to imagine that they received an official-looking, white, business-size envelope in the mail from a company called Peerless with the words "You May Have Already Won" stamped on the outside in red. They were to then come up with the next part of the story. One kid told the story from a 3 year old's perspective, and she won a lifetime supply of Spaghetti-O's. Another kid wrote the letter that was actually in the envelope: it started out saying you had won a trip to outer space, but then said "just kidding" and was actually a letter asking for money to support research for kids afraid of the colors red, yellow and blue. Another kid told it from the perspective of the oldest man alive, who is 1,979 years old. And still walking (the kids got a kick out of that part).
They just amaze me with their varied ideas! I'm excited to hear what they have to say about Where the Red Fern Grows in 7th grade, and I know the 8th grade will come up with some good tall tales/myths/legends/folk tales/etc. in their unit this week and next.
I love being a teacher so far, but man, I feel so busy!!
Tuesday, August 31, 2010
Friday, August 27, 2010
First Full Week... CHECK
Wow, I can't believe the week flew by that quickly. All my classes went through their diagnostic units, with some kids realizing that I mean it when I say the deadline. But I'm really enjoying how hard they are working so far. I can't wait to read all their essays this weekend! (I mean that seriously, fyi!)
Reminder to self: breathe...
With IEP meetings before school, volleyball practice and scrimmage yesterday, I am exhausted, but exhausted in such a happy way. Turns out I really do have a knack for this teaching thing. I feel great, and the kids all (all but a couple, anyway) seem to like and respect me and therefore work hard to impress/please me. I've been trying so hard to get the message across that they are in charge of how hard they work, and that I expect high quality out of them, and they're listening. Woo hoo!
After this morning's I've helped to set up the project of disassembling and reassembling a computer for a kid who often gets bored by the end of the day, and Brandon's going to meet him Tuesday to give him some pointers and extra information about what he's doing. I think it'll be good for both the kid and Brandon!
Happy as I am, I'm pumped for the weekend. Time on the Plaza at KC with Meghan (home for R&R from Afghanistan) and the family will be great!
Reminder to self: breathe...
With IEP meetings before school, volleyball practice and scrimmage yesterday, I am exhausted, but exhausted in such a happy way. Turns out I really do have a knack for this teaching thing. I feel great, and the kids all (all but a couple, anyway) seem to like and respect me and therefore work hard to impress/please me. I've been trying so hard to get the message across that they are in charge of how hard they work, and that I expect high quality out of them, and they're listening. Woo hoo!
After this morning's I've helped to set up the project of disassembling and reassembling a computer for a kid who often gets bored by the end of the day, and Brandon's going to meet him Tuesday to give him some pointers and extra information about what he's doing. I think it'll be good for both the kid and Brandon!
Happy as I am, I'm pumped for the weekend. Time on the Plaza at KC with Meghan (home for R&R from Afghanistan) and the family will be great!
Friday, August 20, 2010
The First Day of School
Yesterday was my first day with kids. It went well, really, though I had planned WAY more than what we could do in the 27 minutes they had with me because of a shortened schedule and 1:00 release. Wow. Except 5th hour, which came at the end of the day and was normal length, due to lunch. I was glad to have that breather at the end of the day.
But I'm really impressed with the kids, for the most part. They were all really paying attention, even when we got to the boring rules stuff, and a few classes had kids that were asking questions too. Some chattering, of course, but what do you expect for the first day. I suppose I should probably make them raise their hands more. It's just not exactly my style... I'm more open. But I'd better hammer down, or it'll only get worse. :)
I'm already pushing things back a day, and I've realized I need a new system of keeping track of what day we're doing what. I have dates on everything that now need to be shifted one day. I guess I better start just labeling things "Day 1" and "Day 2" and so forth. It'll save me a lot of time.
I'm really impressed with my reading class, at least in their abilities to read out loud. I've only got 3, so we got to talk quite a bit in our 27 minutes; since they're all in my English classes, I didn't need to rehash the rules or syllabus. I gave them 3 books to choose from for the first unit, and they chose Night of the Twisters. I knew they would... Kansas kids. :) So today I think we'll read some newspaper stuff on this particular tornado that happened in Grand Island, Neb., that inspired the book, as well as ones around here.
I'm just so excited!
But I'm really impressed with the kids, for the most part. They were all really paying attention, even when we got to the boring rules stuff, and a few classes had kids that were asking questions too. Some chattering, of course, but what do you expect for the first day. I suppose I should probably make them raise their hands more. It's just not exactly my style... I'm more open. But I'd better hammer down, or it'll only get worse. :)
I'm already pushing things back a day, and I've realized I need a new system of keeping track of what day we're doing what. I have dates on everything that now need to be shifted one day. I guess I better start just labeling things "Day 1" and "Day 2" and so forth. It'll save me a lot of time.
I'm really impressed with my reading class, at least in their abilities to read out loud. I've only got 3, so we got to talk quite a bit in our 27 minutes; since they're all in my English classes, I didn't need to rehash the rules or syllabus. I gave them 3 books to choose from for the first unit, and they chose Night of the Twisters. I knew they would... Kansas kids. :) So today I think we'll read some newspaper stuff on this particular tornado that happened in Grand Island, Neb., that inspired the book, as well as ones around here.
I'm just so excited!
Monday, July 5, 2010
Kids' Camp
It has been quite a while since I've posted on this blog. But, my goal is to post at least once a week as I begin my first year of teaching.
This week, I'm seeing what it's like to work with younger kids. I'm helping another teacher with the kids' camp for the Flint Hills Writing Project. In the morning, we had 6 kids (of 8) who were 1st-3rd grade. In the afternoon we have 4th-6th grade. The difference in the mood of the camps is striking. The morning kids were all boys full of energy. Though they were able to write more than they thought they would with our photo gallery activity, they still took a lot of prodding, and physically writing took a lot longer with the younger ones. This afternoon, there are 11 kids (mostly girls), and they are so quietly writing away you could hear a pin drop.
I'm finding that it takes a lot more work to help kids round out their stories than with middle school and high school students. These kids are still in that plot-driven state, and only so many things can happen to their main character before the story needs to be over. I'm hoping we can get more descriptive, more specific, and deeper characters by the time the week's through. My favorite question is going to be "How did they feel when that happened?"
It's definitely neat to hear all the ideas they have though. We played a game where one student starts a story, then each adds a sentence. It got a little... weird. You know, a pie who wanted to hit someone, so he hits a person, then the person eats him, then he goes through the sewer to the ocean, where he is eaten by a shark... you get the drift.
What really struck me most was when we had the 4th-6th graders pull out the laptops. You can just tell what a computer generation we have... these kids can pull up Word, save their document, and type using (mostly) correct fingers. They need help spelling gentle, but typing--they got it. The only few bits of trouble are because the computer's a Mac.
Also, the one kid who was refusing to write more than a page on the huge lined paper (you know, the kind with the dotted line in the middle) is now typing away, really quickly, adding sentences to his story. Of course, it's about how the neighboring tribe came over and blew everyone up with grenades, but hey, he's writing.
You can check out the kids' writing at fhwpkidscamp2010.blogspot.com. We'll be posting all week.
Until next time,
Tamara
This week, I'm seeing what it's like to work with younger kids. I'm helping another teacher with the kids' camp for the Flint Hills Writing Project. In the morning, we had 6 kids (of 8) who were 1st-3rd grade. In the afternoon we have 4th-6th grade. The difference in the mood of the camps is striking. The morning kids were all boys full of energy. Though they were able to write more than they thought they would with our photo gallery activity, they still took a lot of prodding, and physically writing took a lot longer with the younger ones. This afternoon, there are 11 kids (mostly girls), and they are so quietly writing away you could hear a pin drop.
I'm finding that it takes a lot more work to help kids round out their stories than with middle school and high school students. These kids are still in that plot-driven state, and only so many things can happen to their main character before the story needs to be over. I'm hoping we can get more descriptive, more specific, and deeper characters by the time the week's through. My favorite question is going to be "How did they feel when that happened?"
It's definitely neat to hear all the ideas they have though. We played a game where one student starts a story, then each adds a sentence. It got a little... weird. You know, a pie who wanted to hit someone, so he hits a person, then the person eats him, then he goes through the sewer to the ocean, where he is eaten by a shark... you get the drift.
What really struck me most was when we had the 4th-6th graders pull out the laptops. You can just tell what a computer generation we have... these kids can pull up Word, save their document, and type using (mostly) correct fingers. They need help spelling gentle, but typing--they got it. The only few bits of trouble are because the computer's a Mac.
Also, the one kid who was refusing to write more than a page on the huge lined paper (you know, the kind with the dotted line in the middle) is now typing away, really quickly, adding sentences to his story. Of course, it's about how the neighboring tribe came over and blew everyone up with grenades, but hey, he's writing.
You can check out the kids' writing at fhwpkidscamp2010.blogspot.com. We'll be posting all week.
Until next time,
Tamara
Wednesday, February 17, 2010
A Wordle of my blog!
Check out the Wordle of my blog!!
Wordles are these neat things that takes which words are used and makes the ones that are used most often the biggest, then compiles them all into art! With colors! And a font!
You can make your own at http://www.wordle.net :)
Wordles are these neat things that takes which words are used and makes the ones that are used most often the biggest, then compiles them all into art! With colors! And a font!
You can make your own at http://www.wordle.net :)
Friday, January 29, 2010
Decisions, decisions...
Recently, I substitute taught at Junction City Middle School for sixth grade social studies and eighth grade math. I have always heard that teachers have to make a ridiculous number of decisions in one day, so I decided about halfway through the day to keep track of all the decisions I had to make that day. Keep in mind that this was one full day of teaching (no plan period taken) for a substitute, so I generally did not have to make decisions that affected more than one class period generally. So, here's the official list. Sometimes I included my decision. :) I'm not saying they were all correct decisions, but that's what I went with!
--Do I take the extra job presented to me once I got here?
--What do I buy with my $1.35? (I didn't bring lunch, just a breakfast snack.)
--How do I find the kids for Cat Time who didn't check in (since they went to other classes today)?
--Do I allow kids to go to the restroom? (Even though the teacher asked me not to?) (No.)
--How exactly do kids play this game? (The instructions were slightly vague...)
--"Do we have to turn this in?" (Yes.)
--"We lost our die for the game." Where did it go? How can they play without one?
--Should I take the paper football or return it and have them put it away? (Trash it.)
--Do I allow the rowdy boys to continue rolling their die on the floor? (No way.)
--Do I make the kid play the game if he would rather just complete the math worksheet? (As long as you finish the math, I don't care.)
--How closely should I watch the kids and enforce the rules? (They're making progress on the worksheets... guess as long as they're relatively calm I'll leave them alone.
((END OF CAT TIME))
--How quiet do I make the kids be before we walk to the library?
--Should I make the kids stop walking until they can be quiet on the walk to the library?
--Should I let this girl go to her locker before going to the library? (Even though I told kids during passing period to bring their books?)
--Should I pull the giggling girl who kept "dropping" her books on the walk aside and chat with her about appropriate behavior?
--How much time should we spend in the library? (Has the past 10 minutes that the teacher said to stay long enough?)
--How many kids should sit at each table in the library for them to keep quiet? (Three.)
--What book do I suggest to this boy? (Some Chris Crutcher.)
--How will I tell kids they need to be quiet for the rest of the period and read? (Mean? Kind? Remind them about their behavior grade.)
--How do I reward kids for being silent the whole reading time? (Two minutes of talking.)
--Should I let a girl leave to take an RC test? (No.)
((END OF CORE 1))
--repeat several of the above questions
--Should I separate Tamica and Jacy? (Not yet.)
--Should I let Jacy get out of the line to get a drink for her "hiccups"? (I guess.)
--How much extra time should I let Adrian stay in the library?
--How do I get this class to be quiet? (Kind of mean.)
--Was Tamica just up out of her chair? What was she doing?
--There she was again! Do I get up and say something? (Hopefully meaningful eye contact was enough.)
--She's crawling on the floor to pass a note to Jacy! Eye contact all the way... Was that enough to stop her?
--Do I dock Tamica and Jacy both for behavior points?
--How do I approach them while the rest of the class talks the last two minutes? (Ask them why I might be docking their behavior points today--they know.)
((MOVE TO 8TH GRADE MATH))
--How strict should I be with the 8th grade?
--How do I learn their names with no rosters?!
--What do I have them do with their time if they have no worksheet from yesterday to finish?
--Should I let them work in groups?
--Do I get someone to go find Reshawn from the restroom? (He's been gone nine minutes... oh there he is.)
--How closely should I watch them? If they're talking and working, do I let them?
--These girls are definitely not talking and working, who should I have move? (Ask them for a volunteer.)
((END OF 8th GRADE CORE 1)
--When do I walk these kids to lunch?
--Do I need to go get them from lunch? (I don't have any idea when... they'll walk themselves back.)
--Should I let these kids work in groups?
--Do I 'let it go' or discipline that? (There were several of these decisions...)
--Do I comment on that joke I just overheard about "cutting myself over boys"?
--Do I let them continue to work in groups? (Chris and Austyn are way off task and talking so loud...)
--What do I do with this new 7th grader in 8th grade math? (Just give him the worksheet and let him work through it with another student.)
--Do I take the balloons or just make them put them away? (Throw them away, boys.)
--Why is that boy holding that girl and her desk hostage? Should I make him stop?
--Do I let this kid interrupt class across the hall to use the pencil sharpener? (This one's not working?)
--Should I have my student tell someone the boys' bathroom is a mess with toilet paper?
--What do I do now that I've seen balloons the second time? (Take them and ask them for all the balloons they have--these kids will probably give them to me.)
--Does this 7th grader really need to leave 20 minutes early from this hour?
((END OF 8th GRADE CORE 2)
--What do I do with this kid that's playing games on the calculator? (Make him do his work without.)
--Can these kids handle group work?
--What do I do with the kids who have other kids' papers? (There were several!)
--Is that kid trying to blow up a balloon? Should I take it?
--How many kids do I let go to the library when their work is finished? (Two.)
--Should I give them a pass to their locker for extra work? (If they really want to use their time to do more homework, then definitely.)
--Can I leave this class to go to the restroom now?
--How much help should I give this kid on this problem?
--Should I go ahead and send another kid to the library? (It's 5 minutes past the 10 minute limit I gave the others... No, just wait.)
--Should I let this student who hasn't been working go to the restroom? (There were LOTS of these requests.)
--Should I make them all sit down and be quiet until the end of class or not worry about it? (They've been awful and are all out of their chairs.)
--What do I do with this calculator with the awful picture drawn on it? (The kid who gave it to me definitely did not draw it...)
((END OF 8th GRADE CORE 3))
--What do I do with Chris' apology for his behavior earlier? (Take note of it... but keep his name on the 'misbehaved' list.)
--Should I leave this class to go to the restroom? (Ah! There's a hall monitor I can ask to watch them!)
--Should I allow a group of 5 to work? (I'll give it a 5-minute test run.)
--What noise level should I allow since they're actually working?
--Should I let this group of girls work in the hallway? (They're complaining that the boys are bothering them... They'll get over it.)
--Do I punish the kids eating candy who were tattletold on by others? (I hate tattletelling...so no.)
--Do I interfere with the "fighting" and flirting boys and girls?
--Do I reprimand that girl for climbing over her chair?
--Do I let them work in the hallway now? (Still no.)
--How long should I tell these two girls to be in the library?
--What do I do with my last 25 minutes here since I'm done with my homework?
--Do 7th graders really leave two minutes earlier than 8th grade?
There you have it: 75 questions. And then... HOME. :) It was a long day, but I did get paid for the extra hour I worked instead of taking a plan.
--Do I take the extra job presented to me once I got here?
--What do I buy with my $1.35? (I didn't bring lunch, just a breakfast snack.)
--How do I find the kids for Cat Time who didn't check in (since they went to other classes today)?
--Do I allow kids to go to the restroom? (Even though the teacher asked me not to?) (No.)
--How exactly do kids play this game? (The instructions were slightly vague...)
--"Do we have to turn this in?" (Yes.)
--"We lost our die for the game." Where did it go? How can they play without one?
--Should I take the paper football or return it and have them put it away? (Trash it.)
--Do I allow the rowdy boys to continue rolling their die on the floor? (No way.)
--Do I make the kid play the game if he would rather just complete the math worksheet? (As long as you finish the math, I don't care.)
--How closely should I watch the kids and enforce the rules? (They're making progress on the worksheets... guess as long as they're relatively calm I'll leave them alone.
((END OF CAT TIME))
--How quiet do I make the kids be before we walk to the library?
--Should I make the kids stop walking until they can be quiet on the walk to the library?
--Should I let this girl go to her locker before going to the library? (Even though I told kids during passing period to bring their books?)
--Should I pull the giggling girl who kept "dropping" her books on the walk aside and chat with her about appropriate behavior?
--How much time should we spend in the library? (Has the past 10 minutes that the teacher said to stay long enough?)
--How many kids should sit at each table in the library for them to keep quiet? (Three.)
--What book do I suggest to this boy? (Some Chris Crutcher.)
--How will I tell kids they need to be quiet for the rest of the period and read? (Mean? Kind? Remind them about their behavior grade.)
--How do I reward kids for being silent the whole reading time? (Two minutes of talking.)
--Should I let a girl leave to take an RC test? (No.)
((END OF CORE 1))
--repeat several of the above questions
--Should I separate Tamica and Jacy? (Not yet.)
--Should I let Jacy get out of the line to get a drink for her "hiccups"? (I guess.)
--How much extra time should I let Adrian stay in the library?
--How do I get this class to be quiet? (Kind of mean.)
--Was Tamica just up out of her chair? What was she doing?
--There she was again! Do I get up and say something? (Hopefully meaningful eye contact was enough.)
--She's crawling on the floor to pass a note to Jacy! Eye contact all the way... Was that enough to stop her?
--Do I dock Tamica and Jacy both for behavior points?
--How do I approach them while the rest of the class talks the last two minutes? (Ask them why I might be docking their behavior points today--they know.)
((MOVE TO 8TH GRADE MATH))
--How strict should I be with the 8th grade?
--How do I learn their names with no rosters?!
--What do I have them do with their time if they have no worksheet from yesterday to finish?
--Should I let them work in groups?
--Do I get someone to go find Reshawn from the restroom? (He's been gone nine minutes... oh there he is.)
--How closely should I watch them? If they're talking and working, do I let them?
--These girls are definitely not talking and working, who should I have move? (Ask them for a volunteer.)
((END OF 8th GRADE CORE 1)
--When do I walk these kids to lunch?
--Do I need to go get them from lunch? (I don't have any idea when... they'll walk themselves back.)
--Should I let these kids work in groups?
--Do I 'let it go' or discipline that? (There were several of these decisions...)
--Do I comment on that joke I just overheard about "cutting myself over boys"?
--Do I let them continue to work in groups? (Chris and Austyn are way off task and talking so loud...)
--What do I do with this new 7th grader in 8th grade math? (Just give him the worksheet and let him work through it with another student.)
--Do I take the balloons or just make them put them away? (Throw them away, boys.)
--Why is that boy holding that girl and her desk hostage? Should I make him stop?
--Do I let this kid interrupt class across the hall to use the pencil sharpener? (This one's not working?)
--Should I have my student tell someone the boys' bathroom is a mess with toilet paper?
--What do I do now that I've seen balloons the second time? (Take them and ask them for all the balloons they have--these kids will probably give them to me.)
--Does this 7th grader really need to leave 20 minutes early from this hour?
((END OF 8th GRADE CORE 2)
--What do I do with this kid that's playing games on the calculator? (Make him do his work without.)
--Can these kids handle group work?
--What do I do with the kids who have other kids' papers? (There were several!)
--Is that kid trying to blow up a balloon? Should I take it?
--How many kids do I let go to the library when their work is finished? (Two.)
--Should I give them a pass to their locker for extra work? (If they really want to use their time to do more homework, then definitely.)
--Can I leave this class to go to the restroom now?
--How much help should I give this kid on this problem?
--Should I go ahead and send another kid to the library? (It's 5 minutes past the 10 minute limit I gave the others... No, just wait.)
--Should I let this student who hasn't been working go to the restroom? (There were LOTS of these requests.)
--Should I make them all sit down and be quiet until the end of class or not worry about it? (They've been awful and are all out of their chairs.)
--What do I do with this calculator with the awful picture drawn on it? (The kid who gave it to me definitely did not draw it...)
((END OF 8th GRADE CORE 3))
--What do I do with Chris' apology for his behavior earlier? (Take note of it... but keep his name on the 'misbehaved' list.)
--Should I leave this class to go to the restroom? (Ah! There's a hall monitor I can ask to watch them!)
--Should I allow a group of 5 to work? (I'll give it a 5-minute test run.)
--What noise level should I allow since they're actually working?
--Should I let this group of girls work in the hallway? (They're complaining that the boys are bothering them... They'll get over it.)
--Do I punish the kids eating candy who were tattletold on by others? (I hate tattletelling...so no.)
--Do I interfere with the "fighting" and flirting boys and girls?
--Do I reprimand that girl for climbing over her chair?
--Do I let them work in the hallway now? (Still no.)
--How long should I tell these two girls to be in the library?
--What do I do with my last 25 minutes here since I'm done with my homework?
--Do 7th graders really leave two minutes earlier than 8th grade?
There you have it: 75 questions. And then... HOME. :) It was a long day, but I did get paid for the extra hour I worked instead of taking a plan.
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