Journaling

Since my second year of teaching, I have had students journal in class. Granted, I did not always know what I was doing or why I had them do it. However journaling is a process that I’ve refined in the last 2 years of teaching. This video shows you how to make the journal and few student examples from last year.

Journaling from Miss A on Vimeo.

Why require journals?

• Students need to be reflective about their learning. At the beginning of a lesson, journaling can be used to review a previously learned concept or get students thinking about it before the lesson has been introduced. At the conclusion of the lesson, students can apply what they have learned by journaling.
• Classroom management. I used journals at the beginning of class (bellwork/warmup) to focus students. I introduce it to the students like this, “The beginning of the class is a time for silent reflection. We all need quiet time to focus and ready ourselves for the learning process.”
• Student practice their writing skills. Students will not get better at writing, reading or narratives if they do not practice.
• Discussion points. Students need to write before discussing. It is the time where they gather their own thoughts and opinions before letting another student or even me tell them what to think. Journals lead to REAL discussions in my classroom. Sometimes, we get so caught up in the discussion; we get behind in the content.

What are they?

• Foldable bound booklet—Students used to keep composition books or a section in their notebook.  The foldable works better b/c we can keep all of their work for a quarter together. Easier and less bulkier to grade
• Students write in them everyday, labeling the journal with a number & the date

What type of work is done in them?

1. TWEDYs
2. Responses to Journal Prompts—usually these are my “hooks”, questions about everyday life or their own belief systems that connect to themes in the lesson.
3. Identity charts
4. FreeWrites/Freedom Writers Journal
5. Narratives/RAFTS—students take on the role of someone from the lesson and write a narrative as if they were that person
6. Short summaries of previous lesson

How do I grade them?

• I collect journals randomly (if they chat during the warmup time, I call for them when the timer goes off). I only grade the entry for that day. Usually worth 25 points. Students do not lose points for grammar or spelling. I look for content and substance and sometimes quantity.
• At the end of the quarter, I count up how many entries they have for the entire quarter and multiply it by 3, 4 or 5 points (vary according to how many entries I assigned that quarter. Remember, I can stop in the middle of lesson and say “journal about this” to facilitate class discussions. ) This typically gives students some grace for absences they didn’t make up.

Book Review: Teach Like A Champion

As I browsed through Lemov’s book (TLAC), I sensed that his book is largely about classroom management with a few teaching strategies thrown in.  He’s actually said it in one of the interviews with him-I am paraphrasing, “If you don’t have the students attention, then you can’t teach them.”

There is nothing revolutionary about the book.  The techniques presented here are the “basic” building blocks of education and are not new to the education world. The novelty and star quality of TLAC is that Lemov gives the strategies names and organizes them in an accessible way.   Most of the principles of TLAC are “old school.”  As I began to read more and more, I remember that many of elementary and middle school teachers running their classroom this way-and I graduated over 15 years ago.   Thus, it builds more steam to the argument that the traditional pedagogy still works and yields high results.  (Hmmmm, ain’t that something?!)

Things about the book that I love:

1. The accompanying DVD that shows the strategies in action.
2. The organization of the book.  It is EASY to browse . . . just picking a strategy here and  there read and add to your tool box.  It is organized so that there no need to read it cover to cover!  Personally, I’ll probably leave my copy in the bathroom or car for a “quick read” after this review.  It is one of those books like the Essential 55; you can just flip it open to read a strategy or two and then do something else.
3. Lemov provides SEVERAL examples of how each strategy should work through the text and DVD.  It is NOT one of the cryptic books  in which you can’t figure out how to implement or use the content.
4. If implemented, the techniques will give you an effectively run and demanding classroom.  Something my students desperately need.

Things about the book that bothered me:

1. Although, concepts in the book are universal and can be adapted, it seemed to focus on primary and middle grades.  There is little focus on high school.  On the DVD, it appeared only 3 secondary classrooms were showcased.  Is it because “hooking” students at the primary grades is key to being successful in upper grades? Or that these strategies are not as successful there?  Why couldn’t he find more high schools doing great things?
2. I feel like the book has been promoted as a teaching strategy book, it is NOT, in my opinion.  To me, a teaching strategy is how the content is presented to the student, activities or delivery method.  This book seems to be about controlling the learning environment to maximize learning.    This is NOT how I want run my classroom.  Now, I admit that I am control freak when it comes to my classroom environment.  However, there seems to be liberty, freedom and diversity my classroom–it not just a “learning” silence.  My students are engaged in discovery and discussion and I am NOT the source of all learning-center-of my classroom.   My role is to guide students to learning, not to be the focus of it.

I believe this book is an excellent for first year teachers.  Classroom management is one of the biggest issues with first years.  I believe if a first year implemented about 15 of the techniques, they would have an extremely successful year.  Out of the 49 techniques presented in TLAC, 14 of them are things that I already do in my classroom.  Therefore, I can “testify” to  the effectiveness of the strategies. MY ADVICE:    First year teachers need to graze through TLAC (read a bit here and there)!  Do NOT read it cover to cover-it could be overwhelming.  Pick only a few things to implement and do those things WELL this year. No one can use them all!

For experienced teacher, this book could give you a few more classroom management strategies to add to your repetoire. In the words of David, “It is always good to sharpen your sword.”    As an experienced teacher, I would have been fine with the DVD only-I like hearing the verbiage other teachers use.  Nevertheless, I’ve decided that I’ll try to integrate at least 5 TLAC techniques in this books in the upcoming school year:

1. No Opt Out-For Q & A, Students must answer the question with a correct answer.  Students do not get the option to not answer the question.  Lemov gives verbage and options for getting the child to the correct answer.  The ones that I’ll probably use most often are guiding the student to the correct answer and allowing another student to answer then come back to the student for the correct answer.
2. 100%.  This strategy requires teacher to correct students when off task, so that 100% of students are on task the entire class.  I love the phrases used by Zimmerli in this clip, “I have Jasmine, but not . ..  .”   & “Still waiting on 3. . ..on 2. . . now, lets do . . . “
3. Name the Steps-This technique is simply giving students steps or process for the content.  He suggests no more than six.  This is a bit difficult to do with history.  However, before reading TLAC, this was something I had planned to do this year.  Usually, when I give notes,  I give guided notes b/c there is so much content.  This year, I had planned to make a change b/c of the results of my AP exam and a transition to SBG.  Reading the book for details will be there responsibility and I will be giving “summaries” of history.  The plan is to give 1-4 slides of notes in some sort of brief form, analyze a primary source that relates or tell a story, review content.  Instead of the long lectures were students are filling in blank after blank.  I like the idea of giving them the key points to remember.
4. Pepper-Rapid fire of questions during a Q & A review.  I usually do Q & A, but its pretty slow.  I like the idea of just banging them out one after another.  I’d probably need to have them prewritten b/c thats my style.  What I like about this that everyone can answer in unison or I can randomly call of various people.
5. Call and Response-This technique requires students to answer in unison with an answer or repeat what you’ve said.  I used to do this in my classroom, but it had declined over the past couple of years.  It reminds me of church-like when the Pastor says God is Good!  Definitely, going to use this one more!

***Please don’t feel that this a bash of the book.  It is a honest reflection of how I could practically use its contents***

Worst Assignments

These items were consistently mentioned a the worst assignments on my end of the year survey:

1. Film Guides–50% of students mentioned they hated the film guides.  Most liked the films.  It is the guide they detest.
   • “students fall asleep quickly when watching them”
   • “the guide takes away from enjoyment of the movie”
   • “its hard to keep up with the video sometimes”
   • “we didn’t learn anything from it”
   • Why do I assign film guides?   The documentaries/films I use in class often have GREAT content in them. However, my past EXPERIENCE tells me that students tend to go to sleep and miss the main points of the film.  I realize that some of my film guides are intensive.  For example:  my Roots film guide has 100 questions.  We watch Episodes 1 & 2 to illustrate/discuss issues of the Middle Passage.
   • To be truly reflective, I need to listen to my students comments.  I actually discussed this point in detail with my “hellion” class.  They said, that the guides had too many questions.   So I will do 3 things
     
     1. Next year, I will reduce the number of questions on the film guides to see if it makes a difference.
     2. Co-Teacher started doing something new this year with her film guides and she reported good results.  She used the internet to get scene lists/chapter lists for the films shown in class.  She used them to make a T-Chart.  On one side,  students would write the title of the scene.  On the other side, they had to write a summary of what happened in that scene or chapter.  She paused the film after the scene/chapter to discuss what had happened & make connections.  If she couldn’t find a chapter lists, she would find a list of the main characters and as students watched they would identify conflicts or other important information about the character as they watched.
     3. I will do more excerpts from the films, rather than watching the entire documentary.  I will not have my students watch a film and do nothing, that says to them free day and the content is not important. That is not the message I am trying to send.
        
2. Book  Work–in my AAH class, I gave book work, maybe 4 times for the entire semester.  In my world history, they may have had book work 10 times the entire year.  To me, this is NOT excessive.
   • “too much reading”
   • “its boring”
   • Why do I do it?  Student need to read the text for background information.  Again, in preparation for college students need to be able to read a book and dissect/take notes on the information in it.   I can’t tell you how many times I took a test and the info came directly from the text.
   • What will I do differently?  Nothing.  I like book work when its done in moderation.  I do it in moderation.  And occasionally, I need a day to do paperwork my lovely admins require but have graciously decline me the prep time to do so.
3. Projects–25% of students mentioned this as something they hate.
   • “They were complicated and boring”
   • “we have other classes”
   • “this is an elective” *sigh* I don’t even want to discuss this again.
   • “because most children don’t try.  There are only a  few like me who did it”
   • “because some students aren’t creative”
   • Why I give them?  To teach students how to research.  If they plan to study anything after high school, research is an important component.  Students need to learn how to research, comprehend their research and apply it.
   • What will I do differently?  Explain the importance of research.  Teach more research skills in class.  Maybe,  offer a lot more in research time.
4. Portfolio/Notebook/Binder Check
   • “Sometimes we misplace things.  that doesn’t mean that were irresponsible and we should lose points for it”
   • Why do I require a notebook?  Students need to know that a notebook should be kept and used as a  study tool.  Students need to be taught organization skills.  Notebook checks help improve students grades.
   • What will I do differently?  I need to do some research on how to effectively use notebooks in class.  I need to spend more time showing/discussing why they are valuable and how keeping one will prepare them “organizationally” for college or the work place or even managing their own home activities–bills, documents.
5. Vocabulary Cards/List–in my AAH class, I made them make vocabulary cards.  An image & word must be on the front.  Definition on the back.  In my WH, students keep their vocabulary in T-Chart form.  Word & graphic in the left hand column, definition on the right side.
   • I thought they were unnecessary”
   • “Pointless & didn’t have anything to do with what we were studying”
   • Why do I do it?  My students have LIMITED vocabularies.  Part of history & reading primary sources is understand what the people are saying.  If you don’t understand the words in the text, then you don’t understand the meaning of the document.  If I required them to read the document, most wouldn’t understand the context.
     
   • What will I do differently?  Find ways to use the vocabulary in class more often.  More vocabulary quizzes.  Point out and have students highlight when we encounter vocabulary words.  Require students to use the words in our discussion.
6. Notes--I’m surprised at how many students had issues with taking notes.  About 10% of students mentioned that there was too much notetaking.
   • “it’s pointless”
   • “I didn’t like all of the writing”
   • “it seemed as if we took notes everytime we came to class”
   • Why do I do it?  When you write something down you are more like to remember it.  It is a skill they will need for college.  AND most of all:  IT IS A HISTORY CLASS.
   • What will I do differently?  Teach more note taking skills.  I teach notetaking at the beginning of the school year–the Cornell note style.   In my lesson write after the notetaking lesson, I tell them to write what they need.  And then I give them a quiz, right after the lesson, with instructions to use their notes.  The idea is drill home the value of notetaking.  However, this year was NUTS, we lost 20% of our instructional time due to scheduling.  Therefore, when I realized I needed to get through my curriculum more quickly, I began to give them “guided notes.”  (Basically, its an outline of my lesson and they fill in the blanks as we go along.)  And I admit it:  I lectured a LOT more this year.  Direct instruction was my solution to the “time issue.”  So, notes will not go away.  I will simply teach why we take notes and make them more productive & useful.

Other students mentioned that they hated things like journals, essays and group work.  But these things were minimally listed; therefore, I don’t see them as big issues.  I love journals because they add a reflective component to the class.  I’d like to do more journal work next year.  Maybe, one at the beginning and one at the end of class.

Best Activities of 09-10

In my year end reflection, I ask my students their opinions of the best activities of the year.  The following appeared frequently on their evaluation sheets  (mostly repeats from last year with a few new items):

1. Circle Discussions, Debates, Human Barometer outside   (students said that like the conversations & hearing others opinions, gave students a chance to express opinions)  This year, I incorporated a lot more discussion than I have in previous years.  The incentive to participate was the BRAVO! stamp. By the second semester, students were so eager to participate that the BRAVO! points were not required to get the conversation going.
2. TWEDYs
3. Movie Making- This was my first year doing this project. I got the idea from David.  It was a headache to teach and facilitate and students whined and complained about it A LOT.  But strangely, by the end of the year when I did NOT allow movie as products  students were begging to do them instead of the “products” I had assigned.
4. Line Dance
5. Foldables (one student called this arts & crafts, she said “it was better than doing work”)  This year, I did a foldable every chance I got.  In my AAH classes, we did about 10 foldables this semester.  Its funny that the student said it was easier than doing work, because after we made the foldable there was a reading and we dissected it using the foldable = manipulation on my part!
6. Simulations–we did a couple this year:  CaveMan Art (modified version of this lesson.  I’ll have to find the exact lesson later.  We pretended to be cave men and drew in the dark at the end of class and there was a reflection about the experience) , Building A Civilization (students broke up into groups of 4 and became families. The pretended to be a nomadic family from ancient times that decided to farm. They had to grow wheat to feed their families. And make exchanges for tools so they could build canals, etc all leading to increasing their standard of living)
7. Songs, Raps, Poems (students said that it was new and fun, they enjoyed performing)  I always wonder how this would work outside of my urban environment. My kids love to sing, rap–express themselves.  Kids always love these activities because they get to work in groups and show off their “skills” to others.
8. Films & guides (students said they were easy, films made the content easier to learn, visual form of learning-yes, a student actually said this!)
9. Grafitti Walk
10. Games:  Jeopardy, Fly Swat
11. Learning Centers/Station Rotation (students said they got the opportunity learn a lot of different things & socialize with other people in the class.)  This year, I created a few more–one for slavery, one for Christianity.  I love using learning centers because students get to work with primary source material and don’t even realize it.  Learning centers are often reading intensive= manipulation on my part.  It seems like they are only reading a paragraph, here or there, but in reality they read sooo much more.  (Strangely, the students don’t complain about the reading associated with it)  The best thing about rotation is that I divide up all of my “needs” students and because they are with stronger students, they are able to get more out of the activity.  And my students LOVE LOVE LOVE the ability to get up and move about the room.  Students mentioned group activities as something they love.  However, toward the end of the year, I stopped doing them because students were “socializing” and get less “work” accomplished.  I got tired of  hearing about fights, bad weaves and relationships gone bad.  *sigh*
    

In general, this year, I was successful at diversifying my strategies. I’ve definitely have a lot tools in my belt.   This year, there was WAAAAYYYY more discussion from my first few years of teaching.  I think this has a lot to with the perfection of my classroom management plan. Overall, I think I am making it easier for students to learn; however, my students learned less of the curriculum this year due to scheduling and other issues at my school.

A short tutorial

A friend asked me about activities for the Medieval Period.  I told him that I always use a top tab foldable.  I did not know how to explain written form how to do this foldable so I created a video walking him through process of making it.

I am not a foldable expert, for that you need to visit Dinah Zike’s website. Please support her by purchasing her materials.  I have bought two of her books and can not wait to implement more of her work in the classroom.  She is AMAZING.  She came to my city to do a seminar and it was faaabulous!

Ms. H has taken her class and obtained certification.  You could consult her for clarfication.

Here are student products from 2 years ago.

If you are unable to use the video player above, here is the video in vimeo.  The password is:  fold

Tabbed Foldable from Miss A on Vimeo.

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Video Disclaimer:  Ugghh!!! It was hard to make this video, especially since I usually run the other direction whenever a camera is present.  The basics are presented in the first 5 minutes.  After that its modifications and just discussion of how the students use them in class.  I apologize for my redundancy.  I think this comes from repeating myself 30,000 times a day.  I didn’t realize it until I watched it back.  And, I guess I just talk to much.  *sigh*  What’s a girl to do?

Ode to Ms. H. & Interactive Notebooks

I want to send out a SPECIAL thank you to Ms. H of Molding Young Minds.  Yes, my friends, she is a GENIUS!

Oh, Ms. H, you’re genius

What a great help to us teachers

Now I can manage the trenches

Now, My students will  rise like tenors

Okay,  I know I’m not a poet . . .just grateful for her ideas.. .and, hey, I tried!

I have been struggling with kids completing the bellwork, maintaining a decent notebook (a study tool) and just holding onto materials for use at a later time.  And the notebook that they were to complete was not working for me or THEM.  So, this semester, I decided to do a pilot in my AAH classes. At the suggestion of Ms. H, we have been putting together interactive notebooks made from composition books.  And it is working!  Here is the process:

• Students are required to purchase a composition book.
• We’ve made a table of contents out of the first 3 pages.
• During bellwork, the class clerk passes out returns.  We stop for a moment to glue in things together.  It takes about 3 or 4 minutes for everyone to take old stuff paste it.  And, YES, in high school, you still have to teach them HOW to work with glue. *sigh*
• After bellwork, I tell them what we are going to do that day.  We list it on the table of contents.  Students write a note on that page in their notebook to reserve for that item, if it is something that they are turning in for a grade on that day.
• We made a foldable (a mini-book) that will contain ALL of their bellwork for the unit we are studying.  I will take it up at the end of the unit.  Students made a pocket in their composition book to keep their journal (the mini-book)  in!  So, everyday, I say, “Take out your journal, date the next available space and begin today’s bellwork assignment.”
• We made a second pocket in our composition books for VOCABULARY.  For every vocabulary word they are given, students must make an “index card”  from white or construction paper.  The front of the “index card” contains the word & a graphic illustration, the back contains the definition.  We used a paper clip to ensure that “cards” are secure in the pocket.  Also, when  I take them up for a grade, it will be easy to manage.  And now students have a study tool for vocabulary.
• I’ve already started the rightside/left side things.  The first assignment was to create a chart of the African civilizations & then write a poem about it.  So, on the left side, they have glued in the chart and on the right side is their poetry.
• Lastly, I have a place in the classroom where students return their composition books at the end of the hour.  Yes, students leave their notebooks  in the classroom.  Why?  B/c a major source of my problem is they don’t bring their supplies to class.  Many come to class without paper, book or pen–lets not even start talking about that notebook I required.  Basically, they just show up everyday .  AND the best thing of all:  I’ll have QUALITY WORK to show parents during conferences:  “Here is the work Bobby has completed.  Here are all of his graded tests.  He can improve by . . ..”

The response from the kids has been AMAZING.  One student who takes me for both World History and AAH said, “Miss Teacha, why aren’t we doing this WH. This soooo much easier than that big binder you have us keeping up with.”  This has helped me realize that I am TEACHING them organization skills with the composition books!  We’ve only been using them for 2-3 weeks,  so I’ll have to review it again in a month or so and include pictures (here on my blog) to really examine the effectiveness.  And at that time,  I’ll determine if grades and student success improve!

Issues:

• Some students have NOT purchased the composition books I have requested last semester.  I offered extra credit if purchased it before the break and left it in the classroom with me.  Solution:  I will go to Wally World today and purchase about 25 of them.  I will sell them in my classroom for $2.  Why so much? For the students who simply can’t afford it,  I will just give them one.  So, they will purchase for themselves and someone else!  Also, co-teacher is trying out this experiment and has lost over $10 selling composition books to students b/c she didn’t charge them tax and giving notebooks to needy students.

• My student supply and work area has become a MESS!!!  A ROYAL mess!!!  Today, I am going to purchase a storage drawer system to organize the glue, tape, staplers, scissors, construction paper, white paper.  You know a few years ago, Miss CF had a marvelous idea that I will implement next year:  make a class set of student packets with ziplock bags-they will contain all supplies 1 stapler, 1 bottle of glue, scissors, a set of coloring pencils or crayons.   Basically, students pick up their packet and replace it at the end of the hour.  She suggested that I number each packet and the students were to only pick up their packet every day.  If something was missing the next hour, I’d know who to blame.  If I did this, I’d only have to worry about 1 tub of stuff, not a drawer for each type of  craft item.

• I am really NERVOUS  about letting these notebooks leave the classroom, when its time to study for a test or quiz. The whole purpose of this is so students come to class PREPARED and ready to learn.  My students are notorious for not bringing things.  Personally, I think it is their way of avoiding work, who knows?

With the help of Ms. H and these websites, anyone can do it.  Mind you, I have not followed instructions on these websites to the letter.   I have synthesized and mixed it will my own style–what  I am doing is not a true interactive notebook.  But it’s working!

• Overview of Interative Notebooks
• Notebook Wiki
• A Handout
• Ms. Beery’s Handout;  the main site
• AVID Learning Log.  I am using this document to provide reflective questions at the end of the lesson that students respond to in their composition books after completing a lesson.

strike

A friend of mine is on strike . . . after having a conversation with someone, I wondered why teachers in my district didn’t go on strike.  We should.  We have  justification based on current circumstances . . .  This friend reminded me that I needed to look at our contract.  It is in the agreement that teachers can not go on strike or have a work stoppage.  I never imagined myself as person who would say this but . . . .STRIKE, STRIKE, STRIKE!!!

A co-worker told me I was a rebel. . . I guess I am . . . ..STRIKE, STRIKE, STRIKE!!!

No one is listening anyway, so on to other things . . . .

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This week, I went to 2 days of professional development.  It reminded me of what I love about teaching.  I love the excitement of doing new things in the classroom and really applying the content to real world situations.    They showed us what they called a “line dance,” where student stand in 2 lines, facing each other and discuss a topic that the teacher poses.  Then, after a bit, the teacher asks the students to shift to the left or right.  And a new question is posed and students respond.  Really, its another way to do “think-pair-share.”

I knew that I just couldn’t have students, stand in a line and having a discussion and they would stay on topic/task.  They needed something to “do.”  So, after returning to school, I tried this with an added dimension of a graphic organizer.  Students had to keep record of their discussions in a graphic organizer/chart.  This was to ensure that they discussed something on topic.  Afterwards, they would have a record of their conversation.  It worked PERFECTLY, even with my 9th graders.  They were excited to get up and do something new.   Instead of making them shift only one person to the left.  I made them shift like 3 or 4 people to the left or right.  It was GREAT!

Issues with the activity:

• Students who are absent for the content portion, do not fair well b/c they don’t know the information/content to participate.  I used it to discuss information from a previous class after they discussed the bellwork.
• Odd numbers:  You’ve got to figure out what you want to do with the odd man out.  You can either become apart of the circle OR you can give the odd man out a special assignment of going around and observing and making sure other students are on task.
• At the training, some middle school teachers suggested that students would not want to work with people partnered b/c of the randomness of the line dance. . . I found the exact opposite in my classroom.  Kids didn’t really care who they were partnered with b/c they had a JOB to do! The only thing that happened when partnered with someone foreign was that students did not hold extraneous conversations with the person.

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I facilitated the regional cohort of World History teachers (meeting).  What I learned:

• I moved too quickly through the material.  I knew this, but it really hit home when I had to go back and review materials with the teachers.  As a solution to this problem, I think that I should begin to present things in threes, fours or fives.  And then take a moment to review.  This is especially difficult in History, but I’ll make it my goal next semester.

Timelines!

I have been asked by the district supervisor to facilitate the next district PLC for World History teachers.  My task is to demonstrate a couple of strategies, have participants share a few strategies and allow venting. As I start to wrap my mind around this and begin to prepare, I don’t know what strategies to share.  I think I presented my best stuff at the district in-service at the beginning of the school year.  I think I’ll do a hands-on timelines.  And then I’m stuck?  I need another strategy to present?  Any ideas, blogging community?

Process for hands-on timeline:

• In advance, the teacher must prepare pieces for a time line puzzle.   To prepare the pieces for a timeline, use events/dates you’ve already discussed in class.  One piece should have a date and word/clue and the other piece could have a definition, fact or fill in the blank.  An example of what I’m talking about is at the bottom of this post.
• As you can see from the example below, there are TWO different ways to approach this exercise.  Fill in the blanks or matching clues.  I prefer to use fill in the blank statements because of time constraints.  Usually, my fill in the blanks are MUCH shorter.  The “fill in the blanks” version allows the students to copy everything exactly as is onto the timeline.  On the matching clues, I make them summarize it in 5 words or less before placing it onto the timeline.
• I make my pieces in Word, in table format.  I try to make all of the pieces the same size.
• I cut the pieces apart and put them in an envelope, zip lock bag or pocket–whatever is handy.
• During class, I give each group a pocket with the cut up pieces.  They work together to match dates and events.  They must place all of the pieces in chronological order.
• When students finish matching and ordering pieces, they create a paper timeline using the pieces given.

A picture of my students matching timeline pieces.

Possible issues with this activity:

• Students may have a hard time summarizing the event in 5 words or less.   That is why I like the “fill in the blanks” version.  Yes, I know it is less challenging, but in my experience this exercise will cost  more class time when students summarize.

• Using BCE/CE or BC/AD, whatever you want to call it, on the same timeline.  My students REALLY struggled with this. . . in high school.  We were making timelines of the 3 religions.  I had them do the Judaism timeline first.  A week later, I gave them the timeline for Christianity. I told them to use a different color for Christianity on the same line as Judaism.  Some students found difficult to decide where to put in the dates for Christianity.  They were confused.  One student asked, “So,  4 BCE goes where?”  I was like ” What do you mean?”  She says, “I don’t know where to put it, I’m confused.  Did it come after 1 CE?”  After helping several people, I realized:  Students didn’t understand the concept of time (numbers) increasing after 1 CE and (numbers) decreasing as it approached 1 CE.

• Students have never made a time line before.  They have only answered questions about the time line.  This was shocking to me!  Because they had never made a timeline before, they didn’t know WHERE to place events. I asked if they had made timelines in middle school.  One student said “Miss Teacha, maybe you should go to the middle school to teach the students.”  I laughed and said, “So you saying I’m not good enough for high school?”  “Naw, I’m just saying, then high school students would have learned how to do this stuff.”  I am bothered by the fact that kids only answer questions about the timelines.  Since students have never made them, they do not FULLY understand how they work.

Example of the timeline chart that I cut up into pieces for the puzzle part

Mmmmm . . .

For the past week, a typical day has looked like this:

1. Get up at 4 am
2. Take a shower to wake up.  Get dressed.
3. Study/plan for my AP class.
4. Leave for school at 630
5. Teach all day.  Planning period every other day.  Some days there are no breaks for me except for lunch, which isn’t until 12:15.  Because the scheduling was so bad this year,  I have leave my students alone so I can make a run for the “facilities”.
6. Stay at school until 4 PM or 5 PM to help students with projects, tutor, discuss progress.
7. Arrive home around 530 PM.  Gather dinner, dibble dabble on facebook, chat with a friend or two for minute, watch a little TV
8. Sleep at 7 PM -  8PM

I haven’t blogged or thought about reading blogs at all until yesterday.  I don’t have time and when I get home I am absolutely too wiped out to comprehend what anyone is saying.  One of my status messages this week read:  ” I feel like a first year teacher.”  Its true. . . none of my lessons are exciting or fun or blogworthy.  I haven’t even kept up my classroom site.  The librarian asked me about blogging . . . I just thought, when is there ever any time?  She has time b/c she doesn’t have to teach 7 classes.  . .my bad, I said I wasn’t going complain.

I’m supposed to be coordinating the Black History Month activities at my school.   Only thing I have done:  contacted an organization about a guest speaker.   Besides that, zip, zap, zilch!

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Someone asked to see a picture of my new hairdo. It takes some getting used to, but I’m like it more and more everyday.  And I love the fact that I’m not put chemicals on my scalp that could hurt me in the future.

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I am struggling at school to diversify instruction this year with my AP kids.  Yesterday, I was lecturing and I know it was terrible b/c I could see the looks on their faces.  It was absolutely HORRIBLE.  K suggested taking more of a discussion approach.  I’m going to try that next week.    Here is how I plan to structure it.

• Pose a question.
• Students discuss answers to the question.
• Guide students to the correct answer based on the reading.
• Provide with structured notes at the end of each question via PPT.

I’ve never tried this approach before, but I’ve never lectured this much before.  My kids in the past were always doing something, creating something. . . but, i feel like there is soooo much content to cover along with AP writing skills.  Thanks, K for the ideas. A totally new learning experience for me. Hopefully, this will help my students.  But it means more time prepping.

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My personal life is in the dumps.  My friendship with my BFF has ended.  Long story short, I made plans with her and then canceled her at the last minute to go do something else with someone else. Never told her why I canceled.  However, I posted the pictures on facebook. Didn’t think anything of it b/c it was me hanging out with friends.  Apparently, this makes me a bad friend.  BFF was angry.   I didn’t think it was a big deal b/c my plans with her were never solid–It was like “oooh, lets do something tomorrow,” my response, “ok, yeah”.  So, when this other thing came up I went for it.  She has done it to me.  She has stood me up b/c she was shopping for make-up, but my canceling was the last straw in the hat. It feels like high school all over again.

I want out of the friggin city.  I need a new start.

I have the best kids

I’m sure every teacher thinks this. . . .but, mine are the real deal!

This morning in my AP class, I was reviewing the Indian caste system before moving into the lesson.  One of my genius’ says, “Miss Teacha, I remember this. . . .” and he proceeded to tell me all about the ancient Indian caste system.

My mouth fell open. “Uhm, you remember this?”

“Yeah, we wrote songs about it.  My group wrote a song about this last year.”

“Nooooooo. . . .”

“Yeaaahhh. .  .we wrote songs, remember?”

“You are amazing!!!”

I didn’t think kids retained content from year to year, but I guess they do.   I still remember Ms. Algebra from the 8th grade, saying “bam, bam” when two negatives canceled each other out.

Yep, its the little things that make everything all better.

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I’ve been thinking that I’ve been too boring with my AP kids lately.  I’ve been doing what I hate.  Lecture, Discussion, Questioning, Reading Quizzes, repeat, recycle, redo.   The class is soooo boring. I don’t know how to find the balance. . . .I need to throw in some activity. . . I require the students to read the book at home, so that we can analyze primary  sources in class and discuss. . . maybe I could break up things by incorporating similar activities to those of my regular World History.  My student above proved that they remember best when they create things. . . .sooooo, mmmmmh .  . .maybe, having them create things (my 3 students) will allow me to sit and grade some papers.  Tuesdays could be used as my lecture days and Thursday as project creation/writing. . . mmmmh, this might work out after all.   (This was a ramble of my thinking about the class-a reflection of sorts, forgive me, dear readers, it’s all apart of the process.)

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I did create a chart for current events. . .I wanted my students to start watching/listening to the news at home.  We have Channel One (many folks suggested it), but it is only shown during the lunch hour at my school.  Not really feasible during class time.  I’ve used CNN Student news in my regular World History courses.  I like it well enough.  I will look at some of the other things suggested this weekend.

Why did I choose a chart?  I want my students paying attention to news around the world.  Sort of like a survey, “what’s going on in the world around you” survey.  I didn’t want a paper, but I couldn’t think of any other way to hold my students accountable for paying attention to world events.

My instructions to the students:  No complete sentences.  Just prove to me you are watching the news, reading the paper or listening to NPR.  They can get their news the night before or pace themselves put one story on the chart everyday.    These charts are due every other Friday.  So, this news chart covers a two week period.  I am thinking about implementing it in my regular World History classes-only I would add a slot for “local” news.

Now, I just need to figure how to make a lesson that “concludes” or provides “closure” to this news assignment.  I don’t want the to feel like they are doing this assignment in vain–but its valuable, not just busy work.

AP World History at Rice pt 2

So, a couple weeks ago I reflected on my learning from Rice.  I talked about 5 of the strategies presented; however, I learned a lot more.  I wanted to share a few more strategies/thoughts from my experience there.

1. DOT game*.  We played this game at the institute.  It was used to simulate situations of isolating folks as outsiders in their own society.  The game can be used to discuss:  communism, witch hunt, red scare, alliance systems, the Inquisition, homosexuality, aids/hiv, etc.
2. Problem Based Learning.  Basically, a situation is posed to students, they ask questions, form hypothesis and pose solutions to solve problems.  The instructor showed us how he uses them to boost critical thinking skills. He gets most of his PBLs from MENSA lateral thinking books or 2 minute mysteries (or here).  He engages his students in PBLs when there is a additional time left in class or when there is a lot of activity (homecoming or pep rallies) at school that distracts students from learning.  It teaches students how to think.
3. Acronyms like:  SOAPPSTone, GO PERSIA (yes, I know there are better links), 5 A’s of Revolution and more.
4. I’ve ordered a ton of books/resources to use:  Cartoon History of the Universe (my regular ed students will love these), Dr. Suess goes to War, The Week (to discuss current event issues)

Needless to say, this seminar revolutionized my thinking and approach to teaching history.

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***Dot Game Explanation:  The Dot Game simulates the McCarthy era and the Red Scare. The instructor will explain to the students that several members of the class have secretly received -red dots?. These red dot students are undesirable and can cause many problems for those who don‘t believe in dots. The students are instructed to move around the room and attempt to create groups that include no red dot students. Tell the red dot students that they must keep their identity secret or they may lose their job or even be imprisoned. After the students have spent some time trying to form their groups, ask them to sit down and discuss how they felt during the process. There should be some students who were accused and were not red dots while other students were included even though they did have a red dot. Allow students to share their status and discuss if anyone was shocked by the real red dots. Debrief the activity by connecting it to McCarthyism and the Red Scare.  (explanation credit:  Georgia Department of Education)

AP World History at Rice

I’ve been procrastinating writing this post.  Maybe, it was because it all needed to soak in. I know that the Rice Institute will revolutionize the way that I teach, not just AP, but every course that I teach.  It was completely new approach to teaching Social Studies skills.  The most valuable things I received from the course:

• Strategies for teaching primary sources.  I have used primary sources in my teaching, but I don’t ever think helped students to analyze them well. Helping student analyze primary sources will help in retention of the content.
• Process of critical thinking.  Our instructor stressed over and over and over again:  PROCESS NOT PRODUCT.  He believes that kids need to be engaged in critical thinking skills.  Yes, he teaches content; however, teaching the process of thinking is more important to him.  As a teacher in an urban district, the process of thinking has not been emphasized in PD because we are concerned with “meeting the students where they are” and “preparing them for the test.”  I am so tired of people telling me that my bellwork should be test prep materials.  To me, this is all about low expectations. I feel a rant coming on and it is not the topic of this post!
• The importance of integrating/discussing current events year round.

Here are 5 strategies that I learned that I will add to my teaching repertoire this fall:

1. TWEDYADWTS. He called them TWEDYS. Basically each day during bellwork students copy down a quote and answer the question: To What Extent Do You Agree/Disagree with the Statement? However, I will have student try to summarize what it means in their own words before answering how they agree or disagree. I’ve had my students look at quotes before in bellwork, but I usually give them a ton of questions to answer. No more, this simplifies the entire process. Also, students can guide the discussion. He never gives them his opinion on the quotes and this is a truly student led process.
2. Law and Order Approach to Writing. Students study the evidence provided and defend their perspective as they would before a jury.
3. Matching in Assessments. Students are given to terms and they are required to discuss in paragraph how the two items are similar/different. I did this for a lot of my exams in college. I think my fear in doing this in a high school classsroom is the numbers of papers that have to be graded by me.
4. Why? When students ask questions in his class, he often restates the question and make it a large group discussion. According to the instructor, students need to begin to analyze things for themselves instead of just getting answers to the questions they ask. Sometimes, he just asks why?
5. OPTIC to analyze graphics. OPTIC = Overview, Parts, Title, Interrelations, Conclusion. First student should write an overview of what they see in the photo. Then, students should can examine it by pointing out: Parts, Title and Interrelations. Next, students write a conclusion of what they see. Lastly, students must write questions for the graphic. Basically, they answer: If in an interview, what additional questions would you ask the graphic?

I’ll share more of what I’ve learned tomorrow.

Personal issue turned into a lesson

I did some planning today for AAH–West African culture. I’ve been searching ALL of YouTube trying to find a good African griot performance in English or with subtitles.  While searching for it, I ran across this.  I was sucked into it b/c what she said described me:

It reminded me that this past year, my students wrote lifted line poetry.  I know I was supposed to post it.  Just never got around to it.  Maybe I’ll get around to it this summer.    Anyway, I realized that these def poets are contemporary griots.  I make my students complete griot presentations  separate from their introduction to the class. . . this year, I am changing it.  Instead, they can choose any format:   def poetry, music or rap (despite my disdain for the art form), to present themselves to the class.  I may even allow some groups to form for their presentation.

Amazing, how stuff that interests you personally can turn into a wonderful lesson.

The internet is my friend . . .

I love the internet.  Just a few moments ago, after waking up from a nap, I was unable to find my phone.  Like most folks, there is no need for a home phone anymore.  I don’t get enough calls to warrant it.  I post a message to my twitter, which goes straight to my Facebook and blog, here and BAM in moments. . . I get a couple calls.  I love it.  I love technology.  I love how I can communicate with my friends so quickly–even about silly things.  THANKS MARGARET & MISS CF, the best friends anyone could have-always lookin’ out!!!

Over the past few weeks, I’ve been thinking . .. do I live too much of my life online?  I have this unlimited plan on my phone, but I rarely accrue over 800 minutes a month.  I don’t socialize with my friends anymore–you know, the chit chat version.  They can get it all from my facebook, texts,  or chat with me on yahoo, google talk, skype, aim. . . . the list just goes on and on.  I feel as though I’m not nurturing my friendships . . . which explains the lonliness I feel from time to time.  I work a job  thats extremely isolating and then I come home and communicate with all of my friends through  a computer screen.

I made it a point to get out this weekend and go to parties and have brunch with a friend.  It made all the difference in my disposition.  My friends deserve more.  Or is this (internet communication) just becoming the norm?

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Here are student reflections on the best activities of the school year:

• Debate-”it was a chance to see what others felt”
• Group Activities-”having others helps to reassure you”   “we got to work and meet our classmates. So we got good grades and made friends.” “provided us with hands on activities”
• Survival Simulation
• Station Rotation-”simple, but we learned a lot.”
• Making songs & poems-”b/c we got to do our own style of music”
• Games: Jeopardy, football aka EduBall, Flyswat, Who Wants To Be A Millionaire, Bingo -”they were fun and different, we got to be loud”  “Fun & easy. Good for competitive students.”
• Being in Ms. Teacha’s presence (suck up!)
• Freedom Writers journal-”b/c it allowed me to express my creative side”
• Watching Movies-”b/c they were fun & easy to do”
• In Plain English videos
• Warfare activity (a dramatization of WWI technology done with ST that I designed, he canceled it half way through the day b/c he didn’t like how it went. I will do this one myself in the coming year. It was a really good performance based lesson)
• Black History Month Project-”learned more about what AAs have done & that it still impacts my life today”
• Graffiti-”b/c we got to get up and move around” “we got to see others opinions.”
• Discussions on holocaust (w/ST)
• Activities on the Holocaust (done with ST)
• “When we did the work with Mr. ST. He didn’t give us busywork all the time and I actually learned a lot” (yep, that became apparent when it was time for exams & to do review exercises)

My thoughts:   I really was able to get my students actively involved in the learning process this year.  I diversified well.  I just wish I’d taught ST to do it better. . . but he didn’t like it.  I’ve been thinking that maybe I was too hard on him about diversifying instruction & maybe I did not model it well.    But next time, I KNOW what to do differently.  I’d like to do it again, just to prove that I could successfully mentor someone–maybe not!

Things I think need to do more of next year:  group learning and dramatizations.

“I had enjoyed some activities, but the other students need to be quiet.”  This was said by a student in my 7th period.  This class was EXTREMELY limited by their behavior.  It was frustrating to the studnets who wanted to learn.  The way that has been fixed:  SUMMER BREAK and I never have to see those children again.

In Plain English

I was thinking yesterday afternoon on the drive home. . . have I become callused by teaching?  Think about it:  I hear a bunch of bologna from my students, lame excuses and lets not even talk about the things I see.  When I first started teaching I was optimistic. . . hell, lets just say it, I fell for a lot of nonsense.  I looked stupid quite a few times.  Now, I’ve adopted a no nonsense policy &  speak my mind.  Here are some examples:

• Fancy Hair Cut Boy has been playing with a cane for a couple of days.  I took it up once and gave it back at the end of class.  He still brings it back to class the next day.  Well,  TieBoy starts to play with it and they get into tiff over it.  This time I take it up, again.  I have plans to keep it.  The cane is for some high school fraternity that he joined.  They are mentored by a Fraternity at a local college.    At the end of class, he goes behind my desk to get the cane.  My response:  “Put that back.  I didn’t tell you go back there and get it. ” FHC Boy:  Miss Teacha, I need it.  I’ma get in trouble if I don’t bring it to practice.  Me:  You should’ve thought of that before you let TieBoy play with it.  (He protests)  Honestly, you should be more concerned about your grades than that cane.  You’re in this fraternity, but you won’t get into the college version with grades that you have.  You have to make it to college to be a “Frat Man” (insert the name of the fraternity).  Yep, I said it.  I’m just being real.
• A student who Co-Teacher and I know has problems but has no IEP is in jeopardy of failing.  The final for this class is a vocabulary test.  ALL VOCABULARY.  So we give her the test and a dictionary to take home.  She has 2 days to complete the test. 2 days.  Everyone else had an hour.  She bombs on the test.  The test determines whether or not she will pass for the year. I am unsympathetic.  I’m the one who handles the grades.  I explain my rationale.  Co-Teacher agrees.  However, she suggests I bump up the score to pass her. I say, “but didn’t we accommodate?”  Co-Teacher tells me about a private conversation she had with the student.  Child has a lot of issues.    I tell her, “I’ll pass her, but I’m not happy about it and it’s not fair.”  Co-Teacher is better than the school therapist (all the kids come to her when they have issues, b/c she’s so sympathetic and really takes time to listen with “I feel” statements and everything–none of the kids really go see the guidance counselors)  She soooo good with them in this way.   I tell her I’ve been burned.  I’ve been lied to.  I’m not so quick to believe anymore.  I don’t like being a sucker!  I hope this student was really Real with Co-Teacher and is not playing us . . . but I was not there for the conversation.  (I know I’m going to be crucified again, for my statements here)

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Here are 3 more of the student products.  For more information on my process & rubric visit this post. Here are some things that I will do differently next time:

• Clarify that there needs to be a CLEAR introduction and clear CONCLUSION
• Allow students editing time–in movie maker–for voice overs, etc. for a better product

I checked with my principal on publishing things to the web.  No names can be involved.  Threfore, all of the videos have been edited at the beginning, so that no first and last names can be heard or seen.  Remember, the password for all:  common

RwandaCC from Miss A on Vimeo.

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WWII from Miss A on Vimeo.

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Punic Wars from Miss A on Vimeo.

Movin’ Day

Inspired by Speaking of History, my students completed their common craft videos earlier this week–the rubric.  Considering there was a 2 day turn around on these, my students did pretty well.  Next year, I’ll give more time.  And the lighting was “off” or weird during these productions.  I didn’t realize it until after we’d filmed and I’d started editing.  Anybody know about lighting?  Can you offer suggestions.

I’ll post the best of these this week, starting with this one on the Holocaust. The password is: common

Holocaust Common Craft Video from Miss A on Vimeo.

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In other news I’m packing up my classroom and it’s movin day tomorrow.  Here is what my classroom looked like at the beginning of the school year.

After I had taken everything down & the shades were down, all the kids walked into my room saying things like:  “Miss Teacha it’s depressing in here” or “It’s so dark in here.”  Funny, b/c we lived most of the year with the shades down, so the projection system could work well.  Well, I had to let the shades up.  Here is what my classroom looked like at the end of the day:

Teaching Strategy: Graffiti Walk

Lesson Plan:  United Nations

For the last two weeks, I’ve been setting up the genocide in Rwanda.  To do this we talked about Africa, its demographics, practices of the people and imperialism.  However, before we got into the discussion of what happened in the case of Rwanda,  I decided that I need to the students to understand the United Nations, its role in world conflicts, the security council and the Declaration of Human Rights.  I wanted students to understand what the Declaration of Human Rights ensures.  We didn’t have time in class to read it allow and discuss it. To diversify instruction, I decided to do a graffiti walk (I learned this at FHAO & Mrs. D talked about it at the beginning of the school year) .   Here is how it worked.

1. Before the activity, post large pieces of butcher block paper around the room (for the UN Declaration it was 9 pieces)  Beside each poster I place a sheet with a couple of articles from the Declaration of Human Rights.  Each poster will have different articles beside it.
2. Students are divided into groups and assigned to a poster.
3. Instructions are given to students:  You are to read the articles beside your poster, discuss what it means with your group.  Once you’ve decide what it means, create graffiti on the poster that explains/simplifies your article. Graffiti includes words, pictures and funky writing.   Your graffiti should answer the questions:   What does the article mean?  What rights does this article protect? Ways this article impacts you?
4. Remind students that they will only spend 2-3 minutes a their poster.  Therefore, they should use their time wisely.  Each group should be given colored markers.
5. Tell students to begin.  Set the timer for 3 minutes.  Students should begin reading, discussing, writing and drawing.
6. When the time, is up tell students to shift to the left.  (I take this opportunity to sing Beyonce’s “To the Left.“  It’s funny more than anything.  If you not bold enough to sing, play the beginning of the song in a loop).  Instruct students, they are to read the article, read their previous students graffiti.  Here is the KEY:  tell students to COMMENT ON THE PREVIOUS STUDENTS GRAFFITI while adding their own.  Place 3 minutes on the timer.  Tell students to begin.
7. When the timer goes off, sing “To the Left.”  Repeat instructions from step #6.  Let students rotate as much as time allows.  I usually rotate about 5 times.  By the 3rd rotation, I only put 2 minutes on the timer.  The time gets shorter and shorter with each rotation(b/c students feel they have less to add and then it become social time).  By the 5th rotation, students are only at a station for 1 minute.
8. When there is 10-15 minutes left in class, I have groups down to complete the following T-Chart summarizing their findings.  They are welcome to get up to revisit a graffiti poster if they need more information.  I also have a print out of the Declaration of Human Rights for each group to use.
9. Afterwards, we debrief.  We discuss what these articles mean for citizens of the world.

Every class I’ve ever done this with loves it.   When I used it in the FHAO class, they are used to co-teacher, not me, a senior angel said, “I really liked this Miss Teacha.  It was so much fun.”  Student’s have learned the UN and Declaration of Human Rights in fun and low pressure way.  I even used this once with my dreaded 7th period AND they ROCKED IT!   I really wish that I had pictures to show.  Next week, we’ll be using the graffiti walk to review for exams (I’ll try to remember to video & take pictures).  This strategy can be used with anything that can be divided up into several mini-topics.

Jennifer’s “Go To” Strategies

Last week, I made a list of 10 “Go To” Strategies, I use in my classroom.  Readers commented on things they do ask well, one reader, Jennifer shared her list with me.  I’m posting it here . . . I don’t think she has a link b/c it wasn’t given in the email.

1. Complete Sentences Please! This is a way to extend any discussion and also does a great job of diffusing difficult subjects. We become extra, exceedingly formal and polite. For instance, when calling upon a student I would say “Yes sir, name, would you like to participate in the discussion today?” and he would respond, “Yes Mrs. Burch, I would like to add my thoughts.” And then proceed to do so in the same manner with complete sentences and formal talk. This is a skill all students need and they only learn by practice. This is also useful when we have sensitive issues to discuss because it allows us to “tone down” the emotions while focusing on complete sentences. After the death of a student I had seventh graders ask to use complete sentences to ask questions and discuss feelings. This of course requires no preparation.
2. Mind Maps: are a form of graphic organizer and can be used to demonstrate knowledge and retention of any concept. Pictures, phrases, stick figures, and shapes can all be used. These allow students to be creative and demonstrate their knowledge in unique ways.
3. The Box: This is a box of miscellaneous stuff that somehow finds it way into my room. We have a fabric snake, a jack in the box, tennis balls, a cup, a super large pencil, beanie babies, t-shirts, one sock. Every so often, not more than once a six weeks or so, we pull out the stuff and try to make it apply to the days lesson. This leads to much hilarity and laughter and some pretty amazing recall of object lessons.
4. PPT games: Like you, I have a lot of power point games. I have jeopardy and who wants to be a millionaire templates, and some other generic games. I also have ppts with various tv, cartoon, and movie characters that I try to keep up to date with current trends. These are good to use in situational discussions, i.e. “How would Scooby Doo react to this situation?”
5. Art projects: I’m always willing to allow my students to use art to express themselves and/or a concept learned or being reinforced. This allows me to not only post student work, but to get to know my students better through their own creativity. After the groans when I announce, “I’m feeling artistic today” students look forward to the opportunity and change of pace.
6. Cooperative Learning Activities: This is perhaps my biggest arsenal that uses cooperative learning to ensure that all students are processing the information. The best web resource for this is www.Kaganonline.com and after attending their workshops I completely changes my teaching style. It takes a bit of work in the beginning but pays off in the end. Some activities include, round table, rally robin, timed-pair share and more. There are other methods out there that are similar. I’m currently exploring “Power teaching” that I found out of California.

Please feel free to share a strategy with us.  Don’t you just love blogging. . . it’s definitely some of the best professional development I’ve ever gotten.

10 “Go To” Strategies

Yesterday, I made mention of that developing a list of 10 “go to” strategies can help you in the classroom. “Go To” means that you can pretty much do them without a lot of preparation-maybe 5-10 minutes worth to organize the activity. These are things I do pretty regularly outside of lecturing. I have listed them here according to how frequently they are used in my classroom.

1. Games. They are an excellent way to review materials. We play games about 3 times a week. The games that we play most are: Stand Up/Sit Down, Flyswat, Bingo, Uh and Jeopardy. I actually have a Jeopardy board ready for each unit now that I’m completing my 4th year of teaching. Jeopardy boards are investments-30 minutes of prep the first time around. Once you do it, you can repeat it OVER AND OVER AND OVER until you fall out of your seat. And if you have really good classroom management, you don’t even have to run/host the game. The students will do it for you while you grade papers and watch.
2. Dry Erase Boards. Another method for reviewing or synthesizing. I don’t care how old a kid is THEY LOVE TO WRITE ON THE BOARDS! My seniors love it. The most common way, that I use them is to take the test and ask questions directly from the test. But, a teacher could also, ask students to write sentences summarizing concepts. To get dry erase boards for cheap, go to lowes or home depot and buy the big white boards and they will cut them into squares for you if you go to the department where . My first year, I had students purchase their own dry erase markers. However, now I ask kids to “donate” them to the class community. Now, I have over 40 brand new dry erase markers for use for next years batch of kids.
3. Drawings. Used to review or have student show me what they’ve just read. This can be done on the dry erase boards OR on their own paper. Once you’ve walked around and looked at the drawings can have students draw them on the big board for the entire class. We giggle and have fun with people’s stick figures. I even draw my own version and they get a whooot out of it b/c I have NO ARTISTIC SKILLS whatsoever. Nevertheless, you know a child got it if they can translate it into a drawing.
4. Guided Readings. They often come with the textbooks. It requires the students to read the text-preview before I begin teaching a concept. What I love about this? It’s an independent activity for which I have to provide LITTLE instruction. Next year’s textbook does not have guided readings. Therefore, I will spend my summer making them. It will be worth every single minute. EVERY SINGLE MINUTE. I just wish I could sell them to someone when I’m finished.
5. Collage. I pose a question to students like: How have the Ancient Greeks impacted world culture? They have to answer in collage form. I have one rubric that I modify each time I do this activity.
6. Graphic Organizers. There are tons of books out there with templates that teachers can use. Links to graphic organizers:   Here. or Here.  A book that I plan to purchase soon is:  Tools for Thought.
7. United Streaming. I use this resource for more than just streaming in videos. Often times, there are activities/teacher guides/ideas for lessons or extensions.
8. Singing/Poetry/Rhyme/Drama. My kids LOVE to perform. Absolutely love it. The shy ones love to choreograph, write and see others perform. They also love to watch it back on video. I have generic rubric that modify for performances.  Anything that incorporates Music produces the most excitement with my students.
9. Graffiti. I hang large pieces of butch paper all over the room. I put a topic on each piece of paper. Students rotate around the room adding notes to the butcher paper about that topic. Usually they rotate in groups staying at each poster for about 1 minute.
10. Foldables. I’ve written many , many posts about foldables. I discovered them about 2 years ago while reading someone’s blog.   Since then, I can’t get enough of them. The products students produce are amazing.

These activities require very little preparation. And when I don’t know what to do, I pick of the following. One of the things my students love is the instructional variety. Rarely do we do the same thing every single day, unless we are continuing a video or activity that wasn’t finished the previous day. Mixed with new things I’m trying all the time, students in my classes have a “diverse” learning experiences.

Quilt Lesson

So, I’ve had this idea. . . and, I’ve done some googling, but with little success . . .

After the ST leaves, I am going to teach Africa and colonialism.  With major discussions about genocide:  Rwanda, Darfur & possible Uganda.  I was thinking of doing a “Quilt” to commemorate, memorialize and analyze the legacies of these genocides.  I thought it would make an excellent show piece.  I was thinking of doing some sort of paper version this first time around.  Maybe, next year, when I have more time and more resources, I could do it as a real cloth quilt.  Has anyone ever done a quilt for a lesson?  Like each kids completing a block?  Can anyone point me to someone who has done something like this?  I’d like some guidelines & a rubric.  Or maybe some of you quilters can give me some tips to give students as they each make their own panel?   Or suggestions for making panels with real cloth for a REAL quilt?

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On the funny side of things, the students did a Freedom Writers journal today. . .the kids hate the ST.  They say he teaches to fast and he doesn’t present things clearly for them.  Anyway, one of the kids wrote on her paper, “Another Dictator.”  LOL!!!  FUNNY!!! VERY FUNNY!!!  Cracks me up. . .  seriously.  Their issue is they want to run over him and I’ve given him instructions on being assertive.  And they don’t like it.   The funny part is that he doing some of the same

And, Kids don’t like change.  What the big problem is:  they don’t like his teaching style.  Honestly, he DOES explain things very clearly always gives examples, but he talks too much–that is hard for the kids . . .they don’t listen well. . . .and he doesn’t give them enough notes and I’ve explained already that it goes into their comprehension–they must write it down to get it.  This goes back to me teaching note taking skills.  I definitely need to do more of that.

One thing this whole thing has done for me:  Emphasize my own WEAKNESSES & STRENGTHS as a teacher.