Textbooks in the Classroom

At the beginning of the school year, the administrators of my wonderful school district decided that no textbooks would be issued to students in Social Studies classrooms with the exception of tested courses.  The  district’s plan was to save money on the purchase of textbooks.  Therefore, each classroom would be issued a classroom set.  At first, I was a little worried about how this would work out.  After little a thought, I decided to do the following:

• Homework for my class would be to study notes, handouts and materials from that day’s class.
• A daily quiz over the notes and materials to enforce studying
• Students would complete projects at home as there is NO daily homework to be completed from the textbook.

I’ve never really given much book work to begin with. . . except that we do bellwork vocabulary from the textbook and it flows better when they can use the glossary of the text rather than the dictionary.  It takes my students FOREVER to look up words in the dictionary–although, sometimes we don’t have any other choice.  So, when the mandate came down for a class set, I got excited.  Why?

• In the past, students would not bring their textbooks to class.  They whined about how heavy it was, not enough time to get to their locker, we don’t use it enough (blah, blah, blah).   And I despise sharing of books because it encourages socializing rather than working and concentrating on the content.   It was a battle that I was tired of fighting.

• The textbooks would always be available in the classroom, whenever I wanted to use them.  They are a resource.  It made giving work and using it as reference, so much easier.  I would not have to determine who did not have a book for the activity.

• Book work is boring  & feels like busy work.  Sometimes, I feel like the kids get much out it.  What is the point of giving a bunch of work and their not getting anything out of it?  However, I do see book work, in limited quantities, as a valuable teaching & classroom management tool–it provides reinforcement and quiet time (so I can get district paperwork completed in a timely manner). Yes, my friends,  guided readings are still on my GO TO list.

• Books are not the crux of teaching and learning in my classroom.  If I give book work all of the time, I do not feel like I have adequately earned my paycheck.  Seriously, what am I there for if the students are getting all of their instruction from a book?  I just do not think it is right for students to come to school, socialize and complete book work.

So back to my dilemma, after complaining by parents (and realizing it was a dumb decision), the district office has now mandated that every student be given a World History textbook.  So over the coming weeks, the textbook coordinator is going to take my classroom set and  issue them out to students.  When I think back over my past experiences and feelings about textbooks, I don’t know what I am going to to do!

• How do I encourage students to bring their texts to class, so that they are available as a resource?

• How do I make it worth the students’ time and effort to bring them to class?  I surely don’t want to give a book work assignment every class period?  Co-Teacher requires her students to bring the text everyday, therefore, she gives them an assignment from it everyday!  She said she does not feel like she can require students to bring the book everyday, if she doesn’t make them use it everyday.  *sigh*

• Do I really have to think about my lessons weeks in advance to structure them for certain days of book work?  This would happen if I made a policy to only bring the text on Monday or Tuesday.   Seriously, I plan in units, not days.  And activities and bellwork, in my classroom, change with the wind.

I just do not know what kind of policy to implement.  And I don’t like fighting the battle of the textbooks!  What should I do?

Laptop Cart

This morning I was chatting with HappyChyck . . . some how we started talking about technology out our schools. Our conversation went a little something like this:

HappyChyck: does your school have open labs?
Me: no
HappyChyck: or carts for teachers to check out
Me: no, we have NOTHING.  We have a library that has about 35 old computers.  You reserve the library for a class period, but good luck b/c english and testing and everything else trumps whether or not you get the time in the library
HappyChyck: that’s not right
Me: I got a time there and wanted to do moviemaker movies with my history classes.  The computers in the library are so old that moviemaker is not on them
HappyChyck:  you need to scope out a school that has technology

Happy helped me realize that technology is not a priority at my school.  So, I’ve decided something better.  I want to write a grant (not that I have the time) to get my classes a laptop cart.  I decided to google grants to see if I could find anything.  Maybe, I’m not using the right search words. . . Has anyone ever done this before?

Sidenote:  There are 3 labs at my school (only 20 computers in each lab).  The labs are for the technology teachers’ classes.  They are not for other classes/other students use.  If you do use them, it is a special arrangement between you and that teacher.  So, I went to one of the tech teachers and made some arrangements.  While yearbook pictures were being taken, I got her classroom for 2 whole days!!!  Even though my kids had to share computers, it was a good lesson.  I don’t know if this will happen again, getting that lab. . . .but I felt sooo lucky.  Need to send a thank you card, ASAP!

First PD of the Summer

Yesterday, we had a professional development for the Freshman Academies.  The only problem with it was that my butt was sore at the end of the day–sitting for that long drives me insane.  The PD seemed to focus on motivating students.  Of course, I needed it.  He referred to some things that AVID promotes (I thought of you David) and suggested we implement those practices into our classrooms.  Here is what I learned an will use: T

• Teaching responsibility by asking, “Well, what are you going to do about it?” or “What are you plans for fixing this?”  In the past, when a student does not do something, my response has always been:  “okay” or “mmmhmmm.”  I haven’t asked them to take responsibility for the situation or offer solutions.  The callused part of me expects it to happen and just has an “oh, well” perspective.  Teaching responsibility means students can’t continue to be victims of everything around them.  No more, “it’s not my fault”.  Instead, “how can you fix it?”
• Give “Bravo” notes for GREAT answers and sharing in class.  Students hold on to these notes and turn them in at the end of the term for extra points on their final grade.  I LOVE this idea!  What a way to get students actively involved in classroom.  I better order this stamp, soooon!!!!
• Random Acts of Kindness–require students to perform them and write about them.  This will definitely satisfy the the citizenship portion of my curriculum.
• Remind students that they were “born for a purpose” and need the education I’m providing to find and fulfill their destiny.  Reminds me of a statement that Oprah always makes, “luck is when preparation meets opportunity.”
• SLANT–Sit Up, Lean Forward, Ask Questions, Nod, Try
• I love the Pyramid of Success but I haven’t quite figured out how I’m going to use it.

I have 2 teachers on my team that have been teaching for an eternity.  Needless to say, I’m concerned about the team that I’m on.  I worry that I won’t bond with them.  They are good but challenging teachers (toward the students-i’ve heard through rumors).  I don’t want to prejudge, but it is so hard not to.

On another front, we are supposed to create common assessments and lesson plans across the teams (3 teams at my school).  There are only 2 World History teachers and 1 Geography teacher.  The other world WH teacher seems a bit laid back . . . and I don’t want to do all the work.  When there is sharing (giving and taking of resources), I love working collaboratively.  However, I don’t know how this will work out b/c in the past, she has taken an not reciprocated.  Today, when she called to share ideas for the lesson plans we have create by Friday, she says, “I like the idea of a project based lessons with music and infusion of African American history.”  My contribuition:  I rambled off a page of notes on activities for the first week including vocabulary words and concepts.    I’m optimistic, she’s been doing this a while and I’m hoping she can give me a lot.

The thing is:  I’m eager to get to work!  And we desperately need to put in sometime over the summer to be unified as a team.  When we departed on yesterday,  I don’t get the feeling that we will.  I will continue to push. . . I sent an email to AP today about it.

*sigh*  When am I going to fit rest in?

Survey

Teacher Mom needs our help.  She is in her last semester of her Teacher Prep program.  She has to do a survey about computer usage in the classroom.  Please help her out by completing it.  It only took me five minutes to do.

Click here to complete the survey.