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The question: What do you want to do better as a teacher this semester?
The answer: Everything.
I think that everything can be improved upon. I began seeing that last year. That is the benefit of teaching a one semester class, you can improve beginning in January. Additionally, I changed things in my classroom as late as spring break--and it worked!
This year I have focused on the small things which tend to make the classroom distracting or things that cut into instructional time. Tardies are no longer an issue in my classroom. A combination of longer class change times and a clear and unchanging policy have enabled me to start class efficiently. Solid expectations which I hope to maintain have set the tone for my discipline policies.
In choosing one thing that I am worried about, it would have to be making sure students don't fall through the cracks early in the semester. First semester last year I had plenty of students fail. Yes, part of it was because ninth graders are idiots, but it was also because I was getting my legs under me and just couldn't identify the struggling students (especially when I didn't know any of them).
This year, I hope to minimize the number of students that struggle in their first semester. Part of that goal relates to expectations such as those outlined above. The other part of that has to be an active effort on my part to engage students and work with those who struggle. Since I know what is going on in the school and in my classroom, I hope to use my energy to achieve this goal. Here's to hoping that this goal is as successful as my tardy policy...
By the way, Notre Dame football begins SATURDAY.
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Simply put, the first week of school was a breeze compared to last year. Generally, I’m a very flexible teacher so assemblies and holding my homeroom don’t really bother me. This year I just made sure that I filled the time…ALL OF IT.
We spent time playing the “I’m going to learn all of your names before the end of class” game. We spent HOURS on rules and procedures. And I meant business. I laid out every procedure in great detail and explained everything that they had questions about. I didn’t let things slide like last year. Oh, and I gave them their rules and procedures quiz which I have yet to grade.
Compared to last year? I am still drowning in papers. I just can’t seem to get the motivation to grade papers this year. I’m trying my best though. Overall, though, I do not have the feeling of being overwhelmed. I am on top of discipline, writing assignments, my subject matter, and I have worksheets prepared for days ahead of now. If I could only grade some papers…
The only disheartening thing has been the decline of technology in my room. How is this possible in a room without so much as an overhead projector? Well, my white boards were replaced (most of them, at least) with new boards that don’t erase. One board has yet to be replaced. So instead of two good boards that had marks on them, I’m stuck with one board that doesn’t erase. Bummer.
Other than the common nuisances of an underfunded school, however, my classes have been going extremely well. Most of the freshmen are pretty good this year compared to last. With my classroom changes, it has the makings of a solid academic year.
Obligatory YouTube video:
Florida student Damon Weaver interviews President Obama at the White House.
Friday's the day... Year two, here I come :)
We all know this fact: professional development is a waste of time. How much? The following are actual quotes (in order) from our consultant. They are verbatim and I wrote them down (see bottom). I do have selective hearing, but she said all of this.
- “The mind is a beautiful thing.”
- “I had a request to do a St. Jude child.”
- “I am not a computer guru.”
- “Y’all, you do not recover from an aneurysm. Well, sometimes you do.”
- “She said ‘I am a Catholic also.’” [When discussing “connections” with the aneurysm girl.]
- “It’s kind of a ‘think about it’ thing, y’all.”
- “How do I know? Because I put it in there!” [That’s what she said. Really.]
- “We have been islands in teaching.”
- “That’s why they came up with these four levels…Y’all, I’m gonna tell ya, they are smart…I think I’ve made my point.” [It was all in one long thought.]
- “That’s where—it’s your part—for us to help and do it.”
- “I’ve worked with Mr. Smith. Sometimes, he does, he challenges you…It’s a thinkin’ process and he was doin’ the thinkin’, y’all.”
- “OH MY GRACIOUS!” [Repeatedly.]
- “They’ve graphed it out.” [This doesn’t look as funny as it sounded.]
- “It’s loose, but it’s kinda doin’ it.” [Again, that's what she said.]
- “You are super-important.”
- “Do words.” [That was a stand-alone sentence.]
- “Something you need can click a memory.”
So what did I do while she waxed philosophic about such things as indenting paragraphs or not skipping lines between paragraphs? I doodled, of course...
