It has been over a month since my last post! Wow, does time fly!? I apologize for my procrastination, and hope you will soon understand why I have been so absent.
We finished the 3 week testing window for the MSP (Measurement of Student Progress) last week. The bell schedule was a nightmare, and I had to stagger my lessons a day apart so as to accommodate the testing schedule for students who tested on Tuesdays, and those others who tested on Wednesdays. It was formatted in this way because my school has so many 7th graders, and not enough computers to support the entire 7th grade class to test on the same day. Also, the reading and math portions of the test have been moved to online-only, and the only portion in paper/pencil is the writing. It was messy!
Needless to say, it was crazy-town for a few weeks. We made it through unscathed, but then the dreaded MBA was scheduled for my 8th grade math students the week following the conclusion to the MSP. The Math Benchmark Assessment is given in 3 sections over 1 school year, and it tests the students on what we are learning in class directly. It is based on our state standards. This was the third (and last) test, and the kiddos were totally bummed out that they had to take yet another standardized assessment. So was I, but do I dare admit it...Heck no! I smile and encourage them, "You will do great! We have been working so hard this year, I know you will be awesome :-)"
Not only has it been exhausting for the students, but as a teacher (and my first rodeo) it was difficult to keep them engaged after 3 weeks of testing (and videos). Over the 3 weeks, I had kids asking me "are we watching a movie today?" As if that is all we are going to be doing until June...Not! We have a mini-unit to cover in science: Chemical Mixtures and Reactions. In math, we have to cover Exponential Relationships also. I am working hard to keep them interested, but it is easier said then done.
And speaking of June...It is nearing the end of the year (E.O.Y.) and I am planning on giving my science students an independent project as an extra boost for their grades. It will be standards-based, and I am thinking it will be a brochure or booklet type of project about a topic we have learned this year. Originally I was thinking I would ask them to create a Children's Story Book about a topic from this year, in which they must explain and illustrate a story written by themselves. I have a rubric created, but I am questioning the ability of my students. Do you have any experience in E.O.Y projects? What do you think about my optional assignment?
May the force be with you, fellow educators! You're almost home-free (well, for 2 months that is). Happy Teaching!
Thursday, May 23, 2013
Wednesday, April 17, 2013
Back in Action
Hump-day (aka: Wednesday, or "it's mid-week and I'm tired already") is over, and we are in our first week back together since Spring Break. The rest was so nice, although it rained 5 out of the 7 days of the break. I was hoping to get outside, but since that was a bust, I did a lot of shopping! It feels good to be back on my routine again, and it was fun to hear about all my student's adventures on the Monday we returned!
So far in science, we have finished our lab on the density of air. This was my favorite lab since I have started teaching. The students already *know how to measure mass and volume, and can calculate density without my help (*they should know how to do it because I have been beating the dead horse that is "measuring in science" but of course, there are a few who still need help). So instead of giving them a lab worksheet that had all the procedures typed up and fed to them with a silver spoon, they had to make their own steps in order to find the density of air. It caused many students a lot of anxiety at first.
Initially, each group of 4 students were to simply explore the lab materials. They were given a rigid plastic bottle, a rubber washer, a stopper, a pump, and a triple beam balance. It took most groups 10-15 minutes to figure out how to put the washer and stopper correctly on the bottle in order to use the pump. After about 20 minutes, we gathered back together as a whole class to talk about how everything fit together. We discussed how the pump worked, and how they new it worked that way (evidence). Then, they had to figure out how to measure the mass of the air in the bottle and the volume of the bottle, in order to calculate the density of air. I loved sharing the experience with my students because it was the first time they had to do it without me guiding them (and the first time I didn't guide them at all). We all felt a little anxiety and frustration with the process initially, but I could tell they were proud of themselves for figuring it out from their past experiences measuring the density of solids and liquids. They truly became scientists, and I made sure to share my affirmations with each and every child today!
Lately, math has been a completely different story. We are learning about scientific notation (yes, we teach it in math class and not science class because it is not included in the Washington state science standards, and it is in the math one's). My kids really struggled with the last quiz I gave on converting between standard form and scientific notation. We moved on adding and subtracting in scientific notation on Monday/Tuesday, which was also pretty rough. We spent 3 days on it and are now on multiplying and dividing. Since this is the first time I have taught math, I look up a lot of information on the web. I really like Khan Academy because it has a lot of very useful videos to watch. Most of this I already know how to do (it is rare if I cannot perform the mathematical skill myself), but teaching it simply enough to my students is another story. They get frustrated easily and tend to shut down if the operation doesn't come quickly. We are working on persisting through the frustration, taking deep breaths, and writing notes while I am showing examples on the board. It has gotten better over the last month, but my students are getting 8th-grade-itis (is that real?!?) and it is making them lazzzy. Got any math teaching tips? Send me a comment, please!
Meanwhile, MSP (measurement of student progress) season is in full-flight. Only 1.5 weeks to go until the first day of testing. I already have some students asking, "Is this going to be on the test?" Unfortunately, my math kids will also be taking the MBA (math benchmark assessment) shortly after the MSP. Their lives are going to include a lot of tests in the near future. I hope I can alleviate some of their test-anxiety by teaching them well so they feel prepared. Tips for curing testing anxiety? Send 'em my way!
So far in science, we have finished our lab on the density of air. This was my favorite lab since I have started teaching. The students already *know how to measure mass and volume, and can calculate density without my help (*they should know how to do it because I have been beating the dead horse that is "measuring in science" but of course, there are a few who still need help). So instead of giving them a lab worksheet that had all the procedures typed up and fed to them with a silver spoon, they had to make their own steps in order to find the density of air. It caused many students a lot of anxiety at first.
Initially, each group of 4 students were to simply explore the lab materials. They were given a rigid plastic bottle, a rubber washer, a stopper, a pump, and a triple beam balance. It took most groups 10-15 minutes to figure out how to put the washer and stopper correctly on the bottle in order to use the pump. After about 20 minutes, we gathered back together as a whole class to talk about how everything fit together. We discussed how the pump worked, and how they new it worked that way (evidence). Then, they had to figure out how to measure the mass of the air in the bottle and the volume of the bottle, in order to calculate the density of air. I loved sharing the experience with my students because it was the first time they had to do it without me guiding them (and the first time I didn't guide them at all). We all felt a little anxiety and frustration with the process initially, but I could tell they were proud of themselves for figuring it out from their past experiences measuring the density of solids and liquids. They truly became scientists, and I made sure to share my affirmations with each and every child today!
Lately, math has been a completely different story. We are learning about scientific notation (yes, we teach it in math class and not science class because it is not included in the Washington state science standards, and it is in the math one's). My kids really struggled with the last quiz I gave on converting between standard form and scientific notation. We moved on adding and subtracting in scientific notation on Monday/Tuesday, which was also pretty rough. We spent 3 days on it and are now on multiplying and dividing. Since this is the first time I have taught math, I look up a lot of information on the web. I really like Khan Academy because it has a lot of very useful videos to watch. Most of this I already know how to do (it is rare if I cannot perform the mathematical skill myself), but teaching it simply enough to my students is another story. They get frustrated easily and tend to shut down if the operation doesn't come quickly. We are working on persisting through the frustration, taking deep breaths, and writing notes while I am showing examples on the board. It has gotten better over the last month, but my students are getting 8th-grade-itis (is that real?!?) and it is making them lazzzy. Got any math teaching tips? Send me a comment, please!
Meanwhile, MSP (measurement of student progress) season is in full-flight. Only 1.5 weeks to go until the first day of testing. I already have some students asking, "Is this going to be on the test?" Unfortunately, my math kids will also be taking the MBA (math benchmark assessment) shortly after the MSP. Their lives are going to include a lot of tests in the near future. I hope I can alleviate some of their test-anxiety by teaching them well so they feel prepared. Tips for curing testing anxiety? Send 'em my way!
Sunday, March 24, 2013
D = M/V
Yep, you got it right, you smarty-pants! Density equals Mass divided by Volume. My 7th graders are currently learning about Density, and we are having a blast. They love all the labs, and I can really see the impact of hands-on learning through experiments.
It has been a month since my last post--Yowza! Time has been flying for me, and I didn't realize it had been that long until I logged on and started writing this. But....my excuse is that I have been totally swamped with planning for science and MSP prep for my 8th grade math classes. It is a mad dash till the mathematics MSP (they happen in early May), and my grade-level math team and I are timing everything so the students are prepared and will do well on their standardized test. I feel like I am doing a good job teaching math and it's too bad I won't see my students' scores on the test until they are already in high school!
As for my science kiddos, density is such a hard concept to understand. Many of my students still think that density is "how much an object weighs." Hopefully, after doing a couple readings and class discussions, I can attempt to erase that misconception, and redirect their thinking. So far, we have calculated the density for regular objects (rectangles specifically). They also know that density is a property of matter. This week we will be calculating the density of irregular objects (bolts, nails, rubber stoppers, pretty much anything from the "kit room" in which the length, width and height cannot be measured accurately with a ruler), and thinking about the density of liquids.
My boyfriend and I also moved this month! We were living in a family-friend's home; he remodeled the basement (mostly below-ground) and we shared the kitchen and laundry room. It was quite dark, with only a couple windows, low ceilings, and poor internet connection which was frustrating. Now, we live not far from my parent's house, close to grocery shopping and eateries, and have plenty of natural light. The one-bedroom apartment is very spacious compared to what we are both used to and the apartment building has a secured-entry so we feel very safe as well. We have a small view of the Puget Sound off our deck, which is covered. The community shares an outdoor poor open in the summer, and we are looking forward to furnishing the deck with a small table and a couple chairs to dine at as the weather gets warmer. We have already hosted a dinner and it was so nice to have company over. It has been a long time since I have been able to cook for other people, and it was nice to share our space with loved ones!
Zach and I are growing increasingly more comfortable in our new place, and it has been a very relaxing weekend. I hope it is a good week for my students and I, as it is Spirit Week! I'm loving the idea of spirit week mostly because my school outfits are already planned out for me :-) Monday is College Day, so I get to wear my oh-so-comfy hoodie from Western Washington University along with a pair of jeans and tennis shoes instead of my black slacks and a sweater. I also think it will be cool to be dressed in unison with the kids, as we are all showing camaraderie for our school. Go Tomcats!
I hope you also have a good week! As Spring Break gets closer and closer, and the kids get restless, I am relying on all the awesome labs we will be doing to keep their minds off the week-long break and into learning about density. Happy Spring (finally)!
It has been a month since my last post--Yowza! Time has been flying for me, and I didn't realize it had been that long until I logged on and started writing this. But....my excuse is that I have been totally swamped with planning for science and MSP prep for my 8th grade math classes. It is a mad dash till the mathematics MSP (they happen in early May), and my grade-level math team and I are timing everything so the students are prepared and will do well on their standardized test. I feel like I am doing a good job teaching math and it's too bad I won't see my students' scores on the test until they are already in high school!
As for my science kiddos, density is such a hard concept to understand. Many of my students still think that density is "how much an object weighs." Hopefully, after doing a couple readings and class discussions, I can attempt to erase that misconception, and redirect their thinking. So far, we have calculated the density for regular objects (rectangles specifically). They also know that density is a property of matter. This week we will be calculating the density of irregular objects (bolts, nails, rubber stoppers, pretty much anything from the "kit room" in which the length, width and height cannot be measured accurately with a ruler), and thinking about the density of liquids.
My boyfriend and I also moved this month! We were living in a family-friend's home; he remodeled the basement (mostly below-ground) and we shared the kitchen and laundry room. It was quite dark, with only a couple windows, low ceilings, and poor internet connection which was frustrating. Now, we live not far from my parent's house, close to grocery shopping and eateries, and have plenty of natural light. The one-bedroom apartment is very spacious compared to what we are both used to and the apartment building has a secured-entry so we feel very safe as well. We have a small view of the Puget Sound off our deck, which is covered. The community shares an outdoor poor open in the summer, and we are looking forward to furnishing the deck with a small table and a couple chairs to dine at as the weather gets warmer. We have already hosted a dinner and it was so nice to have company over. It has been a long time since I have been able to cook for other people, and it was nice to share our space with loved ones!
Zach and I are growing increasingly more comfortable in our new place, and it has been a very relaxing weekend. I hope it is a good week for my students and I, as it is Spirit Week! I'm loving the idea of spirit week mostly because my school outfits are already planned out for me :-) Monday is College Day, so I get to wear my oh-so-comfy hoodie from Western Washington University along with a pair of jeans and tennis shoes instead of my black slacks and a sweater. I also think it will be cool to be dressed in unison with the kids, as we are all showing camaraderie for our school. Go Tomcats!
I hope you also have a good week! As Spring Break gets closer and closer, and the kids get restless, I am relying on all the awesome labs we will be doing to keep their minds off the week-long break and into learning about density. Happy Spring (finally)!
Saturday, February 23, 2013
Properties of Matter
Sorry it has been so long; there has been a lot going on in my life lately! We have ended our Washington State Geology and Convection unit, and are moving swiftly into Properties of Matter (POM). I was very familiar with the first unit, since it was what I did student-teaching. However, I am in uncharted territory, so the planning has been much more extensive.
I have been checking and rechecking my script (in my head) and boy, am I glad I have! Kids are asking new and interesting questions left and right, and I am so excited that they are! BUT--it takes a lot of work to think of a somewhat simplistic answer or another question to aim back at them to deepen their thinking skills. It has been so cool to watch the students finalize one unit (which they were so happy about) and start another one with such wonderment in their eyes. Truly a great feeling as a teacher--one of the best so far!
Right now, we are practicing measuring using the metric system. I have introduced the metric system, and we have measured length/distance. We discussed volume of solids (and measured), but are still working on volumes of liquids. I had them get familiar with beakers and graduated cylinders without liquids, and I can see that reading measurements accurately might be tough for them. Students see a lab set-up and want to get to it right away. They get a little carried away and then add error to the lab because they rushed through the measuring bit of it... So, instead of pressuring myself to keep up a consistent pace, I am going to take my time, and beat the dead horse so their measuring skills are up to par for when we make it to Reactions and Mixtures.
Other than that, we are also starting a new unit for Math: Populations and Data Sets. I think the kids will dig it because it's a lot more visual than equations are. We will be working with graphs, word problems, and could even fit in a project or two! They love using color on poster paper :-)
In another note, my family and I buried my maternal Grandfather on Tuesday, February 19th. It turned out to be a beautifully sunny day, although cold, and he is now laid to rest next to his wife. It is good to know they are together again with new bodies and in eternal peace.
More adventures to come as we get further into POM!
I have been checking and rechecking my script (in my head) and boy, am I glad I have! Kids are asking new and interesting questions left and right, and I am so excited that they are! BUT--it takes a lot of work to think of a somewhat simplistic answer or another question to aim back at them to deepen their thinking skills. It has been so cool to watch the students finalize one unit (which they were so happy about) and start another one with such wonderment in their eyes. Truly a great feeling as a teacher--one of the best so far!
Right now, we are practicing measuring using the metric system. I have introduced the metric system, and we have measured length/distance. We discussed volume of solids (and measured), but are still working on volumes of liquids. I had them get familiar with beakers and graduated cylinders without liquids, and I can see that reading measurements accurately might be tough for them. Students see a lab set-up and want to get to it right away. They get a little carried away and then add error to the lab because they rushed through the measuring bit of it... So, instead of pressuring myself to keep up a consistent pace, I am going to take my time, and beat the dead horse so their measuring skills are up to par for when we make it to Reactions and Mixtures.
Other than that, we are also starting a new unit for Math: Populations and Data Sets. I think the kids will dig it because it's a lot more visual than equations are. We will be working with graphs, word problems, and could even fit in a project or two! They love using color on poster paper :-)
In another note, my family and I buried my maternal Grandfather on Tuesday, February 19th. It turned out to be a beautifully sunny day, although cold, and he is now laid to rest next to his wife. It is good to know they are together again with new bodies and in eternal peace.
More adventures to come as we get further into POM!
Saturday, February 2, 2013
Anti-Bullying Campaign
My school has a big bullying problem. Middle schoolers are already in a weird middle-ground, where they are battling new feelings, hormones, and independence, but now they are dealing with another beast--bullies. On Friday there was a theatrical performance by the Taproot Theater, who put on a play about how bullying affects others. After the performance there was a conversation between the audience and the actors. We had two performances; one for 7th graders, and one for 8th graders. I took my 7th grade science class, and when we made it back to the classroom I asked if they enjoyed it and learned something. Most of them said they had a good time, and learned something. However, when I asked my 8th grade math class, they laughed saying, "it was stupid."
The 8th grade class is responsible for most of the bullying at my school. It is really sad to see how they treat each other--putting up a facade in front of their peers, then spreading rumors. Students even meet up at the local park off-campus to fight. There was a recent video posted online about the fight, and several of my students were suspended. So not only is the bullying hurting feelings, but it is affecting kid's education because any bystanders are also suspended if caught partaking in the fight.
My Reaction: Mostly, I am shocked because I never dealt with any of this when I was in school (I went to school in the same district in which I teach). It has only been 7 years since I was in high school---not that long ago! How have things changed so quickly? I was never involved in off-campus fights (as a bystander or fighter) and so maybe I didn't even know it was happening then...Who knows!? But what I do know is that middle school kids, especially girls, say extremely mean things about each other all the time, and think that is the norm.
How can I teach my kids that it is not normal? When I hear negative things said in my classroom, I tell students that those comments are disrespectful and uncalled for. They are asked to stop, but I know that is not enough. I need to show them a different way. Empathy is such a hard concept to teach. If you have found a successful method to teach kids about bullying, please share! I would love to hear about your experiences with and battles against bullying.
The 8th grade class is responsible for most of the bullying at my school. It is really sad to see how they treat each other--putting up a facade in front of their peers, then spreading rumors. Students even meet up at the local park off-campus to fight. There was a recent video posted online about the fight, and several of my students were suspended. So not only is the bullying hurting feelings, but it is affecting kid's education because any bystanders are also suspended if caught partaking in the fight.
My Reaction: Mostly, I am shocked because I never dealt with any of this when I was in school (I went to school in the same district in which I teach). It has only been 7 years since I was in high school---not that long ago! How have things changed so quickly? I was never involved in off-campus fights (as a bystander or fighter) and so maybe I didn't even know it was happening then...Who knows!? But what I do know is that middle school kids, especially girls, say extremely mean things about each other all the time, and think that is the norm.
How can I teach my kids that it is not normal? When I hear negative things said in my classroom, I tell students that those comments are disrespectful and uncalled for. They are asked to stop, but I know that is not enough. I need to show them a different way. Empathy is such a hard concept to teach. If you have found a successful method to teach kids about bullying, please share! I would love to hear about your experiences with and battles against bullying.
Wednesday, January 16, 2013
Back At It
Coming back to school after Christmas break has been difficult. I was mostly sick over the break, and tried to nurse myself back to good health before school started up again. Since fighting the worst of it off, I have had a stuffy/runny nose for almost a month! I am experience a lot of congestion still, and am getting sick of it (pun intended). I didn't feel like I had much of a break because I was stuck inside being ill. You win some, you lose some.
Another reason why the transition from break to school has been tough is that for science class, we haven't had many experiments left to do as we wrap up our Earth Science unit. We have just finished learning about plate tectonics, volcanoes and earthquakes. The last cool experiment we did was convection in the mantle, in which we studied rhioscopic fluid heated by a tea-light candle from underneath. We turn off the lights, and use a flashlight to see the fluid move. The kids like it because we get to turn the lights off, and use fire! But more importantly, they can see how the mantle convection behaves and why tectonic plates are moving.
Since that lab, studying volcanoes and earthquakes has been mostly me talking at them, and dealing with behavior during that time has been consuming. The Washington State science standards just say that kids need to know that volcanoes are landforms created when 2 tectonic plates meet and earthquakes result from plate movement...kinda boring. I tried to put a video in there, but some classes couldn't get through the note-taking to get to the video-reward. Can you say, "lame?" Next week should be better. Here's to hoping!
Math is always tough because I've never taught it before, and I have a lot of squirrely boys who can't sit still. I am working on making math more interactive with projects and technology, but the curriculum doesn't offer a lot of solutions, so I have to go digging through the world-wide-web to find something suitable. Also, many of my students failed their unit test, so I am offering re-takes. This means more grading for me, but I want them to be successful. They have to correct all the mistakes on the old test, then schedule time after school with me to take the new version. So far, only 1 student has come by...but I'm glad at least one student is taking advantage of the opportunity!
Lately I have been feeling bogged down with discipline, and all I want are my kids to follow directions. When I tell you to stay in your seat, please stay there! There are always 4-5 students who struggle with following directions and it's driving me crazy because I tell them the same things every day...I am re-teaching classroom expectations because my students are starting to tow the line. Two of my five classes have to take out their planners, notebooks and writing utensils outside before they can come in. It's intense, but I think they are starting to catch on (in a good way).
If you have any suggestions for incentives for getting students to follow classroom expectations, please drop me a comment or two!
Another reason why the transition from break to school has been tough is that for science class, we haven't had many experiments left to do as we wrap up our Earth Science unit. We have just finished learning about plate tectonics, volcanoes and earthquakes. The last cool experiment we did was convection in the mantle, in which we studied rhioscopic fluid heated by a tea-light candle from underneath. We turn off the lights, and use a flashlight to see the fluid move. The kids like it because we get to turn the lights off, and use fire! But more importantly, they can see how the mantle convection behaves and why tectonic plates are moving.
Since that lab, studying volcanoes and earthquakes has been mostly me talking at them, and dealing with behavior during that time has been consuming. The Washington State science standards just say that kids need to know that volcanoes are landforms created when 2 tectonic plates meet and earthquakes result from plate movement...kinda boring. I tried to put a video in there, but some classes couldn't get through the note-taking to get to the video-reward. Can you say, "lame?" Next week should be better. Here's to hoping!
Math is always tough because I've never taught it before, and I have a lot of squirrely boys who can't sit still. I am working on making math more interactive with projects and technology, but the curriculum doesn't offer a lot of solutions, so I have to go digging through the world-wide-web to find something suitable. Also, many of my students failed their unit test, so I am offering re-takes. This means more grading for me, but I want them to be successful. They have to correct all the mistakes on the old test, then schedule time after school with me to take the new version. So far, only 1 student has come by...but I'm glad at least one student is taking advantage of the opportunity!
Lately I have been feeling bogged down with discipline, and all I want are my kids to follow directions. When I tell you to stay in your seat, please stay there! There are always 4-5 students who struggle with following directions and it's driving me crazy because I tell them the same things every day...I am re-teaching classroom expectations because my students are starting to tow the line. Two of my five classes have to take out their planners, notebooks and writing utensils outside before they can come in. It's intense, but I think they are starting to catch on (in a good way).
If you have any suggestions for incentives for getting students to follow classroom expectations, please drop me a comment or two!
Wednesday, December 19, 2012
Happy Holidays
Christmas Break has arrived! I am officially on my first day of break, and it has hit me like a ton of bricks! I have a cold...It caught up to me on Monday, as I woke with a very bad sore throat. It quickly changed into a congested nose and relentless cough. But at least I can rest up and come back healthy to start 2013.
The last week and a half with my kiddos was great! It shocks me to think how little time I have actually had with my students--not even a full month yet. But I feels like it has gone so fast. One day it is Monday, and the next thing I know it's Thursday! Weeks go by with a blink of my eye. But I wouldn't have it any other way. I love how quickly things move in my life right now. It creates a familiarity and constant in life that I can always expect. I even know what to expect from my students, and am working hard to beat them to the punch before problems arise.
Come the New Year, I think I need to slow down a bit with my students. Given the fact that we have a lot of "getting to know you" to do still, I should probably do some re-teaching about classroom expectations. Starting in the middle of a semester has its challenges, like wanting to get up-and-running with the curriculum, but also needing to slow down to teach the kids my expectations about classroom procedures and behavior. The only problem is I'm not sure how to re-teach expectations in an engaging way. Day one with my kids we went over a powerpoint, and had a classroom discussion, but this time around I do not want to lecture them about it, but am not sure what else to do. Got any suggestions? I have a bulletin board with the "Safe, Respectful, Responsible" school theme ideas we came up with each period, and I can point that out to them again. Maybe a signed contract? Please, oh please send me some ideas if you have any tricks. Even you elementary school teachers--middle schoolers still love some of the elementary ideas because they are in between two worlds.
A new seating chart is in order for the new year, and that will definitely help out with behavior management. I also have tons of little drawers around my room, that kids open up (even though it is an automatic detention if caught in them), but I recently received tens of little keys that have locked many of the drawers already. YAY! One problem is almost solved :-) And I am getting savvy at seating arrangements too.
I hope you all have a wonderful holiday season. My beau and I got our first Christmas tree. We have such a little apartment, full of both our junk, but we found a corner for the tree and are so happy to come home to the refreshing pine scent. It makes the season that much more merrier to have our own mini-Christmas tree.
The last week and a half with my kiddos was great! It shocks me to think how little time I have actually had with my students--not even a full month yet. But I feels like it has gone so fast. One day it is Monday, and the next thing I know it's Thursday! Weeks go by with a blink of my eye. But I wouldn't have it any other way. I love how quickly things move in my life right now. It creates a familiarity and constant in life that I can always expect. I even know what to expect from my students, and am working hard to beat them to the punch before problems arise.
Come the New Year, I think I need to slow down a bit with my students. Given the fact that we have a lot of "getting to know you" to do still, I should probably do some re-teaching about classroom expectations. Starting in the middle of a semester has its challenges, like wanting to get up-and-running with the curriculum, but also needing to slow down to teach the kids my expectations about classroom procedures and behavior. The only problem is I'm not sure how to re-teach expectations in an engaging way. Day one with my kids we went over a powerpoint, and had a classroom discussion, but this time around I do not want to lecture them about it, but am not sure what else to do. Got any suggestions? I have a bulletin board with the "Safe, Respectful, Responsible" school theme ideas we came up with each period, and I can point that out to them again. Maybe a signed contract? Please, oh please send me some ideas if you have any tricks. Even you elementary school teachers--middle schoolers still love some of the elementary ideas because they are in between two worlds.
A new seating chart is in order for the new year, and that will definitely help out with behavior management. I also have tons of little drawers around my room, that kids open up (even though it is an automatic detention if caught in them), but I recently received tens of little keys that have locked many of the drawers already. YAY! One problem is almost solved :-) And I am getting savvy at seating arrangements too.
I hope you all have a wonderful holiday season. My beau and I got our first Christmas tree. We have such a little apartment, full of both our junk, but we found a corner for the tree and are so happy to come home to the refreshing pine scent. It makes the season that much more merrier to have our own mini-Christmas tree.
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