Hello everybody,
I have some good news. I'm moving my blog, and eventually my entire site to a new site. I've discovered Wordpress, and now there's no going back. Thank you for subscribing here at Blogger, but I will no longer be posting here. I will, however, keep adding to my blog through my new site. I would appreciate if you would sign up to follow me there too.
Here is the new address: http://www.SuccessInTheClassroom.com
Thank you again,
See you on the other side.
Sam
SuccessInTheClassroom.com
Saturday, October 9, 2010
Saturday, October 2, 2010
When It's OK To Use Wordsearches In The Classroom
Recently, we had a staff meeting where the principal was "encouraging" the staff to use more higher-level, more engaging lessons with the students. She especially was concerned about the use of wordsearches in the classroom. Evidently she had found a wordsearch left in the copier.
I use wordsearches.
But wait! I don't use them like you may think. I totally agree that a wordsearch is a poor tool to use when trying to teach a concept or reinforce a lesson. They are basically a sit-down-and-don't-bother-me activity. Lazy teachers use them as part of their lesson. Yes, I said lazy teachers. They have no real instructional value past the first grade, when they can be used as a spelling tool, I guess.
So why do I use them?
I'm glad you asked.
I use wordsearches only on one occasion. That is when I'm giving a test.
Here's how I put these hated puzzles into action:
First, I give the test. It could be a class test or a state test or whatever, just one of those tests where some students may finish earlier than others, and you want to maintain the silence.
When a student finishes his/her test, the student will bring the test to me, and pick up a worsdearch which I have copied and placed on a chair in the front.
The student will then take the wordsearch and work on it while the rest of the class is taking the test.
Why don't you have the students read?
Again, thank you for asking.
The kids have the option of reading if they wish, but you'll learn that the students who will want to talk during the test are the ones who don't like to read. They're also the ones who normally finish earliest, because they didn't study.
I tell the students right up front that I don't grade the wordsearches. They're just to keep them quiet so they don't get in trouble for talking during the test.
It was interesting that after the principal spoke to us about not using wordsearches, I gave a test. I had to make copies of a wordsearch. I was worried that one of my wordsearches would find its way to her, and since I always include my name as one of the words to find, I decided to give it a special title.
I titled it: The Keep-The-Kids-Quiet-During-The-Test Worsearch. Pretty clever, huh?
Check out www.puzzlemaker.com to learn how to make your own hated wordsearches online.
Today's Tip For New Teachers: Paperclip Power - Always have a supply of paper clips up in the front of the classroom. Most teachers have them in their desk or in a cute container on top of their desk, which is OK, but you need some near the front of the room where you teach. You will always be collecting some kind of class work or homework, and having to go to your desk to get a paperclip takes time, not a lot, but still, it only takes a second of free time to allow Johnny to do something that costs you more time getting things back on track. I'm not into the cute paperclip container thing. I just rip the top off the box and leave it on my whiteboard tray. It works just as well.
Talk to you soon,
Here's to lots of success in the classroom!
Sam
SuccessInTheClassroom.com
I use wordsearches.
But wait! I don't use them like you may think. I totally agree that a wordsearch is a poor tool to use when trying to teach a concept or reinforce a lesson. They are basically a sit-down-and-don't-bother-me activity. Lazy teachers use them as part of their lesson. Yes, I said lazy teachers. They have no real instructional value past the first grade, when they can be used as a spelling tool, I guess.
So why do I use them?
I'm glad you asked.
I use wordsearches only on one occasion. That is when I'm giving a test.
Here's how I put these hated puzzles into action:
First, I give the test. It could be a class test or a state test or whatever, just one of those tests where some students may finish earlier than others, and you want to maintain the silence.
When a student finishes his/her test, the student will bring the test to me, and pick up a worsdearch which I have copied and placed on a chair in the front.
The student will then take the wordsearch and work on it while the rest of the class is taking the test.
Why don't you have the students read?
Again, thank you for asking.
The kids have the option of reading if they wish, but you'll learn that the students who will want to talk during the test are the ones who don't like to read. They're also the ones who normally finish earliest, because they didn't study.
I tell the students right up front that I don't grade the wordsearches. They're just to keep them quiet so they don't get in trouble for talking during the test.
It was interesting that after the principal spoke to us about not using wordsearches, I gave a test. I had to make copies of a wordsearch. I was worried that one of my wordsearches would find its way to her, and since I always include my name as one of the words to find, I decided to give it a special title.
I titled it: The Keep-The-Kids-Quiet-During-The-Test Worsearch. Pretty clever, huh?
Check out www.puzzlemaker.com to learn how to make your own hated wordsearches online.
Today's Tip For New Teachers: Paperclip Power - Always have a supply of paper clips up in the front of the classroom. Most teachers have them in their desk or in a cute container on top of their desk, which is OK, but you need some near the front of the room where you teach. You will always be collecting some kind of class work or homework, and having to go to your desk to get a paperclip takes time, not a lot, but still, it only takes a second of free time to allow Johnny to do something that costs you more time getting things back on track. I'm not into the cute paperclip container thing. I just rip the top off the box and leave it on my whiteboard tray. It works just as well.
Talk to you soon,
Here's to lots of success in the classroom!
Sam
SuccessInTheClassroom.com
Friday, October 1, 2010
Alphabet Soup - Understanding Teacher Abbreviations
Hello All,
Today I was part of a meeting called an IEP (Get used to being in a lot of meetings. I’m not a big fan of most meetings, but it’s part of the job.), and I noticed that there were a lot of abbreviations being thrown around. I thought it would be a little confusing for a new teacher, so I started writing some down. Here's the list. These are only a few of the abbreviations that new teachers will encounter. I'll add a more complete list in a later post.
FAPE - Free and Appropriate Education (This was new to me.)
IEP - Individual Education Plan
SLP - Speech and Language Program
BSP - Behavior Support Plan
EL - English Learner
ELD - English Language Development
Stay tuned for more.
Thanks,
Sam
Thursday, September 30, 2010
It's All About Communication - Communicating with Parents About At Risk Students
Hello again,
Thanks for stopping by. Today, I had an interesting situation occur. Today I collected projects from one of my groups, and what I do is call each student using my grade book, and I ask to see their project. I want to see that they did it, so I don't find out they didn't after I've finished grading, which for projects may take a while.
I got to this one student, called his name, and asked him to show me his project. He told me with almost a smirk, "I didn't do it." I assumed that he was like a few others who started late, and didn't have it ready today, but would bring it in tomorrow. So I asked him, "So I'll see it tomorrow?" He shook his head, no. I asked him again, and again he told me no. "You don't have anything?" I asked. I was a little surprised, because it didn't seem to me that he cared that he didn't have his project to turn in. "So you're going to fail my class?" I asked him. I was a bit taken aback by his response. He shrugged, as if to say, "I guess I will."
I moved on to the next student, but I made up my mind to call mom or dad after school.
So after school, I found his phone number, and called the house. Nobody was home, so I left a message. Then I found that a cell phone number was also listed in the computer, so I called that number. The father answered.
Right away I realized why the student didn't seem to be concerned that he didn't turn in his project. When the father spoke, he spoke in very broken English. This is what I've found often in my years of teaching. Many times, because the parents can't speak English, the teachers are hesitant to call home, because they know don't how to communicate with the parents. Likewise, because the parents can't speak the language of the teachers, they also are afraid or embarrassed to contact the teachers about their child, and because of this, the student can do whatever he/she wants to do, knowing that there is nothing that will happen. He/She will just tell the parents that everything is OK, and because the parents can't verify anything, by the time the report card gets home, it's too late.
In this case, however, the student miscalculated.
As soon as I recognized that the father was having difficulty with English, I asked, ¿Es mejor si hablamos en Español?" (Is it better that we speak in Spanish?)
You could almost see the relief in the fathers voice.
So we spent the next half hour discussing his child's progress - or lack of progress - in Spanish.
I've found that almost all parents want their child to succeed. They just need to find a way to work with the teachers in that effort.
I've even found that non-English speaking parents have an even greater desire for their child to succeed in school, because they themselves are experiencing the hardships that come with not knowing English. Their hope is that their children will be able to live a better life, a more successful life, and they know that only with a good education will they achieve that life. Unfortunately, because there is so little communication between the parents and the school, the child often falls through the cracks, and the cycle of poverty continues.
I've always believed that every school needs to have at least one administrator who speaks the language of the main subculture of the school. There has to be some kind of respected liaison between that community and the school. Too many times, the parents have to go through the secretary or the custodian to communicate with the teacher or administrator. That's not right. It's not fair.
I spent a few weeks as a substitute administrator at my school, and at another school just recently, and I found that every day, I was using my Spanish to communicate with a parent about his/her child. I would ask myself, what happens on a normal day, when Spanish-speaking parents need to find out about their child? It's a little disheartening.
Luckily for my student, (or unluckily for him), dad and I will be talking a lot, and I know that this year will be a successful one for him. It's all about communication.
That leads us to
Today's Tip For New Teachers - Letter to the Parents. Create a generic letter that lets the parents know that you are concerned about the student's progress. Make a list of about 6 basic concerns such as: not doing homework, not studying for tests, not focused in class, talking too much, not bring supplies, etc. You have to think about the most pressing concerns that you have in your class. Create this document, but leave the name blank. Start it with: To the Parents of _________________. Then write a short paragraph saying something like, I am concerned with the progress of your child. The reason why is:
Then have the reasons in a column down the page with a small empty box next to each of the concerns. End it with a closing paragraph like: I hope that you can work with your child to improve in these areas. Please feel free to contact me....ect. Include a parent signature line. Now you can fill one of these out for any child that is not doing well, check the appropriate boxes and send it with the child. The child will then be required to give it to mom or dad to read, sign and return to you. If you don't get it back, then you'll have to call, but if you do get it back, it saves you a call home. The parents have been notified. The signature confirms it. Before you send it out, however, get someone at your school to do you the favor of translating it into the language of the dominant subculture at your school. Print it with English on one side, and the other language of the back. Make it as exact as you can, so even if you don't know the language, you know that box number three on one side is the same on the other. It's all about communication.
Thanks again,
Sam
SuccessInTheClassroom.com
Thanks for stopping by. Today, I had an interesting situation occur. Today I collected projects from one of my groups, and what I do is call each student using my grade book, and I ask to see their project. I want to see that they did it, so I don't find out they didn't after I've finished grading, which for projects may take a while.I got to this one student, called his name, and asked him to show me his project. He told me with almost a smirk, "I didn't do it." I assumed that he was like a few others who started late, and didn't have it ready today, but would bring it in tomorrow. So I asked him, "So I'll see it tomorrow?" He shook his head, no. I asked him again, and again he told me no. "You don't have anything?" I asked. I was a little surprised, because it didn't seem to me that he cared that he didn't have his project to turn in. "So you're going to fail my class?" I asked him. I was a bit taken aback by his response. He shrugged, as if to say, "I guess I will."
I moved on to the next student, but I made up my mind to call mom or dad after school.
So after school, I found his phone number, and called the house. Nobody was home, so I left a message. Then I found that a cell phone number was also listed in the computer, so I called that number. The father answered.
Right away I realized why the student didn't seem to be concerned that he didn't turn in his project. When the father spoke, he spoke in very broken English. This is what I've found often in my years of teaching. Many times, because the parents can't speak English, the teachers are hesitant to call home, because they know don't how to communicate with the parents. Likewise, because the parents can't speak the language of the teachers, they also are afraid or embarrassed to contact the teachers about their child, and because of this, the student can do whatever he/she wants to do, knowing that there is nothing that will happen. He/She will just tell the parents that everything is OK, and because the parents can't verify anything, by the time the report card gets home, it's too late.
In this case, however, the student miscalculated.
As soon as I recognized that the father was having difficulty with English, I asked, ¿Es mejor si hablamos en Español?" (Is it better that we speak in Spanish?)
You could almost see the relief in the fathers voice.
So we spent the next half hour discussing his child's progress - or lack of progress - in Spanish.
I've found that almost all parents want their child to succeed. They just need to find a way to work with the teachers in that effort.
I've even found that non-English speaking parents have an even greater desire for their child to succeed in school, because they themselves are experiencing the hardships that come with not knowing English. Their hope is that their children will be able to live a better life, a more successful life, and they know that only with a good education will they achieve that life. Unfortunately, because there is so little communication between the parents and the school, the child often falls through the cracks, and the cycle of poverty continues.
I've always believed that every school needs to have at least one administrator who speaks the language of the main subculture of the school. There has to be some kind of respected liaison between that community and the school. Too many times, the parents have to go through the secretary or the custodian to communicate with the teacher or administrator. That's not right. It's not fair.
I spent a few weeks as a substitute administrator at my school, and at another school just recently, and I found that every day, I was using my Spanish to communicate with a parent about his/her child. I would ask myself, what happens on a normal day, when Spanish-speaking parents need to find out about their child? It's a little disheartening.
Luckily for my student, (or unluckily for him), dad and I will be talking a lot, and I know that this year will be a successful one for him. It's all about communication.
That leads us to
Today's Tip For New Teachers - Letter to the Parents. Create a generic letter that lets the parents know that you are concerned about the student's progress. Make a list of about 6 basic concerns such as: not doing homework, not studying for tests, not focused in class, talking too much, not bring supplies, etc. You have to think about the most pressing concerns that you have in your class. Create this document, but leave the name blank. Start it with: To the Parents of _________________. Then write a short paragraph saying something like, I am concerned with the progress of your child. The reason why is:
Then have the reasons in a column down the page with a small empty box next to each of the concerns. End it with a closing paragraph like: I hope that you can work with your child to improve in these areas. Please feel free to contact me....ect. Include a parent signature line. Now you can fill one of these out for any child that is not doing well, check the appropriate boxes and send it with the child. The child will then be required to give it to mom or dad to read, sign and return to you. If you don't get it back, then you'll have to call, but if you do get it back, it saves you a call home. The parents have been notified. The signature confirms it. Before you send it out, however, get someone at your school to do you the favor of translating it into the language of the dominant subculture at your school. Print it with English on one side, and the other language of the back. Make it as exact as you can, so even if you don't know the language, you know that box number three on one side is the same on the other. It's all about communication.
Thanks again,
Sam
SuccessInTheClassroom.com
Tuesday, September 28, 2010
Group Work
Hello everyone, Today was group work day. We did something that I call Tic Tac KNOW. I divide the students into groups, and they create a poster using the Tic Tac Toe grid, displaying graphically images of what they have learned during the week. It's a test prep activity.
Now there are a few cool tips to get this done quickly and efficiently. I've noticed that when my student teachers have tried to do group work, they make a lot of rookie mistakes that take up a lot of class time, and by the time the students start their work, most of the period is over. Here is how I put the groups together:
1. I have their names on index cards already.
2. I tell them, "When I call your name, remember your number."
3. I shuffle the cards.
4. I begin pulling the cards out one at a time, calling the students' names, and giving them a number."Steven, you're number one. Jimmy, you're two. Jazmine, you're three," etc.
5. I write the number on the card somewhere. Someone always forgets what their number is.
6. Keep going until you reach the number of groups you want.
7. Once all the cards are numbered, then give the instructions on the assignment. If you do it before, then you'll have to repeat it after the groups are made. Kids don't remember things for too long.
8. Once all the instructions are given out, then I point to the areas of the room where the groups will gather. I'll say, "Group one is over there. Group two is here." etc.
9. Then I say, "Go."
Some teachers learn about grouping students based on ability level or different skills. That takes too much time, and I've found that in each randomly created group, there will always be a mix of learning levels. It just happens. There are those times, however, when you'll find a group that just can't be together. That's when you move kids around. The kids may complain, but who cares? You're the teacher. You do what you have to do to make things work. Group work is nice, because it gives you as a teacher a break, while still allowing students to learn. Since it's test prep, you don't have to grade it. Once they are done with the posters, they'll present it to the class, again giving students another review of what they need to know for the test.
Today's Tip For New Teachers: The Day After - I always schedule a group work day after a big project is due. Finding time to grade projects is always going to be tough. You have to spend more time on big projects since it's such a large part of their grade. Before, I would spend hours after school or during my prep grading those
That's all for now.
Here's to lots of success in the classroom!
Sam
SuccessInTheClassroom.com
Monday, September 27, 2010
New Site for Teachers / TNT - Project Collection
Hello all,
I wanted to share a new site for teachers that I recently started. It's called ExtraIncomeForTeachers.com. I created this site to teach teachers how to combine their experience and expertise with the power of the Internet to make some extra income. I give step-by-step instructions on how teachers can create a website and then begin making some money. Don't get the wrong impression. It's not going to make you rich. It's just "extra" income. We all could use extra income, especially since the state is cutting back so much in education. Check it out. I think every teacher should have a website. I'll show you how to create one, then how to make some extra income with it.
Today's Tip for New Teachers: Project Collection - Today I collected one of the big projects from my students. This project is a large part of their grade, so I want to know who did it and who didn't. If I don't check, then I won't know until after I grade all the projects, and by that time it may be too late to get on the kids for not having their project in. It's an easy way for a student to fall through the cracks. So what I do is tell the kids to get their project on their desk. Then I call their names using my grade book. I ask them to show me their project. The students will show me their poster or flash drive (where their PowerPoint is stored) or whatever their project is. I write down in the grade book exactly what they have - a poster, a PowerPoint, a gameboard, a scrapbook, whatever they chose to do for the project. It give me a chance to scold the ones who don't have anything, and it protects me from a student coming and saying that they turned it in, but I lost it. (Yes, it happens.)
Thanks again,
Here's to lots of success in the classroom.
Sam
SuccessInTheClassroom.com
I wanted to share a new site for teachers that I recently started. It's called ExtraIncomeForTeachers.com. I created this site to teach teachers how to combine their experience and expertise with the power of the Internet to make some extra income. I give step-by-step instructions on how teachers can create a website and then begin making some money. Don't get the wrong impression. It's not going to make you rich. It's just "extra" income. We all could use extra income, especially since the state is cutting back so much in education. Check it out. I think every teacher should have a website. I'll show you how to create one, then how to make some extra income with it.
Today's Tip for New Teachers: Project Collection - Today I collected one of the big projects from my students. This project is a large part of their grade, so I want to know who did it and who didn't. If I don't check, then I won't know until after I grade all the projects, and by that time it may be too late to get on the kids for not having their project in. It's an easy way for a student to fall through the cracks. So what I do is tell the kids to get their project on their desk. Then I call their names using my grade book. I ask them to show me their project. The students will show me their poster or flash drive (where their PowerPoint is stored) or whatever their project is. I write down in the grade book exactly what they have - a poster, a PowerPoint, a gameboard, a scrapbook, whatever they chose to do for the project. It give me a chance to scold the ones who don't have anything, and it protects me from a student coming and saying that they turned it in, but I lost it. (Yes, it happens.)
Thanks again,
Here's to lots of success in the classroom.
Sam
SuccessInTheClassroom.com
Wednesday, September 22, 2010
Transferring Student
Hello again everybody,
I wanted to share about a meeting our team had today. We were called in to what we call a "transition" meeting for a student who was moving from one track to another. According to the father, his son was "beat down" by the school system. The son no longer enjoyed coming to school, and was not feeling happy or successful, so the father thought that a change of track might help. At our school, we have 4 tracks. Each track has two sets of teachers - one for 7th and one for 8th. This father thought that moving his son to a new set of friends and a new set of teachers might be helpful. The student also has been diagnosed with ADHD, and the father blamed this condition for his son's discipline problems on the other track. We spent a good 15 minutes just listening to the father "warning" us about his son's behavior, and asking us to be patient with him.
Finally, I was asked by the resource teacher to explain to the father my classroom procedure and expectations. I was a little unprepared for that question. I began trying to give a description of my class rules and behavior guidelines, when I stopped and told the father, "We've been doing this (teaching middle school) for a long time. We've seen it all. Your son is going to be fine." The other teachers quickly chimed in their agreement. The behavior the father was describing is nothing new to me or my team. We've seen so much worse.
The father was seriously worried for his son, and wanted us to tell him that he was going to be OK. I saw this in the way he was almost pleading with us to be patient with his son.
The last think I told the father as we were leaving the room was, "Your son is going to be fine. In fact, this is going to be his best year ever."
The other teachers called it the Rangel Guarantee.
And I meant it. I'm proud that my team concentrates on the student first, and then on the other labels like ADHD.
I'll let you know how the change in track goes for this student.
Today's Tip For New Teachers: Be the Light. You are going to find yourself in many meetings where everyone will be talking about how bad a student is doing or how poorly the school system works or how ineffective the administration is. Don't fall into the darkness of the cynical (cool term). Be the positive voice in the crowd. They may call you naive or unaware, but who cares? I've seen too many young teachers lose their love of teaching, because they hang around the complaining teacher or the pessimistic teacher. New teachers bring that Save-The-World attitude to the school. I like hanging around with them, because it's contagious, and sometimes I need to be reminded of why I became a teacher. Be the light!
That's all for now,
Here's to lots of Success in the Classroom!
Sam
I wanted to share about a meeting our team had today. We were called in to what we call a "transition" meeting for a student who was moving from one track to another. According to the father, his son was "beat down" by the school system. The son no longer enjoyed coming to school, and was not feeling happy or successful, so the father thought that a change of track might help. At our school, we have 4 tracks. Each track has two sets of teachers - one for 7th and one for 8th. This father thought that moving his son to a new set of friends and a new set of teachers might be helpful. The student also has been diagnosed with ADHD, and the father blamed this condition for his son's discipline problems on the other track. We spent a good 15 minutes just listening to the father "warning" us about his son's behavior, and asking us to be patient with him.
Finally, I was asked by the resource teacher to explain to the father my classroom procedure and expectations. I was a little unprepared for that question. I began trying to give a description of my class rules and behavior guidelines, when I stopped and told the father, "We've been doing this (teaching middle school) for a long time. We've seen it all. Your son is going to be fine." The other teachers quickly chimed in their agreement. The behavior the father was describing is nothing new to me or my team. We've seen so much worse.
The father was seriously worried for his son, and wanted us to tell him that he was going to be OK. I saw this in the way he was almost pleading with us to be patient with his son.
The last think I told the father as we were leaving the room was, "Your son is going to be fine. In fact, this is going to be his best year ever."
The other teachers called it the Rangel Guarantee.
And I meant it. I'm proud that my team concentrates on the student first, and then on the other labels like ADHD.
I'll let you know how the change in track goes for this student.
Today's Tip For New Teachers: Be the Light. You are going to find yourself in many meetings where everyone will be talking about how bad a student is doing or how poorly the school system works or how ineffective the administration is. Don't fall into the darkness of the cynical (cool term). Be the positive voice in the crowd. They may call you naive or unaware, but who cares? I've seen too many young teachers lose their love of teaching, because they hang around the complaining teacher or the pessimistic teacher. New teachers bring that Save-The-World attitude to the school. I like hanging around with them, because it's contagious, and sometimes I need to be reminded of why I became a teacher. Be the light!
That's all for now,
Here's to lots of Success in the Classroom!
Sam
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