AIMS testing in the morning.
4 - yes, FOUR - fire drills in the afternoon.
No student with an attention span of more than 5 seconds.
What do you do???????????
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Tuesday, February 24, 2009
Wednesday, February 11, 2009
QN: Scientific Notation
I haven't written on this blog in months, but then, I haven't done a LOT of things in months!
I'm thinking that I can use this as a place to store "Quick Notes", because I have tons of ideas right after a lesson but little time to put them into effect. So, for myself next year, here are ideas about teaching scientific notation:
(Note: This is both a HOW (process) and WHY (concept) lesson.
Scaffolding: I'm thinking that a worksheet with several examples of the most basic things will start things off right.
Identifying Decimal:
Notes: A decimal point on a whole number is _______ (at the end).
Practice:
A section full of numbers (both whole and with decimals) and then kids have to identify where the decimal is by circling it. That way ALL the kids are forced to see that whole numbers have an "invisible decimal" at the end. So it could be examples like 600 and 45.6 and 0.04 and they would have to change 600 to 600. and then circle the decimal.
Identifying Scientific Notation:
Notes: Scientific Notation has a single 1-9 in front of the decimal, and then a "times ten to the ____" at the end.
Practice:
Have a bunch of numbers in exponential form (plus some others) and have then identify which ones are already in scientific notation. Put MANY examples with 0 at the beginning. For example: 6.5x10^2, 87x10^3, 0.5x10^2 (and only the first one has a single 1-9 before the decimal).
Have them circle all the numbers in correct scientific notation, and point out that 0.anything is NOT correct. Also include examples of 10^0
Only AFTER that, start practice on changing scientific notation to decimals. Positive = bigger and negative = smaller was, thankfully, easy for them to grasp and I didn't see many kids this year resisting thinking and saying "I've already memorized LEFT and RIGHT rules!".
Then, use the do-and-undo method. Maybe first a short activity about things like "what's another way of saying 3 feet forward? 3 feet forward and 1 foot forward and 1 foot backwards."
I'm thinking that I can use this as a place to store "Quick Notes", because I have tons of ideas right after a lesson but little time to put them into effect. So, for myself next year, here are ideas about teaching scientific notation:
(Note: This is both a HOW (process) and WHY (concept) lesson.
Scaffolding: I'm thinking that a worksheet with several examples of the most basic things will start things off right.
Identifying Decimal:
Notes: A decimal point on a whole number is _______ (at the end).
Practice:
A section full of numbers (both whole and with decimals) and then kids have to identify where the decimal is by circling it. That way ALL the kids are forced to see that whole numbers have an "invisible decimal" at the end. So it could be examples like 600 and 45.6 and 0.04 and they would have to change 600 to 600. and then circle the decimal.
Identifying Scientific Notation:
Notes: Scientific Notation has a single 1-9 in front of the decimal, and then a "times ten to the ____" at the end.
Practice:
Have a bunch of numbers in exponential form (plus some others) and have then identify which ones are already in scientific notation. Put MANY examples with 0 at the beginning. For example: 6.5x10^2, 87x10^3, 0.5x10^2 (and only the first one has a single 1-9 before the decimal).
Have them circle all the numbers in correct scientific notation, and point out that 0.anything is NOT correct. Also include examples of 10^0
Only AFTER that, start practice on changing scientific notation to decimals. Positive = bigger and negative = smaller was, thankfully, easy for them to grasp and I didn't see many kids this year resisting thinking and saying "I've already memorized LEFT and RIGHT rules!".
Then, use the do-and-undo method. Maybe first a short activity about things like "what's another way of saying 3 feet forward? 3 feet forward and 1 foot forward and 1 foot backwards."
Wednesday, December 10, 2008
Bathroom/Nurse Pass Procedures - Trial and Error
I went through about 20 different ways of dealing with bathroom passes, so I wanted to sumamrize for myself (and anyone else fascinated by such things) all the things that worked and didn't work.
I seriously thought about using Fred Jones advice at the beginning of the year, which can be summarized as "If a 7-year-old can go the night without wetting himself, a high school teenager can wait 50 minutes. Don't let them go without a doctor's note." I agree that they CAN wait, but I feel weird about controlling people's bodily functions to that level. It doesn't seem right, and after all there ARE emergencies. I don't think a young adult should have to beg for a simple bathroom visit - it seems so condescending. So I tried many other things:
1) Decided to give each kid 3 bathroom passes, but didn't hand them out at the beginning of the year. Instead I would write them out on the school hall passes and then collect them back.
Benefits: Didn't require any organization beforehand.
Drawbacks: I would lose them. The kids would lose them. The kids would throw them away on the way back so I couldn't collect them. I collected a huge pile before buying an index card box to put them in. I then proceeded to stuff more in the index card box and never organized them. After kids got their 12th pass in 5 weeks, some of them (why not all????) caught on to the fact that I wasn't keeping track of them. Writing them out wasted time during class and annoyed me. The lack of organization drove me insane and I allowed myself to stress over it.
2) I borrowed a pyramid model from another class (copying something I had seen in another classroom) and taped a green pass inside it. I told the kids that if the outline of my PPT was green, they could quietly take it and leave, but if it was red, they had to stay in their seats.
Benefits: I stopped all my paperwork. The kids did REALLY good at not asking me when the board was red, in general.
Drawbacks: The kids still insisted on asking me when the board was green, so I was still monitoring who got to go in what order. Then some kid broke the corners off my pyramid pass. Then another kid stole it (probably threw it away). Also, if I didn't prepare my PPT ahead of time I didn't have red or green boards up, and that confused them.
3) That annoyed me so I stopped letting them go to the bathroom for the next week (an immature response, I admit).
Over Fall Break I thought a lot about my procedures, and wrote a very late Plan for Success (syllabus):
4) I told them at the beginning of the second quarter that if they had an emergency that was worth leaving the classroom, it was worth coming in for 15 minutes of tutoring. I also told them, to make them think before they asked, that if they asked I would automatically put the 15 minutes up on the board.
Benefits: They asked less.
Drawbacks: They asked all the time, including in the middle of mini-lectures or notes. They had no incentive to come back quickly. I also suspect that they tried to "get their 15 minutes worth" by wandering more than usual (this may not be true). They also quickly forgot that asking=tutoring, so they would ask, then go when it wasn't an emergency.
5) Without telling them I started asking "Are you sure? You know its 15 minutes of tutoring if you leave." every time they asked. I'd also say "After you start working" and "in a few minutes" and "No! Ask during groupwork, not while we're taking notes."
Benefits: Bathroom visits went down.
Drawbacks: I'm sick of nagging.
*) Side issue #1: Our lunch is staggered because we have a closed campus, so my fifth period algebra class is at the same time as fifth lunch. That means that the kids like to ditch and take a double lunch with their friends - or, to "go to the bathroom" and come back half an hour later. We were told at the beginning of the year not to let 5th hour go to the bathroom at all because they just had lunch, but I didn't feel like saying that so I gave them the same rules. It was a disaster! The same four kids asked to go every day, and I distracted them as much as possible but it didn't seem to make a difference. At the end of the semester I lost my temper and said "Too many people are ditching. No going without a doctor or parent note." This stopped the ditching, but caused quite a lot of bad will with that class. On my end-of-seemster evaluation form, a lot of them said "We can't go to the bathroom" as one of their main grievances. And like I said earlier, I just don't feel right being that controlling.
*) Side issue #2: A girl in one of my classes told me that she has a medical problem that requires frequent visits. I believed her (and still believe her) so I've been letting her go more often, and I told her that she wouldn't need to come in for the mandatory tutoring. Result: she took advantage of that and "went to the bathroom" all the time. Its during my 5th period, so I started hearing reports that she was walking around the lunch area with her friends. When I changed to the "no visits without a parent/doctor note" I told her that applied to her as well, and the note never appeared and the need-for-bathroom-visits stopped.
. . . . . . . . . . . . . . . . .
So I've been weighing the following suggestions and problems:
1) They go too often, just to get out of class or move around.
2) They go for too long - it ends up being a ditch and they wander around campus or the cafeteria with their friends.
3) They get mad when I don't let them go - and frankly I sympathize with them.
4) They ask for bathroom passes as rewards.
5) I'm worried they'll copy the passes and then use them every day with the "But you said we could..." line.
6) I'm worried they'll steal the passes from each other.
7) I don't want to be over controlling.
8) I don't want them missing important information and then falling behind when they wander back into class.
9) I don't want them interrupting notes or mini-lecture to ask, such as when I ask "Questions about that problem?" and they raise their hands and ask to leave.
10) I'm tired of paperwork, tired of nagging, tired of having to repeat myself because they stayed out for 30 minutes, and tired of wasting time and energy and class time dealing with this issue.
11) Keeping track of who did their mandatory detention is a pain in the butt.
So here's the policy I'm going to try next semester:
------------------------
BATHROOM/NURSE PROCEDURE
1) At the beginning of each quarter you get two bathroom passes. (I will sometimes give out bathroom passes as rewards for winning review games or good behavior.) Write your name IN INK on them right away and keep them in your folder or backpack:
2) You may use them during groupwork only. Get your pass out and have it ready when you ask and I'll take it and tear it up. Then quietly take the pass hanging on the wall and go. I will keep track of how long you take so be quick.
3) If you've run out of passes, you must put your name on the board for 15 minutes tutoring if you need to go again - so save them and use. If you bring a parent/doctor/nurse note you don't need to do this. For fifth hour, after you use your two passes you MUST get a parent/doctor/nurse note to go again.
------------------------
To enforce this I'm doing the following:
a) I'm copying the passes on bright neon paper I got from our VP, so they'll be harder to lose. They have my turtle so they know its for my class, and in the box on the bottom right-hand corner I'm going to initial each copy in red ink so they can't be photocopied (these kids usually don't cheat on that level, but I'd rather head off possible problems)
b) I'm going to redo my seating chart I carry around on my clipboard so I have space to note down the time they leave and come back, and if I see a pattern of long visits I will deal with it on an individual basis.
c) I would prefer something easier to recognize than "during groupwork" but I'm just not organized enough yet. I often change things in the middle of class so I can't rely on my pre-prepared PPT with red and green backgrounds, and often I'm just too tired to make a good PPT lately. I also tried music to signal grouptime but I'm not organized enough yet. Its been a big struggle to admit that I CAN'T do everything this first year, so I'm going to force myself to admit that I can't, and tell them "during groupwork."
d) I'm going to redo my detention/mandatory tutoring bookkeeping, because I've been letting them slip A LOT, so that the ones that get filled only happen because they are mature kids that come in on their own. Right now I'm just losing their respect (and my own!) for having policies I don't enforce.
e) I'm going to try and schedule times to get up and stretch so they have other ways to get our their wriggles. (Right now I've gone to a don't-get-up policy which isn't reasonable)
f) I bought a bathroom plastic logo from OfficeMax, and I'm going to tape a green school hall pass to the back and hang it by my desk in the front of my room, instead of the back (so it won't be as easily stolen). Its also not as expensive to replace if/when it gets lost, stolen, or broken.
g) In fifth hour, if they really have an emergency after using the two passes, I'll discuss it with them in the hall and then let them go in exchange for 15 minutes tutoring.
We'll see in a couple of months how this goes...
I seriously thought about using Fred Jones advice at the beginning of the year, which can be summarized as "If a 7-year-old can go the night without wetting himself, a high school teenager can wait 50 minutes. Don't let them go without a doctor's note." I agree that they CAN wait, but I feel weird about controlling people's bodily functions to that level. It doesn't seem right, and after all there ARE emergencies. I don't think a young adult should have to beg for a simple bathroom visit - it seems so condescending. So I tried many other things:
1) Decided to give each kid 3 bathroom passes, but didn't hand them out at the beginning of the year. Instead I would write them out on the school hall passes and then collect them back.
Benefits: Didn't require any organization beforehand.
Drawbacks: I would lose them. The kids would lose them. The kids would throw them away on the way back so I couldn't collect them. I collected a huge pile before buying an index card box to put them in. I then proceeded to stuff more in the index card box and never organized them. After kids got their 12th pass in 5 weeks, some of them (why not all????) caught on to the fact that I wasn't keeping track of them. Writing them out wasted time during class and annoyed me. The lack of organization drove me insane and I allowed myself to stress over it.
2) I borrowed a pyramid model from another class (copying something I had seen in another classroom) and taped a green pass inside it. I told the kids that if the outline of my PPT was green, they could quietly take it and leave, but if it was red, they had to stay in their seats.
Benefits: I stopped all my paperwork. The kids did REALLY good at not asking me when the board was red, in general.
Drawbacks: The kids still insisted on asking me when the board was green, so I was still monitoring who got to go in what order. Then some kid broke the corners off my pyramid pass. Then another kid stole it (probably threw it away). Also, if I didn't prepare my PPT ahead of time I didn't have red or green boards up, and that confused them.
3) That annoyed me so I stopped letting them go to the bathroom for the next week (an immature response, I admit).
Over Fall Break I thought a lot about my procedures, and wrote a very late Plan for Success (syllabus):
4) I told them at the beginning of the second quarter that if they had an emergency that was worth leaving the classroom, it was worth coming in for 15 minutes of tutoring. I also told them, to make them think before they asked, that if they asked I would automatically put the 15 minutes up on the board.
Benefits: They asked less.
Drawbacks: They asked all the time, including in the middle of mini-lectures or notes. They had no incentive to come back quickly. I also suspect that they tried to "get their 15 minutes worth" by wandering more than usual (this may not be true). They also quickly forgot that asking=tutoring, so they would ask, then go when it wasn't an emergency.
5) Without telling them I started asking "Are you sure? You know its 15 minutes of tutoring if you leave." every time they asked. I'd also say "After you start working" and "in a few minutes" and "No! Ask during groupwork, not while we're taking notes."
Benefits: Bathroom visits went down.
Drawbacks: I'm sick of nagging.
*) Side issue #1: Our lunch is staggered because we have a closed campus, so my fifth period algebra class is at the same time as fifth lunch. That means that the kids like to ditch and take a double lunch with their friends - or, to "go to the bathroom" and come back half an hour later. We were told at the beginning of the year not to let 5th hour go to the bathroom at all because they just had lunch, but I didn't feel like saying that so I gave them the same rules. It was a disaster! The same four kids asked to go every day, and I distracted them as much as possible but it didn't seem to make a difference. At the end of the semester I lost my temper and said "Too many people are ditching. No going without a doctor or parent note." This stopped the ditching, but caused quite a lot of bad will with that class. On my end-of-seemster evaluation form, a lot of them said "We can't go to the bathroom" as one of their main grievances. And like I said earlier, I just don't feel right being that controlling.
*) Side issue #2: A girl in one of my classes told me that she has a medical problem that requires frequent visits. I believed her (and still believe her) so I've been letting her go more often, and I told her that she wouldn't need to come in for the mandatory tutoring. Result: she took advantage of that and "went to the bathroom" all the time. Its during my 5th period, so I started hearing reports that she was walking around the lunch area with her friends. When I changed to the "no visits without a parent/doctor note" I told her that applied to her as well, and the note never appeared and the need-for-bathroom-visits stopped.
. . . . . . . . . . . . . . . . .
So I've been weighing the following suggestions and problems:
1) They go too often, just to get out of class or move around.
2) They go for too long - it ends up being a ditch and they wander around campus or the cafeteria with their friends.
3) They get mad when I don't let them go - and frankly I sympathize with them.
4) They ask for bathroom passes as rewards.
5) I'm worried they'll copy the passes and then use them every day with the "But you said we could..." line.
6) I'm worried they'll steal the passes from each other.
7) I don't want to be over controlling.
8) I don't want them missing important information and then falling behind when they wander back into class.
9) I don't want them interrupting notes or mini-lecture to ask, such as when I ask "Questions about that problem?" and they raise their hands and ask to leave.
10) I'm tired of paperwork, tired of nagging, tired of having to repeat myself because they stayed out for 30 minutes, and tired of wasting time and energy and class time dealing with this issue.
11) Keeping track of who did their mandatory detention is a pain in the butt.
So here's the policy I'm going to try next semester:
------------------------
BATHROOM/NURSE PROCEDURE
1) At the beginning of each quarter you get two bathroom passes. (I will sometimes give out bathroom passes as rewards for winning review games or good behavior.) Write your name IN INK on them right away and keep them in your folder or backpack:
2) You may use them during groupwork only. Get your pass out and have it ready when you ask and I'll take it and tear it up. Then quietly take the pass hanging on the wall and go. I will keep track of how long you take so be quick.
3) If you've run out of passes, you must put your name on the board for 15 minutes tutoring if you need to go again - so save them and use. If you bring a parent/doctor/nurse note you don't need to do this. For fifth hour, after you use your two passes you MUST get a parent/doctor/nurse note to go again.
------------------------
To enforce this I'm doing the following:
a) I'm copying the passes on bright neon paper I got from our VP, so they'll be harder to lose. They have my turtle so they know its for my class, and in the box on the bottom right-hand corner I'm going to initial each copy in red ink so they can't be photocopied (these kids usually don't cheat on that level, but I'd rather head off possible problems)
b) I'm going to redo my seating chart I carry around on my clipboard so I have space to note down the time they leave and come back, and if I see a pattern of long visits I will deal with it on an individual basis.
c) I would prefer something easier to recognize than "during groupwork" but I'm just not organized enough yet. I often change things in the middle of class so I can't rely on my pre-prepared PPT with red and green backgrounds, and often I'm just too tired to make a good PPT lately. I also tried music to signal grouptime but I'm not organized enough yet. Its been a big struggle to admit that I CAN'T do everything this first year, so I'm going to force myself to admit that I can't, and tell them "during groupwork."
d) I'm going to redo my detention/mandatory tutoring bookkeeping, because I've been letting them slip A LOT, so that the ones that get filled only happen because they are mature kids that come in on their own. Right now I'm just losing their respect (and my own!) for having policies I don't enforce.
e) I'm going to try and schedule times to get up and stretch so they have other ways to get our their wriggles. (Right now I've gone to a don't-get-up policy which isn't reasonable)
f) I bought a bathroom plastic logo from OfficeMax, and I'm going to tape a green school hall pass to the back and hang it by my desk in the front of my room, instead of the back (so it won't be as easily stolen). Its also not as expensive to replace if/when it gets lost, stolen, or broken.
g) In fifth hour, if they really have an emergency after using the two passes, I'll discuss it with them in the hall and then let them go in exchange for 15 minutes tutoring.
We'll see in a couple of months how this goes...
Last Teaching Week of Semester
This has been a very mixed-bag semester.
Bad: Haven't blogged nearly as much as I'd planned to
Good: I'm still alive.
Bad: Spent the second quarter doing much less modeling and conceptual work with the kids
Good: Spent the first quarter doing it
Bad: I was too hard on myself
Good: I have next semester
Bad: I'll be too hard on myself then too.
Bad: I often forgot to take attendance.
Good: I only got yelled at about it once.
There are a million things I want to fix, change, do better next year, etc. so I'm going to do a brain-dump in this post.
1) Fix my timer. I've made an animation that lets a small timer tick off in the corner of a PPT but its got a bug. I've got someone in mind to help me program a better one.
2) Make a list of teacher procedures so I don't keep forgetting things LIKE ATTENDANCE!
3) Make a better seating chart
4) Redo bellwork procedure
5) BUILD A BALANCE SCALE. My kids do not understand equations, and I regret not having a balance scale ready to model that for them.
There are so many things about organization that I just feel overwhelmed. Honestly, at this point I have pretty much stopped caring about this semester. The kids who aren't working are failing and the kids who are working are passing, so I'm focusing less on "Start working! Start working!" and walking around to help those who are trying.
We're all burned out, but I have no way of motivating these kids who suddenly stopped working.
I feel like the walking dead.
Bad: Haven't blogged nearly as much as I'd planned to
Good: I'm still alive.
Bad: Spent the second quarter doing much less modeling and conceptual work with the kids
Good: Spent the first quarter doing it
Bad: I was too hard on myself
Good: I have next semester
Bad: I'll be too hard on myself then too.
Bad: I often forgot to take attendance.
Good: I only got yelled at about it once.
There are a million things I want to fix, change, do better next year, etc. so I'm going to do a brain-dump in this post.
1) Fix my timer. I've made an animation that lets a small timer tick off in the corner of a PPT but its got a bug. I've got someone in mind to help me program a better one.
2) Make a list of teacher procedures so I don't keep forgetting things LIKE ATTENDANCE!
3) Make a better seating chart
4) Redo bellwork procedure
5) BUILD A BALANCE SCALE. My kids do not understand equations, and I regret not having a balance scale ready to model that for them.
There are so many things about organization that I just feel overwhelmed. Honestly, at this point I have pretty much stopped caring about this semester. The kids who aren't working are failing and the kids who are working are passing, so I'm focusing less on "Start working! Start working!" and walking around to help those who are trying.
We're all burned out, but I have no way of motivating these kids who suddenly stopped working.
I feel like the walking dead.
Monday, October 13, 2008
Stress Balls for ADHD Kids
One of the things I enjoy about this job is how much the kids teach you about teaching. I don't mean learning from experience; I mean when they come right out and tell you solutions that other teachers have used. One bouncy kid actually asked me to make him a behavior contract to sign, saying "It helps me behave."
At the beginning of the year many of my ADHD and/or extrabouncy kids told me that stress balls really help, so I went around looking for them (lately I haven't been thinking far enough ahead to order things online as I should). First I bought some squashy balls from Walgreens, but I'm on my second set now. If you want to do this in your classroom here are some things to consider.
1) Stress balls are something you'll see in stores occasionally, but its really hard to go looking for them. Order online, or look at Party City, where I found these balls (note to self: PC by JoAnn's, 5th aisle, halfway down on LHS):
2) Get unpopular styles. My Walgreen balls were Disney themed - Cars, Toy Story, and Winnie-the-Pooh. They disappeared very quickly, with Cars going first, then Toy Story, and Winnie-the-Pooh balls getting stolen when I had a substitute. Party City had squashy sports balls but I've learned my lesson now.
3) Make sure they don't do any of the following things: bounce, make noise when squashed, make noise when rubbed against a smooth surface like a desk, come apart easily, or seem interesting in any way. I nearly bought some squashy balls before I realized they were the "inside-out" balls that can be turned inside out and stretched over the head, with gel spikes sticking out everywhere. Huge catastrophe averted!
4) Don't let them take them home. It seems obvious, but when a kid says "If this is only for me can I keep it in my backpack?" and you're in a hurry, don't say yes!
5) Either clean them every day or buy one per student. I will be labeling mine A-L and listing which kid can use each one.
6) Keep them in the front of the room. Even though its more disruptive, make the kids come up to the front to get them and put them away. Anything not tied down is fun to steal for those 1-2 immature kids per class.
Overall the kids are very grateful that you went out of the way to get stress balls for them, though at the beginning everyone will ask for one. I suggest making them come after school to ask for one, which is what I am going to do. That cuts down on kids that just want to waste class time.
At the beginning of the year many of my ADHD and/or extrabouncy kids told me that stress balls really help, so I went around looking for them (lately I haven't been thinking far enough ahead to order things online as I should). First I bought some squashy balls from Walgreens, but I'm on my second set now. If you want to do this in your classroom here are some things to consider.
1) Stress balls are something you'll see in stores occasionally, but its really hard to go looking for them. Order online, or look at Party City, where I found these balls (note to self: PC by JoAnn's, 5th aisle, halfway down on LHS):
2) Get unpopular styles. My Walgreen balls were Disney themed - Cars, Toy Story, and Winnie-the-Pooh. They disappeared very quickly, with Cars going first, then Toy Story, and Winnie-the-Pooh balls getting stolen when I had a substitute. Party City had squashy sports balls but I've learned my lesson now.
3) Make sure they don't do any of the following things: bounce, make noise when squashed, make noise when rubbed against a smooth surface like a desk, come apart easily, or seem interesting in any way. I nearly bought some squashy balls before I realized they were the "inside-out" balls that can be turned inside out and stretched over the head, with gel spikes sticking out everywhere. Huge catastrophe averted!
4) Don't let them take them home. It seems obvious, but when a kid says "If this is only for me can I keep it in my backpack?" and you're in a hurry, don't say yes!
5) Either clean them every day or buy one per student. I will be labeling mine A-L and listing which kid can use each one.
6) Keep them in the front of the room. Even though its more disruptive, make the kids come up to the front to get them and put them away. Anything not tied down is fun to steal for those 1-2 immature kids per class.
Overall the kids are very grateful that you went out of the way to get stress balls for them, though at the beginning everyone will ask for one. I suggest making them come after school to ask for one, which is what I am going to do. That cuts down on kids that just want to waste class time.
Tuesday, October 7, 2008
Seating Chart Template
I've been having problems deciding what information to keep on my clipboard and what to keep elsewhere. I've already gone through several permutations:
1) Keep attendance only
2) Keep attendance and write everything else down randomly near their names
3) Keep attendance and behavior
4) Keep attendance on clipboard, behavior on board (This worked very well once I listened to the other teachers and did this. During my student teaching I was at a school with such bad discipline problems that the students would walk up to the board and wipe their names off, so I was reluctant to try it here. But, as I am continuously reminded, this is NOT Student Teaching High School. Putting their names up has freed up my clipboard space, held them accountable, and helped me not lose detentions!
5) Keep attendance and write HW and Class Participation points randomly near their names
And now I am on Seating Chart Method 6.0. I needed the following things:
1) Desks with enough space to write their names
2) Desks with spaces for attendance, tardies, MP (hw) points, and Classwork points
3) Desks that would be identifiably rectangular and not square so they looked like my class (OCD)
4) Desks big enough to write on
5) Desks small enough to fit 34 on my 8.5"x11" paper in the right configuration
After spending way too much time playing with Microsoft Paint (yes, the free app that comes next to the calculator) I came up with the following possibilities for desks:
I chose one of the diagonal ones as the best for my purposes, and wasted more time (hey, its my fall break; if this is the most fun I have...) making a diagonal version. My problem is that I like the simple and clean bitmap format for things like this, but Paint has so few tools - for instance, it can only rotate 90 degrees. After spending a lot of time measuring with my fingers on the screen I hit myself on the forehead and remembered what I had realized last semester - I'm a math teacher!
:-)
In other words, if you want to make a diagonal of a certain length, you can make a circle with that radius and use any line from the center to the circumference. Again, I could have done it faster by relearning Fireworks or buying Paint Shop Pro, but I'm a geek like that. Math in action!
I then created my seating chart - 8 groups, 4 students per group, with two additional individual seats for students that want/need to be by themselves until a group activity begins (at that time they will have to pull their chairs to the nearest group if they want participation points for the day).
Finally, to make transportation and sharing easier, I inserted the above pic into a Word document and added my turtle crawling onto the page from the bottom left corner.
The top boxes are for attendance every day of the week. If they are absent I mark a slash from the top right to bottom left corners of the rectangle. If they show up late you modify it by adding a line from the middle of the rectangle to the bottom right corner (so it looks like a sideways skewed "T" for tardy).
The two diagonal areas are for classwork and homework points. During bellwork I go around and check More Practice (my term for hw) and give them 1, 2, or 3 points and write that numeral in the first triangular section. During classwork I use the second triangle to deduct 1, 2, or 3 points if they are off-task. At the end of the day I can (theoretically - let's see how this works out!) quickly input these grades into Easy Grade Pro.
2 examples (1 absent student, 1 tardy student):
All these pics, and the Word document, can be found at the Sines of Learning Document Page. They are licensed under a Creative Commons non-Commercial license.
Enjoy!
1) Keep attendance only
2) Keep attendance and write everything else down randomly near their names
3) Keep attendance and behavior
4) Keep attendance on clipboard, behavior on board (This worked very well once I listened to the other teachers and did this. During my student teaching I was at a school with such bad discipline problems that the students would walk up to the board and wipe their names off, so I was reluctant to try it here. But, as I am continuously reminded, this is NOT Student Teaching High School. Putting their names up has freed up my clipboard space, held them accountable, and helped me not lose detentions!
5) Keep attendance and write HW and Class Participation points randomly near their names
And now I am on Seating Chart Method 6.0. I needed the following things:
1) Desks with enough space to write their names
2) Desks with spaces for attendance, tardies, MP (hw) points, and Classwork points
3) Desks that would be identifiably rectangular and not square so they looked like my class (OCD)
4) Desks big enough to write on
5) Desks small enough to fit 34 on my 8.5"x11" paper in the right configuration
After spending way too much time playing with Microsoft Paint (yes, the free app that comes next to the calculator) I came up with the following possibilities for desks:
I chose one of the diagonal ones as the best for my purposes, and wasted more time (hey, its my fall break; if this is the most fun I have...) making a diagonal version. My problem is that I like the simple and clean bitmap format for things like this, but Paint has so few tools - for instance, it can only rotate 90 degrees. After spending a lot of time measuring with my fingers on the screen I hit myself on the forehead and remembered what I had realized last semester - I'm a math teacher!
:-)
In other words, if you want to make a diagonal of a certain length, you can make a circle with that radius and use any line from the center to the circumference. Again, I could have done it faster by relearning Fireworks or buying Paint Shop Pro, but I'm a geek like that. Math in action!
I then created my seating chart - 8 groups, 4 students per group, with two additional individual seats for students that want/need to be by themselves until a group activity begins (at that time they will have to pull their chairs to the nearest group if they want participation points for the day).
Finally, to make transportation and sharing easier, I inserted the above pic into a Word document and added my turtle crawling onto the page from the bottom left corner.
The top boxes are for attendance every day of the week. If they are absent I mark a slash from the top right to bottom left corners of the rectangle. If they show up late you modify it by adding a line from the middle of the rectangle to the bottom right corner (so it looks like a sideways skewed "T" for tardy).
The two diagonal areas are for classwork and homework points. During bellwork I go around and check More Practice (my term for hw) and give them 1, 2, or 3 points and write that numeral in the first triangular section. During classwork I use the second triangle to deduct 1, 2, or 3 points if they are off-task. At the end of the day I can (theoretically - let's see how this works out!) quickly input these grades into Easy Grade Pro.
2 examples (1 absent student, 1 tardy student):
All these pics, and the Word document, can be found at the Sines of Learning Document Page. They are licensed under a Creative Commons non-Commercial license.
Enjoy!
Starting Over
Well, my first nine weeks were - okay, I guess. I spent the first 6 beating myself over the head and the last 3 shrugging it off - maybe a little too much. I've learned a lot over these 9 weeks, and I have decided to view this next quarter as a way for me to start over. Even if its too late to train some of the kids to behave, I can start over. For myself.
Its fall break now, and I was planning to spend it in the following way:
Friday-Sunday: enjoy myself in Tucson
Monday-Friday: work at school without a school day looming over my head
Instead, an hour after the kids left I started feeling a tickle in my throat, and my week started like this:
Friday-Saturday: trail after friends in Tucson, hacking and coughing, with a roll of toilet paper for tissue
Sunday-Monday: Sleep 18 hours a day at home. Also drink South Asian remedy which is so disgusting that I usually choose to be sick instead
Its Tuesday now, and I'm back in my classroom listening to the radio and making a To Do list on the board. So far, it looks like this:
Its fall break now, and I was planning to spend it in the following way:
Friday-Sunday: enjoy myself in Tucson
Monday-Friday: work at school without a school day looming over my head
Instead, an hour after the kids left I started feeling a tickle in my throat, and my week started like this:
Friday-Saturday: trail after friends in Tucson, hacking and coughing, with a roll of toilet paper for tissue
Sunday-Monday: Sleep 18 hours a day at home. Also drink South Asian remedy which is so disgusting that I usually choose to be sick instead
Its Tuesday now, and I'm back in my classroom listening to the radio and making a To Do list on the board. So far, it looks like this:
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