Merry Christmas to Me!

The days before break are pretty humorous. Half the student body has checked out physically and left on their Christmas adventures, and the other half has checked out mentally. Most of the students who walked into my classroom today were like, "What? We're actually doing something today in class? We should just cancel school and have a Christmas party!"

Hmm...

As I talk with other teachers, most of them read the Christmas Carol earlier last week and they are watching the movie over these next few days (thank you, common core, for including a standard where students must compare and contrast two different genres like a play and a movie). However, I had one of the veteran teacher here take my textbooks that had "The Christmas Carol" in it because she liked the version in the "old" books better.

Some other teachers are doing vocabulary exercises, reading Christmas stories, talking about Christmas traditions, etc.

I'm not going to lie - I tend to develop the beginnings of an ulcer when I have to plan around a holiday or break. I still HAVE to teach and my instruction has to be grounded in the standards, but most of my students won't be present (physically and mentally), so I don't WANT to teach a standard that they are REQUIRED to learn that is going to put them behind the rest of the class...

So, I got creative.

Ever heard of the book "A Creature Was Stirring?" It's a great children's book that another teacher showed me that tells the traditional Christmas story, "Twas the Night Before Christmas," but changes the point of view and includes snippets of asides from a little boy who tells the reader that the story is wrong! That a creature WAS stirring and that creature was him!

With my 7th graders, we read the story and talked about point of view, analyzing how the traditional story changed because of the contributions of this little boy (definitely grounded in the core, people). I then had them write letters to Santa from the point of view of a 5-year-old. After they did that, they had to write Santa's reply to their own letter from Santa's point of view. Those cute little 7th graders ate it up. Had a blast. I turned on some Christmas music (as a procedure, mind you. I said they were too loud if I couldn't hear the music, so it was a way to keep the noise under control.)

Of course, who walks in for 5 minutes while students are scribbling letters to Santa like 5-year-olds? Hello Vice-principal. So nice to see you here.

What would this lesson have looked like during these observations? Yeah - I think we all know the answer to that question.

Seriously? We're going to do observations the day before Christmas break? Hmmm.... Okay.

I just had to let it go. I was so overjoyed to see students having so much enthusiasm over this lesson - even my students who are IMPOSSIBLE to engage were writing and laughing and volunteering to share. So I'm calling it a success (no matter what that silly little 5-minute observation said).

And....Drumroll please... I think I've reached the point where I can't hope to do the same kinds of activities with my 7th graders as I'm doing with my 8th graders. There was no way I was about to read a Christmas Children's book to my 8th graders who are way too cool for school. So I found an article from the New York Times about the career of becoming a Santa and how Santa's actually have to go to school to learn how to be a good santa! I thought it was cool. And my 2nd period class of 8th graders thought so too.

4th period? We're not worrying about them today, but I'm ready to put my desks back into rows specifically for that ONE class. Sad how one of my classes can ruin my set-up for group work and collaboration!

I'm going to team up with some of the 8th grade teachers a little more to work off of some of the activities they do in their class because, heaven knows, my 8th graders can't always handle the energy of some of my lessons. But I'm adapting, so yay!

Some days work. Some days don't.

Today - well today worked charmingly.

Now, what to do with a 25 minute class period full of students aching to get out of school (while still having standard objectives to meet)? I guess I better Dash Away, Dash Away, Dash Away to get creative again!

I Can Do HARD Things!

I know. I know.

The blog has been a downer these last few days. Weeks. Yeah.

I think I need me some artificial sunshine because winter is taking its toll on me. Add it to the "If Only We Were Rich" Christmas List.

The hubs was really great this weekend to remind me that GOOD things are happening in my classroom. They are. But the heap-load of pressures for my students to perform well on common assessment and tests are building up to a breaking point. Good thing break is only 2 days away.

I promise. I'm sane. I might just be seriously hormonal. I have no idea why else tears would start to brim in my eyes during a STAFF meeting. What on earth is wrong with me?

We spent the morning looking at the new Utah Effective Teaching Standards. Good stuff, let me tell you. They are really upping the bar for teachers in Utah, which is not just a good thing. It's a GREAT thing.

But as they start to talk about how, within the next few years, teachers are going to be compensated based on their effectiveness (student test scores, teacher evaluations, parental feedback, etc.), I started to hyperventilate a little.

Yes... I'm doing everything I can to be a good teacher and I'm not afraid about raising the stakes. But, after looking at the UET standards, I know I'm no where near a 3 or 4 in any of those areas. I'm working on it, but I'm a work in progress! This is only my first go around! I'm improving, but I'm no where near THAT kind of teacher yet.

And though I have some parents who have already sung my praises to the high heavens, I've also had parents who've complained that I'm not doing enough for their child. Is that really going to be the difference between whether I keep my job or not? Whether I GET a job or not?

So when some 20+ years of experience teachers are starting to freak out a little bit about these same concerns, I can't help but freak out to an exponential degree.

Why would anyone hire me? I have no experience, I'm struggling to keep all of my students engaged while seeing to the differentiated needs in each of my classrooms, and, I'm two days away from break barely keeping it all together!

Bah. Hum. Bug.

I just felt like if any person were to come into one of my classes to observe me based on those new Effective Teaching Standards, I would get 1's across the board (which is fitting since I am a "Practicing" teacher, but not so wonderful for someone who so desperately wants to be an asset to her students and an asset to the school).

So...

I'm going to spend the rest of the day focusing on the great things that are happening in my class, I'm going to grade some awesome papers, I'm going to remind myself of the good things I am doing with my individual students, and I'm going to not think about being perfect at this moment (and let's face it - I'm not going to thing about trying to get a job right now. I'll leave that for a March. Maybe April. And if that's a bad thing... I'm going to do it anyway for my own sanity).

If I'm ANYTHING as a teacher, I'm the person who is never done looking for ways to improve.

(I just can't improve in every way all at once.)

Baby steps, little baby teacher. Baby steps.

Keeping to My Word...

Remember how I've warned 4th period (on countless occasions) that if they can't handle the interactive lessons in class, I'll become the "worksheet" teacher?

Today - I made good on my word.

They came in asking, "Are we presenting today?"

In the somber-est of somber-est voices, I answered, "No."

I waited for the bell to ring and broke the news. I started in a quiet voice, "I've warned you. I've warned you that if you can't behave and handle fun and energetic lessons, I will give you worksheet after worksheet to work on by yourself. (Dramatic Pause) Well, welcome to Mrs. Brown's worksheet class."

I had them read a story and fill out questions on a worksheet during class time.

I had a prompt on the board that asked my students to email me with other ideas for presenting their work... I told them I would give them points based on the sincerity of their answers.

And I got this:

"Dear Mrs. Brown,
          I think that instead of having presentations we could do a keynote, or just write a paper on what we learned, then if we tell you what we learned wrong we just write it again and again until we get it right."

and this...

"I think that we could get in groups and then do a presentation on a topic that you choose. And then we can just turn it in to you because most kids don't want to show the whole class what they did."

and this...

"Ummm. I think anything that doesn't involve presenting in front of the class would be good.  For example:

Presenting to your group
Reading in front of a partner
Presenting as a group
Presenting with a partner"

and this...

"We could get little cardboard fold up presentation boards and  get pictures and facts and evidence.   We could pair up with someone and have both of them present to the class.  We could get into a group and act it out. ( personally I don't really like that last one."

These were so great and I loved all the ideas. I also saw a pattern. I've got a class that LOATHES speaking in front of a lot of people (which is funny since they like to talk so much to the rest of the class when I'M talking.) This is great feedback for me and I'll use it in our next unit, planning group presentations or additional presentation assignments like a powerpoint or poster... 

And then I got this:

"I thing anything could work if you weren't so strict. Enlighten more because its not that big of a deal. How about you try being like Mr.Thomas or Mrs. Boyd? Be fun and you would be able to enjoy and not get so mad."

I wasn't mad or even hurt when I got it. I had to laugh because it was so funny to me. This came from one of my brightest but sassiest students who chose to play on facebook today just to spite me and my assignment. Then he got mad that I confiscated his iPad. 

So I sent him this in response:

"(Student),

I appreciate your feedback. The funny thing is that it's a cause and effect situation. You fool around? I have to enforce the rules. You feel punished/bored because I'm keeping to the rules so you fool around more - evidenced by your facebook usage in class today and your "I don't care" responses. So I have to continue to enforce the rules. It's a cycle!

I appreciate your advice. I know Mr. Thomas and Mrs. Boyd well and they are both great teachers who find fun ways for their classes to learn. You probably respect them because of that, right? Which means they probably feel like they can trust you with fun assignments, right? Again, it's all cause and effect. 

Show me you can be respectful and work with me, and I'll show you a Mrs. Brown who isn't so strict. I know you're frustrated with me, but I hope you better understand my frustration with your class. 

Have a great weekend, (student). 

Mrs. B"

Being a teacher is so funny... I have students that think I am the "Best Teacher Ever!" because I come up with fun things and I'm energetic in class and I bring everything home and relate it to their lives. I had one student (in my 4th period class, mind you) say at the start of class, "Mrs. Brown - I've learned more in your class so far than I learned at all in my class last year." I'm not doing it wrong. But I also have students like the ones above. Like I expressed yesterday, I wish I could be everything each of my students need individually, but I can't. 

I'm so grateful that there are other teachers and different kinds of teachers to fill in my own personal voids. But I'm also grateful to be me. To be the crazy energetic teacher who talks funny sometimes and comes up with weird ways to help students remember concepts in my classroom. I'm grateful to be the teacher who will not stand for disrespect in her classroom. 

So, I'm going home satisfied... and loaded down with things to grade. As always!

Taking Perfection Off the Table...

It's amazing - the emotional roller coaster I ride all day long.

Teacher have to be so many things for their students. They have to be...

- the validator. "You guys are doing such a great job! This is incredible work!"

- the rule giver. "A good audience has eyes and ears on the presenter at all times. That's what I expect to see from you."

- the compassionate compromiser. "I realize that you had a rough night last night, so take today and work on your assignment since you didn't get it done last night."

- the motivator. "This is a strategy that you can use in high school and college and in whatever career path you choose! You're already preparing!"

- the punisher. "Excuse me. I will not stand for that kind of disrespect in my classroom."

- the time-keeper. "You have 5 more minutes to finish your assignment!"

- the high-expectation holder. "Why did you not finish your project?" (student answer: "I didn't have enough time.") "You had plenty of time. I gave you lots of feedback to guide you, but I didn't see you use any of it. I saw you waste all of your revision time yesterday. I expect more from you and I know you can do better than this. I know you are much smarter than my gradebook seems to suggest. What are you going to do to show me how smart you are?"

- the grieving grader. "You've had an "I" in my class since the beginning of the term. Why have I not seen you in itime to get some extra help?"

- the deadline enforcer. "I'm sorry. You knew the assignment was due yesterday. You had time to work on it. You didn't use your time well and now you have to accept the consequences."

- the transparent strategist. "Guys... Why on earth would I waste two days of our class so that you could present your projects to other students?"

- the warning voice. "If you can't handle this kind of assignment, I have no problem with you writing me a 5 paragraph essay to persuade me not to become the teacher that gives you 10 worksheets at the beginning of the period and expects them to be done at the end of class. It's up to you."

- the incentives planner. "We're going to play some bingo, but it means you have to listen for the words I found in your final drafts. They aren't going to be obvious words, so you need to listen carefully! If you get a bingo, I will have a prize for you!"

But what only some of my students have seen is the teacher version of me who is heartbroken that being all of those things above is not enough for my students.

I went out. Spent my own gosh-darn money and bought candy for my students to celebrate their presentations. Everything went fine until 4 period. They ripped me to shreds. Said Bingo is for old people. Said they hated Laffy Taffy. Refused to present even when I warned them they'd be getting a grade for it. Told me the activity was stupid.

It was hard to not get emotional. I did get firm with them to let them know that I don't HAVE to plan fun things for them. I don't have to try so hard for them. I don't have to bring them candy at all. I choose to. Because I care. But if they don't want me to care so much, if they don't want me to fight for them and work hard for them, then so be it. They'll get the "Here's a worksheet. It's due at the end of the period. No one will talk or even think of talking." kind of teacher.

Will I always care about my students? Yes. Is all of that "I don't have to do these things for you..." talk a little empty? Yes. But I can't stop caring... That's the hardest part - caring for someone who could care less about what you do for them. Even with students refusing to present and calling my lesson stupid, I'm still assessing them and trying to find a reason. Maybe they were embarrassed about their topic choice or about how little work they actually did. Maybe they had the creativity and spark kicked out of them at home when they were little, so they're naturally negative and hurtful. Maybe.... there's a reason.

My thoughts at the end of this unit:

- I could still give students choices of genres, but I think I need each class to do the same genre. It was really hard to talk about genre rules with 3 different genres and 6 different groups doing different things. I like giving them a choice and having them in groups, but that doesn't mean that they all have to be doing something different. This will make model analysis a little easier as well.
- My initial rubric is totally useless. I'd created the rubric knowing what lessons I would need to teach, but my instruction changed according to my student needs, so now my rubric needs to change too. I like giving rubrics out early, but I need to leave room for those concepts that I may have covered after assessing student progress.
- I need to give students more guidance when it comes to topic choices. Some students did really well, but others chose to talk about their families and turned in a list of each of their family members, their ages and their hobbies which required no research at all. Bah. So much for that requirement in this unit!
- I need to come up with more engaging ideas for presenting information. I had thought that (since we did group sharing for our narratives) we could have a more formal presenting activity, but it's taking a really long time, the students are sometimes lifeless, and even I am wondering if there's a better way. My 4th period class, after I got really quiet and said, "Guys, I realize that some of you think this is lame. But you can't come up with that claim if you don't give me evidence and ideas about how to improve it." They told me they would rather create a powerpoint of their information so they didn't have to read as much in front of the class. It's one idea!
- I'm ready for Christmas break.

Still love my job. I promise. Just tired. And I'm realizing that perfection is so not attainable as a teacher. What works with one class is "lame" in the next.

And let's face it. My day always gets better after 4th period. Always.

By the Book...

Umm.... Remember all those warnings to keep doors open when it's just you and a male student in the room?

Well, all of those training conversations came flooding back yesterday and today. One of my 8th grade boys came after school to work on a test he had missed a few days before. Because it was just the two of us in my room, I immediately opened the door.

I gave him some instruction on the test, he finished, and then stayed. And talked. And chatted. And I had no idea how to politely tell him to go home! It was fun, don't get me wrong. He's a good kid. But I started packing up (early mind you, because I had no idea how to deal with this situation!) and he got the message. He left the classroom with me, started making offers to teach me Spanish, and began to walk me down the hallway. All my senses were on alert. I asked him where he was going and he pointed in the direction I was traveling. My gut told me to ask him where home was and he pointed in the opposite direction.

Okay.

So, I jokingly told him to "Go home! Get started on that homework!"

He replied with this, "But I don't need to be home right now. And you're really fun to talk to."

Um...

Was this in the training? Did we ever talk about this? I'm not sure what to do.

So, I was a little more firm this time and said, "(Student) - go home! I'll see you in class tomorrow. Don't forget to do your reading!" And then I scurried down the hall like I was in rush.

I'm probably overreacting. All of those horror stories have had way to much fun with my brain. But this is definitely a first.

Any advice? (Since he stopped by my classroom again today... to "teach Mrs. Brown some Spanish.") He's probably just a really friendly student, but I want to stay as far away from that line as possible!

Oh well - I spent all last night grading. But it was actually beneficial! I was giving students individual and detailed feedback about how they could improve their writing projects for the REAL deadline this week. Individual, detailed feedback x 160+ students is a LOT of work, but I think it will pay off given students' focus during our revision time today. They were really dedicated and interested in my feedback (especially since I reminded them that they had committed to use my feedback and if they didn't it was going to hurt!).

I'm getting all my grading done this week! Because my plan is to send out a parent newsletter before break as well as individual emails to the parents of my failing students. If I get all the grading done, then I can rightfully say the grades are up to date when I send those emails or make those calls. We'll see how it goes!

Oh - and another teacher donated a printer to me! Now I have a printer in my room! Woot! Woot! No more running downstairs every night to print my lesson plans! I'm moving up in the world.... What can I say?

It's all a little too real...

Last night we had THE discussion - the oh-my-gosh-I'm-really-moving-on-and-now-i-have-to-be-a-grown-up-and-get-a-job-by-myself discussion.

I might have started to hyperventilate. Just sayin.

It's all a little too real. Every time I allow myself to think about it too long, I am convinced that I've just been faking it. I'm a fake teacher. I have no idea if I am doing it right...

My husband's good to keep some sense in our conversations when I start to fall apart, and he was quick to remind me that I've only ever been told I'm doing good things.

But when my success is not determined by how well I incorporate aspects of good teaching but rather on my students and their abilities to do well on those state tests, I feel a little out of control.

Bah. Hum. Bug.

I spoke with the Department Chair last night and let him know that I was interested in a position at my current school. He encouraged me to be forthright and let the principal know in a very professional manner that I'm interested in a position at the school...

I just have to remember that I can do hard things. I can do hard things. I can do hard things.

Today students completed their book report. I tried something a little more traditional to see if I got different responses, but I'm still getting students who (after 4 weeks) are telling me that they had no idea they were supposed to have read a book. Which is the biggest ba-log-na I have ever heard since they know that reading at home is the only homework I give them in my class.

Oh well - the pile of grading keeps getting bigger and I hope it becomes more and more hopeful too.

I guess it's all about how you look at it.

So I'm going to get some rose-colored glasses. :D

Not Going to Say Much

Yup.

This post is not going to say much because, well, I'm a wreck.

The presentation on Edmodo this morning was rough. Lots of teachers, lots of questions, and lots of needing to repeat myself. I thought I was prepared, but there were a lot of things I didn't foresee (that I should have, as a teacher. Dang it). The compliments on my presentation were comforting though. Thank heavens for a supportive staff (that probably knew I was developing an ulcer just standing there in front of them).

The Common Assessment that I graded over the weekend really made me start to question my success as a teacher. We're talking epic failures. I kept seeing mistakes that I had warned students about like, "Don't just write one sentence! One sentence is not enough to give me all the evidence I need!" But I still got a good 30+ students who turned in one INCOMPLETE sentence.

It was all good feedback, and I need to be healthy about it. I probably should have told students to do the short answer questions first so that had enough time to dedicate to those questions. I probably should have rewritten the question on the television so that students had a better understanding of what the question was asking. I probably could have just been a better teacher.

It doesn't help that this particular test we used was pulled from a "State Test Preparation" cite which explained that the questions were modeled after what students would see on state tests. Nope. Doesn't help at all to think that my students are going to bomb those tests too.

How do I get through it all? How do I get through to them? I try to anticipate student responses (like the one sentence thing), but even when I do, it doesn't necessarily get through.

So today, I pulled up actual student responses to the question. I very somberly delivered the news about the test results and told them that they had ONE last chance to redeem themselves. I reread the question and showed them a strategy for answering short answer questions on tests (underlining/circling different parts of the question so they know that some questions are actually asking students to do multiple things!), and I showed them some not-so-great student examples and had them score them for me. This helped them understand what they did well, what they didn't do and what they needed to improve.

I hope.

Only that new stack of papers in my bin knows that answer.

Current inner mantra: I am not my students' failures. I can always do more, but I am not the reason for their failures.

(And yes, some students did remarkably well by using the phrases I taught them... So, I'll think about those students for a little while and get over this snowy, dreary, Monday hump.)

And Here We Go...

Today was the start of our evidences and inferences test.

I put everything up on Edmodo, wrote out my plans, and crossed my fingers that the server would be able to handle us all on Edmodo at the same time.

And then I printed out hard copies just in case.

This turned out to be a very good thing. In each of my classes about 50% of students could get onto Edmodo during class, and about 50% of those students could access the article.

By around 4th period, I stopped trying to have them log on altogether and simply passed out the hard copies. I did have them use their iPads to take notes. It was my goal to work in technology in some way at least every day. The iPads are too useful and expensive to pull out just once a week or "if there's extra time" which is what I hear some other teachers talking about.

(Funny story - an email has been circulating throughout the school about the behavior management issues teachers have been having with the iPads. Students on facebook, students browsing the internet, students making videos during class, etc. Some teachers are in an uproar, already wanting to throw the technology out. As I had students taking notes today, I realized that being off-task was always a behavioral issue. Before, students could be doodling in their notebook or writing a note to a friend and you thought they were taking notes. Just like now, with an iPad, students could be playing with the emoticon function, creating entire pages of smiley faces, rather than taking notes. Behavior management, no matter the tools being used in the classroom, is about MANAGEMENT. Keep a close proximity. Move around the classroom. Assess student awareness with cold calling and monitoring. To be honest, I haven't had too many problems. Students are more obvious than they ever think. When I see you sitting with your iPad on your lap and your cover to the side so that I can't see what's on your screen, I kind of know what to expect. Just sayin. But I'm not perfect. Are my students most likely on facebook? Yes. But I know the iPad well enough to know the secrets - if I see that four finger swipe across the screen as I approach, I know that I can swipe it right back to see what was there before.)

The rest of the day went more smoothly. In hindsight, our department probably should have written our own assessment (we decided to use the interactive quiz that came with the assignment because no one wanted to accept the responsibility of writing a test that the rest of the teachers wouldn't necessarily agree with. Now, we are using a quiz with poorly written questions. Oh well, the best I can do is prepare them today and give them some of the necessary background knowledge that they'll need to be successful tomorrow!).

Should I try to have them take the test on Edmodo? I'm not sure. I want to try, but back up plans are ALWAYS a great thing to have.

Moments of Clarity:
I had a few moments today where I was able to better realize just how far I've come, and I didn't want to forget them.

1. Remember when I complained that I had no idea what 7th and 8th graders know and don't know? Well, today, I realized that I'm getting better. We came to a phrase (as we were reading the article aloud as a class) with some vocabulary that I didn't think was difficult (and I probably would have skipped over without a second thought on the first week of school), but I paused nonetheless. "Does anyone know what the word 'douse' means?" One or two students raised their hands, but the rest looked at me with a blank stare. I pulled out my weapons of context and asked them, "What happens to a football coach at the end of a game when his team wins?" Instantly, they knew what "douse" meant. The same thing happened when we talked about the background to the story - the Atlantic City Exposition in 1912. I asked them why the people who attended didn't just wear short shorts and a tank-top if it had been so hot. Most of my class came up with ideas that "You have to dress up for an event like that" or "Maybe they were at work." I had to explain to them that skin was NOT exposed during that time period. Again, I'm just getting a better handle on places where I need to plan for giving students some foreknowledge or clarification, and - I'm happy to say - I'm getting better than where I was at the beginning of the year.

2. My management practices aren't perfect, but I'm getting better. Two students (who I distinctly remember talking to at the beginning of the year) were acting out in class today. Where, in that previous instance, I had once immediately pulled them outside and given them a firm lecture, I now chose a different route. I stopped talking altogether and watched the clock. For stealing my time, I asked them to stay after class. Rather than dousing them in a heapful of "Respect means..." kind of lectures, I simply looked at each of them in the eye, said, "Wow. We were a little out of control today. Is everything okay?" Of course, they're teenage boys who would rather die than answer an emotionally charged question, so they just shrugged. I forsook my lecture habits and said, "Boys, I know you like to be my class clowns. And, in some instances, I appreciate it. It brings a little more life and humor to the classroom, and we all know our class could use more of it. However, since this was our test preparation day, I really didn't appreciate you pulling the class clown card today. It meant that we lost the opportunity for valuable discussion that could have helped prep you for the test. Do me a favor? I want you to use your good sense next time. Test prep days are not the days to go for laughs. And I'll give you clues, too! If I'm saying things like, 'Please raise your hands,' or if I give you the stink eye after one of your comments, you know that this is not the best day for your comedy show. What do you think?" Both of them nodded their heads and agreed. And then, I let it go. Talked to them about their thoughts after reading the article. Praised them for being so smart and analytical. Sent them on their way with a grin. (Last time, I distinctly remember I had lost all control and the same students left rolling their eyes and talking back to me.) Again, not perfect, but making progress!

3. I spend a LOT of time reflecting. This can be great (I usually have huge epiphanic moments as I think back on an instructive decision I made or didn't make - like today where I used a million and one reading strategies while reading the article out loud to the class but didn't plan for any reflection or instruction time to explicitly teach students those strategies. Yeah. Gotta love those reflective moments on your failures! Helps me plan better for tomorrow!), but I know that I've also got an inbox full of assignments that I need to get to and quickly. So, as I end this post, I'm making a goal tomorrow, to not blog. Nope. Nada. I'll use the time for grading and see what I can get done. Then, of course, I'll reflect. :D I know this blog has helped me stay sane these past few months, but I want to stay on safe ground where I don't always document my shortcomings to remember forever.... We'll see how it goes!

Tomorrow's the test and onto a weekend of grading! Woot! Woot.

And there are 9 more days of school until Christmas Break. But who's counting?

Surprise, Surprise!

Remember how today was my fake deadline for the genre project? I was SOOOO strategic - I do fake deadlines so that I can get a better feel for what my students did understand and didn't understand in my instruction, and then use that assessment to inform my instruction and choices about where students are weak or where they need more clarification. After that, they get a "LAST CHANCE REVISON." So, to introduce my plan, I got in front of my students and played the compassion card:

"Guys, I know you've worked really hard on this project, but I've observed that some of you need a little more time to work out the kinks to your writing. Tell you what - I'll give you some choices. I can say that today is the final deadline, you'll email me your work and that will be it. Your grade will show up in the gradebook within the week. And kaput. You're done. OR, option number 2, I can still have you email me what you have, I'll review it, email you back with some feedback, and we can make our Final deadline next Wednesday. The only thing is, if you choose option 2, you are committing to use the feedback I've given you. If I'm going to give you extra time to work and if I'm going to take the time to give you individual feedback, I expect YOU to take the time to make the necessary changes. What do you think?"

It was great - except when my strategic plan backfired.

Almost every class went with option 2 - hands down. But my 4th period class gave me reason to pause. 13 of the students said they wanted to get it over with. Turn it in today. Never think about it again. 13 of the students said they wanted the extra time. It was a tie. As I was trying to convince my first 13 students that they wouldn't lose anything by getting some extra feedback from me, one student voiced, "Seriously? If they [referring to the students who voted for option 2] aren't ready, then it's their fault! They should have had it done."

I seriously froze up at that moment. That was supposed to come out of MY mouth. And I SO did not plan for this (but it's what I deserved given the fact that I gave them the choice!).

We went with option 2 (mostly because I know that some students need the extra time and that the feedback will, hopefully, be useful to all of the students to improve their writing), but I realized just how tired my students are of this project. Even though it's only been 4 weeks, I can understand. I just hope their stamina when we start our novels in class is going to be enough!

I had them email me their work - stupid idea? No. The stupid (more unplanned) idea was to not know how to turn off my iPad "ding" everytime it receives a message. I overloaded my inbox (though I quickly organized it according to period) and students went crazy to hear my iPad ding for the next two minutes. I actually think emails will be a good way to give feedback. Students linked up an email address with their iPad the other day, so I can send my feedback right back to them to receive on their iPad. (Goodbye, Red Pen. I won't miss you that much, sorry.)

We'll see how it goes.

We are starting our common assessment on inferences and citing evidence tomorrow and ending it on Friday (even though I JUST received an email from the principal saying that all 7th graders will be pulled from their 3rd period class on Friday for an assembly). So much for those plans. So, when in my well-planned out weeks, am I going to have them make-up that test?

Bah. Hum. Bug.

Don't get me wrong. I LOVE planning. Without it, I would be a mad woman. But sometimes - just sometimes, I feel like it would be easier to plan day by day because then I wouldn't be scrambling to salvage my plans when things like this come up.

But teaching is all about flexibility. So, I'm going to go do some stretching and come up with a new plan. TA-DA!

A Day of Deadlines...

Don't roll your eyes. Today was another day where I was learning the balance.

I love drafting days for several reasons: first, I get to see student creativity - so fun; second, I get to see students put into practice what we have learned in class; last, I get to meander around the room, give feedback, and leave the learning to them at that point. Don't you love assessment time?

But it's also the time to become the MOST frustrated. To the student who - after 3 days of drafting - has still not picked a topic, I don't know what more to do. It's due tomorrow, kids! I mean, c'mon!

Then I start to feel guilty. I knew that student was behind, but I assumed after I talked with him about topics on the first day he actually picked one.

Not so.

So was that my fault? After I knelt at said student's desk for 5 minutes asking probing questions to help him choose a topic that would be personal to him, I decided that the student was not behind because of me. If I did any more for that student, I would actually be typing his project for him. But still - how do you not become frustrated at that point? How do you not become frustrated when the handfull of students you talked to the day before, saying, "You HAVE to work on this at home today or you will not be able to finish in time," come into class with nothing done. Still.

I'm realizing that, more often than not, students fail because they don't work and they don't try. Maybe they're scared. Maybe they're confused. Maybe they don't give a darn about their future at that moment because they're going to be an NBA star and NBA stars don't need to know how to write in complete sentences.

And I put my realization to the test. I made a list of students who need to work on our current i-Can statement because my last assignment to assess their progress showed me that they still weren't getting the concept of making inferences and using supportive evidence. Do you know how many of those students were failing my class? None. Most of them had C's, but the students who were failing had shown me that they understood the concepts. They just aren't doing work and have zeros across the board.

Gah.

But I'm getting better about avoiding the Death Eater lectures - no more booming voice and fierce eyes threatening students into submission. Nope. (I'd like to say I have never had those moments, but I have). Now, I'm just honest: "If you are not finished with your draft by the end of the day today, you are going to be in a lot of trouble with tomorrow's deadline," or "I hope you're planning on working on that at home tonight. You're going to need that extra time." Leave it at that. If they don't care, there's not a lot I can do to make them care (which goes to show you that leaving students in charge of picking their topic is not a surefire way to ensure student engagement. Just sayin).

Are the majority of my students ready for the deadline tomorrow. Oh yes. But as a teacher, I sorrow for the 3-4 individuals in every class that have a paragraph written and are probably going home to play video games all night. You few students - how can I reach you? You even decided to write about video games - something you know all too much about - and that's still not enough to get you to do the work.

I think I remember having this moment last term - the moment when I realized that 30+ students are failing my class simply because they're not turning in their work or using class time wisely.

Hmm...

I should just realize that the moments before a big deadline are going to be disappointing - but the time I spend assessing student progress will be much more rewarding. I cannot wait to read my little 7th grader's blog post about "How to Respect Teachers," or "How to make good friends," or the news article about "Taylor Lautner's Popularity" or the podcast about the "History of Batman." I'm so stoked.

Consider this deadline lesson learned.

The Return...

The return from my weekend of doing absolutely nothing work-related was wonderful. I walked through the doors of the school with a skip in my step (not to mention the huge grin on my face when I realized that my period baskets were still empty and my grades were all up to date!).

What did I do?
- went to a concert at Velour.
- watched a movie in my pajamas.
- made deliciously scrumptious pumpkin dump cake and banana bread.
- hung out with my adorable little sister.
- made some new friends and played games all night long.
- took long, hot showers.
- straightened my hair (which I haven't done since teacher training before school started. Wow).

All of the above reminded me that I am human. And I need time for myself.

So, I went to our staff meeting this morning with a revitalized spirit and did what? Got myself nominated to give a presentation to the faculty next week about Edmodo. Sweet. I guess that's what happens when you teach 10+ teacher about the website . . . they willingly volunteer your name for the job. I'm excited though - I really believe in the website and with these new iPads, it is a huge asset to the school if we all get onboard.

All of these new technological discussions at the school are helping me make two new discoveries:

- First, technology is a tool. Not a crutch. I can't just throw technology into a lesson and hope that it accomplishes my objectives. Plus, there are so many hiccups, I've got to have a back-up plan anyway. It has to have some thought put into it.

- Second, sometimes it's necessary to use class time to gear students up for the technology you want to use. One teacher who is exploring iTunes U in creating courses for his classes (so cool, by the way!) said he dedicated three days to helping students set up accounts and teach them how to use iTunes U. Wow. Three Days. It's hard to swallow, but even using 10 minutes of our shortened Monday periods to help students sync their email accounts to their iPads will (hopefully) pay off in the end when students are actually able to send their work home (that's what we did today).

Oh, and I just got an email saying that all 7th graders will be having hearing tests done tomorrow during their English classes... So there go my plans for an extra drafting day. Good thing that Wednesday Final Deadline for student Genre Projects is secretly a rough draft deadline. Shh. Don't tell them! We'll see what gets turned in.

Don't you just love flexibility? I know I do!