Hi all,

I'm actually in my third year of teaching, but this community has been so helpful that I decided to stick around. One of the most interesting things about my teaching experience is that my classes have been completely different every year! (I teach at a small, private school and they like to change teaching assignments for new teachers based on the needs of the school.) Anyway, I'm teaching ninth grade English this year and we are stuck in phrases. I know they have all of the information in their brains to differentiate between gerunds, infinitives, and participial phrases, but I just cannot motivate them to think it through. Does anyone know of any fun/engaging activities that would reinforce these concepts? I have classified, diagrammed, jumped around, made them stand up and act the sentences out, and used comical references in the sentences. None of that has worked. They're a tough crowd! Suggestions? Thanks!

Hello all,

I stumbled across this post on a blog I sometimes read and thought that some of you US teachers might appreciate it or find it useful. It has a link to information for teachers about Thanksgiving and ideas about how to teach about Thanksgiving in a historically accurate manner (i.e. avoiding/debunking American Thanksgiving myths). I'll add the disclaiming that I haven't read the whole thing thoroughly yet, but what I have read of it looks good and I wanted to post the link while it might still be useful to some of you.

http://loveisntenough.com/2009/11/19/good-thanksgiving-teaching-resource

hey guys!

I've found this community very helpful in the past. just wanted you to know you all are awesome! :)

I'm teaching grade 11 English to one student (it's a credit course at a learning centre, but same as getting the credit in high school).
I'm actually a primary teacher so this is kindof a challenge for me.

Anyways, I wanted to ask you about NOVELS.

The course is pretty much laid out for me but I am given some flexibility to change things.

I have been given material for OF MICE AND MEN.

I believe there also may be material for TO KILL A MOCKINGBIRD and THE ALCHEMIST.

I haven't read any of these books. Can anyone give me opinions about them?

I might be able to switch it to something entirely different, but it might be a lot of work for me to find the material and get approval.

Anyways, the student I have already hates English and has had bad experiences with English teachers, so I want to give the poor kid some material that is more enjoyable and "relateable" to him.

He's a typical 16 yr old guy... likes sports. He enjoyed Lord of the Flies and didn't like Catcher in the Rye, if that helps, haha. I also find he's more "concrete" (not sure if that's the word I'm looking for). He likes things that are straight forward and not some weird abstract thing where you have to read between the lines (although, I guess that skill is part of English).

Any opinions on novels would be helpful. Thanks! :)

My SOSE university teacher (studies of society and environment) is very into simulation activities and games with students so they know how people feel or what the situation is like, or it shows clearly how things are connected. For example we had to research an aspect of the rainforest (I was 'bacterica'), briefly, and then come back to the class. Using our knowledge of this plant, animal or feature of nature, we connected ourselves up using wool, while standing in a circle. For example bacteria throws the wool to leaf litter, which throws the ball to fungi. etc. Then there were three people who represented Man's Influence.
One was 'logging companies' and they cut down the mahogany tree, which ruined the canopy, which dried up the leaflitter which... etc. They did it by cutting the string where the Mahogany person was standing.

We had one where we were Aboriginal people and we formed groups representing the different Aboriginal groups. Using a task sheet we were given we had to interpret then draw the things that this group loves, for example the river, our tools, the animals, our spirits, the reeds, etc.
Then we went through this big written role play where things happened to us, like we 'saw some strange ghost like people', the people representing women were taken away to be 'companions', some of us died, our piece of paper was ripped up and taken away bit by bit, etc. The kids get a slight smattering understanding of how things they care for, their friends, got taken away. The kids would spend ages drawing their picture only to have it ripped up. There was a script we had to read. It was awesome.

I know there are some great ones showing poverty.

Yesterday friends and I designed one for refugees- we were going to have kids sit out on the tennis courts with a fence around them, have to build shelters, use yoghurt containers to get water from the furthest tap in the school, make toys out of tin cans, have everyone getting annoyed that they're in their tennis court so they can't play, no recess, and they have to line up at lunch for a small serve of plain rice. Then they could apply for asylum elsewhere, and get rejected, there was going to be a boat people scenario where they have to walk around for ages with their possessions, pirates would come and take their possessions that they thought would be useful in their new lives. Then they'd get put in a detention centre. All instructions would be given in another language...
it would be awesome!

But here's my issue. I'm planning a unit on eco housing. I'd LOVE some sort of simulation game to do with that. Or even a website game though that's not as good.

Any ideas how I could do it?

I have a student who struggles with writing. He has trouble spacing letters (both between words and even between letters in words. He can barely print properly, and with his spelling, it can be disaster to read if he's not attempting to write neatly. I can usually read his writing when he takes the time. Today when meeting with some of my reading specialists, one of them mentioned a psychological evaluation from last year on the student where it was suggested that a laptop be made available to the student to help him with communicating his ideas. I had no idea this existed, as it wasn't with his IEP when I started in the classroom.

So I want to try it with him. I just got two spare laptops from the principal for student use in the classroom since I didn't have any computers prior. I called him over before dismissal today to see what he could type for me. I had him type a few sentences. "My name is J. I am 13 years old. My favorite color is blue." He was interested and I told him that tomorrow we would try it with his morning journal entry instead of writing it on paper.

What I really want to see is if he will be any more motivated to communicate his ideas. He just hates writing. We were working on paraphrasing yesterday, and he can demonstrate the skill orally, but when asked to do it in written form, he will work, stop, and start when prompted.

Has anyone tried this with a student? How successful was it? For reference, my student is a 13 year old 5th grader.

Also, randomly funny bit from a student at lunch to her friend:

Student: You're spazzing like an armadillo!
Me: Do you know what an armadillo spazzing looks like?
Student: No... I know what an armadillo looks like though!

Hey guys...

If you were doing a high school English course (grade 9, applied) on Heroes, what would you include?

Any ideas for assignments, lessons etc is very much appreciated!

(It's for a native reserve and I've been given a book on "Native Leaders" to use/refer to)

Thanks :)

x-posted

Going over long A sounds in class, one of my students says "Wake and Bake Miss Johnson. Wake and Bake." I'm hoping at 7 he has not a clue what this means.

For those of you who have used or are using Investigations for their Math curriculum, has anyone ever used Geo-Lego for Picturing Polygons in 5th grade? I tried playing around with it but it seems very hard to figure out. I am not sure I want to introduce it to my students.

few weeks ago I had a heart-to-heart class meeting with my 5th graders. "Folks," I said, "I'm frustrated. It's very difficult to teach a lesson when I need to stop every few minutes and remind people to raise their hands or to stop their side conversations. I feel like I am always reminding you to stop talking."

We made a list of all the times when their talking becomes a problem, like when they're lining up to go down to Movement class or when they're supposed to be quietly working on math problems, when we're having a class discussion, when I'm telling a story or teaching a new concept.

Then we made a list of all the times when they feel like it should be quiet (taking a spelling test, walking in the halls, class discussion etc.) and times when it is OK to talk (group/partner work, lunch time, recess, clean-up during end of day, etc.)

I asked them what they thought they could do about it. They were very honest and said that they felt like they didn't have enough time to socialize with friends, and that since they use their recess time to play games, they don't do a lot of talking during recess. They wondered when they could have time in class to talk.

The solution we ended up with was 'Talking Time'. At the end of each period that I teach, they have a 5 minute break for talking. If, during class, a number of people are talking out of turn, calling out, or having side conversations, they use up one minute of talking time. If they're quiet and respectful for the entire lesson, they get the whole five minutes at the end.

The class was very curious what would happen if only one person called out? Could that person lose a minute for the whole class?

So, we also came up with a point system for the class. This is an incentive for the whole class - a chart on the chalkboard where I allow students to put up tally marks for positive behavior -- complimenting a classmate, being helpful, working quietly, etc. For my most frequent talkers, if they make it through the lesson without calling out, they put up a point for the class. If they do call out, no negative consequence... unless they rope their corner of the room into talking out with them. Thus, there is lots of positive reinforcement from their peers to quiet them down.

We've been trying this for two weeks now and it's worked beautifully for my class. They lost their entire five minutes *once* and that was a reminder to them that I'm taking it seriously, so they've been very conscientious since.

My favorite thing about 'Talking Time' is that when it starts I'll say "If you'd like your talking time, you may start it now,' and the kids who really need it take it, but those who are engaged in their work often keep working. Some kids use the time to read or draw instead. Often, they use the time to show their work to each other or ask each other for help. It's been great!
* * *

Last week, someone made a post asking about drama in the classroom and I mentioned I use it often and with great success. I did a write up for one of the commenters who gave me their email address. If you would like it, I would be more than happy to email it to you. Everything I use in my classroom, I learned at a workshop my district gave called Creative Drama in the Classroom given by Lenore Blank. If you're interested in using drama especially to improve your students' reading comprehension I highly recommend her book, A Dramatic Approach to Reading Comprehension

Using drama in my classroom really improved my classroom management and kept my students engaged. It also helped me reach my highest learners and my lowest learners with fun activities that built their self-confidence.

Let me give you a little background: I am a first year teacher, in a Title 1 urban school in the roughest neighborhood Jacksonville has to offer. My 1st grade students come to school with SERIOUS baggage.

However, when I started with my original 12 students, we created an atmosphere of attentiveness and respect. My students could articulate my rules and their importance. They could articulate exactly what would happen when they chose to break or follow a rule or procedure. And they could articulate the importance of those procedures too (Ex: We walk in line with our eyes forward so we don't bump in to people).

About 3 weeks ago I received 5 students when another 1st grade teacher was fired. And that's when things got crazy. The 5 students had little consistency in the means of classroom management. I divided them up an integrated them among my students, devoted a few lessons to reviewing rules, rituals, and routines with the whole class, and hoped for the best.

Complete. Chaos.

My original 12 students are taking cues from the new 5 and acting out for attention. The new five are ALL OVER THE PLACE all the time. I've administered consequences. I've enacted new positive reinforcers. I've had community meetings. I've re-taught procedures. And nothing is working. The class will articulate expectations, but seconds later will choose not to follow through.

Prime example: We walk in a line with our finger over our mouth, eyes forward, mouths closed. My class was once known as having the best hallway behavior in the school. Now, there's pushing, talking, students running or staggering behind.

So, I re-taught it. And then we practiced it. And the new 12 and the old 5 grumbled and groaned. So I decided to be strict. We'll do it again until we get it right. They still push and talk. We'll do it again. Grumble, whine, and push. Do it again. Grumble, whine, push. Today, we spent over half of recess looping up and down the hallway because they simply didn't care to walk quietly and respectfully.

All other procedures are breaking down in a similar fashion. 1. Articulate what they should do and why. 2. Articulate what will happen if they do or don't do it. 2. Do the exact opposite. I give rewards to those doing things properly. The others just get more angry. I give consequences to those breaking rules/being disrespectful. They just get more angry.

And the worst part is this: I've become Yelling Teacher. I was never Yelling Teacher. I get angry and annoyed because I can no longer get through lessons. I take it personally. And they still don't care.

How do I get their respect back? How do I regain some order and get back to a place where I can teach my lessons with their attention held? How do I come back on Thursday and start to turn this around after about two weeks of yelling, inconsistent chaos? Or is it already too late? I hope their respect isn't gone for good...

Hello fellow teachers!

I come to you for advice on self esteem projects for 1st/2nd graders. I had a 6 yr old come to me yesterday telling me that she doesn't like how she looks, she doesn't think she's special, etc. I had another 6 yr old (who overheard this other child speaking) tell me the same thing. I've done self-esteem builders/activities/lessons for preschoolers, but never for 1st/2nd graders. I have 10 children, aged 6-7. I'm googling it, but I can't come up with anything that I'm too fond of.
So ... I come to you for ideas.

TIA!

I have one lesson on Wednesday right after recess that I have to fill.
I would love to do some *real* SOSE but I'm not sure what I could do in 50 minutes. There's no access to computers. Any ideas? 

There's a drawing lesson my boyfriend mentioned doing when he was in Primary school. The teacher reads out instructions (or the instructions are handed out, I'm not sure which) and the kids have to draw what it says to draw. It's a procedure following exercise, but it also is up to a lot of interpretation and apparently ended up with greatly varying drawings. Anyone know where I could find this?

Any other ideas for the lesson? It's my last week of prac and I'm allowed to choose whatever I want.

Anyone have any websites/resources for timed reading fluency passages?

So in this area, it's typical around Christmas for teachers to have students learn about Christmas around the world and how it's celebrated. It's the way they get in multiculturalism in for the December month. I want to do something different with my 5th graders though. The idea is exchanging letters with another class in a different country to discover how those students celebrate the winter holidays, and not just Christmas, as well as special traditions in those families as well, things that the Internet wouldn't always tell. Each of my students would write a letter that I would then collect and send out to another classroom. I know it seems early to ask, but I'd like to be able to have them do the project and have letters to see before our Christmas break in late December.

Are there any 4-6th teachers in other English speaking countries that would be willing to do this? My students are in rural WV for reference.

x-posted around.

I'm a pre service teacher with year 5s and I've been given the last lesson on Friday to 'do something fun'.
However there are several boys and one girl who will get very very rowdy, and the whole class has no team skills, we've done a LOT of art lately... and I'm stumped for ideas.

I wanted to do Drama but was put off it by my mentor teacher saying that you  have to be EXTREMELY strict to be able to do drama. And so I'm starting to agree.
Help me think of something? Thanks so much!

I am a first year 5th grade teacher. My kids had a tough time today differentiating between mass, density, matter, and volume. I gave the definitions, we read from out textbook,  and I demonstrated with different balls.  They still were not getting it. I looked online and can't really find anything. Does anyone teach this that can give me hints or tips to get it through to them? Or any examples that you tell your kids?

Hello teachers :)

So I recently accepted a job at a learning centre. I'm working one-on-one with one student that has a learning disability.
She is in grade 5, but at 4th percentile, or grade 2/3 level in language.
I am working with her intensively for 4.5 days everyday until Christmas, doing language.
It's my responsibility to develop and implement a language program, and to evaluate her.

I just wanted to ask for any advice, resources or tips.

I have a bunch of resources the centre gave me. I think flashcards will also be useful.
(I was told to develop a controlled vocabulary with her, and keep adding to it)
I am planning on making a dictionary she will regularly add to, then refer to when writing.

Any resources, books or novels you would suggest?
A lot of the books given to me for her skill level are not age appropriate.

I am thinking of having her keep a journal, and give her certain questions/topics to write about that will interest her. Any suggestions with that?
I'm also thinking of getting her a penpal.

Also, what are some ways I can assess/evaluate her?

Any input is appreciated. Thanks :)

I just joined the community and I'm very excited to get advice and read about other new teachers experiences. :) Basically I'm working in a profoundly handicapped classroom at elementary level as a teachers assistant. Something that works great with the kids is music. I showed the teacher Jason Mraz's song "Man gave names to all the animals" and she loved how current and how it's not super childlike. Other teachers have even asked her about it just by hearing it while walking by in the hall!

My question is do you know of any famous (mainstream, not childrens music exclusive) artists who have songs that could be used for school? Major bonus points for animals, numbers, and spelling songs! 

Hi, let me introduce myself... I'm about to graduate from State with a BA in Child and Adolescent Development Concentration in Young Child and Family.  I want to be a preschool teacher.  I'm doing my internship at a preschool on campus, but it's not a place I can continue to work at after graduation, all TA jobs go to students and you need a masters to be a head teacher not that any are leaving right now.  So I would like some job seeking advice.  Should I start sending out my applications now even though I'm not out of school yet?  Also what are the chances of finding work in the middle of a school year? Any other advice you may have is totally welcome!

Just a couple of things in light of recent happenings.

And if you're thinking, "What? This community has mods?" -- The answer is yes. ;)

1) We don't need insults or name calling. They almost never help or contribute to respectful, productive discussion -- which is the goal of the community. I understand that we're not always going to agree with each other, nor should we. However, we are a community of professionals, and I think the tone of posts and comments should reflect that. Probably a good rule of thumb: if it would be considered rude or inappropriate in an in-person conversation with a coworker or another educator, it's probably not appropriate here, either.

2) For all the posts, comments, and community members that seek and give out helpful, constructive advice -- thank you! If you don't know me as a mod here, it's because 99% of the time, I never have to say anything. For the most part, we have wonderful members here who take it upon themselves to be polite and respectful of posters and commenters. That's more than a little fabulous, and it certainly deserves more recognition than it gets. So, again, thank you!

3) If you need to contact me for community-related reasons, the best way to do it is to email me at frolicnaked (at) yahoo (dot) com. You can also send me a PM via Live Journal, though I don't check my LJ inbox quite as often as my LJ account.

:)

I am a first year teacher trying to create my PIP (professional improvement plan). I already have one objective dealing with technology. What is one other one that is broad enough to hit on different things, not just one in particular like technology?

I am a first-year college student in Minnesota.  For years I have been wanting to go into the medical field, but with the recent Obama plans, and just me thinking about what I would like my life to be, I have decided that medicine is not for me.  So I spent quite a bit of time thinking about what else I might enjoy doing, and I have settled on teaching.  I love younger kids, and I was thinking that teaching kindergarten or first grade would be the perfect job for me - I am good with that age group.

Since I had been planning on going into medicine, I know all about what I need to do as far as schooling goes to become an anesthesiologist.  But I have absolutely no idea what it takes to become a teacher! Are there programs, do I need my BA, masters, something else? I am assuming that it might be different for each state, but, in general, what should I be looking at as far as school goes in order to become a kindergarten or 1st grade teacher?

Thanks!

Crossposted to teaching.

Hi all!

I just got hired as a long-term sub in a middle school to teach 7th and 8th grade Writing.  The teacher is going on maternity leave and I start a week from tomorrow.  I'm a little worried about coming in to these classes when they've already been with their teacher for more than a month and I'm not sure how my coming in will disrupt what they're already used to.  Have any of you been in a similar situation and do you have any tips on how to make this a smooth transition? (For them and me, haha)

Also, any ideas for ice-breakers/getting to know you activities and how much time to spend on those and establishing new procedures and just having them get used to me?  I don't  want to jump into teaching stuff too quickly, but I also feel I can kind of combine breaking the ice with curriculum (they're just starting creative writing).  About half of my kids have IEPs, so anything that's particularly inclusive-friendly or adaptable would be appreciated.

I hope that wasn't to jumbled, haha. Thanks in advance, y'all--this comm is a godsend!