First Quarter Reflection

I was reading a blog recently [redbirdword.wordpress] and there was a post that I would like to incorporate here. It was simple: "What are you doing in class right now? What is working? What is not? Why?"

As a first year teacher in this discrict, I am excited! I love the overall feeling of growth, both professionally and personally. Professionally speaking, I was reluctant, at first, to move from another district where things were strongly collaborative to a district that describes itself as balkanized. I LOVED the idea that I could rely on other teachers to plan crosscurricular lessons, discuss students we had in common, and just "hang out" together. Knowing that this district was not quite there was a little . . . . disappointing.

HOWEVER, in this first quarter I am realizing that there is a HUGE amount of "buy in" from the teachers to move in this direction of collaboration. This has been evident in our district institutes and the fact that several teachers are coming to Mrs. Hopkins and/or me asking about certain technology usages in the classroom. There is a thirst for improvement and it is refreshing.

Personally, I love the idea of reorganizing and restructuring HOW certain things are taught or presented -- even though it can take a TON of time. It can reap very good return for my students if I can do things right.

So, back to the original questions: "What are you doing in class right now? What is working? What is not? Why?"

I am attempting to open my students' minds to new approaches to academia through the uses of technology, graphic organizers, and general instructional methods. I am fortunate to have a SMART board in my classroom that I can use every day. I have developed a PRP worksheet to help with reading material that is difficult. I have used the Word Snapshots, QAR's, and an Expository Brochure. [If you are unfamiliar with those graphic organizers, please check out my site on www.classhomework.com]. I have used online resources like the afore mentioned class site, this blog, and sites connected with the reading material, and a site where I print short nonfiction articles for class discussion or writing prompts. As far as classroom procedure, at times my students have a nervous anticipation [sometimes frustrating] because my room arrangement often changes from the typical row format to a small group format to a U-shaped format for large group instruction. I have given lectures, have allowed my students to interact with each other, and I have allowed them to access the Smart board and the computer lab to complete various assignments. I am attempting to develop healthy relationships with my students. Some students allow me to be goofy, some need me to be formal - to a point, and others stay engaged because of my sense of humor or wit. Other students still remain either shy or distant by choice. I realize I can only develop relationships with those that want it and I will not force that on everyone. That could be damaging. I think overall, my students enjoy coming to my class because they are not only learning, they are having fun. Maybe I am wrong . . . . .

As far as answering the questions of "What's working? What's not? and Why?" -- that is the open door for you, my students, to reply to this post.

Participation points

Interesting . . . the word participation . . . and to associate participation with a grade. Is this a reflection of our current society? Should we give rewards for activity that is necessary for survival?
OK, so someone needs to pay me because I dressed nicely today, is that it? Or pay me extra because I got my attendance entered within the first few minutes of class? Or give me a Wednesday off because I showed up on Monday and Tuesday? OK, crazy huh! But is it really?
Isn't that what we are promoting through participation points? We are giving students points for doing what they are supposed to do anyway. What happens to them when they go to college?

All right, I've set you up a little bit.

Participation points are a common practice in classrooms. But what are "participation points" anyway? How much do you get [or give, if you are a teacher] and how much does it count for in the overall scheme of your grades. Is it more than 10% of your total grade? 50%?
Do you [student AND teacher] rely on participation points to make the acceptable grade? If you took away "participation points" would the gradebook look the same?

Maybe another time I will write about "extra credit." You might be surprised . . . .

Uhhh, grades . . . .

All right . . . another dose of honesty here pertaining to grades. Are grades a true assessment of knowledge?
I have always held the opinion that most of my class is centered on work ethic and not so much on how smart a student proves to be. I am not sure if that is right or wrong . . . or even if it can be considered a right or wrong argument.
In the real world we often find that sometimes the "not-so-smart" person becomes very successful simply because of the fact that there is ingrained in that person the inability to give up. I mean look at our president . . . . or congressmen and women or senators or governors or mayors or chiefs-of-police or sherrifs or principals or administrators or teachers or . . . . .[did I leave anyone out???].
I guess my point is that people can become very successful regardless of knowledge. So is it absolutely necessary to ONLY grade students on what they can regurgitate on a content-based assessment? Can a teacher give grades based on amount of completion rather than level of accuracy?
Let me know what your thoughts are . . . . .