Day
One and Beyond (Stenhouse, 2003) was written by master middle grades
teacher and consultant Rick Wormeli specifically for the new middle level
teacher. It's full of practical tips that new teachers rightfully see as
"lifelines."
This transcript is based on the daily Digests for the MWBOOKS listserv for
the dates July 28 through August 1, 2003. Use the navigation links at the
top of this page to read all of the daily entries. As you will see, in addition
to great comments and advice from Rick Wormeli, many veteran teachers on
the MiddleWeb listserv pitched in with tips from their vast store of classroom
experience.
JULY 28
Topics of the day:
1. Welcome to the One Day & Beyond chat!
2. Let's start our chat about Day One! (3)
3. Classroom Rules (24)
4. T-chart idea (4)
5. Intro and gradebook/lesson plan book (2)
6. Rick: Getting here from there
7. sub plans & effort grades (2)
8. Rick will be along... (3)
9. Possible consequences
10. Cartoons
11. Detailed sub plans.
12. Take Advantage of Those First Days (2)
13. use of cartoons in class
14. Bathroom break
15. Pencil sharpeners
----------------------------------------------------------------------
Date: Mon, 28 Jul 2003 13:15:24 -0400
From: John Norton
Subject: Welcome to the One Day & Beyond chat
Welcome, teachers, new and veteran!
We've gathered here to discuss a new book written specifically for
new MS teachers and teachers new to the middle grades. MWLIST member
Rick Wormeli is the justifiably proud author of "Day One and Beyond"
and will be here with us to explore "practical matters for new middle
level educators."
As veterans of our listserv know, Rick drew on MWLIST discussions
while preparing his book, and many names familiar to list members
appear in the text. Rick has always been careful to credit ideas and
insights he's gleaned from our discussion group. Another sign of his
generous spirit.
This conversation will last for about five days, and it will work
JUST LIKE our regular MWLIST chat. You get all the mail, and you
respond as you have time
We'll gather up the conversation and post it at the MiddleWeb site
for future reference. So the questions asked and answered here this
week will be of service to many new teachers down the road.
IF YOU HAVE NOT HAD A CHANCE TO GET RICK'S BOOK...
Find
out more about Day One and Beyond here.
Note to readers:
Rick Wormeli joins the conversation about midway through this first day.
------------------------------
Date: Mon, 28 Jul 2003 13:31:55 -0400
From: John Norton
Subject: Let's start our chat about Day One!
Rick and I have mulled over the best way to begin our conversation.
Since we have a good representation of both new and veteran teachers,
let's do it this way.
1. IF YOU'RE A NEW TEACHER (or new to the middle grades), feel free
to ask any urgent question that's on your mind. OR, if you've read
something in Rick's book that you'd like to hear more about, ask
about that.
2. IF YOU'RE A VETERAN TEACHER, you might respond to something in the
book -- something with which you agreed or disagreed, something you're curious
about, or something that confused, surprised, or inspired you. (And Rick
adds, "something you read in the book upon which you could improve.")
John
------------------------------
Date: Mon, 28 Jul 2003 10:38:39 -0700
From: kay Porter
Subject: Re: Let's start our chat about Day One!
As a new teacher to the middle school, I was wondering
what is the best lesson plan/ record book to buy when
you have 100 plus students. All of the ones that I
have seen are for elementary.
Thanks,
Ka-Rhonda
------------------------------
Date: Mon, 28 Jul 2003 11:01:52 -0700
From: Joanne
Subject: Classroom Rules
Rick,
How do you handle the whole bathroom pass issue? Do students quietly take
the pass and go, do they ask you first, do they only get x number or "uses"
of the pass per term? How do you "stop" the students who use the
bathroom
pass simply as an excuse to get out of the classroom?
For that matter, add to that the issues of pencil sharpening, getting a
tissue, whatever. Do you discuss these things in the first days of class?
What is the "rule"? Before the bell rings, after the discussion
part is over
and students are getting ready for desk work? I have some ideas, but would
love to hear from an expert.
Thanks! Joanne
------------------------------
Date: Mon, 28 Jul 2003 14:23:31 -0400
From: CRW Pup
Subject: Re: Classroom Rules
At 11:01 28/07/2003 -0700, you wrote:
>Rick,
>
>How do you handle the whole bathroom pass issue? Do students quietly
take
>the pass and go, do they ask you first, do they only get x number or
"uses"
>of the pass per term? How do you "stop" the students who use
the bathroom
>pass simply as an excuse to get out of the classroom?
I also am interested in hearing from more experienced educators (This will
be my 2nd year in NY and 3rd overall, although my 1st year was so heinous
I
don't think I should count it!) on this point - I think it's demeaning to
make another human being get my permission to use the restroom, and my
policy has been that I hang the passes up on the bulletin board and when
somone has to go, they unobtrusively get up, take the pass, and go,
replacing the pass on their return. This actually worked great until the
last month and a half of the year, when some students started abusing the
privilege. However, I didn't notice until other students pointed it out
to
me because by then, I'd gotten used to them being responsible (I know,
silly me) about it. So I'm looking for ideas on how to amend my policy in
a way that is still respectful of them as free human beings yet also
doesn't promote abuse. Is it as simple as just paying more attention to
who is using the pass and how often? Should I implement a sign-out sheet,
as my mentor teacher did during my student teaching? That still seems too
"prison-esque" for my tastes.
>For that matter, add to that the issues of pencil sharpening, getting
a
>tissue, whatever.
Joanne - I usually have let them just get up and sharpen pencils themselves
and get their own tissues. Goodness knows I don't want to be a
tissue-fetcher during cold season! I point out to them where I keep the
tissue boxes and where the sharpeners are, and haven't had any problems
with it.
Liz
------------------------------
Date: Mon, 28 Jul 2003 13:32:33 -0500
From: Paulette Romano
Subject: T-chart idea
Rick,
I love the T-chart idea with the eye and ear to teach how to work in groups!
It puts so much more ownership on the students when they come up with the
ideas. I can't wait to use this. I am a veteran teacher and find your book
just as useful as a new teacher. I also like the assortment of seating
arrangements you shared. I've used quite a few of these but I found some
new
ideas there as well. I know you don't advocate rows, but that is one thing
that I still have to do the first couple of weeks just to get to know my
students. I think it's visually easier for me to remember. I'm still reading
through the book and I know I'll find much more to comment on. Thanks very
much for this informative book!
Paulette
------------------------------
Date: Mon, 28 Jul 2003 14:42:47 -0400
From: Carrie Becker
Subject: Intro and gradebook/lesson plan book
Hi!
I am also a new teacher to the middle school--our district has changed ou=
r 4-5 self-contained building to a 5-6 middle school building. I have bee=
n teaching fifth grade for 2 years now and love it! One concern I have is=
that we may be encouraging the kids grow up more quickly because they ar=
e now part of a middle school model. I really like how Rick delineated th=
e difference between a junior high and middle school, especially since I
=
had no idea there was a difference!
As far as a gradebook...I created my own in Excel this year and wouldn't
=
go back to a paper and pen gradebook. I'm planning on continuing it for
t=
he coming year as well. I'm just sure to save it on my hard drive at home=
, on a floppy and print a copy every once in a while. I like it much bett=
er than the traditional gradebooks because it does calculations for me an=
d I can print the one whole class's grades at one time, or individual gra=
des in case a parent has a question. I've used a few different kinds of
p=
lan books in the past few years, but this year I think I'm going to creat=
e my own in Word. There always seems to be something I don't like about
t=
he ones that I buy and this way I can really tailor it to my needs, input=
ting the daily events as permanently instead of rewriting them each week.
--Carrie :)
=20
----- Original Message -----
From: kay Porter
Sent: Monday, July 28, 2003 1:49 PM
As a new teacher to the middle school, I was wondering
what is the best lesson plan/ record book to buy when
you have 100 plus students. All of the ones that I
have seen are for elementary.
Thanks,
Ka-Rhonda
------------------------------
Date: Mon, 28 Jul 2003 13:49:26 -0500
From: Paulette Romano
Subject: Re: Classroom Rules
I keep a box of tissues on both sides of the room. My students have to bring
in 2 boxes at the beginning of the year according to their supply list.
As
far as sharpening pencils goes, I instruct my students to do this at the
beginning of class or at a time when no direct instruction is going on.
Paulette
------------------------------
Date: Mon, 28 Jul 2003 14:43:19 -0400
From: Matt
Subject: Classroom Rules
I guess I'm at the opposite end of the spectrum on this one. As a general
rule, students do not leave my room during class. Obviously there are
exceptions, but expecting them to come to class prepared and having
attended to any bathroom needs between classes is certainly much easier
to
manage. In-class business (i.e. pencil sharpening, etc.) should be taken
care of prior to the bell ringing. There's nothing worse than leading a
class discussion with kids wandering all over. The exception I do make is
they are free to get kleenex when necessary. It does sound strict, but I
don't have any problems, and the kids adapt just fine. But whatever
method(s) work best for you, make sure you are very diligent about them,
especially the first several weeks of school. Ensure that your students
know exactly what you expect from them, and you'll seldom have problems.
Matt
>I also am interested in hearing from more experienced educators (This
will
>be my 2nd year in NY and 3rd overall, although my 1st year was so heinous
I
>don't think I should count it!) on this point - I think it's demeaning
to
>make another human being get my permission to use the restroom, and
my
>policy has been that I hang the passes up on the bulletin board and
when
>somone has to go, they unobtrusively get up, take the pass, and go,
>replacing the pass on their return. This actually worked great until
the
>last month and a half of the year, when some students started abusing
the
>privilege. However, I didn't notice until other students pointed it
out to
>me because by then, I'd gotten used to them being responsible (I know,
>silly me) about it. So I'm looking for ideas on how to amend my policy
in
>a way that is still respectful of them as free human beings yet also
>doesn't promote abuse. Is it as simple as just paying more attention
to
>who is using the pass and how often? Should I implement a sign-out sheet,
>as my mentor teacher did during my student teaching? That still seems
too
>"prison-esque" for my tastes.
>
>
>>For that matter, add to that the issues of pencil sharpening, getting
a
>>tissue, whatever.
>
>Joanne - I usually have let them just get up and sharpen pencils themselves
>and get their own tissues. Goodness knows I don't want to be a
>tissue-fetcher during cold season! I point out to them where I keep
the
>tissue boxes and where the sharpeners are, and haven't had any problems
>with it.
>
>Liz
>
------------------------------
Date: Mon, 28 Jul 2003 14:09:48 -0500
From: Ellen Berg
Subject: Re: Classroom Rules
> For that matter, add to that the issues of pencil sharpening, getting
a
> tissue, whatever. Do you discuss these things in the first days of
> class?
> What is the "rule"?
Joanne,
I'm not Rick ;-), but I'll be happy to share my pencil sharpener
procedure with you. Students may sharpen their pencils:
1. If I'm not currently teaching/giving instructions;
2. If there is no other student at or moving toward the pencil
sharpener;
3. If they're taking notes during lecture, the lead breaks and they
raise their hands for permission.
We practice this the first week of school. Seriously. Everyone takes
their turn at the sharpener.
Ellen
Ellen Berg
Turner MEGA Magnet Middle
St. Louis, MO
------------------------------
Date: Mon, 28 Jul 2003 14:29:35 -0500
From: Ellen Berg
Subject: Rick: Getting here from there
Rick,
I, like so many others, am amazed and thankful for your thoughts and
insights into being more effective in our profession. I look at what
you have achieved, and I think to myself, "That's where I want to be."
Being in this profession for going on eight years now, I understand
that becoming a master teacher is a process rather than an event. When
I first began teaching I was sure I was going to get it all right the
first year or I would be a failure. It's a pretty common thought among
newer teachers I've known--I had a mentee who was afraid to take a day
off sick (bronchitis!!) for fear she would be a bad teacher if she did!
Could you share a little about your journey from novice to master
teacher with us for the benefit of all the newer teachers on the list?
Ellen
Ellen Berg
Turner MEGA Magnet Middle
St. Louis, MO
------------------------------
Date: Mon, 28 Jul 2003 16:22:24 -0400
From: Carrie Becker
Subject: Re: Classroom Rules
>How do you handle the whole bathroom pass issue?
I've only been at this for four years (all in an elementary, self-contain=
ed classrooms with fourth and fifth graders), but I'll give my two cents
=
as well! When my students need to use the restroom, I have them form a 'T=
' with their hands (like the sign for time-out) and if it is not during
a=
n important part of a lesson, I nod my head nonchalantly to agree they ma=
y go. This does sound a little demeaning now that I think about it...but
=
it was something I felt was necessary. It prevented the any one student
f=
rom going too often. My door frame was metal and two magnet persons were
=
placed there--one for girls and another for boys. On the left hand side
o=
f the door frame I stapled two envelopes in which I had an index card for=
each student. As they quietly exited the room, they removed their nameca=
rd from the envelope, put it up on the door frame with the magnet person
=
and left. This way I knew who was gone to the bathroom at all times, whic=
h was helpful, especially if there was a fire drill. A little more than
h=
alf way through the year I told my students they had gained my trust to
g=
o when they needed to and not have to sign to me. They still to put their=
name up, however. =20
>For that matter, add to that the issues of pencil sharpening, getting
a
>tissue, whatever.
In the past I have had 'pencil sharpening hours' posted by the pencil sha=
rpeners...before the school day begins and after we write homework down
(=
remember this was in a self-contained classroom). They were also to be su=
re that they had 2 pencils sharpened at the beginning of each day. This
y=
ear I think I may do something similar...pencil sharpening right at the
b=
eginning of the period and a couple minutes prior to leaving. I found tha=
t this led to fewer disruptions. As far as tissues...I place two boxes of=
tissues in the back of the classroom in different places so that student=
s may get up to get a tissue without disturbing the class.
Hope this helps!
--Carrie :)
------------------------------
Date: Mon, 28 Jul 2003 16:38:11 EDT
From: MKrause
Subject: Re: Classroom Rules
I hear a lots of interesting ideas about clasrsroom rules/passes. However,
I
think the key is that the work going on in the classroom needs to be
interesting and stimulating enough that that is where kids WANT to be. Ideally,
kids
are working in small groups on projects of their choosing (Whatever the
academic discipline). Then bathroom excuses, excessive sharpening, tissue
usage,
etc. are minimal and only when necessary. I feel it's important to give
middle
school kids the responsibility for deciding when to use the bathroom - after
all, I see a primary objective of my job is to help them develop into
independent learners (I tell them I will have done a good job when they
do not need me
anymore!). OBVIOUSLY, this all sounds good and doesn't always work just
as
planned - what does in middle school?! In which case, at the end of class
I
might have a brief, private conversation with a "pass-offender"
to see what's up.
These conversations can be illuminating.
Meg Krause
------------------------------
Date: Mon, 28 Jul 2003 13:47:18 -0700
From: fijifamily
Subject: Re: Classroom Rules
A few years back, I closed my daycare business, substitute taught and
planned on returning to school to get my master's degree. I joined several
teacher chatboards and was very surprised to see several pages of posts
all
about sharpening pencils! I read them all, of course, because I couldn't
even begin to imagine what was so hard about sharpening pencils!
Wow! Those posts were a real eye opener and my first encounter with the
need to have and teach procedures for everything. So, as to your question,
yes, you will definitely need a procedure for sharpening pencils, getting
tissues, a drink of water, asking a question, turning in papers, etc., etc.
Rules are different than procedures. Rules are simple statements that
describe what behaviors the teacher expects. Procedures are step-by-step
directions for how and when a teacher wants something done, such as
sharpening a pencil.
What procedures you decide to use will depend on your situation and your
students needs. I did a long term sub position in a life skills class and
I
didn't have any problems with kids sharpening pencils at all. I had simple
procedures that allowed them to sharpen their pencils as needed as long
as
it wasn't while I was speaking to the class. I had no problems and this
procedure worked well in that class.
I was then transferred to a 6th grade language arts/social studies, which
was a two hour block. I quickly realized how teachers could fill several
pages about sharpening pencils! Lol!! The classroom was equipped with one
electric pencil sharpener and the first day, the kids kept it running
nonstop until it overheated and quit working!
Day two, I implemented the procedure of allowing students to sharpen two
pencils either before class or during the first 5 minutes of class time
while the kids were doing bell work. Very few kids sharpened their pencils
during this time, but amazingly kids complained that BOTH their pencils
were
breaking and they NEEDED to sharpen them during class. Not!! They wre
breaking the tips because they used sharpening pencil time to wander around
the classroom chatting to their friends.
Day 3, I gathered all the dropped pencils from the hallways, supplemented
with some golf pencils and made these already sharpened pencils available
for anyone whose pencil happened to "break." I also let them know
that I'd
be happy to chat with their parents about getting them some stronger pencils
if broken pencils caused them to need to borrow more than 1 of my pencils.
Problem solved.
So, yes, pencil sharpening and other procedures will need to be taught,
practiced and retaught over the first couple weeks of school. Have fun!
Roxanne in WA (who didn't even mention mechanical pencils, personal
sharpeners, losing pencils, jacking (stealing) pencils, erasers or the other
myriad problems with pencils - lol!!)
> > For that matter, add to that the issues of pencil sharpening,
getting a
> > tissue, whatever. Do you discuss these things in the first days
of
> > class?
> > What is the "rule"?
>
> Joanne,
------------------------------
Date: Mon, 28 Jul 2003 17:04:54 -0500
From: Nicole Foster
Subject: Re: Classroom Rules
I tell my students they need to get a pencil sharpener with a shavings
catcher for my class. Most kids can buy one; if not, I give them out as
little "prizes". Usually someone near will have one and they even
get
where they put them on their desks to use and pass them around. A
student raises his pencil up and everyone knows the problem. (I did this
one year when we went through 2 of the regular pencil sharpeners in a
year! From then on, there was no pencil sharpener problem.)
Nicole
-----Original Message-----
For that matter, add to that the issues of pencil sharpening, getting a
tissue, whatever. Do you discuss these things in the first days of
class?
What is the "rule"? Before the bell rings, after the discussion
part is
over
and students are getting ready for desk work? I have some ideas, but
would
love to hear from an expert.
Thanks! Joanne
------------------------------
Date: Mon, 28 Jul 2003 18:10:58 -0400
From: Cossondra George
Subject: Re: Classroom Rules
I have 2 wooden passes I made from cheese boards - one says "Mrs. George
Bathroom Pass" the other Mrs. George's Hall pass. They are hanging
by the
exit door. If I am not in front of the class, nor is another person,
students may grab and go, only with bathroom pass. That way I know only
one
at a time is gone. I've not had trouble with abuse except one young man
who
was discovered to be meeting his girlfriend every day at preset times (not
just during my class.... thank goodness!) The other pass is for going to
locker, errands for me, high school or elem. buildings.
Pencils... WOW! I have a cup (like someone else said...scrounge the floor
-
talk to the custodian) full of pencils/golf pencils available but NO
sharpening during presentation by me or anyone else. I have a sharpener
in
front and back for easy accessibility.
Kleenex - at least 2 boxes at all times - we do on occasion stop for loud
blowers - they are usually embarassed and get the idea to be quieter next
time. Kids get up when they need a tissue whenever - if they get up several
times, I may suggest they grab a few tissues to take to their seat.
Water - bring a bottle - I do have a sink in my classroom so kids can fill
bottles there (even though it is not as cold as the hall fountain if you
are
THIRSTY it is wet).
My class is pretty relaxed during work times so kids are milling around
anyway so it never seems to be a problem with any of these areas.
Cossondra George
Newberry Middle School
------------------------------
Date: Mon, 28 Jul 2003 18:25:54 -0400
From: Cossondra George
Subject: Re: sub plans & effort grades
I love the detailed sub plans!! I thought I was the only person who was
so
meticulous ( and mine are nothing compared to yours, Rick!!) but subs do
appreciate the effort as do the students! My classes hate to have their
routines interrupted so virtually minute by minute plans really keep the
ball moving the way they are used to having it. It also does away with the
complaints when I return of she didn't do this or he did that differently.
One thing I add, I leave a good read for the teacher (especially for AR
time) usually a middle school book or my latest favorite "How to Talk
So
Kids Can Learn" something the sub can read a few pages from for inspiration,
and education. I try to vary these since our sub pool is small. Subs often
ask to borrow these to finish, so it is a great way to educate these fellow
educators in our philosophies and make them feel respected.
I also really enjoyed the "Achievement vs. Work Habits" (pg 81)
I struggle
with this concept myself every time I complete report card grades - your
perspective, Rick, is helping me develop a plan for fall that I can justify
and stick with.
Cossondra George
------------------------------
Date: Mon, 28 Jul 2003 18:58:44 -0400
From: John Norton
Subject: Rick will be along...
Rick will be along soon. Meanwhile, please continue to talk
quietly among yourselves.
We have many veteran teachers on the list, and I encourage
new folks to pose any question you have. We're focusing on practical
matters, and no question is too simple - if you don't know the answer!
John
------------------------------
Date: Mon, 28 Jul 2003 19:18:53 -0400
From: Cossondra George
Subject: Re: Rick will be along...
I read Rick's book earlier when it was first published, highlighting
favorites - writing comments in margins. When I started to write my response
for the book chat earlier, there was a notation on page 64 I could not make
out. But I figured it out!!!
The comment was "Zac" with a smiley face....
Rick suggests using cartoons in handouts to draw attention to topics or
specifics. I have tried to collect every possible math related cartoon I
can
find and often start class with one on the overhead that somehow relates
to
our lesson for the day. One particularly "un-humorful" 7th grader(named
Zac,
of course) rudely interrupted the reading of the daily cartoon with, "Why
do
you ALWAYS have to have those STUPID cartoons? What are we? Kindergartners?"
As I stood there trying to NOT strangle Zac as I pointed out all the hours
spent looking for cartoons and making overheads of them, trying desperately
to come up/not come up with an appropriately CRUEL come back (it was last
hour on one of those rare 90 degree days when the kids and I were all melted
and exhausted from the thick humidity and heat so ..... my patience was
GONE, long gone.... )
when ... from the other corner.....
"Well, Zac, if that's how you feel, why'd you complain to Mrs. Smith
earlier
today that she NEVER has cartoons?"
(I was polite.... I simply smiled, finished reading the cartoon, and
proceeded as planned...saved by the young man with a very appropriately
timed sense of humor)
Point of story.... kids do appreciate those little extras - like cartoons
-
that we do for them.
Cossondra George
------------------------------
Date: Mon, 28 Jul 2003 19:33:19 -0700
From: Allison Gaines
Subject: Possible consequences
Hello Rick and all...
I read Day One and the discipline chapter with particular interest because
I'm searching for a good list of possible, and ascending, consequences.
I
want to be very clear on my "day one" (and in the beyond!) that
there are
specific consequences for choosing to act out. I want to post them, discuss
them, and even practice them, but I don't have a great group of ideas to
call on that come BEFORE the biggies--eg. call parents, office etc. I know
of some--exclude from activity, hall, etc. but I have to say that
logistically, a lot of them seem somewhat troublesome because then I have
to leave instruction to deal with that kid instead of with the other kids
I
want to be working with.
So, can folks recommend some good CONCRETE examples of logical, progressive
possible consequences for students?
Allison Gaines
------------------------------
Date: Mon, 28 Jul 2003 17:36:12 -0600
From: Cynthia Huffstodt
Subject: Re: Cartoons
Have you found some great sources for these cartoons? I will be teaching
math this year and would love to do this too! I have tried to find science
related cartoons with little success.
Cindy H.
Albuquerque, NM
------------------------------
Date: Mon, 28 Jul 2003 19:55:59 -0400
From: Nina Newlin
Subject: Re: Detailed sub plans.
The detailed sub (In our system, we are working hard to change that name
to visiting teachers) plans were great. I have been involved in giving
workshops to visiting teachers and its amazing how often those folks get
woefully inadequate plans. and you have to remember this, subbing is,
after driving a bus, the hardest job in the system. You cannot give a
visiting teacher too much information!
I'd also advocate a feedback form, so the visiting teacher can let you
know what you can do to improve his or her experience. After all, none of
us want to be known as the middle school no sub will go to!!!
Nina
Virginia Strong Newlin, NBCT
Principal
------------------------------
Date: Mon, 28 Jul 2003 17:04:52 -0700
From: Melba Smithwick
Subject: Re: T-chart idea
I love the T-chart idea, Rick. I love the visuals of the ear and the eyes
for establishing cooperative group behavior. I plan to share this with our
teachers this Wednesday when they come in for pre-contact planning. The
common complaint at my school with our veteran teachers who were not accustomed
to coops, had a difficult time with the discipline during coop activities.
Your section on this helps them understand that giving the kids rules is
not sufficient and by providing a visual on a chart (all teachers chart
daily with their students) serves as a constant reminder to the students
of the expectations. Since we are a community of learners, through your
book we can all read how one expert is able to link this strategy with the
content. Sometimes our teachers get so involved with their content that
anything else is considered an extra burden they are asked to do. I plan
use an excerpt from your book (if..... you are a middle school teacher)
as read-aloud to start us off.
Melba Yvette Smithwick
Campus-Based Staff Developer
Corpus Christi ISD
------------------------------
Date: Mon, 28 Jul 2003 20:07:26 EDT
From: Dmsteach
Subject: Re: Classroom Rules
Hi,
Pencil sharpening, bathroom hall passes, nose blowing, etc...are all
procedures that you will need to explain ASAP to 6th graders (the first
time our
students change classes) for each class period. I try to keep the tone light
and
give them situations when they do NOT need my permission (emergency bathroom
breaks, nose bleeds, etc.) Other times, they should use respect (we discuss
that, too) about interruptions and then we get so busy with activities that
most
of the time, it doesn't become an issue. I keep a big container of 'yucky'
pencils that the custodian collects for me as well as the little golf pencils
-
available anytime as needed. Tissues are available (placed within reach
around the room) at all times - donated by my homeroom students at the start
of
each year.
I've found that if you get into power struggles about these details, the
kids
will spend all their time trying to 'get one over' on you. As long as you
give your expectations about these procedures and keep the students engaged
with
the learning activities the problems are minimized.
Another thing is to be consistent about 'your' procedures...think them
through, present them, then remember them. Many students need lots of reminders
in
the beginning of the year, but after a few weeks things should run smoothly.
Jeanie Dotson
------------------------------
Date: Mon, 28 Jul 2003 21:26:41 -0400
From: Eileen Bendixsen
Subject: Re: Classroom Rules
Bathroom Pass:
The building rule is that there can only be one person out at a time. Each
teacher has a wooden pass with a hole in it that they can hang on the hook
on the door. They must sign in and out. In my science classes and math
class they ask to go out and can leave as long as direct instruction is
not
going on. Math class is right after lunch and 75 minutes long. I know many
of them leave just to leave for a few minutes, but as long as they are gone
for only a couple of minutes and I don't find out that they have gone out
more than one other period during the day I let them go. It usually takes
less time than arguing with them. Last year so many went out during math
that I started with a different lab table (you could use row) each day and
I let them know when to start and they simply went table to table. Before
that I would correct homework and explain the day's concept and then ask
who needed to go out. There were so many interruptions or arguments about
who was next that I came up with the rotation system and that worked really
well. The only thing I don't like about students taking the pass and simply
leaving is that with labs going on you could easily not realize someone
has
left the room. In a quieter situation it might work.
The can get a tissue at any time, although I have had students who seem
to
use this as a way to get up out of their seat and talk to someone. Having
allergies myself I always hesitate to say anything to them that I think
they are looking for an excuse. Again in science during labs they are up
and around anyway, so it is no big deal. If this becomes a problem you
could have a couple of boxes in locations that would minimize the disruption.
As soon as they come in for math class they are expected to get their
pencil out and get it sharpened if it needs to be sharpened. In middle
school they like to break them so they can get up and sharpen them. I do
let them get up when they need to but again not during direct instruction.
I actually try not to let these things annoy me because then it becomes
a
game that they can get you on. I do not make a big deal of this the first
day of school. I sometimes think that making too much of it sometimes gives
them ideas that might not occur until later in the year. If it becomes a
problem in any class I then address it and my rules become a little stricter.
Eileen
------------------------------
Date: Mon, 28 Jul 2003 21:31:36 -0400
From: Eileen Bendixsen
Subject: Re: Classroom Rules
>Obviously there are
>exceptions, but expecting them to come to class prepared and having
>attended to any bathroom needs between classes is certainly much easier
to
>manage.
I'm curious to know how they can do this. We only have two minutes between
classes and I insist that they come to class in time. I would think that
going to the bathroom in between would mean students coming late to class
and even if only one kid needed to go they would definitely have a buddy
that would stop along with them so that they could still walk to class
together.
Eileen
------------------------------
Date: Mon, 28 Jul 2003 21:37:08 -0400
From: Eileen Bendixsen
Subject: Re: Classroom Rules
At 04:38 PM 07/28/2003 -0400, you wrote:
>I hear a lots of interesting ideas about clasrsroom rules/passes. However,
I
>think the key is that the work going on in the classroom needs to be
>interesting and stimulating enough that that is where kids WANT to
>be. Ideally, kids
>are working in small groups on projects of their choosing (Whatever
the
>academic discipline).
I agree completely. I've always had very few students leave during science
which is hands-on. Math which is so LONG and more written work is when they
ask to go. Being after lunch which is only 25 minutes from bell to bell
makes it a good time for them, as far as they see, to go as well. They can
go at lunch, but it is so short and if they buy their lunch there isn't
a
great deal of time and passes are limited.
Eileen
------------------------------
Date: Mon, 28 Jul 2003 21:54:16 -0400
From: Matt
Subject: Classroom Rules
We give them 3 minutes between classes, which is usually enough time.
However, I do make it clear that as long as they tell me they need to use
the bathroom (and don't abuse it), I don't mind if they are a couple of
minutes late. If they walk in late and haven't told me ahead of time where
they were, they are tardy, regardless of their excuse.
Matt
At 09:31 PM 7/28/03 -0400, Eileen wrote:
>>Obviously there are
>>exceptions, but expecting them to come to class prepared and having
>>attended to any bathroom needs between classes is certainly much
easier to
>>manage.
>
>
>I'm curious to know how they can do this. We only have two minutes between
>classes and I insist that they come to class in time. I would think
that
>going to the bathroom in between would mean students coming late to
class
>and even if only one kid needed to go they would definitely have a buddy
>that would stop along with them so that they could still walk to class
>together.
>
>Eileen
------------------------------
RICK JOINS THE CHAT
Date: Mon, 28 Jul 2003 22:13:04 -0400
From: Rick Wormeli
Subject: Re: Rick will be along...
Hi Everyone -- I'm here! I had a Daddy duty to perform this evening that
kept me from being with you. My 9 year-old daughter went to summer camp
yesterday and forgot her ear plugs and ear bandit for swimming. I had to
drive both of them out to her. She's had multiple tubes in her ears so she
has to wear them every time she swims.
I'm back now and responding to the e-mail messages. Thanks for your
patience. I'll be checking in at least once each morning, afternoon and
evening every day this week.
-- Rick Wormeli
------------------------------
Date: Mon, 28 Jul 2003 20:25:05 -0600
From: Brenda A Dyck
Subject: Take Advantage of Those First Days
I don't why, but students seem more willing to absorb new procedures
during those beginning days. Once I figured that out I now take full
advantage of it.
I remember trying to establish a "in the front door, out the back door"
procedure a couple of months into the year (it took me that long to
realize that the chaos that accompanied class switches had much to do
with two classes meeting head-on at my front door). It was almost
impossible to get them to follow my new procedure. They never did get
it. The next year I explained the door thing to my new class the first
hour I had them and after a week they had it down pat.
That's why this book chat discussion topic is so important. It will get
us all thinking about what we want to implement the first day. The rest
of the year will be a walk in the park...right? ;>)
Brenda
------------------------------
Date: Mon, 28 Jul 2003 22:23:13 -0400
From: Rick Wormeli
Subject: Re: Let's start our chat about Day One!
Hi Ka-Rhonda -- There are a buhjillion different kinds of grade and
record books out there. Choose one that works for you. In the first few
years of service, however, you might try different structures -- that's
fine.
I prefer books that have the days of the week on the left vertical axis
with my periods (or subjects) across the top. The turn of each page
reveals a new week. It'll help, too, if you accept the fact that teachers
who are responding to the needs of students often have messy grade
books -- or at least arrows and cross-outs indicating a change of plans
from one day to the next. It's a sign of flexibility and differentiated
instruction.
I worry about pristine lesson plan books that were completed a week or two
prior to the lessons and show no adaptations based on students' responses
to current lessons.
-- Rick Wormeli
-----Original Message-----
As a new teacher to the middle school, I was wondering
what is the best lesson plan/ record book to buy when
you have 100 plus students. All of the ones that I
have seen are for elementary.
Thanks,
Ka-Rhonda
------------------------------
Date: Mon, 28 Jul 2003 22:39:42 -0400
From: Rick Wormeli
Subject: Re: Classroom Rules
Hi Joanne -- I noticed a number of folks responding to this message. I
haven't read those ideas yet, but I'm working my way there. My initial
response is this: I am no expert. I can tell you what works for me and a
few others, but wow, I'm far from knowing the ultimate wisdom on this. For
the most part, my students only go to the bathroom when the pass is
available. If the pass isn't on the chalk tray or the shelf near the door,
they can't go. Some years I've used students' assignment notebooks as the
bathroom pass, however, and that works, too. Still, though, only one at
a
time, unless it's an emergency. Students usually just take the classroom
pass and go. We do talk about when it's appropriate -- during quiet seat
work, for example. Students are to do everything they can to not miss
direct instruction or small group work. If a student is a chronic abuser
of
the bathroom pass, his privileges are denied, but we talk for a while
beforehand. This is tricky ground, however, because by school district
mandates (and county law?) that we cannot deny a student access to the
bathroom. To be honest, sometimes young adolescents need to go to the
bathroom, but not necessarily to use the toilet. In an insecure and
sometimes overwhelming world they need a time-out, a chance to throw water
on their faces, stare at themselves in the mirror, or sit in the stall and
think quietly for a moment. I don't have a problem with this as long as
it's infrequent and healthy.
I've moved away from allowing a particular number of uses of the bathroom
pass per grading period. It became a paper chase and game with students,
and
unforeseen things kept forcing me to bend the rules -- kidney infections,
a
class celebration in which we served a lot to drink, colder and warmer
weather, classroom spills that required students to use the bathroom to
clean-up. It's easier and more effective to teach students how to handle
the bathroom with maturity then employ an allotment system.
For the other areas you mention, teach students to think for themselves.
They will never learn or take responsibility if we are the gatekeeper for
every little thing. We won't have time to teach, in fact, because we're
regulating everything. I talk very seriously about doing such things prior
to the start of our lessons, but life gets in the way almost every time.
In
the middle of my lessons, I often have to get more chalk, grab a tissue,
sharpen a pencil, etc., so it would be hypocritical of me to demand my
students take care of such things prior to their learning. We can do all
those things, however, at appropriate times and in appropriate ways, and
those are what I teach students and to which I hold them accountable.
'Basic courtesy amidst life's realities. -- Rick Wormeli
-----Original Message-----
Rick,
How do you handle the whole bathroom pass issue? Do students quietly take
the pass and go, do they ask you first, do they only get x number or "uses"
of the pass per term? How do you "stop" the students who use the
bathroom
pass simply as an excuse to get out of the classroom?
For that matter, add to that the issues of pencil sharpening, getting a
tissue, whatever. Do you discuss these things in the first days of class?
What is the "rule"? Before the bell rings, after the discussion
part is over
and students are getting ready for desk work? I have some ideas, but would
love to hear from an expert.
Thanks! Joanne
------------------------------
Date: Mon, 28 Jul 2003 22:43:41 -0400
From: Rick Wormeli
Subject: Re: Classroom Rules
I agree, Liz, with your approach. When I find out that students are abusing
such privileges, however, I usually stop and have a class meeting about
the
problem, even if just for a few minutes. It usually starts with, "Some
individuals have taken advantage of our system for checking in and out of
class to use the bathroom. This cannot continued. I'm open for suggestions
on how to convince these individuals to respect our rules and rebuild the
trust we've placed in them..."
-- Rick Wormeli
-----Original Message-----
Joanne - I usually have let them just get up and sharpen pencils themselves
and get their own tissues. Goodness knows I don't want to be a
tissue-fetcher during cold season! I point out to them where I keep the
tissue boxes and where the sharpeners are, and haven't had any problems
with it.
Liz
------------------------------
Date: Mon, 28 Jul 2003 22:51:51 -0400
From: Rick Wormeli
Subject: Re: T-chart idea
Thanks, Paulette. Somebody shared that idea with me about 18 years ago when
we were talking about cooperative learning strategies and it's stuck with
me
every since. I use it a lot. As far as seating in rows goes, I understand
your point. Rows make memorizing names easier. I urge you to move students
into positions in which no student is no more than two or three desks away
from you, however, as soon as you can. It'll help tremendously.
I'm very grateful for your comment that veteran teachers can find helpful
information in DOAB. I almost regret writing the word "new" in
the title,
because practical ideas are helpful to everyone -- veterans and new teachers
alike. I'm sure if others wrote books on practical ideas of middle level
teaching, I'd get a bunch out of them - ideas I'd never considered. I
appreciate your open mind about professional development and reading. --
Rick Wormeli
-----Original Message-----
Rick,
I love the T-chart idea with the eye and ear to teach how to work in groups!
It puts so much more ownership on the students when they come up with the
ideas. I can't wait to use this. I am a veteran teacher and find your book
just as useful as a new teacher. I also like the assortment of seating
arrangements you shared. I've used quite a few of these but I found some
new
ideas there as well. I know you don't advocate rows, but that is one thing
that I still have to do the first couple of weeks just to get to know my
students. I think it's visually easier for me to remember. I'm still reading
through the book and I know I'll find much more to comment on. Thanks very
much for this informative book!
Paulette
------------------------------
Date: Mon, 28 Jul 2003 22:58:02 -0400
From: Rick Wormeli
Subject: Re: Intro and gradebook/lesson plan book
Hi Carrie -- Thanks for bringing up these ideas. The first one is
particularly important, especially for parents and policy-makers. We have
to get the word out that middle schools are very different from junior high
schools and that it takes specific expertise to work successfully with
middle school students. They aren't junior versions of high school
students.
I use an electronic gradebook, too, but I still keep a hard copy book that
I
carry around with me on car trips or around the building in which I record
grades as I grade my papers. I need that portability. I bet the new Pocket
PC's or Palms (PDA's) have the capacity to run gradebook programs (I know
they can do Excel spreadsheets) and they are portable, so I'll have to
purchase one soon. Portability and making sure I always had hard copies
were my biggest concerns, but now technology has really come a long way
to
eliminating those concerns. -- Rick Wormeli
-----Original Message-----
Hi!
I am also a new teacher to the middle school--our district has changed our
4-5 self-contained building to a 5-6 middle school building. I have been
teaching fifth grade for 2 years now and love it! One concern I have is
that
we may be encouraging the kids grow up more quickly because they are now
part of a middle school model. I really like how Rick delineated the
difference between a junior high and middle school, especially since I had
no idea there was a difference!
As far as a gradebook...I created my own in Excel this year and wouldn't
go
back to a paper and pen gradebook. I'm planning on continuing it for the
coming year as well. I'm just sure to save it on my hard drive at home,
on a
floppy and print a copy every once in a while. I like it much better than
the traditional gradebooks because it does calculations for me and I can
print the one whole class's grades at one time, or individual grades in
case
a parent has a question. I've used a few different kinds of plan books in
the past few years, but this year I think I'm going to create my own in
Word. There always seems to be something I don't like about the ones that
I
buy and this way I can really tailor it to my needs, inputting the daily
events as permanently instead of rewriting them each week.
--Carrie :)
------------------------------
Date: Mon, 28 Jul 2003 23:08:59 -0400
From: Rick Wormeli
Subject: Re: Classroom Rules
Matt, You sound reasonable and approachable. Your students sense your
respect for them, I bet, and therefore go out of their way to follow your
protocols. Your approach works well. There are some teachers, however, who
don't explain their rationale, and rules such as yours foster resentment.
You've probably found what others have found that most students respond
to
rules well when it doesn't feel as if something is being done to them, but
rather with them. Sure, you impose your restrictions, but you also accept
reality and trust them to live up to the expectations of their growing
maturity. It's a collaboration of sorts to do this thing called,
school." - Rick Wormeli
-----Original Message-----
I guess I'm at the opposite end of the spectrum on this one. As a general
rule, students do not leave my room during class. Obviously there are
exceptions, but expecting them to come to class prepared and having
attended to any bathroom needs between classes is certainly much easier
to
manage. In-class business (i.e. pencil sharpening, etc.) should be taken
care of prior to the bell ringing. There's nothing worse than leading a
class discussion with kids wandering all over. The exception I do make is
they are free to get kleenex when necessary. It does sound strict, but I
don't have any problems, and the kids adapt just fine. But whatever
method(s) work best for you, make sure you are very diligent about them,
especially the first several weeks of school. Ensure that your students
know exactly what you expect from them, and you'll seldom have problems.
Matt
------------------------------
Date: Mon, 28 Jul 2003 23:09:01 -0400
From: Rick Wormeli
Subject: Re: Classroom Rules
Hi Ellen -- I do this, too! I know it sounds silly, but you're right,
students need practice and an image of following the rules. We practice
moving into groups, turning in papers, getting out equipment, and other
classroom procedures, just as we might with elementary school students.
A
few times of doing so enables us to work efficiently later in the year.
It's worth the extra time earlier in the year. -- Rick Wormeli
-----Original Message-----
Joanne,
I'm not Rick ;-), but I'll be happy to share my pencil sharpener
procedure with you. Students may sharpen their pencils:
1. If I'm not currently teaching/giving instructions;
2. If there is no other student at or moving toward the pencil
sharpener;
3. If they're taking notes during lecture, the lead breaks and they
raise their hands for permission.
We practice this the first week of school. Seriously. Everyone takes
their turn at the sharpener.
Ellen
------------------------------
Date: Mon, 28 Jul 2003 23:22:01 -0400
From: Rick Wormeli
Subject: Re: Classroom Rules
Carrie -- I really like your magnetized people on the door frame idea. I
have to remember that one. I'm hesitant for students to be forced to do
a
public display of the need to use the bathroom, however, such as you suggest
with the "T" hand sign. It might prohibit some folks from going
when they
really should go. Sometimes one of my female students gets her period and
has to use the bathroom right away but wants to be discreet. A public
declaration of her need to use the bathroom won't make things any easier
for
her.
How do you handle students whose pencils break while writing? I agree with
requiring two sharpened pencils, but sometimes they only have one and it
breaks. Do they sit quietly and get nothing done, or do you bend your rule
and allow them to sharpen their pencils in the middle of class? I've done
both routes in the past, and 'never liked the first option so I've tended
toward the second. -- Rick Wormeli
-----Original Message-----
>How do you handle the whole bathroom pass issue?
I've only been at this for four years (all in an elementary, self-contained
classrooms with fourth and fifth graders), but I'll give my two cents as
well! When my students need to use the restroom, I have them form a 'T'
with
their hands (like the sign for time-out) and if it is not during an
important part of a lesson, I nod my head nonchalantly to agree they may
go.
This does sound a little demeaning now that I think about it...but it was
something I felt was necessary. It prevented the any one student from going
too often. My door frame was metal and two magnet persons were placed
there--one for girls and another for boys. On the left hand side of the
door
frame I stapled two envelopes in which I had an index card for each student.
As they quietly exited the room, they removed their namecard from the
envelope, put it up on the door frame with the magnet person and left. This
way I knew who was gone to the bathroom at all times, which was helpful,
especially if there was a fire drill. A little more than half way through
the year I told my students they had gained my trust to go when they needed
to and not have to sign to me. They still to put their name up, however.
>For that matter, add to that the issues of pencil sharpening, getting
a
>tissue, whatever.
In the past I have had 'pencil sharpening hours' posted by the pencil
sharpeners...before the school day begins and after we write homework down
(remember this was in a self-contained classroom). They were also to be
sure
that they had 2 pencils sharpened at the beginning of each day. This year
I
think I may do something similar...pencil sharpening right at the beginning
of the period and a couple minutes prior to leaving. I found that this led
to fewer disruptions. As far as tissues...I place two boxes of tissues in
the back of the classroom in different places so that students may get up
to
get a tissue without disturbing the class.
Hope this helps!
--Carrie :)
------------------------------
Date: Mon, 28 Jul 2003 23:26:25 -0400
From: Rick Wormeli
Subject: Re: Classroom Rules
Well said, Meg. Instilling a sense of self-analysis and community building
is always a healthy discipline approach. I particularly like the "private"
aspect of the pass-offender. If it grows to more than one student, it might
require a class meeting to discuss the problem, but talking with students
privately is almost always the best first step.
Your thinking supports Oscar Wilde's reminder that the goal of any teacher
is to put himself [or herself] out of a job. -- Rick Wormeli
-----Original Message-----
I hear a lots of interesting ideas about clasrsroom rules/passes. However,
I
think the key is that the work going on in the classroom needs to be
interesting and stimulating enough that that is where kids WANT to be.
Ideally, kids
are working in small groups on projects of their choosing (Whatever the
academic discipline). Then bathroom excuses, excessive sharpening, tissue
usage,
etc. are minimal and only when necessary. I feel it's important to give
middle
school kids the responsibility for deciding when to use the bathroom - after
all, I see a primary objective of my job is to help them develop into
independent learners (I tell them I will have done a good job when they
do
not need me
anymore!). OBVIOUSLY, this all sounds good and doesn't always work just
as
planned - what does in middle school?! In which case, at the end of class
I
might have a brief, private conversation with a "pass-offender"
to see
what's up.
These conversations can be illuminating.
Meg Krause
------------------------------
Date: Mon, 28 Jul 2003 23:32:10 -0400
From: Rick Wormeli
Subject: Re: Classroom Rules
Hi Roxanne -- This is great! Thanks for sharing your experiences. I just
wanted to add that I used to have an electric pencil sharpener in my room,
and I removed it because of the noise as well as the jamming/overheating
factors you describe below. The wall-mounted manual one doesn't break down
as much and it's quieter. I'm not anti-technology, I just haven't found
a
quiet, durable electronic sharpener yet. :-) -- Rick Wormeli
------------------------------
Date: Mon, 28 Jul 2003 23:45:51 -0400
From: Rick Wormeli
Subject: Re: sub plans & effort grades
Hi Cossondra -- Thanks for your kind words about the sub plans. I agree
with everything you've said here about how important detailed plans are
to
substitute teachers. I get great feedback from substitute teachers,
thanking me for the plans. Interestingly, I was admonished by an
administrator one time for having such detailed plans. I couldn't believe
it. He said that the plans took too long to read and consequently prevented
substitute teachers from getting to work. Evidently a substitute teacher
had complained about the length of my plans -- four typed pages' worth.
Two
pages listed the lessons for each class period and two pages described the
classroom procedures and information you see listed in DOAB. When I
explained my rationale for the lengthy plans and most substitutes' positive
comments, he didn't respond. He sat silently. I then asked him if I could
continue to do my plans this way, and he said, "okay" and that
was the last
I heard of it. 'Weird, eh?
The Achievement vs Work Habits debate for report cards and assessments is
catalyst for many conversations. I would be very interested to explore
these ideas if anyone wants to pursue them. I believe that how we respond
to assessment and reporting issues is a clear statement of how we see our
roles as teachers. I also think that some teachers would not like the role
they've carved for themselves that is communicated daily by their assessment
and reporting practices if they knew about it. They don't realize the
messages they are sending and if they did, they might make some
nges. -- Rick Wormeli
-----Original Message-----
I love the detailed sub plans!! I thought I was the only person who was
so
meticulous ( and mine are nothing compared to yours, Rick!!) but subs do
appreciate the effort as do the students! My classes hate to have their
routines interrupted so virtually minute by minute plans really keep the
ball moving the way they are used to having it. It also does away with the
complaints when I return of she didn't do this or he did that differently.
One thing I add, I leave a good read for the teacher (especially for AR
time) usually a middle school book or my latest favorite "How to Talk
So
Kids Can Learn" something the sub can read a few pages from for inspiration,
and education. I try to vary these since our sub pool is small. Subs often
ask to borrow these to finish, so it is a great way to educate these fellow
educators in our philosophies and make them feel respected.
I also really enjoyed the "Achievement vs. Work Habits" (pg 81)
I struggle
with this concept myself every time I complete report card grades - your
perspective, Rick, is helping me develop a plan for fall that I can justify
and stick with.
Cossondra George
------------------------------
Date: Mon, 28 Jul 2003 23:52:12 -0400
From: Rick Wormeli
Subject: Re: use of cartoons in class
Wow, this is great, Cossondra! Thanks for sharing this. I have yet to find
a grade-level that doesn't appreciate such extras, but middle school is
particularly impacted by that which is novel, unique, and different.
Curriculum theorists universally refer to the 10-14 year-olds as in the
romanticism stage of human development. They're not referring to the
hormones coursing through their veins, but to the classical interpretation
of romanticism such as in the 18th century that focused on imagination and
emotions. Cartoons really capture students' minds and hearts. Hey, you
could make big money publishing a book of math cartoons for teachers to
use
in their lessons! -- Rick Wormeli
-----Original Message-----
I read Rick's book earlier when it was first published, highlighting
favorites - writing comments in margins. When I started to write my response
for the book chat earlier, there was a notation on page 64 I could not make
out. But I figured it out!!!
The comment was "Zac" with a smiley face....
Rick suggests using cartoons in handouts to draw attention to topics or
specifics. I have tried to collect every possible math related cartoon I
can
find and often start class with one on the overhead that somehow relates
to
our lesson for the day. One particularly "un-humorful" 7th grader(named
Zac,
of course) rudely interrupted the reading of the daily cartoon with, "Why
do
you ALWAYS have to have those STUPID cartoons? What are we? Kindergartners?"
As I stood there trying to NOT strangle Zac as I pointed out all the hours
spent looking for cartoons and making overheads of them, trying desperately
to come up/not come up with an appropriately CRUEL come back (it was last
hour on one of those rare 90 degree days when the kids and I were all melted
and exhausted from the thick humidity and heat so ..... my patience was
GONE, long gone.... )
when ... from the other corner.....
"Well, Zac, if that's how you feel, why'd you complain to Mrs. Smith
earlier
today that she NEVER has cartoons?"
(I was polite.... I simply smiled, finished reading the cartoon, and
proceeded as planned...saved by the young man with a very appropriately
timed sense of humor)
Point of story.... kids do appreciate those little extras - like cartoons
-
that we do for them.
Cossondra George
------------------------------
Date: Tue, 29 Jul 2003 00:06:38 -0400
From: Rick Wormeli
Subject: Re: T-chart idea
Thanks, Melba, for this positive feedback. The T-chart works for classroom
behavior as well as content, as you mention below. The biggest impact with
behavior comes in the post-activity experience, however, in which students
reflect on the T-chart and to what extent they lived up to the listed
criteria on both sides. That debriefing is critical. Some folks just do
the first part in which the class lists the criteria for success but they
don't reflect on it at the end. Without that reflection, the T-chart has
little impact.
Enjoy the excerpt "You Might Be a Middle School Teacher." When
I do it, I
try to put all the Jeff Foxworthy or "Redneck" into it that I
can. Marjorie
Shepherd (the author of the piece) is a wonderfully professional voice for
reason here in Virginia. She really speaks her mind with policymakers and
her common sense approach has earned her many accolades. -- Rick Wormeli
-----Original Message-----
Ditto on the T-chart idea, Rick. I love the visuals of the ear and the eyes
for establishing cooperative group behavior.
Melba Yvette Smithwick
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Date: Tue, 29 Jul 2003 00:14:34 -0400
From: Rick Wormeli
Subject: Re: Classroom Rules
These are great ideas, Eileen. I just want to emphasize those classes right
after lunch. Teachers need to employ more flexibility during these classes.
Sometimes what students ate or drank for lunch catches up with them rather
suddenly and they need to go. Also, some of my students still need to be
reminded to use the bathroom because they come back from the cafeteria
involved in conversations and they forget to go. A courtesy reminder at
the
door prevents many of the later interruptions. -- Rick Wormeli
-----Original Message-----
Bathroom Pass:
The building rule is that there can only be one person out at a time. Each
teacher has a wooden pass with a hole in it that they can hang on the hook
on the door. They must sign in and out. In my science classes and math
class they ask to go out and can leave as long as direct instruction is
not
going on. Math class is right after lunch and 75 minutes long. I know many
of them leave just to leave for a few minutes, but as long as they are gone
for only a couple of minutes and I don't find out that they have gone out
more than one other period during the day I let them go. It usually takes
less time than arguing with them. Last year so many went out during math
that I started with a different lab table (you could use row) each day and
I let them know when to start and they simply went table to table. Before
that I would correct homework and explain the day's concept and then ask
who needed to go out. There were so many interruptions or arguments about
who was next that I came up with the rotation system and that worked really
well. The only thing I don't like about students taking the pass and simply
leaving is that with labs going on you could easily not realize someone
has
left the room. In a quieter situation it might work.
The can get a tissue at any time, although I have had students who seem
to
use this as a way to get up out of their seat and talk to someone. Having
allergies myself I always hesitate to say anything to them that I think
they are looking for an excuse. Again in science during labs they are up
and around anyway, so it is no big deal. If this becomes a problem you
could have a couple of boxes in locations that would minimize the
disruption.
As soon as they come in for math class they are expected to get their
pencil out and get it sharpened if it needs to be sharpened. In middle
school they like to break them so they can get up and sharpen them. I do
let them get up when they need to but again not during direct instruction.
I actually try not to let these things annoy me because then it becomes
a
game that they can get you on. I do not make a big deal of this the first
day of school. I sometimes think that making too much of it sometimes gives
them ideas that might not occur until later in the year. If it becomes a
problem in any class I then address it and my rules become a little
stricter.
Eileen
------------------------------
Date: Tue, 29 Jul 2003 00:26:51 -0400
From: Eileen Bendixsen
Subject: Re: Classroom Rules
At 11:32 PM 07/28/2003 -0400, you wrote:
>Hi Roxanne -- This is great! Thanks for sharing your experiences. I
just
>wanted to add that I used to have an electric pencil sharpener in my
room,
>and I removed it because of the noise as well as the jamming/overheating
>factors you describe below. The wall-mounted manual one doesn't break
down
>as much and it's quieter. I'm not anti-technology, I just haven't found
a
>quiet, durable electronic sharpener yet. :-) -- Rick Wormeli
I had a bigger problem with the manual one. My first classroom pencil
sharpener was great. Unfortunately it died after eight years. Every pencil
sharpener I've had since did not sharpen pencils. I went to an electric
sharpener and this year when they jammed it for the second time I asked
them to put a manual on the wall. It does nothing but eat pencils and it
takes them three times as long to sharpen them. They frequently ended up
asking for a new pencil because there was nothing left of theirs and we
are
only allowed two boxes of pencils a month. I ended up putting the electric
pencil sharpener out when they went to sharpen their pencils. They didn't
jam it again because they knew it would mean that they had to use the
manual one.
Eileen
------------------------------
Date: Tue, 29 Jul 2003 00:18:44 -0400
From: Rick Wormeli
Subject: Re: Take Advantage of Those First Days
Hi Brenda -- I couldn't agree more. Have students practice these things
just for their own sake. The beginning of the year finds students very
impressionable. We can't waste the time, and we enjoy teaching so much more
for taking the time early on to establish classroom tone and procedures.
'A
walk in the park? Maybe. How about, "a walk in a funhouse?" "...an
Alberta wilderness?" "a walk among future great leaders?"
:-) -- Rick
Wormeli
-----Original Message-----
I don't why, but students seem more willing to absorb new procedures
during those beginning days. Once I figured that out I now take full
advantage of it.
I remember trying to establish a "in the front door, out the back door"
procedure a couple of months into the year (it took me that long to
realize that the chaos that accompanied class switches had much to do
with two classes meeting head-on at my front door). It was almost
impossible to get them to follow my new procedure. They never did get
it. The next year I explained the door thing to my new class the first
hour I had them and after a week they had it down pat.
That's why this book chat discussion topic is so important. It will get
us all thinking about what we want to implement the first day. The rest
of the year will be a walk in the park...right? ;>)
Brenda
------------------------------
Date: Tue, 29 Jul 2003 00:40:00 -0400
From: Heather Migdon
Subject: Re: Bathroom break
Many schools in DC "mandate" a morning and afternoon bathroom
break for students sixth grade and under. I hate it! Rarely do all kids
in the class have to use the bathroom at the same time. Is this a battle
I shoot fight with my admins, or should I try to motivate my kids (4th grade)
to whittle the break down to 5-7 minutes? (Of course, I welcome a creative
choice "C.")
Heather Migdon
------------------------------
Date: Tue, 29 Jul 2003 00:55:01 -0400
From: Heather Migdon
Subject: Re: Pencil sharpeners
Because I've taught younger children, my approach is a bit different. Electric
sharpeners are too much fun, which leads children to sharpening pencils
that don't need to be sharpened. I either trade them for a short but sharp
pencil from my bucket, or I let them use my manual, hand-held one. (They
do have time to sharpen pencils in the morning and after lunch.)
Heather, 4th grade
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End of MWBOOKS Digest - 30 Mar 2003 to 28 Jul 2003 (#2003-2)
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Read 2nd Day Messages - July 29