JULY 29
There are 73 messages totalling 3348 lines in this issue.
Topics of the day:
1. Let's start our chat about Day One!
2. Classroom Rules (10)
3. Possible consequences (7)
4. calling roll (5)
5. sub plans & effort grades
6. Pencil sharpeners
7. Intro and gradebook/lesson plan book (8)
8. Cartoons - Math
9. Detailed sub plans.
10. reflection
11. Pencils and potty breaks
12. reflective practitioner (3)
13. Rick's 4.0 grading scale (2)
14. Chapter on Teaming (2)
15. back this evening
16. Discipline vs. classroom management (2)
17. Preparedness Mark (2)
18. Becoming a Reflective Practitioner (4)
19. <No subject given> (6)
20. Doorstops and Other Botherations (3)
21. Pencils and the bathroom....the bane of my existence!!!!
22. More on erasable pens -- was Classroom rules
23. Chewing gum (4)
24. lesson plan books (2)
25. Mess Grade Books (2)
26. blogging
----------------------------------------------------------------------
Date: Mon, 28 Jul 2003 23:44:39 -0700
From: fijifamily
Subject: Re: Let's start our chat about Day One!
I use post-it notes in my plan book. I record the lesson and activity ideas
on the post-it notes and then if I have to change something, I can just
move
the post-it notes around or change them without erasing and messing up my
plan book. I got this idea from another teacher and it works great,
especially for a new teacher who makes lots of mistakes and changes! Lol!!
Roxanne in WA
>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 23:47:44 -0700
From: fijifamily
Subject: Re: Classroom Rules
You must be lucky to have a manual one that actually works without falling
apart every time a kid tries to use it! Lol!! I sub and maybe it's just
the brand my school district uses, but they all seem to fall apart easily!
Roxanne in WA
> 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 23:58:03 -0700
From: fijifamily
Subject: Re: Possible consequences
Hmmm. . .either this one got posted late or it got overlooked, but I'd be
interested in hearing an ascending list of consequences too. Roxanne in
WA
> 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: Tue, 29 Jul 2003 06:53:46 EDT
From: Dmsteach
Subject: calling roll
I chuckled over the story in Chapter 2 about calling roll. We've all faced
the quandry of mispronouncing uncommon names or just plain reading them
incorrectly, like saying Danielle instead of Daniel and having all the boys
laugh at
Daniel's discomfort.
Have any of you ever had the students say their names and then you check
them
off your list instead of stumbling over names? That would help with
pronouncing them correctly, learning which name they want used (middle names,
nicknames, etc.), and would also give the teacher a quick read on which
students are
very outgoing or very shy? I may try that this year along with a brief dialog
for each student - something like a comment or question for each student.
I
know we have to hurry through so much but this year I want to make my students
feel like he or she belongs (to use the quote from Ch. 2) from the first
day.
I also know that all those things that must be done right away will somehow
get done so I'd like to begin with a more relaxed pace. Any thoughts?
Jeanie Dotson
------------------------------
Date: Tue, 29 Jul 2003 07:16:49 -0400
From: Carrie Becker
Subject: Re: Classroom Rules
Hi Rick and others--
First of all, I wanted to say how great it is that Rick is responding to
=
the posts that have been made already. I can't even imagine how much time=
you've spent in front of the computer! Thank you for acknowledging our t=
houghts and commenting on them.
As far as the bathroom sign...the students just hold up the 'T' in front
=
of their chest which is very discrete. Most of the time no other students=
realize what's happened until the student has left the room. I started t=
his method when I was teaching 4th grade in NC where there seemed to be
a=
more strict hold on the students than the procedures I have experienced
=
in my current position (CT). I'm not sure why that is, maybe it's part of=
the culture. My students are fifth graders and I think that some still n=
eed that structure as far as using the restroom...but your comments and
t=
he comments of others have caused me to rethink this. Thank you for that!=
Now I'm thinking maybe I'll just do the magnets on the door frame instea=
d since it's a visual for both the students and I and less disruptive (so=
metimes I lose my train of thought when they show me the 'T' sign! or hav=
e to say there's someone else out). They knew if someone's name was up,
t=
hey'd have to wait until the person who was out was back.
If both of a student's pencil broke during the day while I am teaching,
t=
hey can borrow from a friend. If no one has a pencil to lend, I do let th=
e student sharpen their pencil, but I can count the times that has happen=
ed on one hand, I think. I have found the students usually don't forget
t=
o sharpen their pencils, and if they do they are sure to sharpen more tha=
n two pencils the following day. They actually get a kick out of the pen=
cil sharpener hours that are posted...I think it helps them remember! For=
the first half of the year the students use pencils for all subjects the=
n about half way through the year they are allowed to use pens for every=
thing but math. After they begin using pens, the need for sharpened penci=
ls decreases dramatically.
Thanks again for sharing your thoughts, procedures and experiences, every=
one!
--Carrie :)
------------------------------
Date: Tue, 29 Jul 2003 07:46:26 -0400
From: Carrie Becker
Subject: Re: sub plans & effort grades
Rick wrote...
The Achievement vs Work Habits debate for report cards and assessments is
catalyst for many conversations.
On our school's report card (remember, it's an intermediate school), there
is a section called "Work Habits". These are the descriptors which
we rate on a basis of 1 (Demonstrating Consistent Behavior) 2 (Developing
and Refining Behavior) or 3 (Beginning to exhibit behavior).
Works Cooperatively
Strives to produce high quality work
Follows directions
Completes homework on time
Seeks help when necessary
Participates in discussions and activities
Uses time efficiently
These are not calculated into the academic grades, but instead stand alone
to indicate the status/progress of these skills. On all of my rubrics I
have the students grade themselves once they finish the project or assignment.
There is always a section (depending on if they worked in groups or independently)
about their work habits in general, but it is not weighted as much as the
academic sections. I believe having this as part of the assessment is important
because working together i=
s part of real life.
--Carrie :)
------------------------------
Date: Tue, 29 Jul 2003 07:21:17 -0400
From: Mendy Gannon
Subject: Re: Pencil sharpeners
One of my teammates and I require the use of pens (preferably erasable)
for use in class. Both of us have stick pens and erasable pens for sale
in our team store. No pencils, no need for a pencil sharpener. The
papers are also much easier for me to read as the pen creates a better
contrast on paper.
We teach social studies and science, but it works for us. ;)
Mendy Gannon
Lady's Island Middle School
Sixth Grade
------------------------------
Date: Tue, 29 Jul 2003 08:08:03 -0400
From: Bill Ivey
Subject: Re: calling roll
On Tuesday, Jul 29, 2003, at 06:53 America/New_York, Dmsteach6@AOL.COM
wrote:
> Have any of you ever had the students say their names and then you
> check them
> off your list instead of stumbling over names?
Hi!
Sort of... I often will start the first class of the year by playing a
couple of name games. I study the list ahead of time so I have some
idea of spellings (and of course guesses at pronunciations), and then
we do the following:
1. Form a circle. Introduce yourself to the first student to your
left, and ask how they are doing. They will introduce themselves, and
so on. Move on around the circle talking to teach student in turn.
Meanwhile, the students are following around behind you (the first
student on your left turning to talk to the second student on your
left, etc.) so that by the end everyone has greeted everybody.
2. Reform your circle. Now say "I'm Bill and I'm a guitar" (or
whatever your equivalent name and identifying object is). The next
student to your right will say "I'm Kian and I'm a baseball bat, and
you're Bill and you're a guitar" and so on around the circle. At the
end, you get to try to go all the way around the circle!
You get to hear students pronounce their own names at least twice, plus
several other iterations pronounced by other students. It gives you a
good head start!
Take care,
Bill Ivey
Pine Cobble School, Williamstown, MA
Stoneleigh-Burnham School, Greenfield, MA
------------------------------
Date: Tue, 29 Jul 2003 07:35:35 -0500
From: Lori
Subject: Intro and gradebook/lesson plan book
I, too, have always made my own plan book. I use a template in Word. Of
course, I'm changing my setup for middle school, but I'll still make my
own.
I'd always rather type than write anyway. I have used Thinkwave as my
grading program and intend to use that again as well. Unless, since I'm
moving to a new school, they have a grading program that everyone uses.
Lori
------------------------------
Date: Tue, 29 Jul 2003 08:15:34 -0500
From: Paulette Romano
Subject: Re: Cartoons - Math
Cynthia,
I went to google and typed in "math cartoons". There are several
sites to get some great ideas!
Paulette
------------------------------
Date: Tue, 29 Jul 2003 08:22:17 -0500
From: Paulette Romano
Subject: Re: Detailed sub plans.
I've been guilty of this too, but when any of you are referencing something
from Rick's book, could you please mention the chapter it was in? Some are
obvious but others are not. As we discuss and all these great ideas are
flowing, I want to go back and read the details! Thanks much!
Paulette
------------------------------
Date: Tue, 29 Jul 2003 09:23:58 -0400
From: Rick Wormeli
Subject: Re: calling roll
This is a great idea, Jeanie. It makes sense. I'd like to try it with new
classes down the road. The only concern I have is my own memories of
calling out my name to the teacher in front of the whole class. For some
reason it was a little embarrassing to call out, "Rick Wormeli,"
in front of
my classmates. Maybe it opened me or my name to ridicule or at least I
thought it did. I wasn't one of the cool/popular kids in middle school,
so
I tried not to draw attention to myself that first week of school. I didn't
want to stand out. This wouldn't prevent me from using your idea, but it
gives me pause. 'No big conclusions -- 'just thinking out loud.
Someone read that opening story in chapter two and told me about his similar
experience, except the child's last name was "Kno." The first
name was the
same as the student in the story in DOAB. Put the two together and it gets
very awkward. This sort of thing happens a lot in my community just outside
of D.C. with many cultures living together. A number of years ago, three
sweet, studious, but very shy girls came up to me privately and explained
that they were having trouble with the itinerant art teacher who came to
our
room every week. They said that the teacher was wonderful, but that they
couldn't concentrate with everyone calling her name throughout the hour
she
was with us. In their native country, her name translated as, "Gay
Butt."
Every time students called the teacher's name for a question, they were
horrified. -- Rick Wormeli
-----Original Message-----
I chuckled over the story in Chapter 2 about calling roll. We've all faced
the quandry of mispronouncing uncommon names or just plain reading them
incorrectly, like saying Danielle instead of Daniel and having all the boys
laugh at Daniel's discomfort.
Have any of you ever had the students say their names and then you check
them off your list instead of stumbling over names?
Jeanie Dotson
------------------------------
Date: Tue, 29 Jul 2003 09:23:42 -0400
From: azteacherldy
Subject: Re: Intro and gradebook/lesson plan book
Greetings all,
This school year will be my 6th year teaching junior high, and I must say
that I love it! If you are interested in an electronic grade book, the best
one that I've used is Easy Grade Pro. You can set up numerous classes, assignments,
weight grades, create a seating chart, etc. The website if you'd like to
get more information is: http://www.orbissoft.com/.
Robyn McFarland
Reading Teacher
Carson Junior High
Mesa, AZ
------------------------------
Date: Tue, 29 Jul 2003 09:37:14 -0400
From: Rick Wormeli
Subject: Re: Classroom Rules
Hi Carrie -- It looks like you take care of the "not wanting to publicly
declare the need for the bathroom" concern well, so don't change it
if it
works for you.
Your other comments made me curious: Why don't you allow students to use
pens in the first half of the school year? What is your indicator that
students are ready to use them halfway through the year?
Thanks for all of your great ideas and comments, too, Carrie. You have a
lot of wisdom with sharing! -- Rick Wormeli
------------------------------
Date: Tue, 29 Jul 2003 09:38:03 -0400
From: Rick Wormeli
Subject: Re: Intro and gradebook/lesson plan book
Lori -- This is a great idea! Can you share your set-up? How do you lay
out the periods, days, and notations? Is it vertical or landscape style?
What personal touches do you add that help you organize your day, week,
and
month? Do you print out all the pages for the year or just for a week or
month at a time? How do you do long range planning -- just maintain it all
electronically? What happens if you need to be portable with your plan
book, such as when attending committee/department meetings -- is it on a
laptop?
'Anyone else create their own plan books and might be willing to share their
format? -- Rick Wormeli
-----Original Message-----
I, too, have always made my own plan book. I use a template in Word. Of
course, I'm changing my setup for middle school, but I'll still make my
own.
I'd always rather type than write anyway. I have used Thinkwave as my
grading program and intend to use that again as well. Unless, since I'm
moving to a new school, they have a grading program that everyone uses.
Lori
------------------------------
Date: Tue, 29 Jul 2003 08:47:03 -0500
From: Paulette Romano
Subject: Re: calling roll
Jeanie wrote . . .
"Have any of you ever had the students say their names and then you
check them off your list instead of stumbling over names? That would help
with pronouncing them correctly, learning which name they want used (middle
names, nicknames, etc.), and would also give the teacher a quick read on
which students are very outgoing or very shy?"
I did the old "slapping of the forehead with my palm" routine
when I read
this! What a great idea and so obvious! You absolutely can teach an old
dog
new tricks!
Paulette ;)
------------------------------
Date: Tue, 29 Jul 2003 08:49:39 -0500
From: Lori
Subject: reflection
Although there are many great ideas in the book, I think that the biggest
challenge I see for myself is to start doing the daily reflecting Rick talks
about. I know that when I do journaling about other things, it makes me
a
better person. I think that reflecting about my teaching would make me a
better teacher. Rick, since I am such a "monkey see, monkey do"
sort of
teacher, can you give me an example (short) of how you do this?
Lori T
------------------------------
Date: Tue, 29 Jul 2003 09:12:43 -0500
From: Ellen Berg
Subject: Pencils and potty breaks
When I envisioned my teaching career, I thought kids would come in
knowing what to do and how to do it. As Brenda stated, it is so
important to capitalize on our students' openness those first few weeks
so we can be effective the rest of the year.
After much time I've finally found two procedures that really work for
me:
1. Pencils: Middle school students have *always* lost their pencils,
left them in lockers, or left them in other classes. I finally decided
it was a lot of effort for a little bit of gain to raise a fuss over
this, and I started having pencils available. The problem? The
pencils were never returned to me. SO, this summer I had kids sign
their pencil out and cross their names out when the pencil was
returned. If you lose my pencil during the period, then you must bring
me a pencil the next day to replace the one you borrowed. It worked
well, and I think the kids felt responsible. I'm going to try to turn
this over to a pencil monitor this school year to increase students'
responsibility and sense of ownership. Like others, my pencils are
ones I find on the floor or are well-used. I got a few
complaints--"This is a raggedy old pencil!"--but other students
told
those students to stop complaining because at least they had a pencil
to use.
2. Potty breaks: To curb the number of potty breaks, our team
designed a bathroom pass each student receives every five weeks. The
numbers 1-6 are typed at the bottom, there's a space for the student's
name, and blanks for our initials, date and time. Students may use the
restroom at any time they present the pass EXCEPT at the beginning of
class or during instruction. All of spend 10-15 minutes at most in
direct instruction, so it's not a hardship. All kids have to do is
present their pass. We hole-punch, initial, date and time the pass,
and kids go.
Do some kids lose their passes? Yes. Sometimes they borrow others'
passes, and sometimes they talk with us privately about it. If it's
the students' first time we'll give them a new pass with the comment,
"Now, if others found out you got a new pass, we might have to rethink
this...." It works. There are also kids who have medical reasons to
go more often, and we work around that as well. Kids who want to go
more than their alloted 6 times/5 weeks have to borrow from their
friends. The kids really seem not to abuse the system.
Our bathroom passes arose after one young lady and her friends told our
gentleman math teacher that she had to go for "personal," reasons
four
weeks in a row.....all of us ladies finally sat them down and expressed
great concern about their health and offered to call their mothers so
they could make a doctor's appointment ;-).
Ellen
Ellen Berg
Turner MEGA Magnet Middle
St. Louis, MO
------------------------------
Date: Tue, 29 Jul 2003 09:14:33 -0500
From: Ellen Berg
Subject: Re: Classroom Rules
> 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.
Jeanie is so right. I've always thought the secret middle school
anthem was, "You Gotta Fight for Your Right to Party!" by the
Beastie
Boys. The more structured choice I give my students, the more
cooperative they are.
Ellen Berg
------------------------------
Date: Tue, 29 Jul 2003 09:29:39 -0500
From: Ellen Berg
Subject: Re: calling roll
> Have any of you ever had the students say their names and then you
> check them
> off your list instead of stumbling over names?
Jeanie,
I always call roll the first day, but I preface it with a statement. I
tell them the story of how every teacher known to man mispronounced my
last name (McClurg--what's so hard about that? ;-) when I was growing
up. I explain that I am doing my best, I want to pronounce their names
correctly, and if I mispronounce their names they are to gently correct
me. I then model it for them. I laugh at myself and apologize
profusely when I make a mistake, and I think that eases the tension. I
always clarify what name they would prefer to be called.
In a district where I have had many Bosnian students(Sumeja, Elvir) as
well as students with unique but unfamiliar names like "Simashelaya,"
this practice is necessary!
Ellen Berg
------------------------------
Date: Tue, 29 Jul 2003 10:12:31 -0400
From: Rick Wormeli
Subject: Re: reflective practitioner
Hi Lori -- Sure. I started this as a candidate for National Board
Certification and it never stopped. Highly accomplished educators are
teachers who, "think systematically about their practice and learn
from
experienceî according to the National Board for Professional Teaching
Standards. Consider when that happens: In the shower. Waiting to fall
asleep at tonight. In the dentistís office. In the line at the grocery
store. While cleaning the rabbit cage. In the car on the way to school.
While on vacation and doing everything possible not to think about school.
While listening to a speaker at a symposium. Our teaching, our classrooms,
and our students are never far from our minds. Itís hard to turn
them off.
We read something in the newspaper, see something in the store, or
experience something worth sharing and what do we say? ìI could use
that
with my studentsÖî In search of teaching excellence and student
success,
we are always hungry.
In truly accomplished teachers, there is something more than a hobbyistís
passion at work, however. A professional educator establishes structures
for reflection and revision of practice ñ he is a reflective practitioner.
He is not afraid of what such scrutiny might reveal. Mistakes are not so
much weaknesses as they are opportunities. Those opportunities can only
be
realized, however, if the teacher thinks systematically about her practice
and learns from her experiences.
What form might such systemic reflection take?
A personal journal that reflects upon the actions, people, and decisions
of
the day
Videotaping oneself and analyzing the tape privately or with a colleague
Informal and formal discussions with peers
Professional reading and discussion
Conversing on listservs
Team-teaching
Graduate work
Publishing reflective commentaries in educational journals (or writing
letters to the editor)
Administrative reviews of your practice
Inviting student critique of your practice
Examining your practice in light of high teacher standards
Writing notes about a recently taught unit that you place in folder for
reference when you teach the unit again
Observation of other teachers
Seeking the expertise and opinions of others
At the end of important lessons or units completing a structured
self-analysis with such questions as:
ìWhat worked? What didnít work? What will I do differently
tomorrow as a
result of what happened today? Whose needs are not being met? How does
this lesson fit into the larger picture? Are the students building meaning
for themselves or am I doing it for them? Is this material just ìfluffî
or
is it something useful to their lives? How intellectually rigorous is
this? How can I tell the students are learning? Were the students prepared
for this lesson? Why or why not? What will I do differently the next time
I teach it?î
In so doing, accomplished teachers demonstrate the very things they wish
to
inspire in their students. Such teachers are curious, tolerant, fair, and
respectful of diversity. They demonstrate the abilities to problem-solve,
self-analyze, take multiple perspectives, take risks, be creative, and
adapt. Professional decisions are based on purposeful reflection, personal
principles, training, and experience. They practice what they preach about
lifelong learning.
-- Rick Wormeli
-----Original Message-----
Although there are many great ideas in the book, I think that the biggest
challenge I see for myself is to start doing the daily reflecting Rick talks
about. I know that when I do journaling about other things, it makes me
a
better person. I think that reflecting about my teaching would make me a
better teacher. Rick, since I am such a "monkey see, monkey do"
sort of
teacher, can you give me an example (short) of how you do this?
Lori T
------------------------------
Date: Tue, 29 Jul 2003 09:41:04 -0500
From: Ellen Berg
Subject: Re: Intro and gradebook/lesson plan book
> 'Anyone else create their own plan books and might be willing to share
> their
> format? -- Rick Wormeli
I've tried many things, but what works best is a spiral notebook. At
the top I list the objectives and activities. With the remainder of
the page I make notations for each class I have, journal style, with
the date(s). It reminds me of adjustments we made or
conversations/special needs of students. I'm wordy, so I need room.
Of course, all my classes don't follow each other exactly, but there is
still space for each class linked with the objectives. If I need to
add an activity to reinforce a concept, it gets added to the journal
area with that day's date as well. It's kind of messy, but it works
for me.
Ellen Berg
------------------------------
Date: Tue, 29 Jul 2003 10:45:59 -0400
From: Eileen Bendixsen
Subject: Re: Intro and gradebook/lesson plan book
>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
I solve the problem about the electronic grade book by printing out
progress - their grades so far - reports for the students every Sunday
night and at the same time I print out my gradebook. I keep the papers in
a
folder and add any grades I record that week to the actual sheets. I also
change any 0s for notebooks to the new grade once the students show me
their late notebook. I highlight or circle these grades so when I'm putting
the new grades into the computer the next weekend I pick up any changes
I
have to make. One thing I like is during team meetings or when our district
progress reports have to be filled out I have everyone's current grade
right there at all times. It really helps make sure that I don't have kids
dropping that should not be dropping. Sometimes this is missed when you
simply eyeball grades.
Eileen
------------------------------
Date: Tue, 29 Jul 2003 07:44:56 -0700
From: Carolyn Beitzel
Subject: Re: Classroom Rules
CRW Pup wrote:
>Should I implement a sign-out sheet,
>as my mentor teacher did during my student teaching?
At our school everytime a child leaves the classroom they are "required"
to sign out and then in with times. This is for security and safety. We
have had some children unaccounted for during fire drills and such.
>For that matter, add to that the issues of pencil sharpening, getting
a
>tissue, whatever.
In my class this is done before I have "officially" begun. Once
I or someone is talking then the kids have to wait until we do desk work
(tissues they can get at any time).
I have also typed and copied a booklet that lists all the classroom procedures
which is distributed the first week of class. We talk about it then as things
come up we refer to it for the first month or so. If anyone would like a
copy send a private email (it is in Word format). This idea came from Wong's
book.
Carolyn Beitzel
8th grade American History
Beverly Hills Middle School
Upper Darby, PA
------------------------------
Date: Tue, 29 Jul 2003 08:04:14 -0700
From: Carolyn Beitzel
Subject: Re: Classroom Rules
Matt wrote:
>We give them 3 minutes between classes, which is usually enough time.
Honestly, when is the last time you or a woman has gone to the bathroom,
with books or bookbag, washed your hands and gotten to class in under three
minutes??? (with time to spare for sharpening that pencil :)before class
starts!) Think of the lines in women's rooms. Why do you think that is?
What about "at that time of month?"
I think we expect way too much from social adolescents. Three minutes in
my opinion is NOT enough time. That is our passing time as well, and if
I insist that kids take care of business before they get to me then they
are for the most part late. I would rather get them in on time, get them
started on the days work, then let them go.
Carolyn Beitzel
------------------------------
Date: Tue, 29 Jul 2003 11:17:53 -0400
From: Mendy Gannon
Subject: Rick's 4.0 grading scale
Hi All!
I was very interested in the 4.0 scale that Rick discusses in his book,
but my district requires that we report grades numerically instead of A,
B, C, or others ;)
Rick, you mention a conversion process for numerical or percentage
grades in your "parent quick reference" - would you mind sharing
it with
us?
Anyone else use a 4.0 system?
Mendy Gannon
Lady's Island Middle School
Sixth Grade
------------------------------
Date: Tue, 29 Jul 2003 10:20:50 -0500
From: Paulette Romano
Subject: Chapter on Teaming
After reading the chapter on teaming, I have a few thoughts to throw out
for
comment. The chapter starts out with a team scenario where they use a large
laminated calendar to list tests, quizzes, projects, conferences, etc. to
remind each team member of others' assignments as well as to not overlap
too
much. I am the team leader of my team and I use a separate 1 inch binder
with monthly calendars as well as the agenda and notes for each team
meeting. It really does help to record what goes on in each classroom and
it
becomes the document you can refer to if a parent complains that there are
too many things due on the same day. I am sharing a website that offers
free
printable calendars. Go to:
http://www.printfree.com/Calendars.htm
Our 6th grade is structured to be all 2 person teams. The principal feels
that we make more of a connection with just 50 students as opposed to a
larger group of 75 or 100. It is a good idea, but it also limits the team
sharing of ideas. Last year I worked with a first year teacher right out
of
college and to my delight we were the perfect "odd couple"! Our
strengths
and weaknesses really blend well. Obviously, she was just getting her feet
wet last year, and this year we are raring to go! I'd love to hear about
structures of other teams and what you do at meetings.
Paulette
------------------------------
Date: Tue, 29 Jul 2003 11:24:06 -0400
From: Heather Migdon
Subject: Re: Possible consequences
I'm a great believer in the intelligence of children. In other words, many
things kids will try to do (especially in DC schools), they know before
they even meet you that they shouldn't do these things. But sometimes kids
need reminders, and I understand that, so I use a variety of subtle and
semi-subtle techniques (the "teacher look", walking closer to
the child, corrective post-its, etc - with much love to Fred Jones) before
I ever use my back-up system with more formal consequences. That being said,
I have no stated "warning." With my 4th and 6th graders, I found
telling them "Okay, now it's a warning" to be completely ineffective.
I let the kids know that they will know if they are doing something wrong,
but I don't let them read from my playbook, so to speak.
My consequences are generally time out with written reflection (although
I might drop the written reflection next year to make time out less a punishment
and more "something everyone needs once in a while" - what do
you think?), then no recess or 15 minutes after school, then phone call,
then one hour detention after school on Friday. After the first eight weeks
with my class, I almost never got to phone call.
------------------------------
Date: Tue, 29 Jul 2003 08:37:38 -0700
From: Carolyn Beitzel
Subject: Re: Possible consequences
Heather Migdon wrote:
But sometimes kids need reminders, and I understand that, so I use a variety
of subtle and semi-subtle techniques (the "teacher look", walking
closer to the child, corrective post-its, etc - with much love to Fred Jones)
before I ever use my back-up system with more formal consequences.
I use business card size paper that I have printed and laminated. I drop
it on the desk of the "offender". The card basically says you
have broken a class rule and to see me after class. This way, I don't have
to stop what we are doing, they don't get embarrassed, and believe it or
not, it also allows me a cooling off time. For some reason, the breaking
of rules still frustrates me. So by taking my emotions out the mix, it works
for everyone.
Other consequences our team uses is team detention. Depending on the infraction
it can be 15-45 minutes. We have a 4 person team and each of us stay after
school one day a week, so detentions are Mon-Thur. This has really cut down
our referrals to the office for minor infractions that are more annoyance
than they are serious. We also send kids to someone else'r room if they
or we need a time out. It is interesting that when they go to that room,
they are model students!
Carolyn Beitzel
------------------------------
Date: Tue, 29 Jul 2003 10:28:22 -0500
From: "RATZEL, MARSHA"
Subject: Re: reflective practitioner
Rick's list has so many possibilities that are all wonderful. I would also
like to add two that worked for me.....I measured everything I did and said
against whether or not that action took me towards the goal that I laid
out for myself. This simple little question gives me great power to discern
if I should do something or not. If it takes me towards my goal, then I
do it. Otherwise, I don't. It was probably the most useful thing I did when
I worked on my National Board certification because that is a huge chunk
of their focus.
This seems so obvious, but there is great peer pressure to "do"
units or favorite projects. Sometimes they match up with my goal (either
curricular or developmental) so I'm all for them. But sometimes these are
done just "because" or because they've always done them. This
little reflective question enabled me to sift and sort through all those
without having to be personally judgemental. First by being able to ask
how I could connect it. If there wasn't a good answer, then it was easy
to modify the project or simply decline to do it. I was begged off saying
that I just had so much to get through that I couldn't find a way. If I
felt comfortable enough, then I gently challenged the worth of the activity.
Gradually over time, my peers came to expect that I always asked this question.
I think they self-edited many requests because they couldn't rationalize
how it furthered student learning. And I also think they deleted many projects/assignments
that were "fun" or "neat" or the "kids just loved
it" because they stopped to think about it for themselves.
The second thing I did was to write in my plan book. I either used post-its
if I had something small to remember or wrote in the box with a different
color pen/pencil. Or if I really needed to revise some (and that happened
a lot), I just used Word and jotted notes to myself. Then I stapled those
to the relevant page in my plan book and then filed the electronic copy
in a folder entitled "Stuff to think about for Next Year". Deep
title, huh? Over the summer I could look at all the electronic copies and
then see where they fit in the plan book along with the minor revisions.
Sometimes I just wrote that I needed to do more reading or talk to someone
who I thought knew a ton more than I did about something.
Both of these are really straightforward and sort of simple-minded, but
they worked for me. Maybe they can help you some way.
------------------------------
Date: Tue, 29 Jul 2003 11:43:39 -0400
From: Rick Wormeli
Subject: Re: back this evening
Hi Everyone -- I have to take off and do an Apherisis donation. It takes
about two or three hours, then I'm meeting with Steven Layne (some of you
have been to his seminars and read his great children and young adult
books). I won't be back until this evening (Virginia time), but I'll pick
up on all the e-mails since lunch time. Your ideas and perspectives are
wonderfully practical and insightful. They make me want to write Day One
and Beyond, part 2! As you're writing, please consider writing beyond the
listserv. There are many people waiting to hear your advice. It might be
time to share your wisdom with your state magazine or with organizations
like the National Middle School Association. I'd be happy to help you, if
you'd like. Talk to you in a few hours! -- Rick Wormeli
------------------------------
Date: Tue, 29 Jul 2003 11:37:31 -0400
From: Greg Sheremeta
Subject: Re: Intro and gradebook/lesson plan book
'Anyone else create their own plan books and might be willing to share their
format? -- Rick Wormeli
Last year I used the traditional planner that came with our gradebook. I
used an electronic gradebook (http://www.gradekeeper.com) and did what
Eileen mentioned in her post about printing out a copy on Sunday night and
placed it in my grade book, manually updating the paper copy and then
entering changes/additions into my laptop. The problem with my planner was
the Calendar was separate from the planner, and as a first year teacher,
inadvertently plan something when we had assemblies, or 1/2 days. So this
year I am using Outlook/Entourage as my planner. I print out my planner,
using the week view. This allows me to see scheduled school activities along
with my plan. I have the benefit of teaching the same curriculum all day
(4
classes of Civics/Economics), but it allows be the flexibility to identify
a
particular class period (by scheduling a lesson for a particular time) if
I
need to differentiate between class periods.
Greg Sheremeta
Dozier MS
Newport News, Va.
------------------------------
Date: Tue, 29 Jul 2003 11:09:46 -0500
From: Ellen Berg
Subject: Discipline vs. classroom management
When I first started teaching, I looked as discipline as finding the
exact right list of rules and consequences. These magic rules and
consequences would then handle all discipline problems magically. HA.
Not.
Kids who are generally well-behaved and attuned to school will
generally do what you ask them to, and it is for them that the list of
consequences is effective. But what about those kids who are
disengaged? Have little support at home? Have already been
suspended/had detention a million times before? These kids have faced
those consequences and still choose to take them.
Many colleagues list them as incorrigible and continue to assign
consequences. ( Who was it that said insanity is doing the same thing
and expecting different results?) The question for those colleagues
is: who are the consequences benefitting? You or the students....
For some kids a suspension is effective--usually those kids who NEVER
get in trouble and are making a show of defiance. However,
suspension/detention cannot stand alone, and it is rarely effective
with repeat offenders.
We must look beyond the behavior to the child. There *is* a reason for
that behavior, and it would behoove us as teachers/teams to spend a
little time looking beyond the behavior. What needs is the child
fulfilling through his/her behavior? There *is* some benefit to the
child though it may not always be clear to us.
Suspensions/outward consequences are only band-aids where surgery is
needed. It is frustrating, but we must become problem-solvers if we
want to effect long term change. An example:
Brandon--acted out constantly during reading and writing
tasks--talking, joking, hitting, passing gas on command. ALWAYS had
his hand up and participated positively during oral tasks. The real
problem? Brandon couldn't read or write above a 1st grade level, so he
was avoiding work. He participated in oral discussions because he
*could* participate and feel successful. We targeted his resource
instruction, shortened tasks, and gave him support. The result?
Brandon's behavior improved.
The bottom line is these are kids, human beings, with feelings,
thoughts and ideas. No one wants to fail, so why are they? Ask
yourself this question as you reflect at night, and over time the
answers will become clearer. Spend time with the child, develop a
relationship. You will be amazed what kids will reveal to you about
what's really going on.
Ellen Berg
------------------------------
Date: Tue, 29 Jul 2003 10:03:53 -0600
From: Brenda A Dyck
Subject: Preparedness Mark
As part of my math grade I have a section called Preparedness. In the
past I've done it in the other core subjects I've taught as well. I
decided to create such a mark after getting fed up with the number of
students who came to class without their pencil, their text, their math
binder/scribbler or without their homework done. For each reporting
period, the student begins with a full mark of 100. If students need to
borrow one of my pencils or need to go to their locker to get their
"tools", I deduct "2" from their score. If they have
incomplete
homework, I deduct 2 and if they come the next day with it done they
gain back one point. It is easy to keep track of. I have the class list
open on my desk and just subtract as needed. I just look at the total
(out of 100) at report card time and that is their Preparedness mark for
that term. If their mark slides below 75 during the term, they know I
will be calling home. I noticed a marked improvement in my students'
ability to come with their stuff. There were less interruptions (due to
kids going back to their locker during class) or incomplete homework. I
have had students ask if they could "earn back" points. So far
I haven't
done this, although the concept intrigues me.
I believe that being prepared to learn affects their overall student
learning success. A low Preparedness mark provides me with data from
which to comment about this on their report card or in a parent/teacher
interview. Students were always happy that they could start fresh with a
score of 100 the next reporting period.
- Brenda
------------------------------
Date: Tue, 29 Jul 2003 10:27:24 -0600
From: Brenda A Dyck
Subject: Becoming a Reflective Practitioner
Did you know that the Internet can help your work as a reflective
practitioner come alive by helping you define and evaluate your learning
and teaching practices? Actually, you are doing it right this moment as
you participate in this book chat. Your powers of reflection are being
extended well beyond the classroom by merging it with the experiences of
colleagues around the world.
A few other ways you can use the Web to develop your reflective skills
are:
- Creating an electronic professional portfolio. I started doing this a
few years ago when all the yearly portfolio binders started taking too
much space on my shelves. The most private areas I keep on a disc. One
of the neat things is that you can share your portfolio with your
teaching colleague in Alaska, or even refer to it on your job
application. If you want to see what one looks like here is mine:
http://www.masters.ab.ca/bdyck/webfolio/home/
- Join an on the grow listserv (which you've already done!)
- Have you ever considered publishing your thoughts and learning
discoveries on the Internet? Probably not. I know I didn't. Most of us
believe that publishing is for the big names of our profession-people
who write books, speak at conferences, and think big thoughts. It
doesn't occur to us that our daily classroom experiences and musings can
be instrumental in leading other educators to their own learning
breakthroughs and education reforms.
You too can publish your thoughts online. Educational journals,
magazines on the Internet, and Web sites often welcome professional
article submissions from everyday classroom teachers like you and me.
Some to consider are Technology and Learning, Education World, New
Horizons for Learning, and Multimedia Schools. Writing is another way
for educators to contribute to the learning of others in their
profession, extend their circle of influence beyond their own classroom,
and nurture their own learning in the process.
"When you share you will grow, get stronger, get deeper, gain courage,
see yourself clearer, open up, feel vulnerable, face your inner fears,
find friends, deepen in your journey, have support for the rest of your
journey. In sharing the journey we become better travelers." - Tom
Morris (speaker,
- Brenda
------------------------------
Date: Tue, 29 Jul 2003 12:10:32 -0500
From: Lori
Subject: Intro and gradebook/lesson plan book
RICK WROTE:
>Lori -- This is a great idea! Can you share your set-up? How do you
lay
> out the periods, days, and notations? Is it vertical or landscape style?
> What personal touches do you add that help you organize your day, week,
and month?
As far as the month goes, we have a math sequence guide in our district.
There are over 50 elementary schools, 17 middle schools, and 13 high
schools. We have a tremendous amount of mobility within our district. We
were running into situations where maybe a student moved 3 times, had
geometry 3 times, but never had measurment or probability. So, elementary
and middle school developed a sequence guide to address this problem. I
also
keep a monthly calendar in my plan book for additional notations.
I layout my page vertically. In Word (in case someone doesn't know) you
can
set up a template where once it's locked, you can only type in the form
fields. In elementary, I had a template for each day of the week. My plans
were set up in 3columns. The times were listed down the left side of the
page. Anything that never changed (music, p.e., art, lunch, etc.) were
typed in the next column next to the time it occured. I fixed these so that
I couldn't type over them. Any special instructions went into the third
column. (for instance - Take students to gym - or whatever) This was in
case I ever had a long-term sub, or one got hold of my regular plans. In
my
math, or lang arts section, etc. then I set up a form field in the third
column so that I could type my daily plans into it. These were set up with
an unlimited length so I could be as detailed as I wanted.
In middle school, I've adapted a page that the summer school people
developed. Since I'm new to MS, it's still a work in progress. It's still
vertical. There's a spot at the top for a brief statement of today's
activities. There's a box to type in the standard I'm teaching. Our
district is very into Bloom's taxonomy and Marzano's Strategies. So, there
is a box for each one of these with brief descriptors for each level or
strategy. I can just click on a box in front of these to indicate which
ones my lesson will be addressing. My hope is that I will be more conscious
of these as I plan. Some principals also want to know which levels of the
taxonomy and which Marzano strategies you've addressed as well. This way,
I
can just zip them a copy of my lesson plan or go back and check at a glance!
Then, for math, I do a brief skills review. There is a form field that I
can fill out for that. I do a whole class lesson. There's form field for
that. Then, I do a wheel time which consists of an independent activity,
a
group activity, and a teacher directed activity. I have a form field to
fill out for each one of these. Then, I have a spot to type in a reflection
question for the day/period.
> Do you print out all the pages for the year or just for a week or
> month at a time? How do you do long range planning -- just maintain
it
all electronically?
I usually just print out for a week or two at the most. I may change my
mind with MS. However, from past experience, if I try to do more than that
in math, I get way out of sync. My kids maybe needed more practice or less.
Or they needed to see something a different way. Or, we needed to go back
and review a skill that I thought they had, but obviously don't once we
start something. I used to do long elaborate plans for language arts,
social studies, and science that I kept electronically. Then I would cut
and paste into my daily lesson plans. Math just always needed to be more
fluid for me. Although I will sit down with all my books and ideas and
sketch out a brief idea of what I think I might want to do when starting
a
new unit.
What happens if you need to be portable with your plan book, such as when
attending committee/department meetings -- is it on a laptop?
I do keep my plans on my computer at school, my latptop, and usually my
computer at home. (I do the same with my computerized grade book so that
I've always got a recent copy somewhere in case of a crash!) I also
upgraded my PDA this past spring and I now have Docs to Go on it. I can
put
my plans on there as well if I need to.
At the moment I'm not sure if I'll need a lesson plan for each class or
not.
I think they might be similar, but I'll probably need to do different things
in different classes. A friend suggested to me that she kept a notebook
for
each separate class. I'll have three ninety minute periods a day. I believe
that one will be class-within-a-class and one will be advanced students.
Sorry this is so darned long! It may sound like a lot of work, but for me,
if I'm thorough up front, I usually remember what it is that I wanted to
do.
I'll glance at my plans, but once I've typed them up, it's kind of like
they're glued into my brain! If anyone really wants to see a copy of either
plan I've set up I'd be glad to e-mail it to you. It's in Word. E-mail me
personally, however! twizzle777@sbcglobal.net
Lori T
------------------------------
Date: Tue, 29 Jul 2003 12:17:59 -0500
From: Lori
Subject: Rick's 4.0 grading scale
> I was very interested in the 4.0 scale that Rick discusses in his book,
> but my district requires that we report grades numerically instead
of A,
> B, C, or others ;)
Mendy
We also use a 4.0 scale. Since we score so much reading, writing, and math
on a 4 point rubric (0-4, so you might call it a 5 point rubric!) it seemed
a natural progression. Some teachers still based it on percentages.
Lori
------------------------------
Date: Tue, 29 Jul 2003 13:48:24 -0400
From: rick winkler
I just received DOAB yesterday and haven't wanted to put it down since!
One of Rick's closing statements reiterated the need for teacher caution,
when working with students, to always have the door open to a busy hallway
or go to the library, etc.; regardless of where the location, there should
always be others in the room.
I was stunned last year when all of the doorstops to our classroom doors
were removed; the doors close automatically and we are not allowed to prop
them open in any way. The reasons cited were fire safety. Now certainly
we
can find ways to work with students after school or serve detention by
having teachers double-up, however inconvenient this can be at times. But
even more deeply than after-school issues, I'm frustrated that I feel cut
off from knowing what is going on in the hallway the very second I step
away
from the door, which closes immediately, to begin class. Last year's 7th
grade contained a group of particularly difficult students with
inappropriate hallway behaviors; a couple of tardy students + empty hallway
with closed doors = guaranteed mischief. Not only do I see a safety issue
in the situation, but there are many times when I simply would much PREFER
to teach with my door OPEN.
Yes, I can adapt and chalk this off as a "minor" inconvenience,
yet it just
doesn't seem to make much practical sense. Anyone else have a similar
situation?
Joyce, 7th gr teacher
NJ
------------------------------
Date: Tue, 29 Jul 2003 12:52:01 -0600
From: Brenda A Dyck
Subject: Doorstops and Other Botherations
We can still keep our doors open but due to one Grade 6 student getting
a shock while plugging in a TV last year, we are no longer able to have
any student plug or unplug an electrical device of any kind. This rule
interferes with using student-led technology assistants or having kids
help during set-up and take down times for programs. You wouldn't
believe what a pain it is...
I wonder if the door stop thing is truly a fire law or is it a
principals' over-reaction, like my "no plugging" rule.
- Brenda
------------------------------
Date: Tue, 29 Jul 2003 11:58:26 -0700
From: Joanne
Subject: Re: Classroom Rules
Carrie wrote:
They actually get a kick out of the pencil sharpener hours that are
posted...I think it helps them remember! For the first half of the year
the
students use pencils for all subjects then about half way through the year
they are allowed to use pens for everything but math. After they begin
using pens, the need for sharpened pencils decreases dramatically.
I love the idea of posted sharpener hours. What a hoot! I can see students
laughing, and that is always good.
What is the consensus on possibly (just thinking this through) requiring
students to have erasable pens? Since we give them a list of things to have
for class, like notebooks, would erasable pens work on this list? I prefer
work in pen to pencil, anyway (for English and History, not math), and it
would take care of the disruptive pencil sharpening.......
Joanne
------------------------------
Date: Tue, 29 Jul 2003 14:17:08 -0500
From: "RATZEL, MARSHA"
Subject: Pencils and the bathroom....the bane of my existence!!!!
Don't you just love what gets us in high gear? It's the little things that
get you down. And even though they seem pesky, they really do make or break
classroom order.
My approach to the pencil issue is to keep a sharp eye out for loose pencils
throughout the day during passing periods and other hall duties times. Then
I bring those back into my room and get some student to sharpen all of them
for me. I have a big cup that sits on the counter with sharpened pencils.
If you didn't get yours sharpened before the hour begins and you forgot
yours or it broke....just take one out of the cup and put yours in. They
all get recycled. I didn't know if it would work or if everyone would just
take advantage of it. Like most stuff in my room, it all settles out and
those who really need it use it and those that don't, don't. The ones that
abuse the system, I just talk to and they settle down.
It helps out those kiddos that can't ever seem to have a pencil and it stops
the noise. And it lets those kids who need to move have an excuse to get
up and do something so they can make it through the class period. (I also
have everyone donate a pack of notebook paper that I keep right beside all
the pencils. That way if you forgot paper, then you just take some and use
it.)
With regard to the bathroom pass, I do what other folks suggested. I have
2 passes hanging at the front of the room. If someone needs to use the facilities
during class and there's an available pass, they just get up, take the pass
and get back as quickly as possible. If there's no pass, they have to wait
until someone comes back. (I can only mentally keep track of 2 kids out
of the room at any given time, I'm old what can I say.) If I have someone
who makes a bunch of noise getting up or down, then I talk to them. If I
have someone who abuses the trust of this system, then I talk to them and
handle it on a case by case basis. Obviously I've had to crackdown on some
kiddos....about 1% of everyone over the years....and the others have been
respectful and behaved pretty well.
Chewing gum, I think, is another one of these kinds of topics! I wonder
what everyone thinks about that hot issue?
marsha
------------------------------
Date: Tue, 29 Jul 2003 16:10:53 -0400
From: Carrie Becker
Subject: Re: Classroom Rules
Joanne wrote:
What is the consensus on possibly (just thinking this through) requiring
students to have erasable pens? Since we give them a list of things to ha=
ve
for class, like notebooks, would erasable pens work on this list? I prefe=
r
work in pen to pencil, anyway (for English and History, not math), and it
would take care of the disruptive pencil sharpening.......
Personally I don't like erasable pens...they smear easily and are more di=
fficult to read than regular pens. Our district supplies pencils for the
=
students (although they tend to run out at the end of the year!), but not=
pens (other than for the teachers) and purchasing school supplies is not=
a difficulty for the parents of students in my district). On my team's s=
upply list we asked them to buy 2 pens--either red or green--for correcti=
ng. Personally I'm rethinking my pencil-only and a lot will depend on the=
thoughts of my team members on the subject. Hmmm...
--Carrie :)
------------------------------
Date: Tue, 29 Jul 2003 16:32:50 EDT
From: MKrause
Subject: Re: Becoming a Reflective Practitioner
Brenda - I LOVED your input about the value of being a reflective teacher.
I
just visited your journal and wow! I an even thinking about participating
in
your "Walls" project with my CT 7th and 8th graders. We will be
studying
China i world cultures and I was imaginig how cool to look at the theme
of walls
-- THank you, Meg Krause
------------------------------
Date: Tue, 29 Jul 2003 16:36:27 -0400
From: Mendy Gannon
Subject: Re: More on erasable pens -- was Classroom rules
I have to say, I prefer student work completed in pen. Three out of four
of our team required erasable pens, and it worked well for our students.
Erasable pens are much better than they used to be -- they write
smoother and erase better than when they first came out. We include
these on the students supply list, and we also by them by the dozen and
sell them individually to students as they are needed.
The only problem we encountered last year was that one Erasermate looks
pretty much like any Erasermate -- this year we will teach the kids how
to put their names on them with tape. ;)
------------------------------
Date: Tue, 29 Jul 2003 16:01:27 -0500
From: Ellen Berg
Subject: Chewing gum
> Chewing gum, I think, is another one of these kinds of topics! I
> wonder what everyone thinks about that hot issue?
I *must* chew gum at all times, so I didn't think it would be fair to
outlaw it in my classroom. My rules for gum are:
1. I will not see it.
2. I will not hear it.
3. I will not find it anywhere but in your mouth or in the trash.
The kids understand and respect this. If they pop it or are twirling
it out of their mouth, all I say is "Trash." There are never any
arguments, and it's really not a problem.
Ellen Berg
------------------------------
Date: Tue, 29 Jul 2003 17:00:02 -0400
From: Greg Sheremeta
Subject: Re: Chewing gum
Ellen,
I had the same attitude about gum chewing you did for most of the last
school year, however, after spring break I had students complaining that
gum
was being stuck under the desk. Since I was not able to 'finger' anyone
for
this breech, I had to put the kabash on all gum chewing. Because of this
I
may start out the year with no gum chewing and see how that does. I am open
for suggestions for dealing with stealth violators without punishing the
whole class.
Greg Sheremeta
Dozier MS
Newport News, Va.
------------------------------
Date: Tue, 29 Jul 2003 16:11:27 -0500
From: Lori
Subject: <No subject given>
> I was stunned last year when all of the doorstops to our classroom
doors
were removed; the doors close automatically and we are not allowed to prop
them open in any way. The reasons cited were fire safety. Anyone else
have a similar situation?
Yes! I taught for 7 years in an un-airconditioned school. We were supposed
to leave the doors closed with the temperatures soaring over 100 degrees.
Apparently people have panicked during fires and couldn't figure out how
to
close the doors with door stops on them. So, we had people propping open
doors with chairs and boxes, and whatever. That was ok since it could just
be kicked out of the way. Created more fire hazards if you ask me! Our
principal eventually got us door stops made from tubes of sand and then
covered with duct tape. They worked quite well.
Lori
------------------------------
Date: Tue, 29 Jul 2003 17:53:20 -0400
From: Eileen Bendixsen
Subject: Re: Classroom Rules
>Personally I don't like erasable pens...they smear easily and are more
>difficult to read than regular pens.
I agree. I find them very difficult to read. With science I have about 80
labs a day to correct and I just learned today that classes are going to
be
between 27-30 students per class. I find that letting the kids use what
they like to use - pencil or pen, print or script - is usually what they
do
best. It make life easier if I can at least figure out what they are trying
to say. I'm good at interpreting, but it is getting worse each year to try
to decipher what they mean.
Eileen
------------------------------
Date: Tue, 29 Jul 2003 18:05:49 EDT
From: Rjpjpp
Subject: lesson plan books
I agree with Rick about being flexible about lesson plans. At my school
we
are required to turn in our lesson plans to adminsitration on Monday so
I write
my plans each week. However, my plans always change during the week. You
just never know how things are going to proceed and you must be flexible.
Therefore, I always write my lessons in my lesson book in pencil. I make
a copy
for administration and I am free to erase and change mine as I see fit.
Jacqueline
------------------------------
Date: Tue, 29 Jul 2003 18:59:35 -0700
From: Laurie Wasserman
Subject: Re: Mess Grade Books
Rick,
As always, you have validated something I've always felt as a teacher, but
needed to hear from some as accomplished as you:
"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."
After spending the past year really focusing on Differentiated Instruction,
and finding different ways of meeting all my students' needs, I realized
that I was indeed, redoing my plans on a day-to-day,class-by-class basis.
I
had to explain to my department head when he came in to observe me, why
my
plan book wasn't "perfect."
Thanks Rick!
Laurie
P.S. Thanks for sharing my singing of Monkees' songs to help in
discipline -now hopefully others will too!!
------------------------------
Date: Tue, 29 Jul 2003 17:40:54 -0600
From: Cynthia Huffstodt
Subject: Re: Chewing gum
ELLEN: I have tried your approach but I always manage to find it stuck to
a desk, chair or the floor. Rarely can I identify the guilty party so all
gum chewing ceases. I know chewing helps some of our students concentrate
better but how do I reconcile the mess?
Cindy Huffstodt
------------------------------
Date: Tue, 29 Jul 2003 20:45:33 -0400
From: Nina Newlin
Subject: Re: Chewing gum
I never can decide what should really be done about chewing gum. Every
time we relax a bit, it shows up under furniture or on carpet. That is
REALLY unfair to the custodians. However, if there is no gum chewing,
adults need to abide by the same rules.
Nina
Virginia Strong Newlin, NBCT
Principal
------------------------------
Date: Tue, 29 Jul 2003 21:48:08 -0400
From: Rick Wormeli
Subject: Re: Chapter on Teaming
Hi Paulette -- Thanks for these great ideas. I'm really excited about
offering a continuum of team structures at middle schools. There is great
call for two-person teams in which both teachers teach two different
subjects to a smaller group of students. Some kids really blossom on such
teams, and teachers can integrate instruction more easily. Some students
really shine in three, four, or five-person teams, so I'd prefer to have
a
school that had a mixture of two-person and more-than-two-persons teams.
Kathy McAvoy (I may have misspelled her name) in Maine is national leader
in
two-person teams, if you're interested in pursuing more ideas on that.
Congratulations on finding such a perfect complement in your partner! --
Rick Wormeli
-----Original Message-----
After reading the chapter on teaming, I have a few thoughts to throw out
for
comment. The chapter starts out with a team scenario where they use a large
laminated calendar to list tests, quizzes, projects, conferences, etc. to
remind each team member of others' assignments as well as to not overlap
too
much. I am the team leader of my team and I use a separate 1 inch binder
with monthly calendars as well as the agenda and notes for each team
meeting. It really does help to record what goes on in each classroom and
it
becomes the document you can refer to if a parent complains that there are
too many things due on the same day. I am sharing a website that offers
free
printable calendars. Go to:
http://www.printfree.com/Calendars.htm
Our 6th grade is structured to be all 2 person teams. The principal feels
that we make more of a connection with just 50 students as opposed to a
larger group of 75 or 100. It is a good idea, but it also limits the team
sharing of ideas. Last year I worked with a first year teacher right out
of
college and to my delight we were the perfect "odd couple"! Our
strengths
and weaknesses really blend well. Obviously, she was just getting her feet
wet last year, and this year we are raring to go! I'd love to hear about
structures of other teams and what you do at meetings.
Paulette
------------------------------
Date: Tue, 29 Jul 2003 22:01:25 -0400
From: Rick Wormeli
Subject: Re: Possible consequences
Hi Heather -- 'Sounds like you have a clear progression for students which
is good. I'm curious, though, what did you mean by, "I don't let them
read
from my playbook"? How do you let them know that they are doing something
wrong? I'm inclined to let them have the playbook and encourage them to
read from it as often as they'd like -- even writing portions of it with
me.
I urge you not to remove the written reflection portion of your discipline,
if it's a serious offense or a chronic offense, such as disrupting class.
Writing is too powerful -- it helps us see/confront our struggles and
misconceptions, it clarifies our thinking, and it internalizes what we
learn. Taking time out for positive reasons that imply below is healthy
--
it doesn't always have to be associated with writing. In DOAB on page 44,
there's a form that lists ways students can rebuild trust with me and the
class. I encourage you to make that element done orally or in written form,
a part of the discipline process.
One last thing, remember that straight detentions during lunch or after
school impact you as well. You have to baby-sit. In addition, I've not
found them particularly effective in thwarting poor behavior. Doing service
for the school during those detention times, however, works. For example,
if students forget their assignment notebooks, they can spend an hour after
school putting together assignment notebooks for new students, if you use
school-made notebooks. If they abuse the rules of Internet access, they
can
spend detention creating signs and posters about why we have rules for
Internet access that will be posted in the computer labs, and they can
bookmark appropriate sites for a teacher on every machine in the room. If
they write or draw in their non-consumable textbooks, they can spend that
detention hour erasing student marks in textbooks in the book room. 'Just
some ideas to add to the mix.
-- Rick Wormeli
-----Original Message-----
I'm a great believer in the intelligence of children. In other words, many
things kids will try to do (especially in DC schools), they know before
they
even meet you that they shouldn't do these things. But sometimes kids need
reminders, and I understand that, so I use a variety of subtle and
semi-subtle techniques (the "teacher look", walking closer to
the child,
corrective post-its, etc - with much love to Fred Jones) before I ever use
my back-up system with more formal consequences. That being said, I have
no
stated "warning." With my 4th and 6th graders, I found telling
them "Okay,
now it's a warning" to be completely ineffective. I let the kids know
that
they will know if they are doing something wrong, but I don't let them read
from my playbook, so to speak.
My consequences are generally time out with written reflection (although
I
might drop the written reflection next year to make time out less a
punishment and more "something everyone needs once in a while"
- what do you
think?), then no recess or 15 minutes after school, then phone call, then
one hour detention after school on Friday. After the first eight weeks with
my class, I almost never got to phone call.
Heather
------------------------------
Date: Tue, 29 Jul 2003 22:05:14 -0400
From: Rick Wormeli
Subject: Re: Possible consequences
I agree with Carolyn - her ideas are great! Just make sure to send work
along with the student you've sent to someone else's room. :-)
By the way, this reminds me to change my discipline if it's not working.
I
had a kid once who was a chronic disrupter and was sent to another teacher's
room several times. After the second time, I should have realized it wasn't
an effective solution. This is one more reason why we should try to
maintain a discipline log of some sort -- so we can see patterns and the
big
picture. -- Rick Wormeli
-----Original Message-----
From: Carolyn Beitzel
Heather Migdon <Msmigdon@AOL.COM> wrote:
>But sometimes kids need reminders, and I understand that, so I use a
variety
>of subtle and semi-subtle techniques (the "teacher look",
walking closer to
>the child, corrective post-its, etc - with much love to Fred Jones)
before I
>ever use my back-up system with more formal consequences.
I use business card size paper that I have printed and laminated. I drop
it
on the desk of the "offender". The card basically says you have
broken a
class rule and to see me after class. This way, I don't have to stop what
we
are doing, they don't get embarrassed, and believe it or not, it also allows
me a cooling off time. For some reason, the breaking of rules still
frustrates me. So by taking my emotions out the mix, it works for everyone.
Other consequences our team uses is team detention. Depending on the
infraction it can be 15-45 minutes. We have a 4 person team and each of
us
stay after school one day a week, so detentions are Mon-Thur. This has
really cut down our referrals to the office for minor infractions that are
more annoyance than they are serious. We also send kids to someone else'r
room if they or we need a time out. It is interesting that when they go
to
that room, they are model students!
------------------------------
Date: Tue, 29 Jul 2003 22:11:45 -0400
From: Rick Wormeli
Subject: Re: reflective practitioner
Wow, Marsha, this is so smart! Thanks for sharing these approaches. I'm
inspired by your courage to confront all you do in light of your goals,
and
even more amazing, that your colleagues began to change their practices
in
light of your steadfast adherence to school's true mission. They changed
what they did because of your clear and professional standards -- way to
go!
Your self-analysis question is so obvious and effective. We can use it to
examine the moment by moment decisions such as whether or not students doing
a hidden word search puzzle will improve their understanding of the terms
(they don't), as well as the bigger aspects of our teaching, such as
determining what is truly essential in the chapter we're asking students
to
study. I hope new teachers and veterans alike revisit every objective,
assignment, task, and assessment they use with students in light of your
compelling question. -- Rick Wormeli
-----Original Message-----
Marsha wrote:
Rick's list has so many possibilities that are all wonderful. I would also
like to add two that worked for me.....I measured everything I did and said
against whether or not that action took me towards the goal that I laid
out
for myself. This simple little question gives me great power to discern
if
I should do something or not. If it takes me towards my goal, then I do
it.
Otherwise, I don't. It was probably the most useful thing I did when I
worked on my National Board certification because that is a huge chunk of
their focus.
------------------------------
Date: Tue, 29 Jul 2003 22:35:14 -0400
From: Rick Wormeli
Subject: Re: Discipline vs. classroom management
Wow, Ellen, well said. 'Eloquent and right on. You affirm the big truth
of
discipline problems: Most discipline issues boil down to a disconnect
between what a student needs and what the adult in charge of his life at
that moment is providing. If we meet needs in a developmentally appropriate
manner, most discipline issues disappear. Sure there are irrational cases
but even these reveal disconnections, often with more foundational missing
pieces such as you describe below.
To support this point, it's interesting to note that teachers often improve
their classroom management when they differentiate instruction. Discipline
problems go down in a differentiated classroom. Teachers know their
students, curriculum, and subject so well they can make learning meaningful
and show students how to make sense of it.
You're exactly right -- no one wants to fail, even if they say so. We can't
take discipline issues personally, though that's hard not to do, I know.
We're the adult -- we need to provide the big picture perspective when the
student can't find his own. It often comes down to that relationship. If
we see it as a long term relationship, we have the energy and inspiration
to
find solutions. -- Rick Wormeli
-----Original Message-----
When I first started teaching, I looked as discipline as finding the
exact right list of rules and consequences. These magic rules and
consequences would then handle all discipline problems magically. HA.
Not.
Kids who are generally well-behaved and attuned to school will
generally do what you ask them to, and it is for them that the list of
consequences is effective. But what about those kids who are
disengaged? Have little support at home? Have already been
suspended/had detention a million times before? These kids have faced
those consequences and still choose to take them.
Many colleagues list them as incorrigible and continue to assign
consequences. ( Who was it that said insanity is doing the same thing
and expecting different results?) The question for those colleagues
is: who are the consequences benefitting? You or the students....
For some kids a suspension is effective--usually those kids who NEVER
get in trouble and are making a show of defiance. However,
suspension/detention cannot stand alone, and it is rarely effective
with repeat offenders.
We must look beyond the behavior to the child. There *is* a reason for
that behavior, and it would behoove us as teachers/teams to spend a
little time looking beyond the behavior. What needs is the child
fulfilling through his/her behavior? There *is* some benefit to the
child though it may not always be clear to us.
Suspensions/outward consequences are only band-aids where surgery is
needed. It is frustrating, but we must become problem-solvers if we
want to effect long term change. An example:
Brandon--acted out constantly during reading and writing
tasks--talking, joking, hitting, passing gas on command. ALWAYS had
his hand up and participated positively during oral tasks. The real
problem? Brandon couldn't read or write above a 1st grade level, so he
was avoiding work. He participated in oral discussions because he
*could* participate and feel successful. We targeted his resource
instruction, shortened tasks, and gave him support. The result?
Brandon's behavior improved.
The bottom line is these are kids, human beings, with feelings,
thoughts and ideas. No one wants to fail, so why are they? Ask
yourself this question as you reflect at night, and over time the
answers will become clearer. Spend time with the child, develop a
relationship. You will be amazed what kids will reveal to you about
what's really going on.
Ellen Berg
------------------------------
Date: Tue, 29 Jul 2003 22:42:32 -0400
From: Rick Wormeli
Subject: Re: Preparedness Mark
This is a terrific idea, Brenda! It's logical and easy to administer.
Two quick questions:
First, Have you considered building up the points instead of detracting
points in order for it not be a negative feedback approach? ...Maybe
students that fail to maintain a certain point amount get the calls rather
than students who fall below a certain point? Students earn points for each
day they are prepared rather than points off for not being prepared and
by a
certain point in the grading period they need to have a particular number
of
points? I know this is kind of a pollyanna attitude, but it seems to work
better to build things instead of starting with something good and
threatening it or bringing it down. If you already considered taking the
positive spin but abandoned it, why? I've wrestled with this kind of
orientation every year, and I'd be curious to hear your thinking.
Second, does your system work quickly enough to address the issue with the
student before a third day of unpreparedness occurs? For example, if a
student didn't remember supplies and preparedness criteria for two days'
running, I'd start an interaction with him then, not wait until it fell
below 75 points.
This focus on preparedness and providing feedback to students on it are
such
great ideas. Like another listserv writer earlier today, I had a Homer
Simpson moment when I read it -- DOH! :-)
-- Rick Wormeli
-----Original Message-----
As part of my math grade I have a section called Preparedness. In the
past I've done it in the other core subjects I've taught as well. I
decided to create such a mark after getting fed up with the number of
students who came to class without their pencil, their text, their math
binder/scribbler or without their homework done. For each reporting
period, the student begins with a full mark of 100. If students need to
borrow one of my pencils or need to go to their locker to get their
"tools", I deduct "2" from their score. If they have
incomplete
homework, I deduct 2 and if they come the next day with it done they
gain back one point. It is easy to keep track of. I have the class list
open on my desk and just subtract as needed. I just look at the total
(out of 100) at report card time and that is their Preparedness mark for
that term. If their mark slides below 75 during the term, they know I
will be calling home. I noticed a marked improvement in my students'
ability to come with their stuff. There were less interruptions (due to
kids going back to their locker during class) or incomplete homework. I
have had students ask if they could "earn back" points. So far
I haven't
done this, although the concept intrigues me.
I believe that being prepared to learn affects their overall student
learning success. A low Preparedness mark provides me with data from
which to comment about this on their report card or in a parent/teacher
interview. Students were always happy that they could start fresh with a
score of 100 the next reporting period.
- Brenda
------------------------------
Date: Tue, 29 Jul 2003 22:47:26 -0400
From: Rick Wormeli
Subject: Re: Becoming a Reflective Practitioner
Hi Brenda -- 'Great ideas! Wow! My dad (Paul Wormeli) works in the
criminal justice technology field and maintains his own Blog, which, if
I
understand it correctly, would be another way to keep up to date and
reflective about our practice. Do you know anything about Blogs and an
educator's use of them? My dad keeps encouraging me to build and maintain
one, saying it's perfect for teachers, principals, and education leaders.
'Any advice on blogs? Thanks. -- Rick Wormeli
[If you already wrote about Blogs on the listserv, I apologize in advance.
Maybe you could direct us to something archived then. -- Rick]
------------------------------
Date: Tue, 29 Jul 2003 19:45:23 -0700
From: CWK
Subject: Re: Becoming a Reflective Practitioner
This is not a question or a comment about the great book. It is a huge
thank you to Brenda for sharing the url to her webpage. Click on Brain
Collision and you will find three great learning experiences. Thanks
Brenda! I am mentoring a teacher who needed ideas for art appreciation
and and working with a teacher who is just learning to integrate
technology with curriculum. The Learning To See page and the China Town
page will be great examples to share with them.
CWK
------------------------------
Date: Tue, 29 Jul 2003 22:54:31 -0400
From: Rick Wormeli
Subject: Re: Intro and gradebook/lesson plan book
Wow, Lori, thank you for explaining this so thoroughly. Don't apologize
for
the length. For those people eager for better approaches, they hung on
every word -- me included. Your offer to send a copy via a private e-mail
is very gracious.
As you work with this format for the middle school level, how do you account
for variances in periods? ...Just handwrite modifications onto the hardcopy
then type it in later once you're back at your computer? There are many
days when periods are asynchronous with one another, resulting in different
activities and assignments. How do you keep up with such differences? --
Rick Wormeli
-----original message-----
Sorry this is so darned long! It may sound like a lot of work, but for me,
if I'm thorough up front, I usually remember what it is that I wanted to
do.
I'll glance at my plans, but once I've typed them up, it's kind of like
they're glued into my brain! If anyone really wants to see a copy of either
plan I've set up I'd be glad to e-mail it to you. It's in Word. E-mail me
personally, however! twizzle777@sbcglobal.net
Lori T
------------------------------
Date: Tue, 29 Jul 2003 23:04:22 -0400
From: Rick Wormeli
Subject: <No subject given>
Hi Joyce -- I'm sorry this is the situation, but it makes good sense fire
safety-wise. I agree with you that it's good to keep the door open for many
different reasons. It means standing at your door more often so you can
see
those students with whom you have concerns and so you can maintain
connection with others. I found a number of schools across the nation do
this, however. In those situations, many teachers prop a large trash can
against the door or they create their own door stops. Of course this goes
against the fire codes for those schools, but it's what they do. Given what
we do all day long, removing the doorstops isn't a perfect solution, of
course, but it's a solution with which we'll have to live until we find
a
better one. -- Rick Wormeli
-----Original Message-----
I just received DOAB yesterday and haven't wanted to put it down since!
One of Rick's closing statements reiterated the need for teacher caution,
when working with students, to always have the door open to a busy hallway
or go to the library, etc.; regardless of where the location, there should
always be others in the room.
I was stunned last year when all of the doorstops to our classroom doors
were removed; the doors close automatically and we are not allowed to prop
them open in any way. The reasons cited were fire safety. Now certainly
we
can find ways to work with students after school or serve detention by
having teachers double-up, however inconvenient this can be at times. But
even more deeply than after-school issues, I'm frustrated that I feel cut
off from knowing what is going on in the hallway the very second I step
away
from the door, which closes immediately, to begin class. Last year's 7th
grade contained a group of particularly difficult students with
inappropriate hallway behaviors; a couple of tardy students + empty hallway
with closed doors = guaranteed mischief. Not only do I see a safety issue
in the situation, but there are many times when I simply would much PREFER
to teach with my door OPEN.
Yes, I can adapt and chalk this off as a "minor" inconvenience,
yet it just
doesn't seem to make much practical sense. Anyone else have a similar
situation?
Joyce, 7th gr teacher
NJ
------------------------------
Date: Tue, 29 Jul 2003 23:04:24 -0400
From: Rick Wormeli
Subject: Re: Doorstops and Other Botherations
Hi Brenda -- We have the same plugging and unplugging rule in our buildings.
I think it came from the Office of Risk Management in our district. We live
in a litigation-phobic world. -- Rick Wormeli
-----Original Message-----
We can still keep our doors open but due to one Grade 6 student getting
a shock while plugging in a TV last year, we are no longer able to have
any student plug or unplug an electrical device of any kind. This rule
interferes with using student-led technology assistants or having kids
help during set-up and take down times for programs. You wouldn't
believe what a pain it is...
I wonder if the door stop thing is truly a fire law or is it a
principals' over-reaction, like my "no plugging" rule.
- Brenda
------------------------------
Date: Tue, 29 Jul 2003 20:23:58 -0700
From: Melba Smithwick
Subject: Re: Classroom Rules
Each team on our campus asks their homeroom/1st period students to bring
one tissue box of 200 count to them. With all teachers requiring one box
from each 1st period student, they have enough tissues to last most of the
year depending on the number of colds. Our students are already accustomed
to this from their elementary years and so parents and students alike do
not find this unusual. We, previous 6th grade teachers brought this idea
to our middle school and it has been one of our SOP for the past 13 years.
------------------------------
Date: Tue, 29 Jul 2003 23:29:03 -0400
From: Rick Wormeli
Subject: Re: lesson plan books
I'm so sorry, Jacqueline, that you have to do this. There is no connection
between teachers turning in lesson plans and student achievement in a
building, and this should be the motivation for all procedures and
approaches. In my opinion, it's a power move that speaks volumes about an
administrators insecurity and his or her lack of staff trust. We've talked
about it before on the listserv, so I won't elaborate too much here, but
requiring you to submit your plans seems like one more game to play -- not
something beneficial to students and their learning. I can see submitting
one week's worth of lessons at some point in the year so a principal can
get
a sense of you as teacher, as well as submitting a general sequence of your
topics so he or she can be well-informed of what's going on, but specific
lesson plans every week? That's a huge waste of everyone's time and it only
causes more anxiety and work for you when the principal should be finding
ways to help you work smarter, not harder. If a teacher is really
struggling, submitting lessons for review each week is a great component
in
the mentoring process administrators can use to get them back on track,
but
it is an insulting and ineffective practice for accomplished teachers. I'll
wait here next to my soap box for responses. :-) -- Rick Wormeli
-----Original Message-----
I agree with Rick about being flexible about lesson plans. At my school
we
are required to turn in our lesson plans to adminsitration on Monday so
I
write
my plans each week. However, my plans always change during the week. You
just never know how things are going to proceed and you must be flexible.
Therefore, I always write my lessons in my lesson book in pencil. I make
a
copy
for administration and I am free to erase and change mine as I see fit.
Jacqueline
------------------------------
Date: Tue, 29 Jul 2003 20:31:56 -0700
From: Melba Smithwick
Subject: building safety
Rick, our sixth grade wing is the newest wing and was built with heavy doors
without door stops for the very reason you mentioned. However, the rest
of the building is not equiped like that and they have door stops. They
are allowed to use theirs! Go figure. My principal has not told us not to
leave the doors open, but the word out is that the fire marshall says we
must always keep the doors closed.
------------------------------
Date: Tue, 29 Jul 2003 23:48:34 -0400
From: Heather Migdon
Subject: building safety
Our fire marshall says we can't have ANYTHING on the floor - by the door
or not. Not a box of books, not even a book - nothing. My kids have stuff
pouring out of their desks which can't even accomodate their bulky textbooks
with or without their other personal items. Any solutions for crowded desks?
-Heather, 4th grade
------------------------------
Date: Tue, 29 Jul 2003 23:34:53 -0400
From: Rick Wormeli
Subject: Re: Mess Grade Books
Thanks for granting me permission to use the Monkees song reference in the
book, Laurie! It's great! :-)
I'm sorry you have to have anything that causes such unnecessary and
unwarranted anxiety like your department head's scrutiny and the potential
mismatch between what you are doing and what the lesson plan says. Why do
administrators and colleagues do this to each other? Ugh. Your department
head does not know the definition of the "perfect" lesson plan
if her
correlation is always the teacher doing what she said she would in writing.
I would question (privately, I admit) that department head's pedagogy. It's
just not sound practice, especially in light of all we know today about
how
young adolescents learn.
-- Rick Wormeli
------------------------------
Date: Tue, 29 Jul 2003 23:58:39 -0400
From: Heather Migdon
Subject: Re: Possible consequences
Rick (and others inquiring),
When I say "I don't let them read from my playbook," I don't say
to them on the first day of school, "If you are off-task, first I will
look at you funny, then I will walk closer to you. I might stand by your
desk or write you a quick note on a post-it." If I said these things,
kids would be looking for them. A huge part of my management system is too
not unnecessarily embarass or call attention to the kids. They have a lot
of misplaced aggression and they live for confrontation.
I'll definitely check out the written reflection offered in DOAB. Thanks
for the tip!!
Heather
------------------------------
Date: Wed, 30 Jul 2003 00:00:48 -0400
From: Rick Wormeli
Subject: Re: Doorstops and Other Botherations
Hi -- 'A little family pride coming through: After visiting Carolyn's great
resources on blogging that she listed earlier this evening, I also visited
my Dad's blog site, which is located at: http://radio.weblogs.com/0126029/.
It's about information technology in the criminal justice world, so be
warned, if you visit it. I recommend both Carolyn's resources and my Dad's
site, if you're interested. My dad's site has a place on which you can
click that gives you a definition, history, purpose, and tool for blogging.
While there, click on my dad's "white papers" to get a sense of
what they
are. They seem to be among the greater components of blogging for teachers.
When I called my dad about this, he said he gets responses from all over
the
world, and he hears that people download his papers and distribute them
throughout their companies and departments of justice. He also said that
one
of the Democratic presidential candidates (I don't remember which one --
was
it Dean?) has his own Blog site and gets a whopping number of hits every
day -- really advancing him in the polls. Blogs seems like a fairly easy
and impressive reflection tool for teachers as we sort our way through
everything from NCLB to math cartoons to the latest research in cognitive
theory.
-- Rick Wormeli
------------------------------
Date: Wed, 30 Jul 2003 00:05:52 -0400
From: Rick Wormeli
Subject: <No subject given>
How about canvas pouches hung on the backs of chairs? ...wooden or
cardboard "cubbies" against the wall? ...Tupperware boxes for
each child on
a shelf to the side or under their seats? ...desk chairs with tray's
underneath them for books? ...no individual textbooks in the room -- only
class sets that you use when needed and children leave their personal copy
of the textbooks at home (the textbooks could then be stacked on a shelf,
out of the desks)? - Rick Wormeli
-----Original Message-----
Our fire marshall says we can't have ANYTHING on the floor - by the door
or
not. Not a box of books, not even a book - nothing. My kids have stuff
pouring out of their desks which can't even accomodate their bulky textbooks
with or without their other personal items. Any solutions for crowded
desks?
-Heather, 4th grade
------------------------------
Date: Wed, 30 Jul 2003 00:17:23 -0400
From: Rick Wormeli
Subject: Re: Possible consequences
Hi Heather -- Thanks for clarifying. I understand your point, but to be
honest, I would do just what you describe. Students need to know where they
stand. It's good for them to know the specific behaviors they will get from
you when they disobey the rules. I usually give myself an "out"
of sorts by
informing students of my menu of options for each level of offense so I
can
be flexible in disciplining, but I make those potential responses very
clear. I don't think this results in unnecessary embarrassment or undue
calling attention to students -- but I could be wrong -- let me know. If
things are kept in the dark, kids see discipline more as a game, living
for
the confrontation you describe. In my experience, if they know the
consequences and that we have discretion in which consequences we will
apply, they don't seem to try to manipulate the system as much. If they
purposefully or chronically do something just to get a rise out of me, then
that becomes another issue and the responses from me rapidly escalate. For
everyday regular discipline, however, I think it's okay for kids to look
for
certain responses from me. Consistency and clarity are strengths. What do
you think?
-- Rick Wormeli
-----Original Message-----
Rick (and others inquiring),
When I say "I don't let them read from my playbook," I don't say
to them on
the first day of school, "If you are off-task, first I will look at
you
funny, then I will walk closer to you. I might stand by your desk or write
you a quick note on a post-it." If I said these things, kids would
be
looking for them. A huge part of my management system is too not
unnecessarily embarass or call attention to the kids. They have a lot of
misplaced aggression and they live for confrontation.
I'll definitely check out the written reflection offered in DOAB. Thanks
for the tip!!
Heather
------------------------------
Date: Tue, 29 Jul 2003 23:45:26 -0700
From: CWK
Subject: blogging
I am not sure how this got on the book site rather than the regular
list but I want to ad more about blogging and technology. Rick's Dad
has a great informative page on blogging.
http://radio.weblogs.com/0126029/Blogging.htm
It is a must read. One of my favorite passages is:
> Bloggers amount to an increasingly interesting and profound next step
> in using the internet for collaboration and discourse. In a way,
> blogging is to members of the blogosphere the next generation beyond
> instant messaging
In the SF bay area we have been reading and passing on favorite blogs
for at least two or three years but I have never seen blogs by
educators. I think that too often educators are late adopters of
technology. I wonder why this seems to be so.
Most of the educator dialogue about instant messaging that I encounter
decries IMs but we can harness this technology for our own purposes.
Recently, while attending a conference in Oxford, England, I learned
that researchers and educators from Oxford are using IMs to educate
teen moms about prenatal and infant care. Sending IMs on pagers, phones
and handhelds has proven to be the most powerful way of communicating
vital information to a notoriously hard to reach population.
The folks from Oxford want to disseminate important information to
teen mothers. Their first step is to identify girls who are viewed as
leaders by their peers. The second step is to get these leaders to
value the information the docs want to broadcast Once the,peer
identified leaders "buy in" they use IMs to relay what they have
learned. Once their passion is ignited they become enthusiastic
educators of their peers. Efficient and effective!
I would love to learn other way educators are using this process or
something similar to connect with hard to reach learners. There is
much to be learned from observing how kids use technology! They have
so much to teach us about how to reach them but too often we miss
important lessons because we limit our thinking to what we believe we
must impart to them.
We also need to do a better job of building alliances with kids who are
identified as leaders by other kids. Blogs and IMs are important
elements in differentiating instruction.
Carolyn Wilson Koerschen
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End of MWBOOKS Digest - 28 Jul 2003 to 29 Jul 2003 (#2003-3)
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Read 3rd Day Messages - July 30