Post 3 "Book Bins"

I introduced our "Book Bins" in EEN English on Friday.  I had the students write a journal about reading such as what they liked about reading, disliked, books they like to read, etc.  The students in general expressed that they didn't like reading and therefore didn't read as they should.  I figured that this would be the case.  I have yet to meet a student in my program that likes to read.

To backtrack a little, I centered my room around reading this year.  I brought in a few recliners, lamps, plants, and created a reading corner.  The bulletin board above the chairs has posters about reading and a goal chart for us to work toward reading 100 books.  I haven't figured out what the prize will be but the class and I can decide that this week.

I had a bin on each of the student's desks with their name on it.  We had a discussion about reading and the various types of things we can and should read.  The students had far more ideas and knowledge of this then I had planned.  Our discussion went really well, several of the students were very excited to share thoughts and ideas about books and reading.  They had a job to put at least 3 books in their bins.  One that was challenging, one that was an easy read, and one that was interesting to read.  I then took them to the library where the librarian showed them around the library (again) and talked about several of the new books they may be interested in reading.  It was very exciting to see and hear the students come up to me and ask if the book they chose was appropriate for their bins.  They were like little kids in a candy store!  They found their books and we put them in our bins...yes I have one too.  I gave them the rest of the time to read one of their books.  I can't remember my class being so quiet and focused!  I really want to make reading as exciting as possible for them and try to keep their interest as long as I possibly can.  

Post 2 "Idea"

As I sat in my rocking chair trying to get my little Olivia asleep I started thinking about the day.  I had an idea as to what I could do for my 5th and 6th hour study hall to make the time more productive and provide more structure for those who succeed better in a structured environment.  I came up with a list of things that I want accomplished during each study hall and then envisioned myself doing these things along with a new look for my room.  

5th hour study hall is in a different room which makes the transition a little bit harder.  There are no computers in the room nor are there things that we are able to use (markers, scissors, rulers, etc.).  The room arrangement is fine and works well for us, it's more of the time management and flow of the hour that I would like to change.  Right now the kids come in and sit down, take out planners, and get to work.  I feel like I am bopping around the room helping kids with random assignments and constantly telling the kids that they may not leave the room to get anything and they are not able to use the restroom.  It is the hour right after lunch so they have a few extra passing minutes which leaves them no excuse to leave their supplies in their locker.  

6th hour is pretty much the same however, I do have my big assignment board so the kids can copy what I have for each class right into their planner if needed.  The group in 6th hour is kind of a chatty and naughty bunch so behavior control is somewhat of an issue.  

So this was my idea.....

Each hour (English, 5th hour study hall and 6th hour study hall) will have a poster with specific rules/expectations for the class.  We have them up but they are general rules.  We need specific ones for each class.  I will also have copies for the kids so we can go through them together and will have extras if we need reminders later on.  I also need some sort of a flow for each hour.  I want to do the same thing day in and day out.  This has been something that I have thought about each year and can never seem to figure it out and this is why...First, the kids in study hall are always working on something different so when I tell them that we are going to review for the math test I get nothing but whining and complaining because they want to work on their own thing.  I end up studying with myself.  Also, in the past I have worked across two teams so it is nearly impossible to study for a class as a group because I have no groups!  Secondly, I now teach English with another person so we need to find time (another issue) to sit down and figure out our plan for the semester.  We have one but it needs revision due to scheduling mess at the beginning of the year.  So yes, I need a daily or weekly plan for each study hall and class.  I wonder if this is doable.....

I also need some sort of a chart where I can mark off what students need to finish assignments and for what class as well as outcomes.  I just feel like I have ten thousand things going on and I don't know how to organize it in my head or on paper.  I seem to just do better with running around like a crazy person trying to keep things under control.  hmmmm.....maybe someone will have some ideas for me.  

As of now this is my homework for Saturday.  Wish me luck that I come up with something cool that actually works!!!

Post 1 reflection "Time on Task"

The start of the school year has been an interesting one.  I have a variety of students in my EEN English class, a total of 10.  This is the first year that I am co-teaching this class which has made for some exciting ideas but also some stress that I haven't experienced before.   I feel like we have a pretty good handle on the classroom as far as behavior but management of the curriculum is an area that I would love to feel more confident in. 

We have the students complete a journal response on a daily basis.  The students are expected to come into class, get their journal from the shelf, and begin writing.  As one would expect, we need to give reminders to the students as to what the expectation is when they walk in the room.  Most of them do well at following the procedure but there are a few that like to push the limits and try to waste as much time as possible.  I have noticed that I will occasionally cater to the kids and not give them the timeline that I laid out (meaning I give them WAY too much time for their journals which isn't necessary).

Today I put the timer up on the Smartboard not only for the students but for me.  It worked really well and I found that I was able to manage my time with journals far better than before. A few of the students didn't finish their journal partly because they were busy gabbing rather than writing.  I told them that they were able to finish it in study hall if they needed extra time. We transitioned to our 'Word Graveyard' which was a repeat from the day before.  The students handed in their work but as I was looking them over, several of the students didn't really understand that the words around the flower needed to be words that were the same  but colorful/creative.  Many of them put words that described the center word.  I started thinking about the lesson and wondering if I didn't explain the lesson well enough and do enough modeling or if it was just that the kids weren't paying attention?  I have a hard time distinguishing whether or not the students can really do the work or is it a case of learned self-helplessness.  I notice that many of them won't even try something on their own.  So is it their disability or not?  Do I move on or redo the lesson?  I think part of my problem is that I don't teach all day long so I don't get the chance to repeat my lessons several times and I don't get to see various groups of kids.