Tuesday, August 15, 2017
I had my first class with severe behavior issues this past semester. I've had individual behavior problems and small groups with attitudes and lack of motivation, but this was a classroom-wide issue, with just a few students who kept to themselves and away from the majority troublemakers.
I did a brave thing and asked a group of the troublemakers at the end of the semester what part of this was me. One student, in particular, was honest and said that I came off as "super nice" at the beginning, so they felt like they could run over me. When it turned out that I was actually strict about the rules, it was a surprise, and they pushed back. Everyone agreed. Another student piped in that most teachers come off as strict at the beginning, and then "turn nice," but I was the opposite. Although I was very glad that semester was over (it was so bad, I'd sit in the parking lot in my car beforehand and do breathing exercises), I was grateful that I got real feedback.
I've been teaching for eight years, so it's obviously not something that will happen with every class that views me as "super nice," but I never want to repeat last semester. So how do I temper "nice" with "strict" right from the beginning? Here's what I'm going to try:
1. Be consistent from day one with the rules. Always with a smile.
2. Involve the students more with class rule-making. This is something I always do, but I'll put a greater emphasis on it and even include a writing activity about it. Ownership in classroom management equals better behavior.
3. Talk personally with troublemakers right away and enlist their help.
4. Try not to joke about misbehaviors in class that are often humorous. This will be hard, but I'm committed. Sometimes the troublemakers are the cleverest humans.
5. Repeat the class policies and rules two weeks into the semester. Often students don't remember everything from the first day because of the amount of information they get from each class. I will also have students do a self-evaluation and quiz on the policies.
6. If a rule becomes an issue (cell phones, anyone?), post a countdown on the wall for motivation (5 days cell-phone free!) with a reward attached to a certain amount of days.
7. I learned long ago that students respect teachers who hold their ground. They also respect teachers who listen well. I am re-dedicated to letting students know they are heard, even if I don't deviate from policy. I will schedule more time for one-on-one instruction and conferencing.
I still want to be nice. I want to be perceived as nice. But I won't ever make the mistake of "super nice" again!
Tuesday, August 8, 2017
Fidget spinners are everywhere, but do they belong in the classroom? Some say yes, as they are thought to help students with ADHD, anxiety, stress, or autism focus better on their lessons. The hard evidence is purely anecdotal, however, and teachers are likely to say they have the opposite effect, creating distraction instead of concentration.
There is evidence that fidget devices can help a certain population. Studies have been done that show positive results with small, hand-held items such as putty, stress balls, or even a smooth stone. It stands to reason that fidget spinners could have the same effect, but who is to judge who truly benefits, and who is just playing? A second problem is that unlike these other objects, fidget spinners have a visual component. The spinning, whirring, colorful device is hard not to watch, and that's compounded by the fact that they are excellent tools for doing tricks.
Almost 11 percent of kids ages 4 to 17 have been diagnosed with ADHD, and many more are undiagnosed. Add to that the number of kids with anxiety, stress, or autism who could also benefit from a fidget item, it's hard to dismiss the possibilities of improved focus for this many kids. Some teachers, however, think they amount to nothing but trouble. One sixth grade teacher famously called them "helicopters of distraction" in a blog post that went viral.
Whether or not teachers allow fidget spinners or other fidget items in the classroom is becoming a school- and district-wide issue, with some banning fidget spinners outright. Other schools are leaving it up to each teacher to decide what's best for his or her classroom.
If you want to put the question to your students, I've created two non-fiction articles, pro and con, along with reading comprehension, vocabulary, and writing assignments to help them come informed, reasoned opinions. The reading level is challenging fifth grade through standard seventh grade.
Tuesday, March 7, 2017
Critical reading of any text is an important skill for secondary students, and recognizing bias is a fundamental part of the process. It's easy to teach students how to recognize bias in potential sources for research, but it's not as easy with book-length non-fiction.
When you consider the investment in reading a book-length work, and the artful way the information is often presented, it is not surprising that it is hard to identify bias. Another reason it is difficult is because any work will contain some bias, simply by the necessary choices of what to include, what to leave out, and what point of view to present, among other decisions. I know from my time as journalist that even a just-the-facts story can be presented in a way to promote a particular viewpoint from something as simple as the information presented in the first few sentences.
I teach units on the non-fiction books The Other Wes Moore by Wes Moore and Zeitoun by Dave Eggers in my classes. Both of these books present stories that are compelling, descriptive, and read like novels. It is easy to lose yourself in the stories and forget to stop and consider the choices these masterful writers are making to present their stories. During discussions about bias with these two books, students have often bristled or become upset when I raise the possibility of bias. This is a good thing. It means they have engaged deeply with the reading, and if there is bias, it matters to them.
It helps to point out that it's impossible for any writer to present another person's story with complete accuracy, and that they did not set out to manipulate the truth. Both of these books, I argue, come from the authors wanting to tell the truthful stories of their characters, but they also want to promote a particular viewpoint. That necessarily involves crafting a narrative to do so, even while sticking to the facts. (Although in the wake of the hero in Eggers' novel being arrested multiple times for domestic violence after the story ends, many critics wonder if Eggers turned a blind eye to his less-than-saintly qualities.)
Whatever your approach, here are some questions that can open up a good discussion:
What information has the author chosen to focus on?
What information might the author have left out?
How does the point of view affect how the reader feels about the characters and story?
How much of the story is re-created by the author's imagination?
Is the author making an argument?
How does the story promote the author's argument?
Could there be an alternative telling of the story, and how might it be different?
Tuesday, January 17, 2017
By some accounts, every day, around 160,000 do not attend school because they are afraid of bullies. Those who are afraid and attend anyway are distracted and can't pay attention. Clearly, school administrators need to do everything possible to quell bullying and provide a safe environment for all students.
More and more, however, the type of bullying these students encounter is through social media or other cyber media rather than physical confrontations, making it impossible for victims to simply avoid the perpetrator via school intervention. School administrators are in a tough position. What if all the activity takes place outside of school hours? Where does school authority end? How can school administrators have the resources to monitor students' social media, and do so without invading privacy? By the time someone reports the abuse, the damage is often already done. It is easy to argue that schools monitoring what students do outside of school hours is an obvious overreach of power.
The only easy answer is that schools can offer educational programs and teach students smart social media use. This is, of course, only part of the equation, and students set on bullying other students often need a deterrent or discipline to quit the behavior.
I don't envy school administrators in sorting out this thorny problem. I suggest this topic for a discussion or debate in the classroom. When I used it with my class recently, the opinions and ideas were eye-opening. There was so much fodder for debate, the students couldn't wait to get writing!
Tuesday, January 10, 2017
English has many grammar and punctuation rules, but there are many exceptions to those rules.
This is what I've always taught in my classes, no exceptions. Now, however, I can't ignore the exception to this rule because it's becoming more common in publications, and my students notice.
If the two independent clauses are short, closely related, and if the comma is omitted, there is no misunderstanding. For example:
He completed the assignment but it was late.
It's not new; it's in the Chicago Manual of Style and the MLA Style Guide, among others, but it's been largely ignored and doesn't come up in most shorter official grammar guides.
The trend is definitely toward minimal punctuation, so I'm getting on board teaching the exception, but only so my students will understand when they see it in print. I will, however, require my students to continue to use the comma in their formal writing assignments so I'm sure they understand the rule, and it's not a purposeful omission. I explain that you can't go wrong with the comma. My students know my mantra: Learn the rules (and demonstrate your understanding) before you break them.
Friday, November 25, 2016
There are many ways to use Cootie Catchers. My favorite is to have a "speed round" where students, in pairs, go as quickly as they can to answer three different questions from a single Cootie Catcher correctly. When the first partner has done so, they switch places and the second partner has to answer three questions correctly from a different Cootie Catcher. The first pair to finish wins.
Below are instructions for folding and using a Cootie Catcher, and some links to the ones I have made to review grammar. If you want to make your own, click here for a free template.
Tuesday, October 25, 2016
A second-grade teacher friend is facing a much longer school day this year. She will have her little charges from 8:15 to 4:30 every day. I suspect she's going to want to crawl under her desk at around 2:30.
The most surprising thing, though, wasn't the change in her hours, but that the school day for her is actually longer. I've seen more arguments recently for a shorter school day.
There are many arguments for a shorter school day such as young people needing more time for extracurricular activities, jobs, family time, and just free play, but the most compelling argument I have seen is that kids aren't getting enough sleep, especially teenagers. Lack of sleep can lead to obesity, depression, and of course, lack of focus in school.
I think it's a myth that teens stay up late because they want to. My own experience and my teens' experience is that there really is enough homework, music lessons, sports etc... to fill up all the hours after school until late at night. Chronic sleep deprivation is a real problem for some teens who are earnest in their studies and other activities. Teens are also wired for a different circadian rhythm than adults. One study showed that with a later start time for school, teens actually slept an extra hour rather than filling it with other things. The American Academy of Pediatrics recommends 8 1/2 to 9 1/2 hours of sleep for teens and 10 to 11 hours for younger kids, yet most kids do not get this amount.
While I can get behind a later start time for secondary schools for the sleep issue, I'm not in favor of a shortened school day. The average school day for an American student is 6 1/2 hours. This is not too long to cover all the different subjects and allow for breaks. Shortened class periods would mean less actual learning time because science labs, for example, still require set up and clean up, and some topics require review before moving on to the next topic. If class periods remained the same length, then classes such as music and art would likely be cut. This would be a tragedy.
Shortening the school day would also make for a longer school year. State requirements for the number of hours in class would send many schools deep into summer to fulfill the required class time. This brings up what a shorter class day would be like for teachers. Less pay and/or teaching in July? No thanks.
The students' education, of course if the number one consideration. The sleep issue is a real problem, but there must be other ways to solve it. Perhaps less homework or a later start with a later release time would be beneficial, but the current daily class time seems like the right balance to me.
If you are interested in having your students take on this issue in a reading, writing, or debate assignment, I have a packet for grades 5 - 7 here. Kids have surprisingly strong opinions about this topic, and it's not always on the side of a shorter day!