Work Time in Class

In the 7th grade language arts class that I co-teach, we decided to give the students a couple of work days where we provide work time during class to complete the work they need for their novel unit (and we are there to assist them): finish reading the book, complete dialectical journal entries (and type them), character charts in their notebook, and generally getting ready to take a test on their novel, as well as start a paper on a character next week. We felt that we were doing the right thing since most student needed to work on their own, they are reading different books, and they are at different places in their books and their work.

I was really surprised at some students lack of motivation during work time. It really made me think about the questions I ask students about why they don't have their homework done for class. The first thing was how many students hadn't brought their notebook or novel to class, even though they knew it was a work day. When we would ask them, they said they didn't want to go to their locker for fear they would be late to class.(UGH) We asked why they didn't bring their notebook and book to the class before so they wouldn't have to go back to their lockers--problem solving out loud. It made me wonder about the 7th grade problem solving and thinking ahead ability! It seems like planning is a real challenge for this age.

Many of them were still far behind on their reading--when we had them write their pages of what they were supposed to read by what date in the planners--and we had them check the dates to see if they were caught up as we went along. It seems like it is such a good idea for students to have an individual reading opportunity based on their interest, but it seems like for many students, having a book they read on their own with a due date they are in charge of is a REAL challenge. It almost seems like we need to teach an organization curriculum--or make that a part of every 7th grade class.

Scheduling Consderations

Within my program (settings I-III EBD) I am responsible for scheduling paraprofessional support to address student needs. When student needs change (i.e., the addition of students into my program), I have to make scheduling changes...enter frustration :). How do I determine which students/target service times should lose support/change so that new student needs can be met; tough! Different factors come into play when thinking about this, such as relationship building, intensity of behaviors, topography of behaviors.

I am hoping for comments/experience you may have on a "type" of need that you find just requires para support (such as, on task/proximity support or organizational support). Or, do you feel that a paras' relationship with the student is a key factor. In all cases, it is hard to target the reason why a student's schedule of support should stay the same or be changed (as all students have individualized needs); I am finding it difficult to explain to staff why/for what reason their schedules/service models are changing when they don't/can't have all of the information. Thanks!

Conferences

Congrats to everyone for making it through their first round of conferences this year!! Any positives anyone took away?

I couldnt believe what a difference I saw this year in how many parents showed up and how involved they are!!
Even though I had a few conferences in which I wanted to lean over the table and say, are you serious? I had to remind myself that as tough as it can be to take the brunt of it all, these parents only want the best for their child and they want to them to feel successful. I just have to take a deep breath and remind myself that I know how hard I am working to help each student reach their highest potential and feel successful in school.

Rubric Writing

In our PLC yesterday we were working on a rubric for our next essay with students. One of my collegues pointed out that students seldom look at rubrics and that graphic organizers with points might be a better way to help students understand what is expected of them. Though the other way may be more accessible, I think that rubrics are essential for grading, because then we are clearly stating what we are expecting for students. But the question I have, especially at the middle school level, is how do we help students interact in a meaningful way with rubrics. How do you get students to actually read and make changes to a project or paper based on the specifications in the rubric? I was thinking that maybe handing it out during peer revision would be helpful, but what format would be best. Can anyone share positive experiences with getting students to change based on a rubric?

Literature Circle Questions

I am starting literature circles with my 7th graders and am dreading the discussion part of the circles. I know that this part is important and is the focus of literature circles, but structuring the discussion makes me anxious. Full group discussions are fantastic and I feel I can hold everyone accountable to certain standards, but the problem with literature circles is that ideally students discuss on the same day, and then I can't hear all of the conversations happening. My colleagues have recommended that I just discuss with one group each day. This would stop the discussions from getting off track, but also it might distract other students who are in the room silent reading. I don't have a para every hour, so I can't pull my discussion groups either.

I want so much for students to have thoughtful, interesting discussions about their books because I think that is why I love literature so much. Does anyone have ideas for how to hold kids accountable to discussion without doing it on separate days?

Handholding or Helping Students Succeed?

Since I teach EL students, I am used to checking on their grades and asking them about work in other classes that they have not completed--basically checking on them--to see if they need help with their English. I have a case management class period, and this gives me time to do this. Many times, when I check with colleagues about students who haven't completed their work,the colleagues feel that this is too much handholding to check if all students have projects turned in. I understand that many teachers feel overburdened with large classes, and they feel they don't have time to be checking. It is part of my job to check on the students' successes and check with them if they need help. I do get different responses from the students--some don't care, some don't know how to do the assignment and need help but don't know how to ask for it. In fact, many of the "I don't care" students will start to care when they realize they may have to repeat a course that they fail. And they also start to care when they see the steps they need to take to get help.

I am curious about what people feel about this topic. Do many of you feel that students should be reminded--or that students should be left on their own--or do you do something somewhere in the middle? I know it depends on the age of the student, but I have worked with older students that needed to have reminders as well.

Government and Citizenship

It is that time of year when we begin to focus on government and citizenship in the second grade. Since this is really there first taste of this content area, it is always interesting see what your students will come up with.
While we were sharing how to be a good citizen, one of my students exclaimed, "Don't sass the cops!" Let's just say, I had a difficult time keeping it together the rest of the lesson. I guess she caught me off guard. However, you must admit... she is right. :)

Honors Students

In 7th grade Honors English we are currently reading classic short stories and then are going to write a literary analysis on one of the stories. Students are asked to pick quotations that showcase the devices we are discussing in class and then explain how that device helps achieve the author's purpose.

This is a challenge for my students because they are reading challenging texts and then are asked to not just label the device, but explain why the author is using the device. I handed back their first individual journal yesterday and some students had low scores because they were not putting in their full effort or they did not think deeply about the story. I have modeled these processes in class and had them work in partners to complete the acitivities, but I think it is sometimes hard to get my students who are used to simply excelling at English to slow down and think about the activity. I am going to conference with my students today during class, but some of the students I talked to yesterday were quite offended that they had not scored well. Almost as if it was my fault it did not come easily to them.

I guess my question or concern this week is how to prod students who normally do well to take on challenging work. I don't want them to be stressed out (which some honors students can be) so that they overthink everything, but I need them to take the assignments seriously enough that they are purposeful in their writing. I hope that as I continue to model and practice these strategies with them it will get better. If anyone has great ideas for working with HP students, I'd definitely love to hear them.

Student Aggression and Teacher Observations

Hi :),

In a class I am taking right now, we are reviewing research that compares different rates of student aggression in the classroom using teacher observations. Primarily, we talk about reactive aggression and proactive aggression. Reactive aggression is more of the explosive behavior (yelling/pushing) in response to a stimulus, while proactive aggression is used by students to get what they want with the intent to harm another individual with minimal harm to themselves; it is calculated (peer relationships/social status/school consequences). Proactive aggressive students are much more likely to attempt a reconciliation process (patch up the relationship with the victimized peer to maintain social status).

The study suggests that teachers are less likely to identify students as aggressive if they use proactive aggression. Similarly, teachers are much less likely to identify females as aggressive (as they use more relational aggression, like gossip or rumors).

Do you feel like the proactive aggressive students sometimes slip by our observation in the classroom; or, they are shadowed by the more reactively aggressive students? How do you handle students who are manipulative/coercive with their peers but do not actively disrupt the classroom environment (proactive aggressors)?