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.
Yes! This is a barrier I've been trying to think about for my students transitioning into sixth grade. Organization skills, independent work time, and planning skills all need to be directly (explicitly) taught. I know that it is introduced repeatedly with planners, and time set aside for filling them out. However, I feel like there needs to be more scaffolding for those kiddos who just aren't internally motivated to stay on-top of their homework.
ReplyDeleteMaybe during independent work times, a graphic organizer for prioritizing/ranking tasks and identifying a timeline would be helpful.
I am also teaching this unit and I see and feel the same frustration as Ann. I can get my students to read in a focused way in class, but filling out their journals while they are reading is much more of a challenge for them. To help them stay on top of their journals I try to have them due at the end of each hour. This helps them get the journals done, but does not help them turn in quality work. Also, then they spend the time filling out the journal instead of reading their novels.
ReplyDeleteI guess I am just wish there was some way to ensure that students were doing out of class reading. They need to use their class time purposefully, which as Ann said is a problem, but they also need to be responsible enough to go home and finish the work that didn't get done in school. Unfortunately unfinished homework is not their largest concern, which surprises me because as a student I was very concerned about missing work.
I wonder if we could incorporate some lessons on responsibility into our advisory time. It seems like an open time to work on skills like this.
These organizational issues are easily prevalent in 6th grade. I’ve noticed that students would rather be on time to class, than get a detention for tardies. Bringing their materials is an afterthought. Sometimes I feel like I’m enabling them because if they come with nothing, I turn them around to get it, which gets them out of class more. I would love to give them natural consequences for not bringing materials but usually their behavior will get worse when they’ve got nothing to do.
ReplyDeleteThis is just my random babbling about a concern I have since I can’t think of a topic to blog on!
I also deal with these same issues and get frustrated that students don't seem to understand the consequences of not using class time wisely. I often cringe when I give students a work day, because I know I will spend a majority of the time trying to coax students to get something done, instead of them just taking the initiative to get the work done themselves. I have conflicting feelings about this because I want students to be successful, and I want them to care about their work, but sometimes I feel I care more than they do, and it can end up stressing me out more!
ReplyDeleteI agree with the sentiments expressed above in regards to work time in class and organizational skills (or lack thereof). I'm with Eric, whenever a student doesn't have the needed materials, I send them to their locker to get them. I also have a sign on the door if they absolutely need a specific material that day (colored pencils, textbook etc..). I also always have extra copies of handouts, so if a student "lost it" or can't find it, I have one waiting for them to complete.(yes, I feel bad for the trees) Obviously, I struggle with the "accountability" piece-at some point they need to be responsbile for their work, however the way I look at it, I would rather not let them off the hook in terms of their learning.
ReplyDeleteI am really enjoying the posts for this blog. It is interesting to see the different perspectives and how very different it is here at the high school level. In the ACT Prep class I teach, I struggle to give them free time as I feel like we are always rushed to get everything completed. I do however, always let them go to their lockers to get things, as I believe it is worth it. THanks for sharing everyone!
ReplyDeleteThanks for everyone's comments--I am . It is a struggle that I guess you need to weigh what it's worth. Sometimes it is easier to just give them another sheet when they don't have stuff. But not having a whole book is another story. I guess you just have to weigh the situation with different classes and individual students. And like Laura said, you don't want to set something up that feels like YOU THE TEACHER are the responsible one. And also setting up work times in class that wind up stressing the teacher out lots and you wonder how much the students are getting out of it. I liked Connie's idea of daily check in with work--but then again, like Connie said, you get students who just blow something out and don't really try and concentrate on what they are doing, so it defeats the purpose of work time. Also, you want to give them homework and have them set up good habits at home for doing homework. By giving them work time in class, that may undermine the homework expectation. Also, I noticed that some of the students who were not asking for help during the work time did not get the assignments done--and when asked for a reason, said "I didn't understand it!" So, those students, I feel, deserve a consequence--assignment is late if not done, and points are taken away. 7th grade does feel so much like a transitional year, and the students are feeling the growing pains of taking on more responsibility!
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