MCA Reflection

I don't know about all of you, but I am feeling a bit of a relief that MCA reading tests are over. What kinds of strategies were any of you thinking you should have done? I was feeling like I did the usual of going over the practice paper tests with students with the usual strategies: read the title and box first, then questions and answers, and highlight key words in questions. Then go to reading and highlight key words if you think they have something to do with the answer. The teacher I co-teach with had an additional strategy of pausing after each paragraph to see if you can answer any of the questions. I always thought they should read the whole thing first--but I actually agree with the pause after each paragraph approach. Then students don't forget what the questions are, and there is maybe less back and forth. My coteacher also went over key question words to see if they could remember what those were. There was also WAY more vocabulary than in previous tests--with word nuances. I almost think vocabulary games throughout the year would be really useful--where students need to come up with nuances--like Apples to Apples--with lots of interaction and discussion. I was afraid of the electronic format--that it would throw some of the students--but I didn't really see evidence of that. Since my kids are lower level ELs, I did see some clicking that seemed to be random, but I tried to stay by those students and reassure them to take their time and read thoroughly. Any other thoughts/reflections out there?

50 Must-See Teacher Blogs from Edumedic

http://edudemic.com/2011/12/teacher-blogs/

Laziness!

As I sit here on a Friday (late) afternoon...

I'm getting ready to go home and just reflecting on the past few days. I was working with a student this afternoon on doing some quiz corrections so he can do a retake. It took us 30 minutes to do two problems. We were working on volume and surface area, but this student still did not know the formulas for triangles, rectangles, and circles, so everything was taking a long time. Now this is the type of student who I would describe, for lack of a better word, as lazy. During class, it's like pulling teeth trying to get this kid to do work.

Now we all have them. There's always that student who just wants to sit there and "take it all in." Aka doodle, daydream, anything really to avoid working on what should actually be done. I feel like I've pulled out all the tricks in the bag I know - "kill him with kindness", talk to his parents, work with his support teacher, work with him one on one after school, give him lists of missing assignments... all to no avail. Has anyone found something ... anything... that works for kids who just don't have the work ethic?

Bullying resources on Teaching Tolerance Website

I have found some good resources on bullying on the Teaching Tolerance Website--if you haven't checked out the Website, I would encourage you to do so. Teaching Tolerance is part of the Southern Poverty Law Center, and they have great curriculum for any teacher. I have an advisory, so I am using some of the bullying resources for advisory. You could incorporate it into any class. I get their magazine and their weekly email updates. Is anyone else using bullying resources in their curriculum? Just curious. I know East Junior High has been talking about incorporating it into advisory formally, but we haven't yet. Ann