Highlights of an Engaging Week

#1- This week we practiced taking an online FCAT, as we prepare for the FCAT retakes. With no software to practice with as of yet, students open a pdf FCAT file I have linked to my website. They open a word pad document and adjust it to be on 1/3rd of their page. It is less than 30 days away. I don't want my students to fail because they are not used to reading the test online and typing notes instead of writing them. I hope that teaching them how to set up these practice tests will lessen their test taking anxiety and help them to pass this test. I mean really. How is it possible that we did not have practice software at the start of the school year? As usual, we do what we can and hope for the best. Changes are being made with little thought in regards to the people it will effect. Nevertheless, one must move on and try to remain hopeful.

#2I have been looking for ways to make vocabulary learning concrete. Too often students try to memorize the words the night before or as they are coming in the doors. I want them to learn the words and be able to use them in their future. I know this if they can write a sentence for each one using a context clue. No short-term multiple tests for me. This is a bear to grade, but it's worth it to me.

This week we I took teacher made quiz cards and allowed them to play the Kagan review game: Show Down. I put a neat spin on the game. For every time the WHOLE team was able to spell the word or write the definition, they got to wad up their papers and "shoot" them into the trashcan. I was telling them all week to get ready for the opportunity to make shots with their papers. Tell your team mates to study and get ready. It was a win-win.

Attitude Changes Everything

This week has been full of challenges. The mark of a champion teacher is one who can easily roll with and through the punches and do what needs to be done. This means making many adjustments with lesson plans, changing test dates, making MANY parent phone calls, doing an extra review, etc. This also has to be done at the drop of hat. For me, that "hat" could be a phone call, email, student, parent, needing supplies, etc. I seem to notice there are a lot of hats as the years go by and etcs. Hats are hoops I often have to jump through, but sometimes it calls for problem solving creative solutions to make it ALL possible.

One challenge I am facing is dealing with the cuts in my pay and the cuts in the budget. This cut extends to the amount of school supplies I can purchase from the school warehouse each year. In the past four years, it seems that teachers are being asked to take on more of the expense of education themselves. There are being asked to print from their printers less, provide pencils and paper, books for their classroom libraries, rewards, etc. The problem is that many of us, like the rest of country, have had budgets cut down to the bare minimum. There is no extra. A fellow teacher had her car taken away last week. Another friend lost her home. We are feeling it too!

So this year, I decided to do it as cheaply and effectively as possible. I asked each student to bring in three supplies for classroom supplies. And then I gave a huge list of supplies to pick from. I even told them they could be pulled out of closet, 1/2 open packages of lined paper, etc. I did not ask them to buy a bunch of extra stuff for their child: one duotang folder and a compostion book. The two can be purchased at Walmart for under a dollar.

The response from both students and parents has varied. Some argue that their child always brings their own supplies. I do not see this very often. I'd rather help provide for the ones who are also struggling to make it around us; I also do not want to single out students for not coming to class prepared. They may not be prepared because they are living in a garage or car. I'm telling you. Things are really bad! Do we have to rub in their struggle, or can we become part of the solution?

I am also trying to promote a sense of community in my classroom. When students enter, there are supplies are the table and ready for their use. They don't have to worry about borrowing a pencil. I know you are probably thinking that students walk of with these supplies. On the contrary, they are both respectful and grateful. No everyone does not like the way I handle supplies, but my attitude about it changes everything. I am going to focus on what WE CAN do and not on what we can't do. I am willing to look for creative ways to enhance every child's education. I am not going to leave any children behind because of the lack of supplies.

Native American Folktale Presentations

This week we continued to read Native American Folktales in class. The students were given a choice between two folktales to read, analyze, create a script (retelling), and incorporate each person with either a speaking part and or playing some type of instrument or make some type of sound to improve the overall quality of their presentation. We watched a short folktale presentation last week. In short, the students had an idea what an authentic folktale sounded like; they had a clear target!

This activity was another hit in class, but breaking down either "Fox and Coyote and Whale" and "Coyote and Buffalo" proved to be quite a challenge. Though this is not an FCAT preparatory class, I incorporated many reading skills and strategies throughout the lesson. In the end, some students performed a more traditional retelling and others made the folktale more present day.

Magical Moments #1- 9/3

Dear Readers,
I plan to write one entry a week. It should post by Monday evening each week.

This week I am writing about a magical moment that happened this week in my English 3 course. I was given the idea by one of our drama teachers to incorporate music into telling and reading Native American Folktales. I have to admit that at first I was thinking that my students would accuse me of going back to elementary school, which is where I first started teaching. Nevertheless, I trusted her and got the instruments yesterday morning before my first English class!

It was a hit in all three of my classes. They read the story and enjoyed using the instruments. It evoked a discussion about cultural, religious, and historical perspectives, which are objectives for this course. Once again, I saw bright-eyes, engaged learners, and adventure on my students' faces. It's the little things that can spark the interest for learning. Finally, they experienced it and that made the difference.