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I decided that I needed some sense of progress or completion even if I don't know what my schedule will be, whether I'll be 80% or less, whether I move rooms or lose my room altogether, etc. Those are not things I can change. And while I was hung up on the frustration of knowing I had brainstormed lots about how to make the students actually use their student agendas, hold them accountable, and yet not waste a lot of classtime doing silly nonsense (taking time to stamp agendas or give check grades) AND THEN to discover that our school hasn't ordered them for this year, I decided that I wanted some sort of agenda anyway (from school or just generic) so I could just leave my policy statement as is.
OK. So here's what's done (2.5 weeks left before school, one of those for inservice, another for a trip to the coast, and this week):
* Class policies and expectations sheet (supplies needed, how I grade, my retake policy, late work policy, classroom rules, etc)
* My monstrous procedures sheet full of Latin versions of the English and a list at the end of possible commands, questions and answers to be used in class.
* My pronunciation practice sheet based on the Latin in the procedures sheet (reinforcing new material)
* My accent and syllabification sheet based on the Latin in the procedures sheet (reinforcing the new material even more)
* My action plan sheet that's part of my consequences for breaking rules/disturbing class.
Yeah, I hate that a lot of my time I spend on classroom management, but if that's running smoothly then the rest of the class goes well. If I don't have good classroom management, my best plans for a neat lesson won't work at all.
While I have been worried about the amount of Latin/oral Latin I'm introducing in the first few days of class via the procedures sheet (should I give a sample?), it just occurred to me that it will have one good benefit: it should drive off anyone that's not willing to make an effort. I don't care how low on the academic totem pole a student is, but if they can't be bothered to even try, that's just too hard a battle to fight. I'll make concessions for my special ed kids, for kids with reading issues/dyslexia/dysgraphia, but for the kids who can't be bothered, I'm out of ideas and energy. If my lively classes and sense of humor aren't enough, then leave.
I have a student returning to my 8th grade class who isn't stupid by any means. She's rather bright when she applies herself, has good mechanics, etc, but is truly determined not to participate in class, and thus, when she arrives at my door each day and I ask a question of Latin (and perhaps have it also written on a white board that I'm holding), she'll give me this stupid look and say, "I have no idea what you're talking about." Why? Because she doesn't try, and doesn't pay attention. She does NOT have the lowest grades, she is by no means my worst student, but she is the kind of student that is the most troubling because she whines and whines. I have students making A's for me and failing other classes and plenty who say I'm their favorite teacher. I'm doing everything I can to instill enthusiasm and interest, but there's always one bad apple like this girl. And, let me just add, that I like her otherwise. Nice girl. Sharp. Just can't be bothered.
So one thing I noticed with my consequences for off task behavior last year was that when it got to the third strike, writing an action plan of how to change one's behavior, that I got a bunch of nonsense. So this year there's a worksheet. At the top are the classroom rules (Be in class and on task by the bell. Respect others and their property. Follow classroom procedures. Do your own work.) plus a reminder of consequences for each infraction during a 3 week period. First, staying after class a minute. 2nd, staying after class and lunch detention. 3rd, staying after class, lunch detention and writing the action plan. 4th, all that, revision to the action plan AND a call home to discuss what can be done to encourage sticking to the plan. 5th, referral to the office. I rarely ever get to the referral.
I figure this sheet will help by having the rules on it AND the consequences so the student can see just where they went wrong (besides the obvious talking when they shouldn't be). Plus, it's documentation. But most of all, it requires more writing than before (more time spent in my room than the cafeteria!), which students will hate most of all.
Good deterrents make better students.
Tedious, eh?
For those of you who say you'd rather start the year with a really FUN Latin lesson, let me check back with you to see how the year is going by Thanksgiving. How much class time you are losing from lack of procedures and thorough plans for behavior.... Once I get going with the book, it's full tilt. I don't have time to waste on fighting students for attention or work time.
I need to start planning out the first couple of weeks. I know when I was toying with these materials at the beginning of this month that I realized I had forgotten to work in time for my naming day!!!
Gawd.... I have a feeling that this year will be off to a really rocky start because of all the changes at school. I hope, at least, my materials will be ready and useable....
OK. So here's what's done (2.5 weeks left before school, one of those for inservice, another for a trip to the coast, and this week):
* Class policies and expectations sheet (supplies needed, how I grade, my retake policy, late work policy, classroom rules, etc)
* My monstrous procedures sheet full of Latin versions of the English and a list at the end of possible commands, questions and answers to be used in class.
* My pronunciation practice sheet based on the Latin in the procedures sheet (reinforcing new material)
* My accent and syllabification sheet based on the Latin in the procedures sheet (reinforcing the new material even more)
* My action plan sheet that's part of my consequences for breaking rules/disturbing class.
Yeah, I hate that a lot of my time I spend on classroom management, but if that's running smoothly then the rest of the class goes well. If I don't have good classroom management, my best plans for a neat lesson won't work at all.
While I have been worried about the amount of Latin/oral Latin I'm introducing in the first few days of class via the procedures sheet (should I give a sample?), it just occurred to me that it will have one good benefit: it should drive off anyone that's not willing to make an effort. I don't care how low on the academic totem pole a student is, but if they can't be bothered to even try, that's just too hard a battle to fight. I'll make concessions for my special ed kids, for kids with reading issues/dyslexia/dysgraphia, but for the kids who can't be bothered, I'm out of ideas and energy. If my lively classes and sense of humor aren't enough, then leave.
I have a student returning to my 8th grade class who isn't stupid by any means. She's rather bright when she applies herself, has good mechanics, etc, but is truly determined not to participate in class, and thus, when she arrives at my door each day and I ask a question of Latin (and perhaps have it also written on a white board that I'm holding), she'll give me this stupid look and say, "I have no idea what you're talking about." Why? Because she doesn't try, and doesn't pay attention. She does NOT have the lowest grades, she is by no means my worst student, but she is the kind of student that is the most troubling because she whines and whines. I have students making A's for me and failing other classes and plenty who say I'm their favorite teacher. I'm doing everything I can to instill enthusiasm and interest, but there's always one bad apple like this girl. And, let me just add, that I like her otherwise. Nice girl. Sharp. Just can't be bothered.
So one thing I noticed with my consequences for off task behavior last year was that when it got to the third strike, writing an action plan of how to change one's behavior, that I got a bunch of nonsense. So this year there's a worksheet. At the top are the classroom rules (Be in class and on task by the bell. Respect others and their property. Follow classroom procedures. Do your own work.) plus a reminder of consequences for each infraction during a 3 week period. First, staying after class a minute. 2nd, staying after class and lunch detention. 3rd, staying after class, lunch detention and writing the action plan. 4th, all that, revision to the action plan AND a call home to discuss what can be done to encourage sticking to the plan. 5th, referral to the office. I rarely ever get to the referral.
I figure this sheet will help by having the rules on it AND the consequences so the student can see just where they went wrong (besides the obvious talking when they shouldn't be). Plus, it's documentation. But most of all, it requires more writing than before (more time spent in my room than the cafeteria!), which students will hate most of all.
Good deterrents make better students.
Tedious, eh?
For those of you who say you'd rather start the year with a really FUN Latin lesson, let me check back with you to see how the year is going by Thanksgiving. How much class time you are losing from lack of procedures and thorough plans for behavior.... Once I get going with the book, it's full tilt. I don't have time to waste on fighting students for attention or work time.
I need to start planning out the first couple of weeks. I know when I was toying with these materials at the beginning of this month that I realized I had forgotten to work in time for my naming day!!!
Gawd.... I have a feeling that this year will be off to a really rocky start because of all the changes at school. I hope, at least, my materials will be ready and useable....
