Some of you who know me know that I am not the ... um ... most thorough when it comes to teaching grammar. Why? Mainly, because I hate teaching grammar. Also, because I was never actually taught grammar. I remember doing the occasional grammar activity while in high school, but, for the most part, we just read, talked, and wrote. In fact, when I interviewed to be a writing tutor at Santa Barbara City College, I had to take a written test which, in part, involved identifying grammatical errors. After the test, the interviewers mentioned that while it was clear that I didn't know exactly what some grammatical terms referred to, it was obvious from my writing that I had a strong command of grammar usage; I got the job.
I wholeheartedly agree with all the research out there indicating that the best way to improve one's grammar and vocabulary is through reading and writing. Furthermore, in one of my English classes during my Teacher Education Program at UCSB, the professor (Sheridan Blau) made some comment about the absurdity of teaching grammar that I have never been able to shake; he said something along the lines of, "To think that students' writing will get better by using those grammar worksheets and handbooks that show students examples of poorly written sentences using incorrect grammar is ridiculous." I'm sure he said it much more eloquently than that, but that was the gist of his point. It struck a chord with me, and, as I said, I've carried the idea with me ever since.
This was all well and good when I was primarily teaching English 11. Even though I taught (teach) English Language Learners in my English 11 class, by the time they get to me, they have already been in the United States, speaking and learning English, for at least 3-4 years; therefore, I could get away with not spending a whole lot of time on explicit grammar instruction and focusing more on reading and writing.
And then I was assigned to teach ELD 2...
I assumed, going into it, that I would need to do a better job in terms of teaching grammar since I had absolutely no idea what my students would come in knowing and not knowing. However, I was also teaching an entirely new prep with a brand new textbook, which meant there was no incumbent teacher who could tell me exactly what to do and when to do it.
At the beginning of first semester, I copied a bunch of pages from the textbook's accompanying grammar handbook, and I would pass one out any time we had a spare 10 or 15 minutes that I needed to fill. I would do a mini-grammar lesson, have the kids complete the worksheet, and that was about it. I know it sounds horrible, but if that's all I was doing, I can only assume there are quite a few other English/ELD teachers out there who are doing the same thing. Since the kids came to me with a strong foundation of skills, especially in regards to verb tense, and they were writing pretty good sentences whenever I had them write, I wasn't too worried about the damage I was doing by not teaching them more grammar. I was a little concerned by the fact that the worksheets did sometimes have the students fix mistakes in poorly written sentences, but, since I didn't have anything else to use, I decided I didn't have much of choice but to keep on keeping on.
When Winter Break rolled around, and I was buried under mounds of papers that needed grading before the start of the new semester, I came across another problem. Every Tuesday and Thursday, my ELD 2 kids have to turn in a "Watching Television" assignment and a current event, respectively. (I based both assignments off the "Noticias del Momento" they have to do in their Spanish Language Development classes.) As you can imagine, a good chunk of the work I had to grade during Winter Break was made up of the yellow current event papers and the pink "Watching Television" papers. (I like to color code different handouts, hence the yellow and pink.)
This frustrated me for a couple of reasons. First, why hadn't I just graded those assignments right away? They were relatively easy to grade, but I had let them pile up and had about a month and a half's worth to grade during the break. Second, since I had let them pile up, I hadn't been checking to make sure that my students were actually doing them well. (I did spend some time at the beginning of the year teaching my students how to write summaries in their own words, but I hadn't followed up on this during the last month and a half of the semester.) And since I hadn't been checking the assignments, I hadn't been using them to help the students improve their writing. What a lost opportunity...
And then it hit me! That's what I would do during the second semester! I would check their work immediately and on a weekly basis, have the students revise their own writing to fix their mistakes. I had actually started doing something very similar in my English 11 classes at the beginning of the year, and the students reported that it was helping them improve their writing. In those classes, I would have the students write 1/2 a page, skipping lines, on a given topic during the first few minutes of class on Wednesday. Then, I would go through and make corrections; I started by actually making the corrections for the students and then began just underlining mistakes for the students to figure out and fix on their own. I would then pass the same papers back out and make the students rewrite their original few sentences, fixing all of their mistakes. This allowed me to tailor my grammar instruction to my students' individual needs, it helped them see the mistakes in their own writing, and it pushed them to revise and improve their writing. Since it worked so well in English 11, I decided it would probably also help my ELD 2 students.
Now, instead of just collecting the weekly assignments from my students, I read through their writing within a few days of collecting the assignments. I underline and fix mistakes. (I am much more explicit about how to fix mistakes with my ELD 2 students than I am with my English 11 students, due to their level of comfort with and knowledge of the rules of English grammar.) Then I give the assignments back to the students before the end of the week (usually Friday after their vocabulary quiz) and have the students rewrite their summaries and personal reactions, fixing all of the mistakes they originally made. I told the students we would be doing this every week, which holds me accountable and forces me to actually read through them in a timely manner; otherwise, I would simply procrastinate as I did in the previous semester.
I know that, in a way, I am doing what those grammar worksheets do - I am having the students look at poorly written sentences and asking them to fix the sentences. However, since those poorly written sentences are actually their poorly written sentences, the task becomes useful and informative. The students understand that the activity actually helps them to directly improve their writing (especially since they try to not make the same mistakes on the next assignment, so they won't have as much to rewrite), as opposed to those grammar worksheets which often seem disconnected from their actual writing.
Don't get me wrong - I think it is very important for students, especially English Language Learners, to understand how to construct complete sentences. I am in no way advocating for an abandonment of teaching grammar altogether; however, I feel we need to create more authentic ways in which we teach grammar to our students to help them internalize what we are teaching into their writing and speaking.
Sunday, February 1, 2015
Sunday, January 25, 2015
Week 12: Some Technological Mishaps with Google Forms and Peardeck
So far with this blog, I've mostly written about things that have gone well, but now I think it is time to share some of the things that have caused me and my students problems, especially since I ran into a couple of them this past week.
Mistakes with Google Forms
As you know, I am pretty much in love with Google Forms because you can just do so much with it! However, as I am only human, our relationship has not been without some road bumps. At the end of last week, I had my students complete a form telling me who they wanted to work with for our new independent reading program. I had linked the form to the end of another form, and I made sure that I copied the correct link for each period since I had made the mistake of copying the wrong link in the past. When my students completed both forms in class on Friday, they were able to do so without any problems. After class, I patted myself on the back for not making any stupid mistakes with the forms.
And then, that afternoon, I opened up the students' responses to try to put them in groups...
That's when I realized my rather glaring mistake - in the original version of the form, I had the students tell me who they wanted to work with, but I forgot to include a box for them to write their names and check the box to have the form automatically collect their username. If I had done at least one of these two things, then I would've been okay, but as it was, I could see the students' answers for who they wanted to work with, but I had no idea who wrote down whose name. So much for being able to put them in groups over the weekend.
"Not a problem," I thought. "I will just fix the form and have them fill it out again." So that's just what I did. I put the link back up on Google Classroom, and since I had to be out on Tuesday and Wednesday because I had to have a minor surgery on Tuesday morning, I emailed my substitute instructions on what I needed the kids to do. I made it clear that I wanted them to get this done in class, because I wanted to look at the form on Wednesday afternoon, so I would have the groups ready to go when I came back to school on Thursday.
And then, that afternoon, I opened up the students' responses to try to put them in groups...
And this time it was even worse than before! The spreadsheet with the responses was blank! The kids hadn't completed the form. I was confused. I went back to Google Classroom to double-check I had in fact posted the link, and I discovered, of course, that I had posted the link to the first "Independent Reading" form instead of the second "Partners" form. Sigh... But then I realized that that shouldn't have mattered, because if the students had filled out the first form, they would have been given the link to the second form. I couldn't figure it out. I decided I would just try it a third time when I was back on Thursday.
On Thursday, I made double-triple-checked that I posted the correct link. I had the students in first period complete the form. Then second period rolled around, and I had those kids fill out the form as well. Since there were some issues with Google Drive and logging into the Chromebooks during second period, I decided to check the responses to make sure that everything was working.
I opened up the spreadsheet with the responses, and it was still blank! Or so I thought... At first, I was extremely confused. Google Forms had never failed me like this before. What was going on? How could this be happening when I needed it most? (Okay... in all honesty, I could have given the kids pieces of paper to write names down on, but I had to figure this out and make it work! I'd already invested too much time into this relationship to just throw in the towel when things got tough...)
And then I happened to scroll down... and there they were! All of my students' responses - not just from Thursday, but from Wednesday as well! I realized that I had deleted the contents of the earlier rows when I forgot to have the students include their names; however, I didn't delete the rows themselves. Therefore, when my students filled in the form again on Wednesday, Google (correctly) recognized that this was the 30-something-ith person to fill out the form, and therefore, put their response in the corresponding row. Did I admit this to my students! No. I just told them it was working now. What they didn't know wouldn't hurt them.
Moral of the story: make sure you always copy and paste the correct link for the form you want to send, and make sure that, if you need to delete information from the responses, that you delete the actual rows themselves instead of just the contents of the cells.
Waste of Time with Peardeck
When I first tried Peardeck way back in Week 1 of this blog, I loved everything about it - the fact that it could take over students' screens, so they could follow along with a presentation; the fact that it was like an interactive Google Slides; the fact that I could use it to ask questions on the spot. And when I first used it with my students, they thought it was just as cool as I did. Honestly, though, I hadn't used it since, so I decided it was time to try it out again.
As I mentioned, I was out this week until Thursday, so, once again, I was unable to make any copies. (I know... I don't know what it is with me and my inability to plan enough ahead to get my copies made...) We are just starting a new unit on The Awakening. In the past, I have just made the kids take notes on some background information on Kate Chopin and the novel before launching into the text itself. As you can imagine, this method is not the best for "hooking" the students into the text before we start reading. I knew I needed to do something differently this time, but, since I hadn't been able to plan it out in advance and make any copies, my options were somewhat limited.
I decided to make an anticipation guide. (If you are unfamiliar with what an anticipation guide is, you can find some pretty good explanations here and here.) Usually, when I do an anticipation guide, I like to pair it with the activity "Take Sides," in which I actually have the students get up and move to one side of the classroom or the other depending on their stance on the statements on the guide. This time, I decided to use Peardeck to present the statements and have the students do a virtual "Take Sides" through the use of Peardeck's "Ask a Quick Question" capability.
In creating the Peardeck, I looked up quotes on gender roles and chose ten that I liked. I put one quote on each slide. That was it, since the rest would be done "in the moment" with my classes.
In first period, I began as I had planned. I had each student get a Chromebook and join the Peardeck presentation. I pulled up the first quote by Oscar Wilde: “Women have a much better time than men in this world; there are far more things forbidden to them.” I read the quote out loud to the students, clicked on "Ask a Quick Question," and selected "Agree / Disagree."
On the students screens, they were asked to drag a dot to one side of the screen if they agreed and to the other side of the screen if they disagreed. Then, I pulled up the students' responses. They quickly realized that we could see their dots move on the projector, so they had some fun moving their dots around before I locked their responses. The problem was that everybody's dot was just that - a dot; they were completely anonymous, and it was difficult to tell exactly how many were on each side. I called on a few people to share how they felt about the quote, but the majority of the class stayed quiet and hid in the anonymity of the dots up on the screen. In the remaining 10 minutes of class, we only got through half of the quotes.
When second period rolled around, I knew I didn't want to do the activity the same way I had done it with first period. For the sake of time, I just had the students log in (since they were already on the Chromebooks anyway), and I clicked through the quotes and had them write down whether they agreed or disagreed. We did not discuss any of them, because I told the students we would do that the next day. We got through all ten quotes, and the kids had time to put their Chromebooks away before the bell rang.
On Friday, I decided to finish up the quotes with first period the same way I had started with second period. Instead of having the students get their Chromebooks to follow along with the presentation, I just clicked through and had them write down whether they agreed or disagreed. Then, I went back to my old method of "Take Sides." I went to quote #5 where we had left off, and I asked the students to get up and move to the left side of the classroom if they agreed and the right side of the classroom if they disagreed. Then, we talked. This worked a million times better than using Peardeck for the same activity because we could actually see which students agreed and disagreed, which facilitated more of a discussion, because we didn't just have the same kids sharing their opinions on each quote. Plus, it got the students up and moving around, which is always a good thing. I did the activity the same way with second period, and it went extremely well. After the kids sat down, I asked them why they thought I had them do the activity, and they eventually came up with, "Because that's what the book's going to be about." Yep. They got it, and they were already engaged with the content.
Courtesy of goodreads, the quotes I chose to use for the anticipation guide were:
- “Women have a much better time than men in this world; there are far more things forbidden to them.” ― Oscar Wilde
- “We've begun to raise daughters more like sons... but few have the courage to raise our sons more like our daughters.” ― Gloria Steinem
- “A man is lucky if he is the first love of a woman. A woman is lucky if she is the last love of a man.” ― Charles Dickens
- “The woman was made of a rib out of the side of Adam; not made out of his head to rule over him, nor out of his feet to be trampled upon by him, but out of his side to be equal with him, under his arm to be protected, and near his heart to be beloved.” ― Matthew Henry, Matthew Henry's Commentary on the Whole Bible: Complete and Unabridged in One Volume
- “My dear boy, no woman is a genius. Women are a decorative sex. They never have anything to say, but they say it charmingly. Women represent the triumph of matter over mind, just as men represent the triumph of mind over morals.” ― Oscar Wilde, The Picture of Dorian Gray
- “When you grow up as a girl, it is like there are faint chalk lines traced approximately three inches around your entire body at all times, drawn by society and often religion and family and particularly other women, who somehow feel invested in how you behave, as if your actions reflect directly on all womanhood.” ― M.E. Thomas, Confessions of a Sociopath: A Life Spent Hiding in Plain Sight
- “I’m tough, I’m ambitious, and I know exactly what I want. If that makes me a bitch, okay.” ― Madonna
- “A wife should always be few feet behind her husband. If he is an MA you should be a BA.If he is 5'4'tall you shouldn't be more than 5'3'tall. If he is earning five hundred rupees you should never earn more than four hundred and ninety nine rupees.That's the only rule to follow if you want a happy marriage...No partnership can ever be equal.It will always be unequal, but take care it is unequal in favor of the husband. If the scales tilt in your favor, God help you, both of you.” ― Shashi Deshpande
- “A part of a healthy conscience is being able to confront consciencelessness. When you teach your daughter, explicitly or by passive rejection, that she must ignore her outrage, that she must be kind and accepting to the point of not defending herself or other people, that she must not rock the boat for any reason, you are NOT strengthening her posocial sense, you are damaging it-and the first person she will stop protecting is herself.” ― Martha Stout, The Sociopath Next Door: The Ruthless Versus the Rest of Us
- “Playing roles in any relationship is false and will inevitably lead to the relationship's collapse. Noone can be any one thing all the time.” ― Portia de Rossi, Unbearable Lightness: A Story of Loss and Gain
Saturday, January 17, 2015
Week 11: A Paperless Week with Google Classroom and Google Drive
This week, I was extremely thankful for technology, because, due to unforeseen circumstances which lead me to being in and out of doctor's offices every day either before or after school (a story worthy of its own blog entirely), I had very little time outside of class to do very much planning and absolutely no time to submit papers for copies. Luckily, my 11th graders were wrapping up the project on the different American literary movements that they started last week. I had already planned on having them share their presentations digitally with each other, as opposed to giving a live presentation to the class, but I knew that I needed to create something in order to hold them accountable. The projects were due on Tuesday, so on Monday, I began making a note-taking guide that the students would fill out as they went through each presentation. I created a chart with rows for each of the movements and columns with the questions I wanted the students to answer. With the requirements for the project open in another window, I began creating the questions. Those requirements were:
- The name of your literary movement (5 pts)
- The dates of your literary movement (5 pts)
- Any important historical events that influenced your literary movement and an explanation of how they influenced your literary movement (10 pts)
- The defining characteristics of your literary movement (10 pts)
- The names and brief biographies of the most important and well-known American authors of your literary movement (10 pts)
- An example of at least one text (a poem, short story, or excerpt from a longer text) from your movement, with annotations pointing out the characteristics of the literary movement (20 pts)
- Pictures and/or any other relevant information (10 pts)
- Ex. Artists and musicians who were also part of the movement; pictures and paintings that represent the movement; texts we’ve read in this class (or you’ve read in other classes) that are part of the movement; etc.
- In-text citations for anything you quote or summarize (15 pts)
- A works cited at the end including every website you referenced while conducting your research (15 pts)
My questions started out quite basic:
- When did this movement take place?
- What is one historical event that influenced this movement?
- Who is one famous author from the time period?
I stopped there. I wasn't happy. Essentially, I was just asking my students to copy down information, but I wanted them to think. So I did a little thinking of my own, and then went back to work. I wound up with this note-taking guide, including these questions:
- When did this movement take place?
- What is one historical event that influenced this movement? How/why did it influence this movement?
- Which of the famous authors from this time period stands out the most to you? Why?
- How is the literature from this movement either similar or different from the literature in your movement?
In creating these new questions, I ensured that my students would be forced to actually think about the information they were reading because the questions cover all steps of Bloom's taxonomy. Here's how:
- When did this movement take place?
- This is level 1 on Bloom's taxonomy, "Knowledge," because the students simply have to find the information the the presentation and copy it down. They aren't doing anything with it.
- Why include a question like this at all? Some teachers like to just jump into the higher-level thinking, but I like to guide my students there. I usually find that by starting with an "easy" question and gradually building the difficulty, the students are more likely to complete an assignment. If I just immediately started with a "hard" question, some of the students would just give up and not bother doing the assignment at all.
- What is one historical event that influenced this movement? How/why did it influence this movement?
- This is level 2 on Bloom's taxonomy, "Comprehension," because the students should be able to find all of this information in the presentations, but they need to understand it in order to complete the box in the note-taking guide.
- Which of the famous authors from this time period stands out the most to you? Why?
- The first part of this question is level 3, "Analysis," because the students are reading through the information and analyzing the information and determining which author stands out the most. The second part of the question - the "Why?" - is level 5, "Evaluation," because students are being asked to explain and support their opinion.
- How is the literature from this movement either similar or different from the literature in your movement?
- This question is level 4, "Synthesis," because students are asked to either compare or contrast two of the movements.
The point is that I created a basic graphic organizer which asks the students to do more than just copy down information. A lot of time handouts and worksheets get a bad rap because some teachers argue that they are all just "kill and drill" and don't require students to think at all. However, it really depends on what the worksheet is asking the students to do. Could I have made this worksheet completely pointless and mind-numbing for my students? Yes, and I almost did. But instead, I created a worksheet that forced the students to think on multiple levels multiple times. (Was it still mind-numbing for some of my students? Probably, but not in the same way.)
Now, I know what you're thinking. "You said this was a paperless week! Why are you making worksheets???" I made this worksheet because I wanted to take advantage of a particular feature in Google Classroom which automatically creates a new copy for each student who opens the document and links it back to classroom. This allows the students to start typing immediately in the document, without having to "Make a copy," AND it puts a "Turn in" button in the top right-hand corner of their document, right next to where it says "Comments" and "Share." All the students have to do is type in the information and then click "Turn in" - they don't have to worry about changing the sharing options, getting the shareable link, or anything like that. For students who don't always remember to do all the steps involved with sharing a document with their teacher, this is wonderful! Also, once the students turn in the assignment, it becomes "view only" on their end, meaning they can't make changes after submitting the assignment. In the past with Google Docs, I always wondered when the students would figure out that they didn't really have to be done with an assignment before they turned it in since they were always able to go in and edit it after sending me the link or turning it in through Edmodo; now, they don't have that option.
The students finished reviewing the other groups' projects on Wednesday. On Thursday, I introduced www.turnitin.com to my English 11 classes, since I hadn't done so yet, and I had my students write a one-paragraph comparison of their literary movement to one of the other movements of their choice. I had already planned on doing this, which was the reason for the last question on my note-taking guide; I am a big believer in backward-mapping. The reason I had already planned on having them write this one paragraph was because I know that we are going to start a unit on The Awakening in the next week or two, and at the end of The Awakening, I like to have my students write a comparative analysis on the novel and either the short story "The Feather Pillow" by Horacio Quiroga or "Richard Cory" by Edwin Arlington Robinson. (On a total side-note: another reason why I love Google - because I just accidentally closed this tab, and when I opened it back up, Blogger had automatically saved my work. Love.) Why do I have my students write a comparative analysis? Common Core doesn't say our students should be writing comparative analyses! Well... as I pointed out earlier, asking students to compare and contrast is asking them to think critically about more than one subject. It helps students make connections... (Hmmm... I'm getting an idea for something new... you can expect to read about it in probably about a month or two...) Plus, the essays my students turn out on these topics are usually really good! I don't know... there's something about a person who has everything and yet has nothing at the same time that they can connect to and are drawn to. Or they just wind up really hating Edna and like to tell me why.
Anyway, after the writing on Thursday, that left me with Friday. We had just wrapped up what we were doing, and I didn't want to start the new unit the Friday right before a holiday weekend; therefore, I decided to take the opportunity to introduce our new reading program. Now, I will be perfectly honest - I had every intention of not going digital on Friday, but, as I mentioned earlier, I found myself planning on Thursday night without any copies ready to go for Friday morning. "No problem..." I thought, "I'll just walk them through the information with a Google Slides presentation..." No. I quickly realized that that was a terrible idea because what student wants to be talked at on the Friday before a holiday weekend (or ever, for that matter)? No. No Google Slides. I knew I could use Peardeck to do whatever I wanted with Google Slides, but I didn't really like that idea for this. Instead, I decided to make a couple of linked forms to present the information.
The first form included a letter I wrote to my students explaining the new program and asked them to check a box stating: "I have read and understand the independent reading assignment." After students completed this form, they were automatically given the link to the next form. However, in between both forms, I asked them to stop while I explained the program in more detail and answered some of their questions.
I developed the program based on the article I shared last week - "Seven ways schools kill the love of reading in kids - and 4 principles to help restore it." Basically, I wanted to encourage my students to read by imposing as few restrictions on them as possible and creating a culture in which independent reading is a thing everyone does and talks about in the classroom.
First, I decided that I could not tell my students they had to read for a certain amount of time or read a certain number of pages every day. As Alfie Kohn explains, when teachers do this, students will often set a timer, read for that much time, and then stop. Furthermore, when I started thinking about it, if I am able to help my students find books that they really want to read, I don't think there is any way that they can only read for 5 minutes a night; anyone who has ever found a really good book knows that this is true.
Instead of telling my students how much to read, I simply told them that I want them to read every night. Am I going to hold them strictly accountable to this? No, because that, again, would make the reading seem like a chore. Therefore, I developed a reading log that I am going to let my students use as they best see fit - they can fill it out daily or weekly - and I will check for a parent signature at the end of each week. Will my students be able to "fake it?" Yes. I'm sure they will, which is why I am not the only one who is going to be holding them accountable.
As I mentioned, I will involve their parents. I am going to send a letter home next week informing parents of the new program. Also, I am going to have students meet with a partner every Friday to discuss what they've been reading. (The purpose of the second form was for students to tell me who they want to work with and what types of books they enjoy reading.) On Fridays, a few students will also share out with the entire class. I told students that they will be able to share with the class on a voluntary basis, but I expect each person in the class to volunteer at least once throughout the semester. Furthermore, I told them that I will be participating in the program with them, because, as a teacher, I often get so involved in my work that I don't make time for my own reading (unless you count reading One Fish, Two Fish, Red Fish, Blue Fish to a 2-year-old a million times a day); just as they will, I will share with them what I'm reading and why I'm excited about it. I am hoping that by including these opportunities to talk about what we're reading, that the students who aren't as enthusiastic about the program will start to get hooked and drawn in by the other students. We will see. As I wrote at the end of the letter to the kids, "This could be the most awesome thing we do all year, but it could also be a horrible, terrible, failure. It is really all up to you. Please make it awesome."
Anyway, after the writing on Thursday, that left me with Friday. We had just wrapped up what we were doing, and I didn't want to start the new unit the Friday right before a holiday weekend; therefore, I decided to take the opportunity to introduce our new reading program. Now, I will be perfectly honest - I had every intention of not going digital on Friday, but, as I mentioned earlier, I found myself planning on Thursday night without any copies ready to go for Friday morning. "No problem..." I thought, "I'll just walk them through the information with a Google Slides presentation..." No. I quickly realized that that was a terrible idea because what student wants to be talked at on the Friday before a holiday weekend (or ever, for that matter)? No. No Google Slides. I knew I could use Peardeck to do whatever I wanted with Google Slides, but I didn't really like that idea for this. Instead, I decided to make a couple of linked forms to present the information.
The first form included a letter I wrote to my students explaining the new program and asked them to check a box stating: "I have read and understand the independent reading assignment." After students completed this form, they were automatically given the link to the next form. However, in between both forms, I asked them to stop while I explained the program in more detail and answered some of their questions.
I developed the program based on the article I shared last week - "Seven ways schools kill the love of reading in kids - and 4 principles to help restore it." Basically, I wanted to encourage my students to read by imposing as few restrictions on them as possible and creating a culture in which independent reading is a thing everyone does and talks about in the classroom.
First, I decided that I could not tell my students they had to read for a certain amount of time or read a certain number of pages every day. As Alfie Kohn explains, when teachers do this, students will often set a timer, read for that much time, and then stop. Furthermore, when I started thinking about it, if I am able to help my students find books that they really want to read, I don't think there is any way that they can only read for 5 minutes a night; anyone who has ever found a really good book knows that this is true.
Instead of telling my students how much to read, I simply told them that I want them to read every night. Am I going to hold them strictly accountable to this? No, because that, again, would make the reading seem like a chore. Therefore, I developed a reading log that I am going to let my students use as they best see fit - they can fill it out daily or weekly - and I will check for a parent signature at the end of each week. Will my students be able to "fake it?" Yes. I'm sure they will, which is why I am not the only one who is going to be holding them accountable.
As I mentioned, I will involve their parents. I am going to send a letter home next week informing parents of the new program. Also, I am going to have students meet with a partner every Friday to discuss what they've been reading. (The purpose of the second form was for students to tell me who they want to work with and what types of books they enjoy reading.) On Fridays, a few students will also share out with the entire class. I told students that they will be able to share with the class on a voluntary basis, but I expect each person in the class to volunteer at least once throughout the semester. Furthermore, I told them that I will be participating in the program with them, because, as a teacher, I often get so involved in my work that I don't make time for my own reading (unless you count reading One Fish, Two Fish, Red Fish, Blue Fish to a 2-year-old a million times a day); just as they will, I will share with them what I'm reading and why I'm excited about it. I am hoping that by including these opportunities to talk about what we're reading, that the students who aren't as enthusiastic about the program will start to get hooked and drawn in by the other students. We will see. As I wrote at the end of the letter to the kids, "This could be the most awesome thing we do all year, but it could also be a horrible, terrible, failure. It is really all up to you. Please make it awesome."
Sunday, January 11, 2015
Week 10: Google Classroom, Turnitin, and Creating a Democracy by Relinquishing Control (Well... Kind of...)
When I headed into our two-week winter vacation, I had all kinds of noble ideas about quickly finishing all of my grading for the previous semester and solidifying my plans for the new semester. However, since "the best laid plans of mice and men often go awry," I spent quite a few days napping on my couch when I should have been grading, which meant I did not finish grading until grades were due this past Tuesday, and I barely had time to plan for this week, much less the entire semester.
Oddly enough, the part the stuck with me the most wasn't about reading; it was about creating a democracy in the classroom. Unfortunately, I didn't bookmark the article after I first read it, but this idea resonated in my mind: If you want to create a true democracy, you can't simply have students vote and go with "majority rules"; you need the students to discuss and compromise and come to a consensus together.
As luck would have it, this weekend I happened across the same article (which is why I was able to give you the title and the link above). Here is the way Kohn originally put this idea: "Remember that group decision making doesn't require voting, which is basically just adversarial majoritarianism. Help them to acquire the skills and disposition to reach for a deeper kind of democracy, one in which compromises are generated and consensus is reached."
Well... I decided to start small and to try it out with the first project I was assigning my English 11 classes. Instead of setting a due date for the project, when I introduced the project to my students, I told them that the due date was flexible and that we would determine an appropriate due date together. I told them I wanted to see them working in class and making use of their time wisely. What I didn't want to have happen was for me to set a due date, for them to think they had plenty of time, and for them to then waste a lot of time in class, only to have to cram at the end to get everything done. I told them that if I saw them not working, I would assume they were almost done, in which case the project could be due the next day.
I let them work for two days before bringing up the discussion about the due date again. At this point, the groups were working really well, but I could see they still had quite a bit of information to gather. It was a Wednesday, and I didn't think they could have the project done before the following week. One of the students first suggested having it due on Tuesday, an idea which I liked because it gave them one more day in class the following week to finalize everything. However, then another student suggested Wednesday, which everyone in the class seemed to like and go along with.
What I should have done, now that I'm thinking about it, was made the students engage in a short discussion about which day was better - Tuesday or Wednesday. As it was, Wednesday was mentioned, nobody said they were opposed to Wednesday, and so we went with Wednesday.
However, by Friday of last week, it was clear that my students didn't need all the time they had, and they were starting to slack off in class. After looking through their projects Friday, I told them that I thought we could move the date up to Tuesday since most groups were almost done. Again, nobody disagreed, so that is what wound up happening.
Have I created a true democracy in my classroom? Absolutely not. Far from it. I still wound up using my executive authority to state that I thought we needed to move the due date up a day. But what we did do was lay a foundation upon which to build throughout the rest of the semester. I would like to continue to give my students choice in due dates, in assignments, and, perhaps, even in curriculum (although, I don't know if we'll get there this year... it's hard to give up on somethings...).
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Ease of use: Starting out on such a small scale was actually really easy, and it was actually in my benefit that I hadn't already planned out the rest of the semester. If I had, I might have had a heart attack thinking, "But we can't make it due then because we need to do X, Y, and Z!" As the semester progresses, I hope it will continue to be this easy. As Elsa says, I just need to "let it go!" (Yes. I did just quote Frozen. Sorry. I just couldn't help it.)
Would I use this again: Yes. I really like the possibilities that this could bring. As Kohn explains in the article, the teacher that he observed doing this felt his students were more engaged in what they did in the class because they took the time to make decisions together.
Downsides: You have to be open to the possibility that things might not go the way you want them to. If you are a control-freak, then this is not the path for you. However, if you really want to encourage your students to become active members of society, this is a step in the right direction.
Applications: You could use this for small things, like due dates, to large things, like what curriculum to study; it really depends upon your comfort level in your classroom. I started small, which is what Kohn recommends if you are just starting out.
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As the start of the semester approached, and I realized it was inevitable that I would have to go back to work, I decided I should probably figure out what my students would be doing once we got back. I already had some ideas floating around in my head - I wanted to switch us over from Edmodo to Google Classroom; I wanted to figure out how to implement an independent reading program; I wanted to start with a project because I knew I couldn't count on my kids bringing their literature books with them on the first day back, but I also didn't want to do something that would take too long because I want to get into our unit on The Awakening...
Google Classroom
To be perfectly honest, I was ambivalent about Google Classroom when it was first launched. I've been using Edmodo for the past few years, and I've been pretty happy with it. However, our school has jumped on the GAFE bandwagon, and many of the other teachers who used Edmodo switched to Google Classroom as soon as it came out; I felt as thought I was keeping myself behind by not making the switch with my classes. Since I hate to make big changes in the middle of a semester, I decided to make the change at the start of second semester. I'm sure my students would have actually been perfectly fine if we switched sooner, but it just made more sense in my mind to switch now instead of earlier in the year.
Back in October or November, I attended a strategy session at my school where I learned the ins and outs of Classroom. Usually, I prefer to figure things out on my own, but since the session was being offered, I figured, "Why not?"
During the session, I had the opportunity to set up Classroom for one of my classes and practice assigning an assignment through Classroom. I was pleasantly surprised when I found that the entire process only took a few minutes. I also really like that Classroom is completely integrated with the rest of Google Drive - it creates a folder for you right in your drive, and it gives you the option of creating a new copy of an assignment for each student who opens it. Both of those components are a step up from Edmodo - no longer would I have to juggle two websites to keep track of student work nor would my students have to remember to make a copy of an assignment if they wanted to type straight into it.
When I launched Classroom with my students, it only took a matter of 5 or 10 minutes to get all students signed up. I also realized that my one student who always had trouble logging into Edmodo (despite the fact that I would reset his password and watch him log in with the new password) would not have to remember a second username or password because, since we are working on Chromebooks, he log into his GAFE account when he logs into the Chromebook.
I have only used Classroom to a limited extent this week, so I'm sure as time goes on, I will find more that I like and don't like about the system. But, for now, I'm happy.
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Ease of use: If you and your students already have Google accounts, then setting up and using Google Classroom is extremely easy. If you don't have Google accounts, you will need to create them in order to be able to use Classroom, but you should do that anyway because then you will be able to use all of Google Drive.
Would I use this again: Yes.
Downsides: One of the aspects I liked about Edmodo was that I could put students in small groups within my class, and then I could assign different assignments to the different groups. As far as I know, this isn't possible right now with Google Classroom; however, knowing Google, it is quite possible that this will be something we see in Classroom in the not-too-distant future.
Applications: Classroom is a great tool to manage your class website. It is easy to assign and organize work, and you don't have to worry about doing any of the formatting in order to make it look "nice." I could see it used in every subject area in just about every grade.
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Ease of use: If you and your students already have Google accounts, then setting up and using Google Classroom is extremely easy. If you don't have Google accounts, you will need to create them in order to be able to use Classroom, but you should do that anyway because then you will be able to use all of Google Drive.
Would I use this again: Yes.
Downsides: One of the aspects I liked about Edmodo was that I could put students in small groups within my class, and then I could assign different assignments to the different groups. As far as I know, this isn't possible right now with Google Classroom; however, knowing Google, it is quite possible that this will be something we see in Classroom in the not-too-distant future.
Applications: Classroom is a great tool to manage your class website. It is easy to assign and organize work, and you don't have to worry about doing any of the formatting in order to make it look "nice." I could see it used in every subject area in just about every grade.
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Turnitin
Recently (after years of trying to make it happen), our school purchased www.turnitin.com, a plagiarism checking website. As I've mentioned in previous posts, I am big on trying to prevent plagiarism in my classes, so I was thrilled when I found out we (finally) got Turnitin. I really like the fact that students get to see the report right after they turn in an assignment, because, if they plagiarized, they know immediately that they will get caught, which means I have less of a confrontation on my hands later on down the road. Also, I think the fact that they get the reports will help to deter them from plagiarizing in the first place because they know that I am going to see those reports as well, and they want to make sure they don't come back indicating that the assignment was plagiarized.
I am planning on using Turnitin with all of my classes, but I started by setting it up for my online classes since I want them to submit all of their written assignments through Turnitin. Creating a class was relatively easy, as was loading in an assignment. However, since I was setting up my online classes, I had to load in all of the written assignments for the entire semester, which wound up taking close to an hour for each of the four classes. But... now that's done, and I won't have to create a single assignment for any of those classes for the rest of the semester.
Adding students to the class proved a little more difficult because I couldn't remember what I had set the class passwords as. (I didn't write the passwords down because I thought that Turnitin would let me see that information later, but it didn't; it only shows you the class code.) However, it allows you to manually enter students, and since I only had to put a few students in each class at a time, this wasn't a big deal. (I later remembered the passwords.) Most of my students had no problem logging in whatsoever, so I think that the few students who did have problems just didn't read through the directions in the confirmation email they received and missed a step in trying to create an account.
I had my students submit a practice assignment first, in which I just had them introduce themselves and explain why they are taking the class. I had them do this in class, because I wanted to make sure that they knew how to submit through Turnitin. They were all able to do so without any problems.
I assumed that when they turned in an assignment, I would receive an email notification. Unfortunately, after some digging and submitting a help request to Turnitin, it turns out that this isn't a capability of the site. While this wouldn't be an issue for a normal class because all of your students would turn in an assignment at the same time, this is a huge issue for an online class in which the students are allowed to work at their own pace. For these classes, the assignments have recommended due dates, but the students do not have to turn them in at this time; they just have to finish all the coursework by the end of the semester. Therefore, I wind up getting assignments at random times. Also, I have the course set up so that the students cannot progress to the next activity until they have turned in their writing assignment because, in the past, students would try to skip the writing assignments. Due to this, I need to know when a student has submitted something, so I can go into Apex and unlock the next assignment. What this all means is that my students now have to turn in an assignment with Turnitin and email me to let me know that they've turned in the assignment. Is this a huge inconvenience? No, but it seems like a basic function that Turnitin should have.
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Ease of use: As I mentioned, setting up a class and loading an assignment was extremely easy. I haven't yet tried to load a rubric into Turnitin, but I will try that sometime in the next couple of weeks. Hopefully that will be easy as well, because I look forward to the fact that I won't have to make copies of my rubrics for all of my students.
Would I use this again: Yes. We are just getting going.
Downsides: The biggest downside (and the reason we didn't have it until now) is that you have to pay for it. I don't really know what our wonderful department chair said this year that finally tipped the scales and convinced our principal to spend the money and purchase the program. If you don't have Turnitin at your school, Google is just as effective at catching plagiarism; it is just more time consuming on the teacher's part because you have to copy and paste and look through the matches yourself.
Applications: I really think that all of the departments on our campus should use Turnitin for any written assignment they assign. This would help reinforce the idea that plagiarism, in any form, is unacceptable and will not be tolerated. It also looks like you can use Turnitin for collaborative activities, which seems cool, but I haven't looked into that very much yet (especially since you can collaborate so easily in Google Drive).
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Ease of use: As I mentioned, setting up a class and loading an assignment was extremely easy. I haven't yet tried to load a rubric into Turnitin, but I will try that sometime in the next couple of weeks. Hopefully that will be easy as well, because I look forward to the fact that I won't have to make copies of my rubrics for all of my students.
Would I use this again: Yes. We are just getting going.
Downsides: The biggest downside (and the reason we didn't have it until now) is that you have to pay for it. I don't really know what our wonderful department chair said this year that finally tipped the scales and convinced our principal to spend the money and purchase the program. If you don't have Turnitin at your school, Google is just as effective at catching plagiarism; it is just more time consuming on the teacher's part because you have to copy and paste and look through the matches yourself.
Applications: I really think that all of the departments on our campus should use Turnitin for any written assignment they assign. This would help reinforce the idea that plagiarism, in any form, is unacceptable and will not be tolerated. It also looks like you can use Turnitin for collaborative activities, which seems cool, but I haven't looked into that very much yet (especially since you can collaborate so easily in Google Drive).
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Creating a Democracy by Relinquishing Control
About a month ago, I came across an article from the Washington Post titled, "Seven ways schools kill the love of reading in kids - and 4 principles to help restore it," by Valerie Strauss, which is actually a re-printing of an article by Alfie Kohn from the Fall 2010 issue of the English Journal. I must have read the article when it was originally published in the English Journal, but, for some reason, when I re-read it now - now that we are entrenched in the Common Core, now that I am a participant in professional development with the CSUSM Writing Project, now that I have been teaching for 4 more years than I had been when I first read it - it struck a deeper chord.
As luck would have it, this weekend I happened across the same article (which is why I was able to give you the title and the link above). Here is the way Kohn originally put this idea: "Remember that group decision making doesn't require voting, which is basically just adversarial majoritarianism. Help them to acquire the skills and disposition to reach for a deeper kind of democracy, one in which compromises are generated and consensus is reached."
Well... I decided to start small and to try it out with the first project I was assigning my English 11 classes. Instead of setting a due date for the project, when I introduced the project to my students, I told them that the due date was flexible and that we would determine an appropriate due date together. I told them I wanted to see them working in class and making use of their time wisely. What I didn't want to have happen was for me to set a due date, for them to think they had plenty of time, and for them to then waste a lot of time in class, only to have to cram at the end to get everything done. I told them that if I saw them not working, I would assume they were almost done, in which case the project could be due the next day.
I let them work for two days before bringing up the discussion about the due date again. At this point, the groups were working really well, but I could see they still had quite a bit of information to gather. It was a Wednesday, and I didn't think they could have the project done before the following week. One of the students first suggested having it due on Tuesday, an idea which I liked because it gave them one more day in class the following week to finalize everything. However, then another student suggested Wednesday, which everyone in the class seemed to like and go along with.
What I should have done, now that I'm thinking about it, was made the students engage in a short discussion about which day was better - Tuesday or Wednesday. As it was, Wednesday was mentioned, nobody said they were opposed to Wednesday, and so we went with Wednesday.
However, by Friday of last week, it was clear that my students didn't need all the time they had, and they were starting to slack off in class. After looking through their projects Friday, I told them that I thought we could move the date up to Tuesday since most groups were almost done. Again, nobody disagreed, so that is what wound up happening.
Have I created a true democracy in my classroom? Absolutely not. Far from it. I still wound up using my executive authority to state that I thought we needed to move the due date up a day. But what we did do was lay a foundation upon which to build throughout the rest of the semester. I would like to continue to give my students choice in due dates, in assignments, and, perhaps, even in curriculum (although, I don't know if we'll get there this year... it's hard to give up on somethings...).
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Ease of use: Starting out on such a small scale was actually really easy, and it was actually in my benefit that I hadn't already planned out the rest of the semester. If I had, I might have had a heart attack thinking, "But we can't make it due then because we need to do X, Y, and Z!" As the semester progresses, I hope it will continue to be this easy. As Elsa says, I just need to "let it go!" (Yes. I did just quote Frozen. Sorry. I just couldn't help it.)
Would I use this again: Yes. I really like the possibilities that this could bring. As Kohn explains in the article, the teacher that he observed doing this felt his students were more engaged in what they did in the class because they took the time to make decisions together.
Downsides: You have to be open to the possibility that things might not go the way you want them to. If you are a control-freak, then this is not the path for you. However, if you really want to encourage your students to become active members of society, this is a step in the right direction.
Applications: You could use this for small things, like due dates, to large things, like what curriculum to study; it really depends upon your comfort level in your classroom. I started small, which is what Kohn recommends if you are just starting out.
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Sunday, December 21, 2014
Week 9: Building Confidence
This week, I only had two days of instruction followed by three days of final exams. Ah... the end of the semester! Students were giddy as the final bell rang; they headed out to the bus loop discussing how they would spend their two free weeks of Winter Break. I assume there must be some teachers out there somewhere (or at least one out there somewhere) who were also able to walk gleefully away from campus without having to take a single paper home with them. I, unfortunately, am not in that camp. With approximately 3 million essays to grade this break, I will spend every day for the next two weeks grading as much as I can during my two-year-old's nap time (oh my goodness... please let him be good about taking his naps...).
Sometimes, I wonder why I do this to myself. I would love to spend the break unpacking boxes that are still sitting in the garage from when we moved three months ago. I would love to take naps along with my son or maybe even catch up on some of the shows that I never have a chance to watch during the week. However, as an English teacher, that "free time" just doesn't exist in my world. Sure. I still take naps and watch TV occasionally, but it is always at the price of grading some assignment. I know that most people who are English teachers know exactly what I'm talking about. I also know that while other teachers understand the constant planning and grading, they don't quite understand what it is like for an English teacher. (Once, one of my students told me that one of the P.E. teachers on campus told him that P.E. teachers are the smartest teachers on campus because they get paid the same as all the other teachers, but they don't have to do any of the extra work. I paused when I heard this and, for a moment, seriously considered going to take the CSET for Physical Education.)
However, I know why I do this to myself. I know why we all do this to ourselves. It's the very reason we got into this profession in the first place. It's for those "a-ha!" moments. It's for those times when our students surprise us and, perhaps, even themselves. And, let's be honest... We chose to be English teachers instead of P.E. teachers or math teachers because we recognize that our subject (despite what David Coleman and other proponents of the Common Core are decreeing) allows for deeper conversations, stronger connections, and bigger "a-ha!" moments in which the students realize not only something about the subject matter but about themselves and/or the world around them. We understand that being an "English" teacher isn't really about teaching reading, writing, listening, and speaking ... it's about teaching love, compassion, respect, and self-reflection; it's about creating a strong foundation from which students can jump off and go out into the world and read and think for themselves; it's about building confidence. And this last week, I saw that confidence on more than one occasion.
I looked around the room and watched as my other students read their stories to their groups. As each student finished reading his or her story, the 3rd-graders immediately jumped in with questions and comments. "How did you get all the pictures for your story?" "Why did you chose to use those names?" "I really liked how you put a lot of emotion into your story and all of your drawings." (If you didn't already do so, re-read those quotes in the voice of the most adorable 8-year-old you know or can imagine. As you might guess, as soon as the kids started talking to my students, every last bit of nervous energy left the room. Just as the 3rd-graders were enamored with my students' stories, my students were enamored with how freaking cute these kids were.)
At the end of our time together, my friend asked some of her students to share some last thoughts with my students before we left. Some of the students chose to share in English, but most chose to share in Spanish. The last boy to share was embarrassed to speak at first (despite the fact that he had had his hand raised, waving it about to be called on, from the beginning), then, in English, he said, "I really appreciate them coming here because I know how hard it is to learn another language." I smiled to myself because this little boy had nailed the exact reason why I'd chosen to bring my students to this class; I knew they would not judge my students' limited English because they, too, were working on learning a second (or third or fourth) language.
As I mentioned in a previous post, I actually did this same exact activity a few years ago with a class of 9th and 10th grade Long-Term English Learners. Despite the differences in the two groups of students who completed this project, the result was the same... At the end of the field trip, the kids asked me when we would do something like this again. The next day, I had my students write an autobiographical narrative/reflection on their experience the day before. When we debriefed, all of my students told me that the field trip helped them to feel more confident in speaking English. I told them I was extremely proud of them. Even my 2 lowest-skilled students who primarily speak to me in Spanish did a phenomenal job reading their stories in English. They still have a lot of work to do to become "fluent", but this experience helped them to see that it is possible and that they can communicate in English if they try. In order to keep this momentum going, we decided that we will continue to build our relationship with this class through writing, Skype, and perhaps another field trip.
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Ease of use: This was, actually, extremely easy to set up. I started by contacting my friend to see if she would be interested in participating. Then, I filled out a field-trip request to get Board approval. I made it clear on the request that it would cost the school very little; since 3 out of the 4 adult chaperons would drive the students, we would only need to be reimbursed for about 2 miles worth of gas each. (And, to be perfectly honest, I'm not going to bother filling out the paperwork to get that reimbursement.)
Would I use this again: Yes.
Downsides: Depending on your scheduling, your students may have to miss another class. Since I have these students for a block period, I was able to make sure we left and came back during that time, so they didn't have to miss any other periods.
Applications: Even if you don't teach English, you can do something like this with your students. Take your high school students to an elementary school to teach them science experiments or history lessons. The main idea is that you are getting your students involved in a way that they aren't usually involved - you are making them into role models. Some kids aren't used to this, and it is extremely powerful for them to realize that someone else actually looks up to them. If you can't take an actual field trip, set up some kind of big-buddy system in which you write back and forth to a younger class. Any of these things will help to build your students' self-esteem.
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Sometimes, I wonder why I do this to myself. I would love to spend the break unpacking boxes that are still sitting in the garage from when we moved three months ago. I would love to take naps along with my son or maybe even catch up on some of the shows that I never have a chance to watch during the week. However, as an English teacher, that "free time" just doesn't exist in my world. Sure. I still take naps and watch TV occasionally, but it is always at the price of grading some assignment. I know that most people who are English teachers know exactly what I'm talking about. I also know that while other teachers understand the constant planning and grading, they don't quite understand what it is like for an English teacher. (Once, one of my students told me that one of the P.E. teachers on campus told him that P.E. teachers are the smartest teachers on campus because they get paid the same as all the other teachers, but they don't have to do any of the extra work. I paused when I heard this and, for a moment, seriously considered going to take the CSET for Physical Education.)
However, I know why I do this to myself. I know why we all do this to ourselves. It's the very reason we got into this profession in the first place. It's for those "a-ha!" moments. It's for those times when our students surprise us and, perhaps, even themselves. And, let's be honest... We chose to be English teachers instead of P.E. teachers or math teachers because we recognize that our subject (despite what David Coleman and other proponents of the Common Core are decreeing) allows for deeper conversations, stronger connections, and bigger "a-ha!" moments in which the students realize not only something about the subject matter but about themselves and/or the world around them. We understand that being an "English" teacher isn't really about teaching reading, writing, listening, and speaking ... it's about teaching love, compassion, respect, and self-reflection; it's about creating a strong foundation from which students can jump off and go out into the world and read and think for themselves; it's about building confidence. And this last week, I saw that confidence on more than one occasion.
Reading Stories to 3rd-Graders
On Tuesday, I took my 9 ELD 2 students to a local elementary school to read children's stories they had written to a friend's 3rd grade dual-immersion class. ("Dual-immersion" means the students in the class are being taught in both English and Spanish.) Since some of my students worked with a partner, we had 6 stories to share with the 3rd-graders. They were ready for us as soon as we got there - already sitting in 6 different groups. We decided it would make the most sense for the readers to rotate from group to group, so after introducing all of my students, I had them go sit down with their first group. I could feel my students' nerves, but I knew they were ready for this moment. We had spent time in class the day before practicing; each student had read his/her story out loud as many times as they needed until they were able to pronounce each word perfectly. I held my breath as they began. I was standing closest to a boy who wrote a story titled, "A Fight for the Love of a Beautiful Princess". He introduced his story to his group and then waited awkwardly while they all copied down the title on their graphic organizers. I could tell he was unsure of how to proceed, but after the last boy finished writing, my student began reading, and almost immediately, I saw him relax. He knew he could do this.I looked around the room and watched as my other students read their stories to their groups. As each student finished reading his or her story, the 3rd-graders immediately jumped in with questions and comments. "How did you get all the pictures for your story?" "Why did you chose to use those names?" "I really liked how you put a lot of emotion into your story and all of your drawings." (If you didn't already do so, re-read those quotes in the voice of the most adorable 8-year-old you know or can imagine. As you might guess, as soon as the kids started talking to my students, every last bit of nervous energy left the room. Just as the 3rd-graders were enamored with my students' stories, my students were enamored with how freaking cute these kids were.)
At the end of our time together, my friend asked some of her students to share some last thoughts with my students before we left. Some of the students chose to share in English, but most chose to share in Spanish. The last boy to share was embarrassed to speak at first (despite the fact that he had had his hand raised, waving it about to be called on, from the beginning), then, in English, he said, "I really appreciate them coming here because I know how hard it is to learn another language." I smiled to myself because this little boy had nailed the exact reason why I'd chosen to bring my students to this class; I knew they would not judge my students' limited English because they, too, were working on learning a second (or third or fourth) language.
As I mentioned in a previous post, I actually did this same exact activity a few years ago with a class of 9th and 10th grade Long-Term English Learners. Despite the differences in the two groups of students who completed this project, the result was the same... At the end of the field trip, the kids asked me when we would do something like this again. The next day, I had my students write an autobiographical narrative/reflection on their experience the day before. When we debriefed, all of my students told me that the field trip helped them to feel more confident in speaking English. I told them I was extremely proud of them. Even my 2 lowest-skilled students who primarily speak to me in Spanish did a phenomenal job reading their stories in English. They still have a lot of work to do to become "fluent", but this experience helped them to see that it is possible and that they can communicate in English if they try. In order to keep this momentum going, we decided that we will continue to build our relationship with this class through writing, Skype, and perhaps another field trip.
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Ease of use: This was, actually, extremely easy to set up. I started by contacting my friend to see if she would be interested in participating. Then, I filled out a field-trip request to get Board approval. I made it clear on the request that it would cost the school very little; since 3 out of the 4 adult chaperons would drive the students, we would only need to be reimbursed for about 2 miles worth of gas each. (And, to be perfectly honest, I'm not going to bother filling out the paperwork to get that reimbursement.)
Would I use this again: Yes.
Downsides: Depending on your scheduling, your students may have to miss another class. Since I have these students for a block period, I was able to make sure we left and came back during that time, so they didn't have to miss any other periods.
Applications: Even if you don't teach English, you can do something like this with your students. Take your high school students to an elementary school to teach them science experiments or history lessons. The main idea is that you are getting your students involved in a way that they aren't usually involved - you are making them into role models. Some kids aren't used to this, and it is extremely powerful for them to realize that someone else actually looks up to them. If you can't take an actual field trip, set up some kind of big-buddy system in which you write back and forth to a younger class. Any of these things will help to build your students' self-esteem.
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Getting Students to Talk and Care
My other experiences from this week were much less concrete. I can't pin them on any specific lesson or activity I did. I can't even really say that I played any role in bringing about these changes. Nonetheless, they were positive experiences that stuck with me for the rest of the week.
The first might seem extremely minor. At the end of class on Monday, a student came up to me to tell me that she was unable to plug her Chromebook in because she couldn't find the correct plug. I thanked her for letting me know and told her I would take care of it. Then she left. End scene.
Why would something so small stand out so much in my mind? Because I have had these students since the beginning of August, and this was the first time that this particular student actually spoke to me! On her own! Without any prompting from me or anyone else to do so! For whatever reason, she is finally starting to feel more confident and comfortable in my classroom.
The next day, another student in the same class stayed after class to speak to me about his grade. He has a 48%, but he asked me if there was any way he could pass. Old me would have looked at him and told him no. It was too late. New me, however, looked at him and said, "Maybe. It's not likely, but if you do X, Y, and Z, it's possible." The difference? I didn't extinguish his hope. Who am I to kill the small amount of hope and drive he was finally showing? I couldn't do it. He came into Tutorial that day (the second time he attended Tutorial this year) and immediately began working on one of the things I'd told him he needed to do. Will it be enough for him to pass? No. However, the key is that he came in, and he was working. If I had told him there was no hope, he probably would not have even bothered to show up for Tutorial.
Why do students randomly show us that they care? Why do they one day, all of a sudden, start to open up to us? I can't say, exactly; however, I believe it is because, day in and day out, we are constantly showing them that we care. I recently watched a TED talk called, "Growing Roses in Concrete". In the talk, the speaker mentioned Maslow's hierarchy of needs. He reminded the audience that students need their basic needs met - to have enough food to eat, to feel safe, to feel loved - before they can reach self-actualization and achieve at their full potential. It doesn't matter what subject we teach; that is what we do for our students on a daily basis; we show them that we love them.
A friend of mine who shared some particularly bad students with me once asked, "Why aren't they as bad for you as they are for me? How do you get them to work?" I told her, "It's because I'm like their mom." Plain and simple. I go out of my way to show them that I care for them, to show them that I love them, to show them that I respect them, and, most importantly, to show them that I believe in them, even when they don't believe in themselves. Do all of my students succeed? No. Absolutely not. However, they all know that I will help them in any way, shape, or form if they ask me to.
Saturday, December 13, 2014
Week 8: Exploring Problems and Creating Solutions
I have to be honest. When I got to the end of the day yesterday, I thought to myself, "Crap. What did I do that was new this week??? What am I going to write about in my blog?" All week, my students have just been working on projects, so I didn't actually do much in terms of teaching and trying out new strategies.
My ELD 2 students are writing children's stories (which I mentioned last week), and next Tuesday, we will go visit a friend's 3rd grade class to share those stories. However, even though this is something "new" for me in ELD 2, I actually did this same project - including the part where we go to read to elementary school children - with another class a few years ago. So that doesn't count.
My English 11 students are working on their final projects for Adventures of Huckleberry Finn. The idea for the project is the same that I used last year, but I tweaked the project a bit for this year... so I guess that counts as "something new" for this week.
We began our unit on Huck Finn by reading "The Lowest Animal" by Mark Twain and discussing the problems that Twain saw in American society. We also talked about satire - how it uses humor in order to bring about some kind of change. This lead to the connection that Twain used his writing in order to raise awareness to the problems he saw and bring about change in American society.
Throughout the unit, I showed the students some videos and we read some articles about different problems in society, such as the female standard of beauty, the inequality of wealth, sexual abuse, suicide, and the way people view mental illness. (Here is a document containing all of the different articles and videos I used.)
Although they didn't know it, all of this was done to prepare students for their final project in which they had to choose a problem and create a solution. (Last year, I just asked students to outline their problem and propose a solution. This year, I raised the stakes by asking them to actually create a solution.) As many educators know, students will do a better job with something if they know that it is going to be presented in some sort of public forum. Often, a class presentation is not enough to really push my students because they are already so comfortable with each other that they don't feel pressured by this. Also, I decided that proposing a solution to their peers wasn't really good enough because it didn't wind up bringing about any real change. Sure, the 36 kids in my classroom were more educated on the topic, but that's not enough if we want to change the world! Therefore, I decided to ask them to create a solution that would be presented in some way that it could potentially reach a much larger audience. I gave them a few ideas - they could create a blog, they could mail a letter to a newspaper, they could make a YouTube video, etc. - but I also told them that they knew a lot more about technology than I do and that they had the freedom to do whatever they wanted to do (aside from making a poster and just presenting it to the class). I told them I wanted them to be as creative as possible, and I showed them the video of The Mimi Foundation's "If Only For A Second" project as well as the commercial for the GoldieBlox toys to help give them some examples of "creative" solutions. I emphasized that I didn't expect them to completely solve a problem in society, because that would be almost impossible; what I wanted was for them to raise awareness about their issue in order to help bring about change.
I started by having them brainstorm at least 4 problems per group, and then they shared out using "Novel Ideas Only" while I recorded their ideas on the board; they came up with ideas ranging from ISIS to cyberbullying, from today's hook-up culture to immigration. Then, they chose the issue they wanted to focus on. Next, they had to decide on the venue they wanted to use to create their solution. I have a group making a blogger, another couple are making blogs through Tumblr, and quite a few groups are creating videos to post to YouTube. I gave them this entire week in class to work (because, as I told them, I really want the projects to be good), and the best part? They all worked on their projects for the entire week! They will present them this week during the first half of their final period, and I am very excited to see what they have to offer. (I will follow up later this week with links to their various blogs and videos.)
-------
Ease of use: The idea for this project took a lot of building with my students. As I mentioned, we read quite a few articles and discussed quite a few problems before I even introduced the project. However, the idea behind the project is that I am having students create some kind of change in the world, and I am giving them free technological range in order to do so. Since kids these days are so creative when it comes to technology, I really didn't have to teach them anything; I just offered some ideas here and there, such as using programs like Screenr or Screencast-O-Matic to help them make their videos.
Would I use this again: Yes. I really like the idea of giving students choice, and they really like being given choice. I may still change this particular project a little bit in the future (because I tend to do that every year), but I will stick with this idea for this project and others.
Downsides: You need to have access to technology if you want to give students time in class to work. You also need to make sure you have some form of accountability in place on a daily basis to keep students on task.
Applications: I think this idea of freedom in presentation could be used for any project that you typically assign as a PowerPoint presentation or poster. Open it up. Let students be creative. Encourage them to step outside their comfort zone of just always making PowerPoints for every project they ever do.
-------
UPDATE: Here are links to some of my students' projects:
http://weareequalsposts.tumblr.com/
http://policeabuse.freeiz.com/
http://helpstop-animalabuse.tumblr.com/
http://lewisfinalperiod1.blogspot.com/
https://www.youtube.com/watch?v=XSwvTXhsmPQ
http://big-brother-etta.tumblr.com/
http://hellosavetheanimals.tumblr.com/
http://obesityislame.tumblr.com/
http://helpstopdomesticviolence.blogspot.com/
My ELD 2 students are writing children's stories (which I mentioned last week), and next Tuesday, we will go visit a friend's 3rd grade class to share those stories. However, even though this is something "new" for me in ELD 2, I actually did this same project - including the part where we go to read to elementary school children - with another class a few years ago. So that doesn't count.
My English 11 students are working on their final projects for Adventures of Huckleberry Finn. The idea for the project is the same that I used last year, but I tweaked the project a bit for this year... so I guess that counts as "something new" for this week.
We began our unit on Huck Finn by reading "The Lowest Animal" by Mark Twain and discussing the problems that Twain saw in American society. We also talked about satire - how it uses humor in order to bring about some kind of change. This lead to the connection that Twain used his writing in order to raise awareness to the problems he saw and bring about change in American society.
Throughout the unit, I showed the students some videos and we read some articles about different problems in society, such as the female standard of beauty, the inequality of wealth, sexual abuse, suicide, and the way people view mental illness. (Here is a document containing all of the different articles and videos I used.)
Although they didn't know it, all of this was done to prepare students for their final project in which they had to choose a problem and create a solution. (Last year, I just asked students to outline their problem and propose a solution. This year, I raised the stakes by asking them to actually create a solution.) As many educators know, students will do a better job with something if they know that it is going to be presented in some sort of public forum. Often, a class presentation is not enough to really push my students because they are already so comfortable with each other that they don't feel pressured by this. Also, I decided that proposing a solution to their peers wasn't really good enough because it didn't wind up bringing about any real change. Sure, the 36 kids in my classroom were more educated on the topic, but that's not enough if we want to change the world! Therefore, I decided to ask them to create a solution that would be presented in some way that it could potentially reach a much larger audience. I gave them a few ideas - they could create a blog, they could mail a letter to a newspaper, they could make a YouTube video, etc. - but I also told them that they knew a lot more about technology than I do and that they had the freedom to do whatever they wanted to do (aside from making a poster and just presenting it to the class). I told them I wanted them to be as creative as possible, and I showed them the video of The Mimi Foundation's "If Only For A Second" project as well as the commercial for the GoldieBlox toys to help give them some examples of "creative" solutions. I emphasized that I didn't expect them to completely solve a problem in society, because that would be almost impossible; what I wanted was for them to raise awareness about their issue in order to help bring about change.
I started by having them brainstorm at least 4 problems per group, and then they shared out using "Novel Ideas Only" while I recorded their ideas on the board; they came up with ideas ranging from ISIS to cyberbullying, from today's hook-up culture to immigration. Then, they chose the issue they wanted to focus on. Next, they had to decide on the venue they wanted to use to create their solution. I have a group making a blogger, another couple are making blogs through Tumblr, and quite a few groups are creating videos to post to YouTube. I gave them this entire week in class to work (because, as I told them, I really want the projects to be good), and the best part? They all worked on their projects for the entire week! They will present them this week during the first half of their final period, and I am very excited to see what they have to offer. (I will follow up later this week with links to their various blogs and videos.)
-------
Ease of use: The idea for this project took a lot of building with my students. As I mentioned, we read quite a few articles and discussed quite a few problems before I even introduced the project. However, the idea behind the project is that I am having students create some kind of change in the world, and I am giving them free technological range in order to do so. Since kids these days are so creative when it comes to technology, I really didn't have to teach them anything; I just offered some ideas here and there, such as using programs like Screenr or Screencast-O-Matic to help them make their videos.
Would I use this again: Yes. I really like the idea of giving students choice, and they really like being given choice. I may still change this particular project a little bit in the future (because I tend to do that every year), but I will stick with this idea for this project and others.
Downsides: You need to have access to technology if you want to give students time in class to work. You also need to make sure you have some form of accountability in place on a daily basis to keep students on task.
Applications: I think this idea of freedom in presentation could be used for any project that you typically assign as a PowerPoint presentation or poster. Open it up. Let students be creative. Encourage them to step outside their comfort zone of just always making PowerPoints for every project they ever do.
-------
UPDATE: Here are links to some of my students' projects:
http://weareequalsposts.tumblr.com/
http://policeabuse.freeiz.com/
http://helpstop-animalabuse.tumblr.com/
http://lewisfinalperiod1.blogspot.com/
https://www.youtube.com/watch?v=XSwvTXhsmPQ
http://big-brother-etta.tumblr.com/
http://hellosavetheanimals.tumblr.com/
http://obesityislame.tumblr.com/
http://helpstopdomesticviolence.blogspot.com/
Saturday, December 6, 2014
Week 7: Teacherspayteachers.com
Last week, we were off for the entire week due to the holiday, so I had some time to plan and think about what I'd be doing with my students between now and the end of the semester on December 19th. Of course, I intended to get a lot more done than I actually did, so when the weekend approached, I was feeling a bit stressed out. Fortunately, a friend of mine posted a link on Facebook to a lesson plan on using Pixar shorts to teach plot structure. Since I knew I was going to have my ELD 2 students write children's stories over this week and next, I thought this lesson plan might be a good way to review plot structure before launching into actually writing, and I decided to check it out.
The lesson plan was available for free download through the website teacherspayteachers.com, which I had never heard of. Honestly, I don't do a lot of (or any) searching the Internet for resources, because I am inevitably disappointed when I don't find exactly what I'm looking for and have to make it myself anyway. (An example of this was when I searched earlier this year for a chart with the English alphabet with the pronunciation of each letter spelled out in Spanish. I was sure something of this nature must exist, but I couldn't find anything. I just wound up making this.) That being said, I am also not one to ignore resources that pop up in my face (from other teachers, blogs, Facebook, etc.). I think I am just extremely picky, as I think many teachers are, so I feel as though a lot of pre-made lessons and graphic organizers don't fit naturally into my classroom and/or teaching. Nonetheless, as I said, I decided to check out this lesson, and boy, am I glad I did!
I had to create an account in order to actually download and view all of the materials, but doing so was free. When I opened the zip folder, I saw that it included worksheets and a PowerPoint presentation to accompany the worksheets. Since I have a 2-year-old who isn't allowed to watch very much TV yet, we haven't amassed the entire Pixar collection of movies; however, we do have Wall-E and Up. I checked which Pixar shorts were included with those DVD's and discovered I owned 4 of the 10 shorts listed in the lesson plan - "Burn-E", "Presto", "Partly Cloudy", and "Dug's Special Mission". I thought to myself, "Well, 4 shorts is definitely enough for my students to get the idea." So, I decided to go with the ones I had and not worry about quickly buying more movies just so I could have more of the shorts to choose from. (I am a big believer in not paying for things that you don't really need, so I wanted to avoid having to buy the extra movies if at all possible.) Unfortunately, the worksheets provided did not have the movies grouped together by movie they came out with, so the portions of the worksheets I needed were spread across 4 different worksheets. "No problem," I thought. "I will just cut and paste together the parts that I need." For a moment, I thought I would need to print out the worksheets and actually, physically, cut and paste them together. Then I realized that was ridiculous! If you still do that kind of thing, stop! You are just wasting paper and glue. Instead, I took screenshots of the parts that I needed and pasted them into a blank Google Doc. I printed out the 2 pages, instead of the original 4, ran them down to the copy room, and I was good to go.
I introduced the lesson to my students on Tuesday. It was funny because some of them had come in that day and asked if we could watch a movie, something I pretty much never let them do but which they still ask for all the time. I told them not right away but maybe later. "Aw, Miss. Maybe? No maybe. I don't like when you say maybe. It means no. Say yes." I smiled and repeated, "Maybe."
When the time came to begin the activity, they were thrilled when I told them what we were going to do. I started by drawing a picture of the plot diagram on the board and labeling the different parts - exposition, conflict, rising action, climax, falling action, and resolution. Next, since this was a review for them, I had them tell me what each term meant. I left that up on the board while we watched the shorts, so the students would be able to reference it if needed.
The first short I showed them was "Dug's Special Mission". We watched through it once. Then, I played it again, pausing it at different times for us to discuss each element of the plot as it came up in the movie. We followed the first short with "Partly Cloudy" and "Presto". (Due to technical difficulties, we weren't able to watch "Burn-E".) Each time we worked through the elements of plot, I made the students tell me the answers and help me construct sentences to fill in on the graphic organizer I was filling out on the projector while they filled in their own worksheets at their desks.
It just so happened that I was doing this lesson on a day when other teachers were doing classroom observations as part of the EEI professional development. That period, I had 3 teachers come into my classroom - a history teacher, a math teacher, and an English teacher. As they left, I heard the math teacher say to the history teacher, "What a great lesson!" I smiled to myself, and I also made sure to email the teachers later in order to give credit where credit was due and point them to teacherspayteachers.com.
After we finished this activity, the next step was to have my students create their own plot diagrams for the children's stories they are now writing. Overall, I think it was extremely beneficial for them to fill out the diagrams using the Pixar films first because they got to see how each story was broken down into one event that lead to another that lead to another.
-------
Ease of use: Creating an account with teacherspayteachers is extremely easy, and it's great that you don't have to put in credit card information or anything like that just to sign up. What you are looking for will probably determine the ease of use of the search engine of the site. However, if you just want to sign up to browse through some great resources, then it is extremely easy. If you are looking for something extremely specific, you might have a bit more trouble. I also like that you can just look through the stuff that is available for free, because, after all, who really wants to pay for something that you can just make yourself?
Would I use this again: Yes. I would do this lesson again, and I will use this resource again. (I might as well, since I've already signed up.)
Downsides: You do actually have to make an account, which I know some people are wary of. Also, as I mentioned above, if you are searching for something specific, you may have trouble finding it, but if you are just looking for some good ideas, then you shouldn't have any problems.
Applications: This specific lesson - teaching plot to just about any grade and any English proficiency. This resource - every subject area, even PE and vocational education!
The lesson plan was available for free download through the website teacherspayteachers.com, which I had never heard of. Honestly, I don't do a lot of (or any) searching the Internet for resources, because I am inevitably disappointed when I don't find exactly what I'm looking for and have to make it myself anyway. (An example of this was when I searched earlier this year for a chart with the English alphabet with the pronunciation of each letter spelled out in Spanish. I was sure something of this nature must exist, but I couldn't find anything. I just wound up making this.) That being said, I am also not one to ignore resources that pop up in my face (from other teachers, blogs, Facebook, etc.). I think I am just extremely picky, as I think many teachers are, so I feel as though a lot of pre-made lessons and graphic organizers don't fit naturally into my classroom and/or teaching. Nonetheless, as I said, I decided to check out this lesson, and boy, am I glad I did!
I had to create an account in order to actually download and view all of the materials, but doing so was free. When I opened the zip folder, I saw that it included worksheets and a PowerPoint presentation to accompany the worksheets. Since I have a 2-year-old who isn't allowed to watch very much TV yet, we haven't amassed the entire Pixar collection of movies; however, we do have Wall-E and Up. I checked which Pixar shorts were included with those DVD's and discovered I owned 4 of the 10 shorts listed in the lesson plan - "Burn-E", "Presto", "Partly Cloudy", and "Dug's Special Mission". I thought to myself, "Well, 4 shorts is definitely enough for my students to get the idea." So, I decided to go with the ones I had and not worry about quickly buying more movies just so I could have more of the shorts to choose from. (I am a big believer in not paying for things that you don't really need, so I wanted to avoid having to buy the extra movies if at all possible.) Unfortunately, the worksheets provided did not have the movies grouped together by movie they came out with, so the portions of the worksheets I needed were spread across 4 different worksheets. "No problem," I thought. "I will just cut and paste together the parts that I need." For a moment, I thought I would need to print out the worksheets and actually, physically, cut and paste them together. Then I realized that was ridiculous! If you still do that kind of thing, stop! You are just wasting paper and glue. Instead, I took screenshots of the parts that I needed and pasted them into a blank Google Doc. I printed out the 2 pages, instead of the original 4, ran them down to the copy room, and I was good to go.
I introduced the lesson to my students on Tuesday. It was funny because some of them had come in that day and asked if we could watch a movie, something I pretty much never let them do but which they still ask for all the time. I told them not right away but maybe later. "Aw, Miss. Maybe? No maybe. I don't like when you say maybe. It means no. Say yes." I smiled and repeated, "Maybe."
When the time came to begin the activity, they were thrilled when I told them what we were going to do. I started by drawing a picture of the plot diagram on the board and labeling the different parts - exposition, conflict, rising action, climax, falling action, and resolution. Next, since this was a review for them, I had them tell me what each term meant. I left that up on the board while we watched the shorts, so the students would be able to reference it if needed.
The first short I showed them was "Dug's Special Mission". We watched through it once. Then, I played it again, pausing it at different times for us to discuss each element of the plot as it came up in the movie. We followed the first short with "Partly Cloudy" and "Presto". (Due to technical difficulties, we weren't able to watch "Burn-E".) Each time we worked through the elements of plot, I made the students tell me the answers and help me construct sentences to fill in on the graphic organizer I was filling out on the projector while they filled in their own worksheets at their desks.
It just so happened that I was doing this lesson on a day when other teachers were doing classroom observations as part of the EEI professional development. That period, I had 3 teachers come into my classroom - a history teacher, a math teacher, and an English teacher. As they left, I heard the math teacher say to the history teacher, "What a great lesson!" I smiled to myself, and I also made sure to email the teachers later in order to give credit where credit was due and point them to teacherspayteachers.com.
After we finished this activity, the next step was to have my students create their own plot diagrams for the children's stories they are now writing. Overall, I think it was extremely beneficial for them to fill out the diagrams using the Pixar films first because they got to see how each story was broken down into one event that lead to another that lead to another.
-------
Ease of use: Creating an account with teacherspayteachers is extremely easy, and it's great that you don't have to put in credit card information or anything like that just to sign up. What you are looking for will probably determine the ease of use of the search engine of the site. However, if you just want to sign up to browse through some great resources, then it is extremely easy. If you are looking for something extremely specific, you might have a bit more trouble. I also like that you can just look through the stuff that is available for free, because, after all, who really wants to pay for something that you can just make yourself?
Would I use this again: Yes. I would do this lesson again, and I will use this resource again. (I might as well, since I've already signed up.)
Downsides: You do actually have to make an account, which I know some people are wary of. Also, as I mentioned above, if you are searching for something specific, you may have trouble finding it, but if you are just looking for some good ideas, then you shouldn't have any problems.
Applications: This specific lesson - teaching plot to just about any grade and any English proficiency. This resource - every subject area, even PE and vocational education!
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