Pay attention to this, record it if you need to, because you might never hear it again. I actually wish my students stayed longer. Yes, I can relax when I get them all to the bus/parent pick-up/walkers' crossing guard, but there just are not enough hours in the school day--at least it feels that way. And being new, and having to make adjustments as I learn what works well and what doesn't, we are still working on some new routines. That is exhausting (worth it in the long run, I know) and it takes so much time. I know in the end, the day will run more smoothly and the routines will (LORD willing!!!) be quick and like clock work. But it takes so much time to work on them NOW, with the pressure of FCAT (FL standardized test) coming! Ugh!
On top of all the classwork, we're also supposed to keep AR tests running and mounds of paperwork. I thought I knew about the mounds of paperwork--I had no idea. I'm starting to feel like my lessons should be longer so we can go more in-depth, but that leaves less time for independent practice. But maybe that's okay, if they are more solid in the skills/concepts from increased guided practice time. I need to ask other teachers how many in-class independent practice problems they assign. I think I might assign too many in-class problems and maybe not enough homework. I don't know.
Things I want positively established with smooth running routines:
-students come in, move attendance star, read the morning message, turn in homework, put away backpack, and start morning work
-students keep track of pencils (!!!!!!!)
-students stop morning work and participate in brain gym/Pledge of Allegiance systematically with no more than one announcement that brain gym has started (I can see how they might concentrate so much on morning work they don't realize brain gym has started, so I don't mind one announcemenet/reminder. I need to ask if the other 3rd grade teachers have their students do brain gym--that would give us a few more minutes), then they get back to work and actually FINISH morning work (it was 2 sentences to correct and 2 math problems.. they had 15 minutes, but they DAWDLE so much they weren't finishing. I think copying from the board was part of the concentration challenge for them, so I've been giving them a phonics worksheet instead)
-some kind of homework files where students are responsible to get their homework before they leave--I think 9-10 year olds are old enough to make sure they have their homework papers without me chasing after them to see if they do
-respecting QUIET work times by not talking
-have an "afternoon share" time so students' good work habits during the day are rewarded with time to visit, share, and be heard
-every student takes an AR test every week
-new management of punch cards...I wonder about having them come to me
-three students in particular become MOTIVATED to work!
It's not all that bad--it just seems like, with new routines, they get the hang of it by the end of the week, then you start over again after the weekend and they've lost some of the smoothness of it. I have been giving SO many rule reminders. It WAS working... maybe it's because it's Wednesday--they always seem more hyper on early-release day. Lord willing, tomorrow will be more smooth. :)
In other news, Uncle Andy has been officially nominated by President Bush to be a Federal District Court Judge!! Congratulations, Uncle Andy!! We are SO proud and THRILLED for you and this answered prayer. We will continue to pray as the confirmation approaches. :)
Love,
The Kubos
Wednesday, January 25, 2006
A Little More Time
at 6:15 PM
Labels: family and friends, work
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3 comments:
Becca,
From one new Floridian "in the school system" to another Floridian IN THE SCHOOL SYSTEM . . . this FCAT stuff is waaaaaaaaaay over the top!!. It is almost as if W. Bush himself is coming for an official visit. I have never seen anything like it. Connor's teacher is from NYC and she said the same thing. She is overwhelmed by the increase in paperwork in the Florida schools and the pressure on them regarding the FCATs. Connor is doing writing prompts for the FCAT writing portion of the exam in a couple/few weeks. He has never had a writing standardized test before. He enjoys it. I asked him if he had any classroom hints/stategies on keeping up with the pencils. Nope. They can keep two in their desk and the rest in their cubbies. Maclains class has two buckets of pencils next to the sharpener. One bucket is sharpened and one needs to be sharpened but that is a weekly "job title" for a student AND . . it is first grade so that may not be much help.
Thank you for your advice and encouragement. :)
I'm glad I'm not the only one feeling SO pressured by FCAT!
I looked on a teacher message board, and my current plan for pencils will be: one empty cup for pencils that need sharpening, one cup with sharpened pencils onto whic I will tape a masking tape "flag" to the top with a K written on it, so everyone knows it's Mrs. Kubo's pencil. Lastly, one other cup with tongue depressors --one with each student's name on it. When they need a sharpened pencil, they'll put the dull one in the "empty" cup, and exchange a sharpened pencil for their tongue depressor. That way, I can quickly and easily see who took a pencil and it will have to be returned by the end of the day. I had them signing out pencils, but that takes time and they forget to cross off their name. When they turn the pencil back in, they can move their tongue depressor back. It sounds a little complicated--hopefully it will be easier and help with the case of the disappearing pencils. Also, sharpening pencils can be a student job, like you said, Kim. I was thinking about doing that. :) I'd rather not mess with the tongue depressors, but SOMEONE has a HUGE stash of my pencils in his/her desk! I might have them clean out their desks too---I have sharpened at least 5/day, and I'm lucky to get even 2 back. It's ridiculous.
Also, I am thinking part of the problem with their morning work is it's the same all week. So, I'm thinking of having Mondays be a journal about their weekend or a quick write, Tuesdays could be a phonics sheet, Wednesdays could be a couple math problems (I have a book I REALLY like where they draw out the solution), Thursdays can be some type of grammar or "Drops in the Bucket" if I can get ahold of that book somewhere, and Fridays can be cursive practice. In general, you get the idea. There's still consistency from week to week, but they get some variety throughout the week. What do you think?
I am encouraged to have new ideas to try. I'll let you know how they go! And PLEASE let me know if you have any other great ideas or advice!
Congratulations to your uncle! YEA! I know how proud you all are.
Pencils are a big problem in my class! I had a bunch and they used to have to give me collateral but when I finally accumulated so much of their junk and no pencils, I gave that up. Now I have a bunch more and when they are all gone, I'm not replacing them. And they'll just have to figure it out. The biggest problem with my kids is their lack of responsiblity because someone always fixes it for them. So if I constantly give them pencils I'm only enabling them. So once the pencils are gone and not returned, oh well figure something out.
The morning work sounds good. Like I said, mine have all day to get it completed and with Mountain Math and Language it's more about the effor than the correctness because it's like a mountain, it's easy to start but you have to work your way up. Some problems are easy and some they don't know how to do yet. So they have to look them up in the book.
As for the testing, I'm sorry that it's so overwhelming. I wish I had some advice to go with the sympathy but that isn't something that I know about. Sorry. :(
When it comes to routines, make sure that there are clear consequences for not following the routine. By their age they should remember the routine over the weekend. And if they decide they don't have to follow it, then they are accepting the consequences. Although (and you may be doing this) try reminding them about the routine before they start instead of after. Be Proactive instead of Reactive. If when they come in you want all these things done, have the directions written on the board and before you let them come in, remind them, "You need to come in quietly read and follow the directions on the board. Anyone that chooses not to follow the directions is chooses the consequences, right?" Make them have ownership and take responsibility.
Hope this is helpful. And I promise next year it'll be easier when you start at the beginning and you have the whole year to work on things. :) I'm always here. Erin
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