Every time I have a long enough break to reflect on my teaching, I suddenly want to revamp EVERYTHING. I want to try EVERYTHING. First, I go to Pinterest and pin hundreds of ideas. Next, I start at least 10 massive projects to transform my classroom. It’s pathetic! Sometimes I start so many projects at once, when I go back to one, I completely forget my original intentions. Well, not this year. You will be proud of me to know that I am only planning two transformations. Today, I want to share my thoughts on classroom note taking.
It’s the first weekend of winter break (wooohoo!) and I’m sipping chai, nibbling on fresh baked chocolatey-chipped cookies, listening to a Vintage and Rare playlist on Spotify, and playing with kitties. Life is good. The human part of me is loving this moment, but she is interrupted by the teacher part of me who is gently whispering, “You should not waste this time. You need to be working.”
Fine! But I don’t want to do anything too serious. Then I remember the student survey I created at the end of the final. I should really look at that and see how my kiddos feel about the writing process. As an SDC English teacher, my teacher life often exists in a huge vacuum. I create my own finals, formative and benchmark assessments. I create my own pie charts and bar graphs to show administration student progress. And now, I must figure out what to do with student feedback. In preparation for writing this blog post, I realized there are three simple steps for using student feedback.
While I’ve always loved that line, I’ve never had a chance to use it in my own writing (until now). During the summer of 2015, I was extremely fortunate to participate in the Folger Summer Academy -an intense study of Hamlet. At that time, I taught 9th/10th–but all of the teaching strategies transfer nicely to Romeo and Juliet and Othello. Due to fate or providence, this year my teaching schedule changed to 11th/12th–which was obviously a mandate to share Hamlet with my new classes.
We did many of the activities I learned at the Folger Institute: two or three students act out a scene, while other students direct the actors, students formed groups and prepared a scene for the class. We did a “To be or not to be” face off where the lines were divided into two characters and 1/2 the class read one character, and 1/2 the class read the other character.
While the Folger philosophy is one that is a practice of students facing the language head-on and experiencing the plays directly, as an SDC teacher, I feel I need to apply further techniques to ensure close readings and understanding of the text. I will share four activities I did with different classes. Continue reading Reflection on Close Reading Projects for Hamlet→
Have you ever had a 12th grade student rush into your classroom and hide in a dusty corner, far away from the door, until the bell rang? When this happened six years ago, my first thoughts were that Carl (alias) was being bullied; but this was wrong. Most of his classes were in a co-taught setting, and English was his only class where all students were receiving special education services. Carl was embarrassed. I said all of the teacher-y things to boost his self esteem, but at the end of his senior year, the situation had not changed.
While drinking chai and nibbling on cupcakes, I realized, just like Carl, I’ve been hiding in the corner throughout my teaching career; and I’m finally ready to come out into the sun. In speaking with other Special Education teachers, the identity issue is not isolated or new. This knowledge alone, makes me feel somewhat better. At the same time, there is a three-step, simple cure for the Special Education Identity Crisis.