Day One

Day one is in the books!  We managed to prevent falling tears and broken dreams.  My fifth graders dream about lockers like I dream of wedding Joe Mauer (except their dream will be realized).  We’ll climb that mountain tomorrow.

Last year, the first day resulted in numerous tears, a few scolding remarks, and a couple of grey hairs.  This time around, I was determined to make things run more smoothly.  From having name tents on their desks to explicitly teaching procedures using the Time to Teach Teach-To’s, the day flew by!

A good read aloud thrown in there allowed me to feel as though I am not completely ignoring all academic tasks.  Kevin Henkes’ Wemberly Worried is an all-time favorite and a great read aloud.  The young mouse Wemberly worries about everything in her life (and I do mean everything!).  But the thing she worries most about is school.  Like any good children’s book, all is well in the end, and my students easily identify with the main character.  Her worries about school are the exact emotions they are experiencing as they begin their middle school years.  They also really enjoy closely examining the detailed pictures and discovering bits of irony and humor that are right up the alley of these pre-teens!  Who says you can’t read picture books to middle schoolers?

That was my main joy for the day–being able to share my excitement for reading with my new students.  Many of them seemed enthusiastic and I am excited about the rest of the year with them.

For now, it’s off to dream about pencil sharpeners and locker combinations (three times to the right, pass the number to the left, turn right…).

Question

Why am I so much better at writing in the mornings?

It’s currently 10:30pm and I was hoping to get tomorrow’s post written and ready to go before the dawn breaks.  However, that last episode of So You Think You Can Dance paired with yet another 12 hour work day has zapped my brain.

I suppose I know the answer to my own question:  I’m better at writing in the morning because I my mind is clear and I don’t feel as though I’ve been run over by a Mack truck.

My students must experience some similar feelings at certain times during the day.  I have vivid recollections of the post-lunch drowsiness that always struck during Mrs. O’s 8th grade English class.  Even more recently, I just today experienced the “after lunch nods” at a training session–not because the session was boring and uninformative (quite the opposite, in fact), but because my tummy was full, happy, and ready to rest.

I wonder how I can help relieve these “lull” times for my students?  Perhaps I will dream up some great ideas tonight….

Introduction [Steven]

Nobody ever knocks on the door of my classroom—the noise is generally so loud that knocking does no good (and of that the faculty is keenly aware).

This September morning was different, however.  Students had arrived quietly and sat calmly as they completed their morning Bell Ringer.  They were all engaged in their work as I took care of my morning duties.  It was so quiet you could hear the little urchins breathe.  Cherished silence!

We heard a rare, staccato knock at the door.   Mr. Mills, the guidance counselor, stood outside my door.  With him stood a tall, lanky boy who stared at the ground as if it might run away when he broke his gaze.  I smiled at the boy before glancing expectantly at Mr. Mills for my message.

“Ms. C, this is Steven.  He’ll be in your homeroom starting today,” he stated, as he handed me a copy of Steven’s schedule.

I was thrilled!  I love getting new students—the others seem to really come together to teach the new kid how things work in Ms. C’s room (and it’s one of the few moments in time when my kids feel the need to be on their best behavior).  Steven sauntered into the room, holding a scared look in his eyes.  He quietly sat in the seat I directed him to, and dutifully waited for further instruction.

As I turned to go back into the room, Mr. Mills grabbed my arm.  “Ms. C, close the door,” he instructed.  I did.

“Steven came to us from an alternative school in Mississippi, where his records say he was in the 4^th grade.  Since he’ll be turning 13 this year, we have age-placed him in the 6^th grade with you, but remember that he’s probably behind,” Mills warned me.  “We don’t really know why he was at that school,” he continued, “but his mama said he was just talking too much.  I put him in your room first period so you won’t have to deal with him for a big chunk of your day.  Call me if you need anything.”

Mr. Mills turned on his heel and headed back to his office.  My mind raced:

“He’s bigger than me!”

“Who can be his new student buddy?”

“He sure ain’t talking too much right now….”

“This kid’s gonna be 13 this year!?”

“Why on earth would they give me this student?  I’m only 22!”

Even with all of these thoughts bumbling around in my mind, I knew that Mills was gone, and I had 24 students waiting on me.  The door closed behind me as I re-entered the room, anxious about dealing with whatever crisis Steven would surely stir up within the hour.

Boothbay Harbor, Maine

Front Porch View (Spruce Point Inn, Boothbay Harbor, ME)

Saturday night around midnight, my group finally made it to our rooms at Spruce Point Inn in Boothbay Harbor, Maine.  I’m attending a conference with about 75 other teachers to hear authors and discuss the “current state of education.”  So far, it has been a really powerful experience.  The discussions have sparked so many thoughts I can’t begin to organize or fully think through.

The setting provides for amazing opportunities to sit back, take in the ocean, and continue working out my thoughts.  The reading, discussion, and setting are providing for some great growth.  It’s an exciting experience for me and I can’t wait to see what tomorrow brings!

Classroom blogs

In my first (and only) two years of teaching, I tried mightily to use a Writers’ Workshop format.  The only issue with this in a middle school non-block schedule is–you guessed it–time.  I found it much easier to do with my 6th grade self-contained class because we were able to work on it at different points in the day, and I could extend the time we spent on “Rising Writers” as I saw fit.  This year with my 5th graders on that traditional bell schedule, we simply didn’t have time for them to fully engage in the writing process.  Ever.

That first year, we created quite the end of year celebration, complete with hardcover books, fruit punch, fancy invitations, and about 45 non-student attendees.  This past year, my students lacked the computer and typing skills to fully type out any stories.  As a result of the lack of time and lack of know-how (and some other variables), my students were unable to take any pieces through the writing process.  Which meant no celebration.

The publishing step became more of the focus than the outcome.  Students spent months (yes, months) attempting to type and print their stories, feeling annoyed when our class couldn’t get into the computer lab, and experiencing frustration at their ineptitude in Microsoft Word.

I fully realize that there are too many issues outside of my control here.  I can’t help that there is only one computer in my classroom.  I can’t control that they have not had any previous computer training.  I can’t change our silly schedule.

I can control how we utilize the little time we have and how we publish our works.  The idea of using student blogs as a publishing platform has crossed my mind several times.  Yesterday, I watched the archived version of a webinar with Maine teachers Hattie DeRaps and Jake Bogar about classroom blogs (thanks to Tracey O. for the link).

Does anyone have advice about this platform for student publishing?  Has anyone tried it and succeeded?  Failed?  What issues should I know about and ponder before deciding whether or not to use this in my classroom?