Week 14: Writing Conferences- Take 1

Writing Conferences- Take 1

Though I have been collecting material for my inquiry all semester I have finally gotten into my conferencing. The students are writing argumentative essays on any topic of their choosing. I have provided the students with two labs days for 4^th and three lab days for my 8^th period class.

I initially wanted to conduct my research on both of my tenth grade classes, but after trying to initiate informal conferences with the 8^th period class I realized that this wouldn’t be possible. Many of my students in my 8^th period class skip school a lot, so even if I wanted to conduct research on them it would be hard. Many of the students do not turn in any material, and have not filled out computer/ internet user passes to be able to utilize the school’s computers and they do not have technology accesses at home.

With my fourth period I first collected their thesis generators and spider charts and took notes on what we needed to fix. The students had a lot of trouble with their thesis statements and with coming up with enough subtopics to support their 3 page long paper. While the students were in the lab conducting research I walked around and talked to each student about their thesis. This was important because I got to see the student’s topics and make sure they are collecting the necessary information.

During these quick meetings I was able to answer any questions that they had about the paper. I also had the opportunity just too really talk and get to know each student and see what kind of help that they need on their papers. Some people like to work at home and others in class, we have to watch out for plagiarism (I taught a lesson on this to help prevent it from occurring.)

How can I get students who miss up to date when they don’t have computers at home?

How can I make sure students are working? Seating charts in a computer lab? Make turning things end at the end of class a requirement?

Thank heavens for edline and the file locker, so students can work on things at school save it and work on the same document at home.

We will see what happens with the formal conferences next week!! J

Though I have been collecting material for my inquiry all semester I have finally gotten into my conferencing. The students are writing argumentative essays on any topic of their choosing. I have provided the students with two labs days for 4^th and three lab days for my 8^th period class.

I initially wanted to conduct my research on both of my tenth grade classes, but after trying to initiate informal conferences with the 8^th period class I realized that this wouldn’t be possible. Many of my students in my 8^th period class skip school a lot, so even if I wanted to conduct research on them it would be hard. Many of the students do not turn in any material, and have not filled out computer/ internet user passes to be able to utilize the school’s computers and they do not have technology accesses at home.

With my fourth period I first collected their thesis generators and spider charts and took notes on what we needed to fix. The students had a lot of trouble with their thesis statements and with coming up with enough subtopics to support their 3 page long paper. While the students were in the lab conducting research I walked around and talked to each student about their thesis. This was important because I got to see the student’s topics and make sure they are collecting the necessary information.

During these quick meetings I was able to answer any questions that they had about the paper. I also had the opportunity just too really talk and get to know each student and see what kind of help that they need on their papers. Some people like to work at home and others in class, we have to watch out for plagiarism (I taught a lesson on this to help prevent it from occurring.)

How can I get students who miss up to date when they don’t have computers at home?

How can I make sure students are working? Seating charts in a computer lab? Make turning things end at the end of class a requirement?

Thank heavens for edline and the file locker, so students can work on things at school save it and work on the same document at home.

We will see what happens with the formal conferences next week!! J

Week 13 Rumors, and the spreading of Chaos

 Rumors, and the spreading of Chaos

Morgantown had an incident earlier this week that caused a lot of chaos based on rumors that were circulated around the school. There was an altercation before the homeroom bell rang that involved a weapon and the students were in an uproar. Since it was before school and we had kids just getting to the school and not knowing what was going on, they school was put on a lockdown and students were ushered quickly to homeroom. Students who arrived to school a few minutes late or right on time had to stay in the office.

The rumors and the gossip spread, the teachers didn’t know what was going on as well. We hear rumors of people breaking up the fight, blood everywhere, students were in critical condition, and we were all in a state of confusion. Everything turned out to be all right and the altercation was done within the minute it started but the rumors and gossip lasted all day and well into the next one.

This really made me think of what life will be life as a teacher. If there is ever a reason for concern then the students look to the teachers for answers even if we don’t have them. It is a very scary thought knowing that 20+ students wanting to know information about you and you have to do your best to calm them down and keep the rumors from spreading farther.

e='fon� n z : t� Џ ne-height:115%;font-family: "Tahoma","sans-serif"'>Break up the reading? One chapter a class day during week days and more on weekend? 

Week 12: Reading a Novel

Reading a Novel

My 12^th grade Honors and on level classes have been reading Bram Stoker’s novel Dracula for a few weeks now.  What I have noticed is the students are falling behind. There are about 25% of the students who are where they should be in the novel and the others just aren’t reading. We have the students read two chapters a class and then on weekends they have multiple days to catch up. MHS is also on an every other day schedule so the students only have to read only a chapter a night. We started off just quizzing them every six chapters, but when we realized that they were not reading, we had to start quizzing them every class period.

Students say that they are busy and that the reading is just too much, but when class time is offered for them to read or listen to it on tape they do not use their time wisely. They are doing the assignments that we assign them and most are doing the vocabulary but when it comes to reading they are falling behind.

What can we do to help our students read when it comes to novels?

How can we assign a “readable” amount of work and not take half a year to read one novel?

Break up the reading? One chapter a class day during week days and more on weekend?

em. Av � I b t� Џ lly nervous and self-conscious while videotaping, so I am not teaching to the best of my abilities. I guess this will improve the more I video tape myself in the future.