rebel rebel…
Our readings this week have focused on classroom management and interaction with our students. From Curan, to Ramsey, to Alsup & Bush, and on to Flannery’s article on the NEA website, we read about how to talk to students, their parents, and how to manage our classrooms effectively. Some of these points were wonderful; I enjoyed the chapters from Ramsey, and saw interactions I have had with my own students in the advice offered. The skills we are building as students of education will help us to effectively educate students. I particularly liked the observation that “the golden rule still works” (Ramsey).
I have struggled with my students this semester, particularly with the older students. While I completely understand their need to rebel against authority (been there, done that), I have tried to defuse situations as best as I can by trying to be as straight-forward with the students as possible. I haven’t dissembled from the basic fact that language gives them power, and that effectively using language allows them to have their voices be heard; however, I have tried not to let those students with the facility to use language well run the classroom. I want my students to be critical thinkers, question facts and assumptions, and ask questions. There are times when the questions asked seem to be raised as a method for deferring further work, rather than enhancing understanding of the matter at hand; I have begun attempting to redirect these kinds of questions into “how” and “why” arenas that relate back to the original subject, or guide the students on to the next point in the inference chain. This seems to help matters immensely.
It was refreshing to read about giving instructions, particularly the pointers on how to give clear instructions. This is something that I have been working on; I cannot assume that verbal repetition and written directions will make it through to my students. I have found that I need to refresh their memories every couple of days, writing deadlines on the board, reiterating what they need to do and how to do it. Some of the accepted formats for dissemination of information at my school have proven themselves to be flawed; if 90% of the students who receive a resource do not use it correctly or are unable to understand the information delivered, then the resource is at fault, and not the students. I have recast information, broken my assignments into smaller pieces, and made certain that the “deliverables” desired are clearly understood by the students in my classes. This makes me feel better about my teaching skills, and helps the students feel that the work they have to do is manageable… Giving students the project a bit at a time, rather than having it due all at once, also seems to help with the management of workload and allows me to better monitor progress toward the class goals. How do you manage large projects in your classrooms?
February 24th, 2008 at 4:32 pm
In response to your question:
I have also found that students need a little help in remembering due dates and in receiving time to work on projects in class. For my students, I always write the due date on the board and keep it there as an aside (usually in red marker) until the day the projects are to be presented/turned in. Once every few days, I ask the students what assignments or tests or projects are coming up in class and have them spit back to me what is due and when. This works well as a reminder and as a chance for students to show off their good memories a little to their classmates. For projects, I usually build in class time for students to work. I try to also gear lessons so that they are resources to the students for the project. For instance, I have assigned a poetry presentation in which students create a poem about a memorable moment in their lives, bring in or create any type of visual that furthers the meaning of the poem, and to show both in a unique, professional, presentation. I gave a personal demonstration and also geared a lesson towards learning how visuals can prompt words just as words can evoke images. They learned about visual literacy. This lesson should help students to choose wisely when they create their visual for the presentation. I think that giving preparation time in class cuts down on students’ anxiety/confusion which helps us, as the teachers, in creating a good environment for learning. Also, when there is less student anxiety, there should be less misbehavior.
When students have class time to work, they also have the opportunity to ask questions as they work, and the teacher can also ask the students questions to prompt more critical thinking in the project and in connecting the project to life lessons. As you have commented, it is so important that students as well as teachers to ask questions.
February 24th, 2008 at 10:36 pm
I would second ilrlo’s comments about instructions and assignments. I try to give assignments to be finished during class time. Aside from the fact that many of them simply won’t do homework, I find that it’s helpful to have them do the work in my presence so I can talk them through instructions that may seem cryptic.
I’ve found that one of my biggest problems in meting out discipline is that I’m kind of touchy-feely, and I tend to take students’ misbehavior personally. As more than one of the articles points out, it’s not personal. This is clearly one of my character flaws when it comes to teaching, definitely something I need to work on.
February 25th, 2008 at 9:58 am
Hi Ludlow,
I think you are right on track scaffolding experiences for your students! I found that Branson’s second chapter in “How People Learn” (actually the entire book) in which he and his co editors look at how expert learners differ from novice learners was very helpful when I was designing learning experiences for my students; helped me recognize where stumbling blocks might occur. Do you think this might be of value in your planning too?
How Experts differ from Novices
http://www.nap.edu/html/howpeople1/ch2.html
Wondering too if you seen this resource on scaffolding and if it might beneficial?
http://www.kent.k12.wa.us/KSD/IT/TSC/scaffolding/
You’ve not mentioned you are using graphic organizers for reading and writing although I’m sure you are. Can these help with your planning learning for your students?
http://www.greece.k12.ny.us/instruction/ela/6-12/Tools/Index.htm
I’m looking forward to your continued discussions!!
Best wishes,
Lani
February 25th, 2008 at 3:59 pm
The issue that you address here has haunted me all year. I used to think that giving directions three times and reminders in between due dates constituted as giving “clear directions.” But I soon realized how wrong I was when my students STILL would ask me “What are we supposed to due?” or respond “I didn’t know that was due!” I learned to find several different ways to enforce instruction. I would ask at least two students to summarize the assignments, give verbal and written reminders for due dates, as well as strategic planning sheet for large assignments. I also try to keep a calendar in the class and use bright colored paper as reminders. I also make my students do all assignments in class which helps a great deal.
February 28th, 2008 at 4:50 pm
I agree that breaking projects down is a good idea. However, I also stress that the final product is important. Last semester, my students read Tale of Two Cities. Instead of giving a test, I had the students make a multimodal newspaper. They would meet in groups every week, fill out a questionnaire that asked about their progress, their plans, and any problems or questions. Each newspaper group had a staff and an “editor.” I encouraged my editors to set incremental deadlines and make their staff keep them. This may not have been a good idea: the editors set deadlines, no one met them, and there were no consequences. As a result, many of their final projects were rushed and of poor quality. Though I also see this result as a lesson in leadership and group work, I think that it is a negative lesson, and the students would be happier if I had more direct management in the projects.
I like Lindsey’s suggestion for papers—having a process grade and a product grade. I think that that theory could be applied to large projects, so students would be responsible for a quality final project, but they also get a grade for working as they go along (that’s where the smaller chunks come in).
March 2nd, 2008 at 11:11 am
When it comes to helping my students remember assignments, I am trying something new this semester. I have been giving the students calendars that they can keep in their notebooks. This is along with the reminders on the board and a calendar that I keep on the wall. My students are notorious for the “I didn’t know that it was due!” line. This semester I am trying to put an end to unbelievably late work, so I remind students daily about upcoming assignments. The bigger question is what should we do when students miss the deadline? Are we babying them by constantly letting them turn in work late? Or are we not being understanding by not letting them turn in late work?
April 7th, 2008 at 1:03 pm
Hi Ludlow,
I know the discussion around this post focused on managing assignments and assisting students in remembering assignments; however, you did title it “rebel, rebel” and mentioned interactions with students. I came across a blog posting today concerning classroom management and wondered if it might have any value?? You can find it here.
Best,
Lani