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So, I had this whole post written about my plans for bucking the FCAT review scheduled for tomorrow. Then, the browser crashed. As such, here’s a link to the ActivBoard Flipchart I made.

Bah.

More later.

Click

technorati tags:FCAT, ActivBoard, Flipchart, Teaching, Writing

Let me say some things about my final exam. Given the two days before school let out, exams are rarely an exciting thing for me. At Phoenix, all students, 8 and 9, take exams so as not to disrupt the schedule and to help prepare our advancing 8th graders should they decide to go to a traditional school next year.

My final was simple. I gave the students 10 different writing prompts and told them to pick the one they thought they could write the most interesting essay about. From there, they had to brainstorm, plan, write a rough draft, revise and write a final draft.

Now, at this point last year, I gave the same final and realized I had a lot of work to do. This year, the results were amazing. One student turned in planning, a rough draft and a final draft. This is amazing because the student has a serious learning disability. At the beginning of the year, he gave me four lines in response to a prompt. This was after he wrote his name on his planning sheet – that was all, his name, nothing else.

The essay he turned in took the whole page. Not only that, it contained three similes. THREE.

While none of them is ready to be published, each essay showed tremendous progress. They’re writing. More often than not, they’re writing things that are interesting and important to them. They’re good kids.

I need to get to the next level. Our state writing assessment, the test I was hired for, is Feb. 7. I need to get them excited. I need to get them focused.

I don’t know how many times this year, I’ve told the kids, “You will get a boring prompt, that does not give you permission to write a boring essay.”

Other important phrases include, “Write the good sandwich,” “Write your truth,” and “So far as I know, no one has ever died of a writing related accident.”

technorati tags:freedomwriters, english, teaching, writing, exam

Finals began yesterday.

I like finals. I like the idea that my students have an opportunity to put all they’ve learned to work for them. I’m not so fond of the results, sometimes, but them’s the breaks.

Thursday’s finals were something altogether different.

My final is simple, students receive 10 possible writing prompts and must choose one. They brainstorm, plan an essay, write a rough draft, revise that draft and write a final copy. It sounds more tedious than it is. I try to select prompts that are interesting and the fact that there are ten choices is helpful.

Yesterday’s results were astounding. I was walking on air. A student who has, thus far, sat through timed writings and ended up with a barely legible third of his page filled up gave me a full page including 3 similes. I don’t know if I was more excited about that or about the fact he FILLED an entire sheet with his brainstorming. It was tremendous.

Many other students who have heretofore done little or nothing when it comes to planning and brainstorming filled pages with webs and outlines. There was drive, effort and ability.

“Look at mine,” was not an infrequent thing to overhear. I am proud.

I announced Wednesday when we were finishing our review for the test that the top essays from each class would be posted here on the blog. It’s going to be a tight race.

More later.

technorati tags:teaching, english, classroom, finals, study, writing, essay

Yesterday was the first day of my experiement with having my students teach their peers. While it was not a shining success serving as a beacon to the way education should be, it did offere a glimmer of hope of things to come.

I will use my last period class as an example. Two students were in the group that taught yesterday afternoon. They were a good pair who are also friends. Now, this can mean two things. Friends in group work can lead to no work or it can lead to good work. In this case,  it led to the latter.

Of the two students, one is a frequent challenge. By the time this student ends the day in my classroom, I frequently wish my walls were padded in rubber. Monday, though, something else happened. These two students who had communicated over the weekend, who had sacrificed their lunch and wheel classes to work on their presentation brought their A Game.

From the top of the class, they had something for the students to do. They modeled, practiced and then assigned – taking questions as they went. What’s more, they showed patience and understanding of those students who were off-task. Their re-direction was not loud or threatening, but quiet prodding of the “So, what are you writing down? Can I help?” ilk.

I was impressed. The cap was when theses student teachers had one of their class share a paragraph he had written. About the most difficult decision he’d ever had to face, the sharing students paragraph outlined his decision of whether or not to go skydiving. Without missing a beat, not a beat, the usually bouyant student said, “I can relate to that. When my mom went skydiving, I went up in the plane with her, and just being up there was scary.”

He offered clear, relative feedback. He connected with his students.

I’ll be doing this again when we return for second semester. It’s a trial and error thing. Now that I know they can do it, I’m excited to see them do it better.

More later.

technorati tags:teaching, english, classroom, la, student

We’re heading in to finals week next week. Because Phoenix is an 8th and 9th grade school, our 8th graders will also be taking finals. This is a first for many of them. It was a first for me last year. Earlier this week, I was pondering how I would prepare my students for their final. What review would work best? I feel I’ve dowsed them in the steps of the writing process for the past 18 weeks; one more time and they might drown.

Luckily, the idea came to me in the shower, as many good ideas do.

I’m not teaching anything. It’s a tough on to grasp and looks like loafing at first glance.

It’s not loafing, it’s learning. If William Glasser is correct and we learn 90% of what we teach, then why not turn the teaching over to my students.

And so, for three days now, my students have been creating lesson plans, using computers, and working in groups to teach the steps of the writing process.

Let there be no confusion, it was painful at first. Many of my students claimed they had no idea how to plan for an essay, though my memory recalls planning being the chief concern of at least a dozen lessons. They looked like they were listening, even answered questions.

So, the learning’s on them. The teaching’s on them.

My job is to buzz from group to group and say things like, “If you’re working on conclusion paragraphs and the group before you is working on introduction and body paragraphs, why not ask what the topic of their essay is and feed off of them?”

Last night, in an attempt to settle some concerns that continue to come up in each class, I built this. Hopefully, it will serve as a guide to the misguided. Either way, they’re taking ownership…if somewhat reluctantly.

The Superintendent is doing a whirlwind tour of schools this week and next with a reporter from the Herald-Tribune. Mine is the class at Phoenix they’ll be visiting. Sixth and seventh periods (two in which there is the most controlled chaos) have been told we’ll have visitors. I’m excited because I think they will be proud of themselves after the visit. They are ready to answer questions (I hope) and they are owning the project so they should be fairly articulate. Of course, that’s with me. Who knows what will happen when they are approached by total strangers who want to know “What are you doing?”

technorati tags:english, education, teaching, classroom, superintendent, sarasota

So, I was feeling rascally today.

Things in second period were a little off during our journaling at the beginning of the period.

How to deal with this? How to focus the students without setting out for a day of stress and frustration. I truly woke up this morning and told myself I would not be coming back to my apartment frustrated. The question became, then, how would I accomplish this?

Then answer: Don’t teach.

As my lesson was completely set up on the ActivBoard (including discussion questions), I handed over my stylus to a student and said, “Take the class.”

He took over the class and I sat at a desk and participated as a student.

I raised my hand, I asked questions, I offered answers during discussion. Even better, rather than leading the students through difficult vocabulary in the passage we were reading, I raised my hand and asked, “What is an ‘alibi’?”

My students worked these questions out, discussing and arguing and moving on. At no point did anyone say, “Mr. Chase, you know what that means.” Caught up in the moment, they took my questions as genuine and answered them as such

I thuroughly enjoyed myself. As the experience went so well in my first class, I decided to give it a go in my next as well.

I’ll tell you something, it was eye-opening. The lesson was two-fold. The students in the seats were involved in learning what I had planned. The students who were teaching were involved in learning how to communicate a message to a resistant audience.

Things went very well, from my point of view.

The most memorable moment, for me, was when my 6th period teacher looked at me and said, “Ok, Mr. Chase, I get the lesson.” He was not talking about our discussion of what it took to make a quality piece of writing. He was speaking of what it takes to hold a class together. He was talking about the gymnastic rigamaroll included in keeping a room of 8th graders interested in anything. You know what, he did get it. He did not (nor did any of my literal “student teachers”) give up. Each of them toughed out the entire period with some astounding results.

The question becomes, can I go back there again? How often?

Tomorrow, we’ll be completing our monthly timed writing, so I’ll be leading the class. Still, a seed has been planted. Can this exercise evolve to the point where I give my students a topic or information set and a date and tell them to be prepared to present?

More later.

technorati tags:english, education, teaching, languagearts, writing, middleschool

Blogged with Flock

My second period class didn’t know what the midterm elections were. They didn’t know why last night had any potential to impact America. Only time will tell if last night’s results really did have any impact on politics in America.

We did get into an interesting conversation about political parties. A few of my students decided things would be better if there were only one party in power at one time. Say, a Republican president were elected, they decided the entire Congress should also then be Republican. We spoke further and talk turned to the war in Iraq.

“Why are we there?” I asked.

“The Iraqis flew the planes into the World Trade Center,” was the majority response.

“No,” one student said, “It’s because of the weapons of mass destruction.”

Thinking this was a strong road to follow, I asked the student to elaborate.

“Bush didn’t pay off the weapons of mass destruction, so the people from Iraq attacked us.”

The discussion was heated and everyone had an opinion. Tomorrow, I suppose I’ve got to decide whether I follow them down the rabbit hole. For right now, they’re writing. I can’t wait to see what they have to say.

More later.

technorati tags:Iraq, teaching, lesson, war

My students have been reading The Freedom Writers Diary. Yesterday, we read Diary #5 which recounts one student’s decision to buy a gun for protection from a group of teens in his neighborhood who are constantly messing him up. In the discussion that followed in each class, my students were in 100% agreement that they like this book. It’s difficult not to be drawn to truth and honesty. My response was to ask the students whether they thought they had stories worth telling.

From playing the Line Game, I knew the answer was “Yes.”

My next question was more difficult to answer, “Why aren’t you telling them?”

In truth, no one has ever asked them to tell their stories. No one has said to them, “Write something you would want to read.” The Freedom Writers Diary has helped them see that what they want to read, they could write. My assignment at the final 15 minutes of the class period was to “write a story from your life that you would be interested in reading.” The results were varied from the expected to the intense. I want to use these truths to begin editing and publishing. I need to get from these stories to blogs. They need to be able to post anonymously. Logistics to think on.

What’s ironic is that I was waiting for their skill sets to get to the point that my students could blog. This was wrong. I needed to wait until they had a voice that needed hearing. We’re almost there.

My hope is that we will be able to have a level of interaction similar to that of Will Richardson’s class when they blogged about The Secret Life of Bees. Having had the chance to actually get to meet the freedom writers, I feel sure they would take 5 minutes every once in a while to write back to my kids. Here’s hoping.

More later.

technorati tags:WillRich, FreedomWriters, Gruwell, English, Teaching, Writing

A man’s voice is booming from my CD player as I sit this Tuesday morning putting the final touches on my lesson. Layered over it are the soft cajolings of a woman encouraging me to “let it rain and clear it out.”

I’m not sure of the name of the song, but it’s inspired many of my female students to enter my room and dance. It’s a dedication and energy I wish to tap in to when I’m teaching.

They flock in and out of the room, some watching, some participating, everyone wanting to be a part of the experience. How do you get this kind of excitement and thought about learning?

I want the best way to subvert this culture. Yes, technology is where they live, but most of my students use technology as a means to get to their real homes – their music.

In the five minutes of writing this post, the number of students has gone from 10 to 20. They are 100% engaged in what is going on.

The bell has rung. The experience is over.

Lightning in a bottle.

More later.

technorati tags:music, rap, dancing