Jennifer from NJ reports in:
Dear Ben,
Here’s my report:
Today I got to meet the students in four of my classes. (Tomorrow I will meet the other four classes.) I had the students fill out the questionnaire suggested by Ben from his resources page and on the reverse side of the same sheet, I asked students to draw a picture of something they like or like to do. I began right away by introducing myself with “me llama” and circling that a bit although for most of my classes I decided to skip talking about what I like, as my example was pictured in the front (as per Scott Benedict) and just start in with the students pictures. It was easy to know which kids to target first because as they came in and while they were following my directions, I was surveying the land with my special Terminator eye and knew which ones were really rough around the edges.
There was an amazed look in their eyes (or was I imagining) because I chose them and was talking about them and actually seeming to give a darn. Every time there was a rule infraction, I stopped the conversation in Spanish to address the rules poster in English. It felt more natural to do it as the issues came up rather than stand there and review a list all at once. It seemed to make more sense to the kids, too. We had 80 minute classes today and will have the same tomorrow which is not typically our schedule. (We have hour-long classes.) Boy, did those minutes fly by! I’d like to think most of the students felt the same way since I had a lot of silence, a lot of eyes focused on me and my L2/L1 writing on the board. Overall, I left for the day feeling so calm and so happy and excited for tomorrow. That says a lot because I really do suffer from anxiety.
A few things I do want to mention because I’d like suggestions:
1a. I had a student that failed the same class with me last year and he barely filled out his questionnaire, I had to ask him 2 times to get his head off the desk, he wasted some time at the bathroom and halfway through he mumbled just loud enough for everyone to hear, Ahh what time is this class over? How do I deal with this? Should I talk with him first and be stern and warn him that this year his old games aren’t going to work? Should I call home even though I won’t see him until Friday to talk to him?
1b. I had a female student that passed my level 1 who showed up tomy level 2 this morning with an arms-crossed, rolling eyes attitude. She’s very smart but has a sharp tongue. She was reluctant to answer my questions directed specifically at her as if she’s too good for all this. The questions above apply to her as well.
2. Yesterday during our teacher work day, the whole school was informed that we needed to change our grading categories because the principal wants to go toward a more standards-based grading system. (::small scream of delight::) It’s better than it was but not everything it could be: Assessments 85% and Homework/Participation 15%. I was planning to divvy up the assessment category the way Scott Benedict explained it to David Talone and I at our workshop but then I’m left not knowing what go make of the Hw/Partic category….plus I really get why you, Ben, don’t prefer that Scott has the speaking and writing categories there in the lower levels, which is what I teach. Again,y what do you all think? I know there are conversations on the PLC about assessments/grading but I prefer to share my specific situation to get suggestions that better fit what I’m dealing with. (plus I’m one of those lone wolves in my department.)
3. As a lone wolf I can’t help that feeling of getting that curriculum “covered”. I know, I know…that word sucks and I hate it and I know we have discussed changing that thinking but are you all for real that I can keep doing the CWB for as long as it takes and that’s…well, okay? Should I give them a quick quiz everyday until its over?
Anyway, I’ll write again about tomorrow’s first day and I’m sure I’ll have more questions. Thanks again.
-Jen