My idea was to expand BBW by having small literature circles (or something similar) examine a novel over 6 weeks or so, meeting once a week to discuss/explain/assess the novel. My idea was that the groups within each class would have different novels to explore--all of it merging together during BBW. This would help with Common Core (non-fiction) and our Reading Counts (mandatory).
My issue is this--I can't afford that many books. Our school library has some copies which can be checked out and of course our limited public library selection.
Any ideas/suggestions/tips on how to supplement or rework this type of project so that something similar can be accomplished? I'll probably have around 65 students spread over 4 class periods.
On 4/10/13, Nicole wrote: > Hi all! I'm beginning the journey back to education after > an 8 year hiatus (if you want to call working elsewhere > full time and raising a family a hiatus). I graduated in > May of 2005 from USF with my degree in secondary english > ed. I'm hoping be in a middle school classroom. My > certificate is still good but I'm lost on where to begin > preparing myself to interview and then if course to be in > the classroom. Any recommendations on courses, websites, > blogs, or personal experience you can provide would be > appreciated. I live in the Tampa bay are of Florida, so if > there are any regional resources anyone could provide that > would be amazing. Tia!!
I was in a much worse position - my B.S. in education dated from 1977 (detours for English Grad School, tech editing and writing, farming) and then wanted to start teaching after returning to my home state in 1991.
I called the state board of education and they recommended taking 2 refresher courses. That updated my degree, and it got me up to speed with the latest classroom technology and trends. Because I did that, I was "more or less" ready for my first job.
So, contact the state board of education first. They may have a jobs database. They can evaluate your transcript. Consider contacting a local university and ask about summer classes or workshops for teachers. You'll want to research every school district in your commuting area, download the applications, fill them out, and send out. Also, send a copy of those applications to EVERY principal - don't wait for the superintendent's office to forward the info.
In the mean time, volunteer at local schools and apply to be a sub. Tell everyone that you want a teaching job. Realistically, you are starting a little late. Be prepared to take over for a teacher going on maternity leave or losing the position. You may be a last moment call in.
Oh, and start working NOW with Common Core Curriculum AND Florida's website about Common Core.
I wish you luck. I started teaching in 1998, spending 1 year at the first position, another 4 in the next position at an alternative school, and the last 10 years in a community college. I raised 4 kids and finished my master's degree during this period. Certainly, with a good attack plan and follow through, you can jumpstart your career. > > > On 4/10/13, Nicole wrote: >> Hi all! I'm beginning the journey back to education after >> an 8 year hiatus (if you want to call working elsewhere >> full time and raising a family a hiatus). I graduated in >> May of 2005 from USF with my degree in secondary english >> ed. I'm hoping be in a middle school classroom. My >> certificate is still good but I'm lost on where to begin >> preparing myself to interview and then if course to be in >> the classroom. Any recommendations on courses, websites, >> blogs, or personal experience you can provide would be >> appreciated. I live in the Tampa bay are of Florida, so if >> there are any regional resources anyone could provide that >> would be amazing. Tia!!
I subbed for a teacher who had me tell the students to get into their reading teams, and the kids loved the activity sand were totally engaged in their assignment. Anyone know how to structure and implement this strategy?
I've been working with Common Core for several years, and I want my students to know about it! In one week, they evaluate the National Common Core website. In the next week, they each get a state; the assignment is to evaluate that state's website information to support the common core (obviously, only the member states are assigned). The students then report back on a discussion board. In the third week, the students look at a DIFFERENT state, then measure the effectiveness of the first student's review - basically, is the information accurate. Discrepancies must be resolved between the students and the discussion board "fixed."
The clear "winner" with good websites are below: Rhode Island West Virginia Michigan Mississippi Alabama Kansas Massachusetts N. Dakota Washington N. Mexico Delaware Kentucky Ohio
Now, here's how YOU can use this information! Since common core standards are actually common - information such as a lesson plan posted in a different state may also work in YOUR state.
I am a Single-subject English teaching credential student in California looking to teach high school English.
For a class that I'm taking, I've been asked to interview English teachers. So, while I'm asking for interviews from the teachers at my student-teacher placement, I thought I'd check online as well!
Here are the questions. If anyone is teaching high school English and wants to participate, please respond!
1. What have you found are the most difficult things for students to understand or be able to do related to characterization in literature? 2. Can you recount something you learned about literary characterization that helped you with your teaching of characterization? 3. Have you found anything in particular that has helped your students understand and do things with characterization? 4. Have you had any particular success in helping one or more EL students to better understand literary characterization? If not, do you have any tips about this? 5. Do you have a sample lesson or activity related to characterization that you would be willing to share?
HS TeacherOn 4/21/13, Kathy wrote: > Hello everyone! > > I am a Single-subject English teaching credential student in > California looking to teach high school English. > > For a class that I'm taking, I've been asked to interview > English teachers. So, while I'm asking for interviews from > the teachers at my student-teacher placeme...See MoreOn 4/21/13, Kathy wrote: > Hello everyone! > > I am a Single-subject English teaching credential student in > California looking to teach high school English. > > For a class that I'm taking, I've been asked to interview > English teachers. So, while I'm asking for interviews from > the teachers at my student-teacher placement, I thought I'd > check online as well! > > Here are the questions. If anyone is teaching high school > English and wants to participate, please respond! > > 1. What have you found are the most difficult things for > students to understand or be able to do related to > characterization in literature? > 2. Can you recount something you learned about literary > characterization that helped you with your teaching of > characterization? > 3. Have you found anything in particular that has helped > your students understand and do things with characterization? > 4. Have you had any particular success in helping one or > more EL students to better understand literary > characterization? If not, do you have any tips about this? > 5. Do you have a sample lesson or activity related to > characterization that you would be willing to share? > > Thanks so much! > -Kathy
I have never had questions like this in any interview by any administrator.
On 5/02/13, Novel wrote: > > There's no way I would eliminate Shakespeare. Out students learn > so much about the use of language and feel a great sense of > achievement when it all begins to slot into place. Obviously, I > don't know what cohort you are dealing with, but I look upon it > as a yearly challenge to involve and engage my lot - and it is > always worth it! > > As for the classics, they are classics for a reason. Yes, we > need to fit the book to the appropriate age and understanding, > but when we do, seeing them touched by what they read is a great > joy. > > If all we do is give them contemporary literature or abridged > versions of great books and plays, we are robbing them. > > As for making students read, as ususal, the answer is engagement > and accountability. Select appropriate texts and tasks, make > what they read count towards the final grade, let some of them > fail(!) and live with the consequences, and, God willing, they > will begin to do as you request.
On 4/27/13, Modern Everyman wrote: > I just got hired to teach summer school...1 prep of 9th and > 1 prep of 10th. I'm hoping anyone can help with 2 things: > 1) Tricks of the trade and hints from former/current summer > school teachers > 2) Recommended literature to grab summer school > students--I'm inclined to plays, short stories, interesting > non-fiction I find in the media...what does everyone think? > Thanks!
Good questions haha. On the first question, my impression is no. Not sure on the 2nd question...thanks for bringing that up, I'll research. Ever taught summer school?
Does anybody still use texts?? I'm surprised. It seems antiquated to me and is this what your students' parents are paying thousands of dollars in tuition for? Maybe they are - is this a very old crowd? Novels, plays, poems have been the norm for years now.
As far as I'm concerned, throwing more non-fiction into a lit class is acceptable as long as the works have literary merit. However, IF I'm understanding Common Core correctly, the poster's text sounds abominable. Students should read the great plays and novels in their entirety.
Just another example of Bradbury's warning about "factoids" and the associated "moronification" of America!
On 5/20/13, Sara wrote: > On 5/06/13, Mike wrote: >> I am a newly named dept chair at a boarding school and have >> to choose what to use across the board for English class. >> My head just gave me a text to look at that has tons of >> excerpts from texts but nothing full. These are similar to >> the ones I am using now and hate. I feel like we should be >> doing full novels, plays etc. instead of this >> pseudo-anthology. Thought? > > Does anybody still use texts?? I'm surprised. It seems > antiquated to me and is this what your students' parents are > paying thousands of dollars in tuition for? Maybe they are - > is this a very old crowd? Novels, plays, poems have been the > norm for years now. >
What plays have been done in the last five years or so? (That will help give me a feel for what you like ... and help me not to suggest something you've already done :-)