This is the third time I am trying to post this...it keeps going to some other board??
Last year I had morning preps and with our schedule this meant I had 2-3 times a week that I had 2 in one day. This year I have afternoon preps and have 2 in one day less frequently. The real issue though is that by the time I teach 4 classes and make it to my prep, I am too drained to do anything! Maybe I get some photocopying or something done but not clear, creative thinking about lessons. I then take it home with me and come in the next day to start all over again. I don't mind bringing work home but I'd prefer it be grading or reading (I'm an English teacher), not the bulk of my planning.
Any advice on adjusting to the new schedule? How else do people use preps productively? Please help! Thanks.
...no sympathy here. I also get a conference/prep period only every other day. I teach 2 90-minute classes plus 1 60- minute class before lunch and the same schedule after lunch. On "A" days, that means U.S. History B and U.S. History A plus "curriculum enhancement" (assessment prep) before lunch; economics, government, and test prep after lunch. "B" days brings government, economics, and test prep (with an entirely different group each day), then conference, U.S. History B, and test prep after lunch. We have 4 different morning test prep groups each week, and 4 different afternoon groups; mine change between grade levels, along with being different students. The class size differences between mornings and afternoons are significant enough to necessitate entirely different strategies. Which means, I have to prep for a grand total of (drum roll, please): 16 different classes PLUS 2 homerooms every week--with sometimes 2, sometimes 3 prep periods during the week.
And you're fussing about not having TWO EACH DAY as often? I'd really like to feel sympathy for you, but I'm too exhausted! ;-))
On 9/23/05, nantucket wrote: > This is the third time I am trying to post this...it keeps > going to > some other board?? > > Last year I had morning preps and with our schedule this > meant I had 2-3 times a week that I had 2 in one day. > This year I have afternoon preps and have 2 in one day > less frequently. The real issue though is that by the > time I teach 4 classes and make it to my prep, I am too > drained to do anything! Maybe I get some photocopying or > something done but not clear, creative thinking about > lessons. I then take it home with me and come in the next > day to start all over again. I don't mind bringing work > home but I'd prefer it be grading or reading (I'm an > English teacher), not the bulk of my planning. > > Any advice on adjusting to the new schedule? How else do > people use preps productively? Please help! Thanks. > > > > >
I know just how you feel, Nantucket! When my prep is in the mornings I tear through all the work I have to do. If my prep is in the afternoons, I have a hard time getting anything done. I am, however, just the opposite in the way I like to spend my time; I'd much rather plan at home and never take another paper home to grade. Here are some of the things I've done to keep myself on track in the afternoons:
I close my door and listen to music. That deters some people from coming into my room to chat but keeps me energized.
I make lists of things I NEED to get done followed by things I'd like to get done. I make my list in the mornings or throughout the day. It feels good to cross a bunch of things off my list during my prep so I don't have so many things to take home.
I call parents first thing in my prep.
If I'm going to plan in school, I do one week's worth of plans for one class each day. Mondays I'll plan next week's Creative Writing class, Tuesdays I'll plan next week's English 10 classes, etc.
I'll grade one set of papers, enter the grades in my gradebook, and return the papers right away. Usually once I force myself to get through one set of papers, I get on a roll and keep going.
Sometimes I just use the first ten minutes of my prep to relax by taking a little walk down to the copy machine and back or checking out webenglishteacher.com for new ideas. I try to still make that time productive, but I don't worry about all the other things I should be doing until that ten minutes is up. Sometimes I even set a timer if I'm really dragging.
On 7/11/08, Annie wrote: > Hi! > > I am looking for any second hand flash cards for English, > Mathematics and the encyclopaedia. > > If anyone is interested to sell them please email me at: > [email removed]
Anyone has experince in teaching your child using the glenn domain cards? I got math and english set from my sister but i can't attend the support group unless i buy from them.
I would like to get advice from parents on how they successfuly teach their children.
On 10/10/06, june wrote: > Songsfor.com deals with multiple intelligence thru music. > It worked with my special needs students.
does anyone have any informationa bout which type of music is suitable for different activities, I want to play music with a GCSE group (ages 14-16) to motivate them while they are designing, etc
Lots of teachers have discovered that using a theme like Iditarod really empowers true learning... because it gets kids out of the traditional in your seat learning from text books... I'd like to chat about ways such as this that you use! Any ideas? Ready to chat!
I absolutely love thematic instruction. Unfortunately, in the days of MCAS (Mass. Comp. Assessment) and the 'day of the test score' it is becoming more difficult to find time to implement (and enjoy) thematic units.
Some of the ones I have had wonderful luck with (1st grade level) have been 1) Apples/Fall, 2)Artic Wonders, 3) Dinosaurs and 4)Learning with the Seuss!
It is wonderful to have students do an apple tasting test, graph their results, share their results, cut open apples, discover the seed star, brainstorm to find descriptive words, write a poem about their apple, build a mural showing the life cycle of their apple.......and the amazement when they discover that the rose belongs to the same family as their apple! Now, doesn't that sound much more rewarding that reading out of a book about apples then taking a test :)
On 10/14/06, Diane wrote: > Lots of teachers have discovered that using a theme like > Iditarod really empowers true learning... because it gets > kids out of the traditional in your seat learning from text > books... I'd like to chat about ways such as this that you > use! Any ideas? Ready to chat!
Wish to buy used Shicida and Glenn Doman Kits and also books by Glenn Doman need to buy them cheap as I am not working. If you have any please do response Posted by Ling,Singapore
On 10/17/06, Ling Sze wrote: > Wish to buy used Shicida and Glenn Doman Kits and also > books by Glenn Doman need to buy them cheap as I am not > working. If you have any please do response > Posted by Ling,Singapore > i have used shichida (language genius 1) are you interested?
On 10/17/06, Ling Sze wrote: > Wish to buy used Shicida and Glenn Doman Kits and also > books by Glenn Doman need to buy them cheap as I am not > working. If you have any please do response > Posted by Ling,Singapore >
HI, DON'T KNOW U STILL HV E KIT WITH U? JZ HEARD ABOUNT THIS SHICIDA SO THINKING MAY BE TO GIVE IT A TRY? IS THAT GOOD? HOW MUCH FOR THAT? THKS, kP
I need help on integrating the daily 5 with small groups. The kids have built their stamina to 15min. read by self, 12 mins. read with partner, and 10 min. work on writing. I have to have them read the basal reader. ???Any suggestions? Thanks, Brenda
...no sympathy here. I also get a conference/prep period
only every other day. I teach 2 90-minute classes plus 1 60-
minute class before lunch and the same schedule after lunch.
On "A" days, that means U.S. History B and U.S. History A
plus "curriculum enhancement" (assessment prep) before lunch;
economi...See More