FroggybeeI believe you need to do some kind of pre-assessment for every unit you teach, even if it is informal. Giving a full-blown pretest is silly (I think) but it is great to know how much background knowledge kids have for certain topics. One way to do this is to have kids put their names on a sticky note and then choose either "know nothing", "have som...See MoreI believe you need to do some kind of pre-assessment for every unit you teach, even if it is informal. Giving a full-blown pretest is silly (I think) but it is great to know how much background knowledge kids have for certain topics. One way to do this is to have kids put their names on a sticky note and then choose either "know nothing", "have some knowledge", or "could teach it" on a board. Likely, you will have lots of the middle group and few of the others. IF you do have a "could teach" kid or kids, you need to find a way to help them continue to learn without being bored. Depending on what your subject area is, there are lots more options for informal preassessments. On 7/09/12, Sandy wrote: > What do you think about pre-testing? When I was a student > teacher, I had to pre-test students to test their prior > knowledge before I began a particular topic. Now that I'll > have my own class, I wonder if I should continue this > practice? Sometimes it helped me, but most of the time I > realized the kids knew very little and it ended up being a > waste of time to create and grade these pre-tests.
[Click below t...See MoreFor the past fifteen years of my teaching career, I have incorporated the use of quotes into my classroom’s morning routine to inspire my students, start the day on a positive note, and build lasting habits of character. Discussing well-known sayings brings out the best in children and helps them focus on important ideas.
[Click below to read Steve t Reifman's lesson ideas.]
For the past fifteen years of my teaching career, I have incorporated the use of quotes into my classroom’s morning routine to inspire my students, start the day on a positive note, and build lasting habits of character. Discussing well-known sayings brings out the best in children and helps them focus on important ideas.
I know I'm not in here very often - I find myslef getting wrapped up in various forums:) Anyhow, I just posted a linky on my blog that you may be interested in. It's all middle school freebies from various teacher-bloggers. The collection will be up indefinitely, and so it should only continue to grow. Please come on over and check it out:)
You can color code your classes and use one color of hanging storag...See MoreRubbermaid makes very nice plastic locking cupboards. You can store things you might not want "lifted" from your room. Your purse and calculators come to mind and pencils or correcting pens and white board markers. Maybe small dry erase boards, games, flash card sets.....
You can color code your classes and use one color of hanging storage crate for each class (red for 1st period, blue for 2nd period). This way student papers are stored neatly and easy to access for partially finished work, corrected work or portfolio storage or spiral notebook storage. Have each student have a hanging folder marked with their name.
Use stacking file trays (one for each class) where they can turn in daily work. Use stacking trays to collect missing work for absent students (put absent students name on the work/assignment for the day and place in tray.
Our library is currently on the stage so I know how hard it would be to keep traffic out of there.
> On 7/28/12, Jaycee wrote:
>> I have just accepted a newly created MS math position. I am >> a veteran teacher and very excited to be teaching all math >> classes but here are teh problems. First, my classroom is >> the stage. Right now the only thing I have there that I can >> use is a nice white board. I have no storage and no way to >> lock up anything or even make anything less accessible. I >> am sure that I can round up some furniture but how do I >> deal with being in a situation where everything is fair >> game to anyone passing through. I have too many things that >> I need and use frequently to transport everything daily. >> There are no other suitable alternatives for a classroom >> site. Any advice would be greatly appreciated. Schools >> starts in 10 days!
I'm moving from teaching 7th grade LA to 8th this fall (I just found out).
I had some great beginning of the year activities for 7th grade, but I don't want to use them for 8th because I'll have some of my students again. Does anyone have a good opening activity that you use? Thanks.
On 7/31/12, Sara wrote: > > I like to begin the year with a 'Two Word Sentence Contest'. > Write an interesting or even intruiging two word sentence. It > gives me the opportunity to say - again - a sentence has a > subject and predicate and a subject and predicate are the > foundation of writing. > > We sometimes do funniest two word sentence, mysterious two word > sentence... "It exploded" won one year. The kids vote anonymously > and I tally the votes. > > Then we move to to Three Word Sentence contests and I can stress > adjectives as more building blocks of writing. > > Then for those who can which isn't all of them it's a Longest > Sentence Contest. Who can write the longest sentence that makes > sense? It gives me the opportunity to read William Faulkner's > sentence in Absalom, Absalom generally regarded to be the longest > sentence ever written in the English language. > > We call the prize for the Longest Sentence Contest "The William > Faulkner Memorial Award."
If you google it, it will tell you on what page that sentence is in Absalom, Absalom. I could not find the actual sentence on the web. It's 1,287 words long. It's rather a stream of consciousness sentence - it comes from a dream or a dream sequence.
But Faulkner was known for long sentences - I never write 'run-on sentence' on any student's paper. Faulkner's run-on sentences made him a great writer. > > On 7/31/12, Sara wrote: >> >> I like to begin the year with a 'Two Word Sentence Contest'. >> Write an interesting or even intruiging two word sentence. It >> gives me the opportunity to say - again - a sentence has a >> subject and predicate and a subject and predicate are the >> foundation of writing. >> >> We sometimes do funniest two word sentence, mysterious two word >> sentence... "It exploded" won one year. The kids vote anonymously >> and I tally the votes. >> >> Then we move to to Three Word Sentence contests and I can stress >> adjectives as more building blocks of writing. >> >> Then for those who can which isn't all of them it's a Longest >> Sentence Contest. Who can write the longest sentence that makes >> sense? It gives me the opportunity to read William Faulkner's >> sentence in Absalom, Absalom generally regarded to be the longest >> sentence ever written in the English language. >> >> We call the prize for the Longest Sentence Contest "The William >> Faulkner Memorial Award."
Our approach to spelling in Middle School has been to have kids memorize the spelling of words that have been randomly chosen... not words that are of frequent use or words that would teach a spelling pattern- just random words.
By Middle School it's clear to me that some kids have a spelling glitch - it's hard-wired in them. Phoenetic instruction in spelling which is what we do here K-5 does not work for them.
Those kids struggle and having them memorize the spelling of random words does not teach them to spell or help them in any way with their writing. I emphasize 'guess and go' and Spellcheck. The only word I have them memorize the spelling of 'separate' as I think it's the most commonly misspelled word in the English language.
I'd be fine with organized spelling in Middle School except that here by Middle School many kids have become acceptable spellers and those that haven't have a problem that doesn't resolve with any organized approach to spelling.