I teach six grade, and I have trouble with having too many homework grades. I want to hear any ideas on how anyone grades homework in your classroom. Do you actually grade it, give points, take it up unannounced, etc.? Any comments welcomed!
Last year, I assigned 25 points a day for homework, but after a while, the kids started producing sloppy work. So then I had to start checking everything for grades and making them redo it. It became a giant pain! I honestly hate homework, and I have had trouble coming up with a good solution. On 7/30/07, LSmith wrote: > I teach six grade, and I have trouble with having too many > homework grades. I want to hear any ideas on how anyone > grades homework in your classroom. Do you actually grade > it, give points, take it up unannounced, etc.? Any > comments welcomed!
I give a participation grade. They start with a 100 and every time they don't do it they lose 5 points. I don't believe in grading it for correctness because many of my parents "help" far too much. I give it out on Friday and take it up the next Friday. I found that I get many more back that way. One English, Reading, and Spelling sheet a week.
On 7/30/07, girl in gulfport wrote: > Last year, I assigned 25 points a day for homework, but > after a while, the kids started producing sloppy work. So > then I had to start checking everything for grades and > making them redo it. It became a giant pain! I honestly hate > homework, and I have had trouble coming up with a good > solution. > On 7/30/07, LSmith wrote: >> I teach six grade, and I have trouble with having too many >> homework grades. I want to hear any ideas on how anyone >> grades homework in your classroom. Do you actually grade >> it, give points, take it up unannounced, etc.? Any >> comments welcomed!
My BIL is currently in Texas. He has a bachelors in philosophy but wants to teach middle school. Could he teach before he completes the alternate route coursework or can he get an emergency certificate and work on it at the same time? I am not sure how this works.
I teach PK-3 and in search of some workshops that may be good to attend. Please share with me of any you may know along the Gulf Coast!! Thank You, Michelle Eschette
On 7/31/07, Michelle Eschette wrote: > I teach PK-3 and in search of some workshops that may be > good to attend. Please share with me of any you may know > along the Gulf Coast!! > Thank You, > Michelle Eschette
On the Gulf Coast, the GCEIC offers lots of workshops all year long. And some of them are free. Go to [link removed].
Is your school on improvement with the state? Mine was for 2 years. We just had to use a state plan, and the admin had to do alot of paperwork. After our test scores came up two years in a row, we got off. The first program was an overpriced version of the 4 Blocks. The second was a waste of time. We did the best work on our own. School wide test preping was the saving grace for us. We preped all of April. All objectives were completed by the end of March, and then we revisited any skills needing extra work.
The bad part of this is that our school schedules so many "fun activities" before state testing. I think if we had some "reserved" time for test prep like your school did before the test it would help.
On 8/19/07, happy in 4th wrote: > Is your school on improvement with the state? Mine was for 2 > years. We just had to use a state plan, and the admin had to > do alot of paperwork. After our test scores came up two years > in a row, we got off. The first program was an overpriced > version of the 4 Blocks. The second was a waste of time. We > did the best work on our own. School wide test preping was the > saving grace for us. We preped all of April. All objectives > were completed by the end of March, and then we revisited any > skills needing extra work.
Help!!! I have just learned that I will have an inclusion class this year! I am fairly new to teaching and have no idea of what to expect. Can anyone help or give some strategies to get this to work? I teach first grade.
If done correctly, inclusion can work beautifully. When I taught kindergarten, I had inclusion kids for 4 of my 6 years. I had a not so good teacher at first, but my last one was great. And we made it work! At the end of the year, the SPED students were on grade level or very close to it. And they were very low at the beginning of the year. Last year, I taught another grade, and my kids were supposed to be inclusion, but they were pulled twice a day. Which was a pain. I would rather them be in my room with support. They missed alot of what we did and we spent time having to play catch up. It is challenging to do things the right way, but it can be done. We, as teachers, have to be flexible and allow our students' needs to dictate how we run our classroom--not vice versa. So if a child needs extra support, we need to make that work. And, if you have a good SPED teacher working with you, you get such a thrill seeing that little darling succeed. Good luck to you!
On 8/08/07, love2teach wrote: > On 8/05/07, Coast Teacher wrote: >> Help!!! I have just learned that I will have an inclusion >> class this year! I am fairly new to teaching and have no >> idea of what to expect. Can anyone help or give some >> strategies to get this to work? I teach first grade. > > > I also teach the inclusion class. Last year was my first > year, but i researched it thoroughly before accepting the > challenge. Let me say that inclusion is not meant to be a > class full of challenged learners. My class last year > ranged from my 9 sped children to my all advanced students. > Having a mixed group enabled me to expand the thinking > skills of my top students while exposing my sped kids to > ideas and concepts they may not have gotten if they had been > taken out of the classroom. Many people have the > misconception that these classes are geared lower. My class > did exactly the same as everyone elses. My advanced > students remained advanced and one of my sped students > scored advanced in two areas. My other sped students all > scored proficient as well. Do not lower your expectations. > I will say this, your inclusion experience is greatly > affected by the sped teacher that is assigned to your > class. The sped teacher I worked with last year came to my > room for just over an hour during our reading time. She > conducted a small group, I conducted a small group, and the > remaining students completed different reading activities > and completed their computer assignment. Be sure that you > talk to your support teacher and keep that line open. I > hope you have a great year. I am doing inclusion this year > as well.
Inclusion is not at all difficult if you don't let it become that way. The kids are all just kids and want to learn and be treated equally. I was a el ed/spec ed major in college and have worked in an inclusion room for several years in PA. A great way to do some lessons is to pair the higher achieving kids with the special ed or ones that need a little extra help. You would be amazed at how much the kids benefit from this! It promotes social aspects and does wonders for all kids in the classroom. At times it can be difficult in the class with trying to differentiate your instruction to all levels, and I have found that small group instruction and cooperative groups work best.
Good luck! Melissa
On 8/08/07, love2teach wrote: > On 8/05/07, Coast Teacher wrote: >> Help!!! I have just learned that I will have an inclusion >> class this year! I am fairly new to teaching and have no >> idea of what to expect. Can anyone help or give some >> strategies to get this to work? I teach first grade. > > > I also teach the inclusion class. Last year was my first > year, but i researched it thoroughly before accepting the > challenge. Let me say that inclusion is not meant to be a > class full of challenged learners. My class last year > ranged from my 9 sped children to my all advanced students. > Having a mixed group enabled me to expand the thinking > skills of my top students while exposing my sped kids to > ideas and concepts they may not have gotten if they had been > taken out of the classroom. Many people have the > misconception that these classes are geared lower. My class > did exactly the same as everyone elses. My advanced > students remained advanced and one of my sped students > scored advanced in two areas. My other sped students all > scored proficient as well. Do not lower your expectations. > I will say this, your inclusion experience is greatly > affected by the sped teacher that is assigned to your > class. The sped teacher I worked with last year came to my > room for just over an hour during our reading time. She > conducted a small group, I conducted a small group, and the > remaining students completed different reading activities > and completed their computer assignment. Be sure that you > talk to your support teacher and keep that line open. I > hope you have a great year. I am doing inclusion this year > as well.
We are updating our last post. We are helping out the Atlanta folks and want you to know that there are also several females who still need placements from the Grand South Team that we can place in MS. They are Italian, Swiss and Portugese. All are great students, speak English well, some play volleyball and soccer or other sports and come with full medical insurance and spending money.
The Miss Tennky Area AFS Volunteer Leadership Team needs your assistance in finding families for four more foreign exchange students who need places immediately in order to be here by the beginning of school. They are from Thaliand (female),Hong-Kong, Chile and Paraguay (males). Call Jenny Myers at 615-385-9644 or e-mail her at [email removed].
Barbara Y. Wills Miss Tennky Area AFS Leadership Volunteer Team PR Chair [email removed]
How does your school/district define small group instruction at the middle grades? How do they want it implemented? Is it common practice to teach an objective to one group while another one waits and then switch groups to teach the same objective? How is your school/distict implementing the new curriculum as pertaining to dok? Is it true that if your students are doing hands on activities that it is considered to be levels 3-4 of dok automatically?
On 8/12/07, middle school teacher wrote: > If a question says "What steps were used to build the boat? > List the steps. Use details to support your answer" What > level would that be? > > On 8/12/07, girl in gulfport wrote: > "No. DOK has to do with the level of thinking required for an > activity. <
IMO, that is a level 1...it is simple recall and comprehension. That is assuming that all that information was in the text.
I'm not sure if anyone is having this problem, but I teach first grade and have had several 2nd grade teachers coming to me and other first grade teachers this year complaining that their students are not up to par or at least what they expect. I have thought about this all weekend and coincidentally, these are the students who were in Kindergarten during the "Katrina year". I'm not saying that all of my student are perfect and are all above average, but it seems weird that this is the only year that this has happened. Is anyone else seeing these problems in other grades?
I mean I have kids that don't know letters and sounds. Should I go to Kindergarten teachers and complain to them? Or am I letting this get to me too much?
On 8/19/07, Coast Teacher wrote: > I'm not sure if anyone is having this problem, but I teach > first grade and have had several 2nd grade teachers coming > to me and other first grade teachers this year complaining > that their students are not up to par or at least what > they expect. I have thought about this all weekend and > coincidentally, these are the students who were in > Kindergarten during the "Katrina year". I'm not saying > that all of my student are perfect and are all above > average, but it seems weird that this is the only year > that this has happened. Is anyone else seeing these > problems in other grades? > > I mean I have kids that don't know letters and sounds. > Should I go to Kindergarten teachers and complain to > them? Or am I letting this get to me too much?
There seems to be a delayed reaction, IMO. I noticed it last year more than the year of the hurricane. My students were where they were supposed to be the year of the hurricane, but last year, the kids I got seemed behind those from years before.
Does anyone know anything about the M.Ed. School Counseling Program at USM or know someone who has gone through this program? How does it compare to USA and other schools? How difficult do you consider the program? Any information about this program would be much appreciated.
Last year, I assigned 25 points a day for homework, but
after a while, the kids started producing sloppy work. So
then I had to start checking everything for grades and
making them redo it. It became a giant pain! I honestly hate
homework, and I have had trouble coming up with a good
solution.
On 7/30...See More