"Redo" Explained...basics

I guess I could finally explain our Redo Policy at the school.

Basically, all students have to achieve an 80 or above on ALL assignments except final exams and Benchmarks given by the state. If a student is in Advanced classes, like mine, they must get a 90 or above on their work.

For example, Johnny does a quiz and gets a grade of 56, then he will go to “Lunch Bunch” the next day. During Lunch Bunch, Johnny will re-attempt the quiz. At the end of the day, the paper is given back to the teacher to grade and hopefully Johnny made at least an 80. But he didn’t. So he goes again to Lunch Bunch the next day again. This time he makes a 94.

Now, if Johnny’s second day in Lunch Bunch wasn’t successful, he would have to go to Encore. Encore is basically academic ISS. The kid is pulled from all regular classes that day until he/she can finish the assignment with an 80+ grade.

The 94 is the grade that goes in the gradebook. But if Johnny were an overachiever, he could redo all his assignments and tests until he got 100s on everything.

In theory, it is a perfect idea. In practice, it takes months to figure out the kinks. This is our second year of Redo at the school and compared to last year, it is so much better. Last year’s Redo sucked. Kids never went to Lunch Bunch and the ladies who ran LB didn’t know who was supposed to show up and who wasn’t.

This year we started a List on Google Docs that the teachers update everyday or every hour if necessary. So all the teachers in the school know if any student is missing work.

We don’t let kids get away with “forgetting” their homework and receiving a zero: the easy way out. We don’t take off 10 points for no heading. We don’t give extra credit for bringing 10 cans for the food drive. We don’t have free 100s for taking Mom or Dad to Parent Nite.

The kids HAVE to earn their grades here.

Of course there are many kinks in the system still. When I need kids pulled for Encore, it usually doesn’t happen soon, and the students that are going through Redo for the second time around (they were 7^th graders last year, so all 8^th graders this year) are seeing that this is the way to really get under teachers and admins’ skins. Don’t work.

One of my Trio has even been kicked out of Lunch Bunch because he refuses to work.  

That’s it in a gist. It is super time consuming for us teachers, a lot of paperwork, and usually a headache trying to organize redos, but worth it for the kids. Their grades are better, they are forced to understand the material covered in classes, and the program won us a national award this past spring.

TGIF…..payday and a week holiday next week! Everyone have a GREAT Holiday!

-thaangryteacher

Lesson Plan on Symbolism

Here's a lesson on symbolism:

Day one: introduce the definition and concept of symbols. give examples. discuss other symbols in life that students might know. ex: colors, flowers, sun, darkness, light, olive tree, dove, water, white flag, American flag...etc

Students must then create a symbol than represents their self. They can't use a sports ball because that's easy/boring. Yep, I tell them to their face that it's boring.

They get the rest of the class period to draw their symbol and write a paragraph telling me what the symbol is and why they chose it.

Day Two: finish drawings/paragraphs

Day three: present to class, clap, say "Oh how nice." and "Yes, your smiley face is beautiful. I see you copied it from a magazine..." and yada yada

Okay that was all prep so that when we read The Giver next quarter, I can ask about symbolism in the novel and what those objects/actions/people represent. With my advanced kids, it's possible to have a lengthy discussion on different symbols. With the lower level learners, it's not. They get the idea but not the purpose or idea behind symbolism. Wow, again that sounds...cruel? If anyone knows different ways to teach symbolism, please, please let me know.

on accomodations in the classroom

As teachers, we have students in every class (even Advanced classes) that have learning disabilities, dyslexia, emotion problems than interfere with school, and mental illnesses. It's a struggle to plan lessons that differentiate between low level students and high performing students. Thank God that this year I have less of a problem with this because 3 of my 5 classes are Pre-AP and the other two are "Regular".

Last year, my first year of teaching (as they say in East Texas, "God Bless my Soul"), I had high, high students in the same class period as my lowest low kids. That was a hard class. Ugh I pretty much hated them...the rotten little stinkers...and they knew it. I have reasons though, and back to lesson planning for such different intelligence levels; there was no way that I could plan a lesson that would interact with the "smart" students and keep them engaged while also reaching the "low" students so they could understand what the hell I was talking about. Chaos ensued. My smartie pants kids caused trouble so I had to chastise them which took time away from the low kids who could have used that 5-10 minutes for themselves.

As teachers, we are supposed to differentiate lessons.
Here's what differentiation is:
"Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms (Tomlinson, 2001). The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjust the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum." (source)
Being a public school teacher, achieving success with this is terribly difficult. Limited resources, limited time, limited brain cells (mine/theirs).

That class I mentioned had about 8-10 "GT" students, 8 were "average", and 5ish were accommodated, special ed, or dyslexic.
ALL in the same room, the same 45 minutes.

Talk about difficult lesson planning! My high students were bored and my low students were stumped.

There are ways to scaffold lessons, mainly I did this by group work, and lots of it.
The high kids helped the low kids, etc.
I also modified tests, verbally reviewed lessons, and rephrased questions for my low kids.

Actually getting "higher learning levels" into their brains? Um, nope. I did my best though and I taught "average"lessons so that everyone understood.

Yes, the GT kids acted out cause of boredom but what I focused on was my low learners. They often had to struggle to understand, but that is exactly what I wanted.
I mean, if I didn't lift heavier weights every time I exercised, would I get stronger? In the same way, they must exercise their brains. I don't keep my class stagnant.

-tha angry teacher

Thoreau Thursday # 6

"The evil that men do lives after them."
-Henry David Thoreau

Every Thursday I give my kids a journal entry in which they have to respond to a quote by Thoreau. Mostly they are baffled (poor illiterate souls, God bless 'em) but today they had some good ideas to respnd with.

For instance, most kdis agreed but a few disagreed and here's why: If you tell a lie it won't affect people who live after you. If you smoke a cigarette once (as I'm typing this, two boys are going to jail for smoking pot in the bleachers today...how cliche) nothing will happen to other people because of it.

One of  the "agree" kids said that "people don't often realize what they say affects others so much"

Words of wisdom if I've ever heard any.

-tha angry teacher