Editing

Today we talked about editing and peer conferences. I introduced the 3 steps we were going to use for editing and how to go through each step. Using the 6 traits of writing, they would first look in their paper for certain things for ideas and organization, then word choice and voice, and lastly sentence fluency and conventions. Each step had some steps within. They were to do the steps themselves, then with a buddy, and then conference with me. It seems pretty straightfoward, but of course, there were always more questions. I don't mind questions because then I know the kids are trying to understand. I 100% prefer it to the students who sit at their desk because, "I don't know what to do." Unfortunately, I have a questioner who never gets anything...even the answers I give him.

R: "What do I do now?"
Me: "You need to look at your paper for these things. Once you see them and check for mistake or things you need to change, sign your name on that line."
R: "So, I just sign my name on this line?"
Me: "No. You need to check for these 3 things in your paper first. Do not sign your name until you have done that."
R: "I'm going to sign my name."
Me: "NO. You need to read your lead, conclusion, and the middle first."
R: Moves to sign his paper.
Me: "Wait! You need to underline your lead in red."
R: Underlines whatever he feels like (or so it looks).
Me: "What did you underline? Where is your lead?"
R: "What are you talking about?"
Me: "Remember last week, we talked about engaging leads. We even hung a poster on the wall and looked for them in books we were reading. We were all supposed to be writing our leads for our paper last week."
R: "What do you mean?"
Me: "Does your lead (I point) use one of our types listed on that poster?"
R: "What poster?"
Me: I go point and begin reading some of them.
R: "What am I supposed to do?"
Me: "You need to read the lead types and figure out which you want to use. How about dialogue??" (I give example specifically for his paper.)
R: "Where am I supposed to write it?"
Me: "Right here between the lines. We leave these lines to have space for changes later."
R: "But I can't write there, I have to write on every other line."
Me: "I know, but that space is there so we can use it when we need it...like right now."
R: "What?"
Me: "Go sit down and ask a friend what you're supposed to do!"

Planet Orobu?

I have a student who has been very hard to connect with. When I try and talk, he seems to be off in another world. Well, it was confirmed today that he spent most of last year on a planet far, far away...at least that's what it seemed like. When I speak to him, he acts as if I have startled him...or is it, brought him back down to Earth? This student is unable to follow directions because he's not listening to them. Unfortunately, he is capable of the work and is able to prove it when needed (standardized tests). I say unfortunately because this means that any sort of intervention would be a waist of my time because he does have the ability to succeed.

What does this mean for me? I'm going to have to stay about 3 inches from his desk in order to "force" him to work. This is unrealistic for any teacher...especially one who has 5 other kids just like this. These children don't seem to be on their own planet like this particular child does, but they may be in flight. My class is VERY capable of being high achievers, unfortunately, their attention problems are interfering with the production of their high quality work. I guess I will spend this year on perfecting my skills as a teacher that can get kids to work, even on Planet Orobu.

P.S. - The planet name is made up...or is it?

I think a rock would understand better...

I have some kids in my class who pick up on things very quickly. This is typical. I also have students who need things explained 3 times. This is also typical. And then I have a student who needs things explained 5 times in a very detailed manner. I mean...this child needs me to explain things like, "You will not have to do all of these for homework because they are all the same. This is the stack of tonight's homework for the entire class."
And things like, "You may not make changes on someone else's paper, but you can tell them why they should. YOU should be making changes on your paper, especially words that your partner knows are spelling incorrectly." He adamantly said that he was not allowed to write on his own paper after this. Even when told he could 5 more times by 2 adults.
And more..."Count down 10 lines and draw a line across your paper....you do NOT need to draw 10 lines across the paper, just one."
"Please leave the post it notes in your books. You can just move it to read tonight." I then had to answer, "But how am I going to read with it here?" "You can just turn it to read the page and it shouldn't bother you." "No, how do I read with it here?"
I've still got more..."Where do I tear this post it note?" Me, "Down the middle just like this..."(I showed everyone). "I can't do that, is this how? Do I do it this way or this way? I don't know how!"

SERIOUSLY! Some of these may have been difficult for you to visualize or understand, but the point I want to get across is that even when I show this student step-by-step, it doesn't usually work. He doesn't understand simple directions and just doesn't know how to do things that 4th graders should. It's just weird what he doesn't know by now that the letter /i/ when written alone should always be capitalized. And that 4 sentences is not the same as 4 lines on notebook paper. Or that you always begin a sentence with a capital letter. Hmmm....makes me wonder about the standards at his old school. I guess I'll find out as the year goes on.

Happily Fascinated

This week probably couldn't have gone much better if I had thought about it. In fact, all my thoughts prior to this week were reminiscent of last year. They were all, "What if I must be the super strict, mean teacher I had to pretend to be at times last year." Well, that is not the case at all. I have had to use my discipline chart and also have small talks with students, but I feel those small moments kept me from having to play Miss Viola Swamp for a day/week, etc.

I have a great group of kids...ones I will speak about individually at some point in the year and ones you've already read about. I have some struggling learners and some who I will struggle to keep engaged and academically occupied. I don't think the range of my kids is as vast as it was last year, but it doesn't really matter, because every year is new kids with new challenges.

Some first week stories:
--During ME Box sharing time, the child who I was warned about (by his father) about his "weird eyes" demonstrated his "weird eyes". He actually called it an usual talent...I called it weird and kind of gross. To truly understand what he can do, think about looking at a person when one eye is off to the side and one is straight towards you. He told me that when he does this, he sees 2 of everything. Even better...when he finished, another kid asked him to try and teach the trick to him. Yeah, we'll see if I can find something better for the two of them to do.

--"My mama said...she would bring my Me box to school." Well, first of all, who's responsibility is that? In 4th grade, we take responsibility for our actions and forgetting our homework at home is something only we can be responsible for. Oh and, we still don't have your Me box (after 3 days).

--I have a student who I'll refer to as Carson. After the first 2 days of school, I was a bit concerned. I hadn't had any kids jump out as behavior problems, except for Carson. He was that kid that needed another warning, already. He needed to be told 3 times to not do something that he shouldn't be doing already. He was setting bad examples for other students and was proud of it. That was until I figured him out. Yes, it's been 4 days of school and I think I have him pegged. Carson is very smart. He is also a bit OCD (non-diagnosed, but the same OCD I am). Things have to be put in place at his desk before he can do something else. He needs lots of things to occupy himself. He also needs something to keep his body moving while he's working...which I figured out was a soccer ball under his feet. Today he brought one from home and it was under his desk. Usually, they are to be stored in our recess basket, but I noticed how it helped him concentrate, because his feet were moving so his upper body could work. I told him the ball would be okay under his desk as long as it stayed under HIS desk. I completely forgot about it because he was so good.
While we were at recess, I had my good friend, portable mate, and co-worker come talk to me about Carson. She has girls that visit her classroom during lunch and recess for social skills. The only problem with this situation is that they usually talk and play with themselves. Well, she told me that she has seen Carson (a few times), talking to these girls and playing with them. In fact, when they needed a ball and he had one, he gave it to them. One even wanted to hold his hand and he let them. Most kids would walk away, and especially not let them hold their hands, but this is when I realized what a caring heart Carson has. He is the only kid I've seen initiate contact with these girls and not because a teacher asked. It's nice to see that some kids ignore all the stereotypes and labels given to people and are just nice!

--Today we made Life Maps (focusing on important moments in our lives). I mentioned in my first blog of the year that I have a child with special needs. Well, today he fascinated me in a way I have never seen in person. I began by asking him to write his birthday on his life map. That was the last time I had to ask him to write. 10 minutes later, he came to my desk and said that he ran out of space. I handed him more paper and took the one he had so that I could examine it. This child remembers specific dates for events in his life. For example, "October 13, 1997-I had a tube put in. August 23, 1999-My dad had surgery." This went on for 3 pages. I have no doubt in my mind that he remembers each of these dates. It reminded me of savants that I had seen on Oprah years ago. Savants can remember different things, and dates are what this particular kid specializes in. Amazed and fascinated are the only 2 words I can think of to describe what this child did today.

Special Mother's Day Edition!

For Mother's Day, I had my class color a card and create coupons that they could give to their mothers. I found some of them to be very humorous and/or strange.

This says "my heart" and if you think you're reading a first grader's writing, see blog: Frustration, Disappointment, Anger


I would like him to cash this coupon into me.

Any suggestions for handwriting practice for a 4th grader? By the way, this says "stop making you mad".

Only if she wants you to...

I hope your mom doesn't have to use a coupon to get you to shower!

Not quite sure that she understood it should be a gift that your mom does not have to pay for.

I wish everyone a Happy Mother's Day! I hope you have a fantastic day and like I told me kids to treat their mothers, I hope you're treated like a fabulous Queen.

I feel loved!

Teacher Appreciation Week is meant to have parents and students recognize you for all the hard work you do all year long...the kids have been very kind with words and their homemade gifts. The only time I didn't feel appreciated is when the PTA said they would come take our kids to lunch yesterday for us and nobody showed up...every other teacher said somebody took their class... I received these flowers on "Buy your teacher a flower day" but they sold out before the other half of my class could buy a flower. Luckily my kiddos love me enough to make these wonderful pictures and poems for me.

My favorite drawing a kid has ever done of me!
I guess I love her too if she says so.

I found this one very thoughtful and a bit brown-nosing: Ms. L, your eyes shimmer like gems in a river. Your face lightens up like a light house looking out to sea Your outfits are like sweet, sweet roses. If you were to yell out a question, we would yell out an answer. If you are sad because we were bad, then you would color in RECESS. When you teach us at school, we know you are cool. So, don't feel blue, because to us, you're number one, and in our hearts, we love you!
-Wrote by, ***

I'm happy when you're around too!

It's good to hear I'm fun and a great teacher.

Originality...creativity??? I think not. (But the thought still counts.)

She did this instead of her work. At least I know she can complete things.

One of my favorites because he bleeds orange. And "I drank the burnt orange Kool-aide."

This makes a tear come to my eyes.