This week started with a bang as Mrs. Anderson and Mrs. Healy, our amazing counselors, joined my class to hand out progress reports and have a quick check-in with all of my students. Mrs. Healy remarked after all progress reports were handed out that she noticed an abundance of incomplete and late assignments. When she questioned students, individually, as to why they were turning in assignments late/incomplete, especially considering the vast majority of my assignments are in-class assignments, they remarked that they "forgot to turn it in" or "didn't read the directions". I've noticed a lot of students flying through their assignments, reading part of the directions, and thusly turning in the assignment incomplete. Please help me in reminding your son/daughter to turn in assignments when they're due and to slow down and read through the directions fully and completely.
"Relearning the Lost Skill of Patience" by Jessica Lahey is worth a read, especially in today's world where almost everything is available in an instant at our fingertips. The quote that really sticks out to me and supports what I'm doing in my classroom is:
When I hand my students novels and other projects that require close analysis, critical thinking, and patience, I challenge them to rise above the basic skills of word recognition and reading comprehension. I am asking them to wait. To keep reading, keep listening. To be patient and formulate their opinions based on all the evidence, and then comment on what they see and hear armed with more than a sound bite, a title, or a tweet. To spend the time and have the patience to do more than look at the world, but to see it.
Lastly on "patience", there are times in my class where it feels like we've slowed to a crawl. "We have to go slow to go fast" is a mantra I've adopted this year. I've heard it from students many times, "why are we still talking about [insert topic here]?" My answer to the question is, I know it's frustrating to be spending longer amounts of time on certain topics, topics we may feel we've mastered or we're getting bored of. However, my class is not about grazing over topics and getting a basic understanding of these topics. To the best of my ability, I want my students to dive in and truly understand these different concepts in many different ways, discussing their thoughts both on paper and with their classmates as they gain a better, well-rounded understanding of the different concepts in the English classroom (theme, plot, characterization, symbolism, etc.). On that note, Mr. Colandro commented to me (after an observation of my class) that students are truly understanding the characters of "The Outsiders". He noted that they have a much deeper understanding than my classes last year and that they're not only understanding these characters better, but they're able to communicate their knowledge effectively. Quite a complement to my students! Kudos!!!
So, if it ever feels like we're spending too much time on certain topics, please understand that there's a method to the madness. Please contact me with concerns over the length of time we're spending on certain topics in class. While we're slowing things down to get a better understanding, I'm aware that the lessons/units have the possibility of being stretched past their effectiveness and would love some feedback.
This week in AVID ended with one of my favorite challenges, the Ping Pong Paper Challenge. After a week of Tutorials, Cornell notes, and class discussions on first generation college students, I told my students to get into groups of four or five and issued them a challenge. The challenge was to take twenty pieces of computer paper and two feet of tape and create a ramp/track that would keep the ping pong ball rolling the longest. Everyone had 45 minutes and their strictly limited supplies to do their best before the time trials started.
The four student groups quickly got started on their tracks, folding and shaping the paper to meet their needs. I saw many tests and retests take place, showing the students that their track either worked or didn't work. Some tracks underwent many tweaks while others built upon their original ideas. I saw four groups with four different ideas of how to keep their ball rolling. Communication and teamwork were key for this activity and my students did a great job as they learned (and used the scientific method without even realizing it).
CONGRATULATIONS TO TEAM WATERMELONDREAS for beating the competition with a time of 20 seconds!
Questions for the drive home and dinner table:
-Which character in "The Outsiders" is your favorite so far? What character traits can you connect with?
-With around one month left in the semester, what can you do to make sure you're on top of your Independent Book Project?
-Are there any assignments you're missing that can still be turned in?
-What extra credit is available to you each semester?
-What are the benefits to slowing down and taking time on your assignments?