The two articles I read were, "The Power of Our Words" by Paula Denton, and "If They'd Only do Their Work" by Linda Darling-Hammond and Olivia Ifill-Lynch. I couldn't help but feel overwhelmed when I read these articles because I'm trying my best to be a great teacher and there's just so much to do/fix. For example, in the article "The Power of Our Words", I read that my sarcasm can be harmful at times, but I can't restrain myself from using it. Also, I'm aware of the "knowing when to be silent" strategy but it's so hard to break my habit of asking a question and letting anyone answer it. I don't even have a firm policy on hand-raising because...well...I don't know why.
The article, "If They'd Only Do Their Work" talked about making homework "doable". Most of the suggestions they gave, I've somewhat incorporated in my class. Most of the time I give students a chance to work on problems similar to their homework while I walk around the class giving immediate feedback. The following day, I ask if anyone has hw questions, but nobody asks (maybe their too embarrassed). This topic also made me think about students that do understand the hw, but try finishing the assignment 5 minutes before it's to be turned in?
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Ok, let's relax here-- remember, mastery is all about being on the path and doing things little by little. If you take on EVERYTHING at once, it's not going to happen. What is one thing you could take from each article and incorporate it this week? Small, incremental, continuous changes lead to huge growth moments... but it takes a while! You're doing really well-- just keep plugging away!
Hi Chrisel! I feel you on the "Power of Words" comments. Sarcasm comes all too naturally to me, and I have a difficult time dealing with extended silence without wanting to fill it. I guess I need to become more Zen. :)
Chrisel, I have been thinking a lot about students' homework patterns too. I have many bright students who I see rushing to complete their homework in the minutes before class starts. This shows me some buy-in on their part because they obviously care enough to make the effort to get it done, yet something is preventing them from using other time (study hall, after school hours, etc.) to complete this work to the best of their ability. It gets me wondering what we can do to support and motivate students who are already are being given adequate space to complete their homework. Lighthouse students have at least 60 minutes of supervised study hall every day. Knowing this about their schedule, I find it hard to be totally compassionate to students with busy after-school schedules. That being said, there must be some reason for why the work doesn't get done, or is saved for the last minute and I think the responsibility for this is on me. What changes can I make in the style and accessibility of homework assignments I give to make them seem worthwhile, manageable and helpful to my students?
Hi Chrisel, how are doing? I have similar feelings after reading the Power of Words, but probably even more with 'Relationships Matter' document. Some comments about silence and homework. After I read those articles, I have been waiting a few seconds before taking answers when I ask a question, at least with one of my classes, and it feels good. A few more hands raised, first only one or two, but i repeated the questions and wait for a while and two or other three hands joined the first ones and I later called all of them, encouraging their participation and collaboration. It's good. I need to applied it more often and in more classes. Another thing is with homework. i have different answers with different classes. One of my classes is excellent with it. Most of them (more than 20 in the class) do it and they want I review it, and with a little exceptions all do it. But other classes are different and run to the last minute to do it before I check it in class. Thank you and talk to you later. Thanks.
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