Chris Stolz recently had a couple fascinating things to say regarding language teaching. Both had to do with what some people refer to as “natural” language…Continue reading
OK, so it’s still holiday break, but we can celebrate the third #teachersunday in a row, especially to get more teachers on board after the New Year (just post a pic of your Sunday in the Twitter sphere, and/or FB). Even though it’s still break, I’ve already heard teachers beginning to plan their upcoming week. Not me; I took care of that work—at work—before I left work. In fact, I’m not even sure what’s been planned, and don’t really need to know until school begins Wednesday. Come to think about it, I don’t even really have to plan for Mondays at all because the options are bountiful. Having some Monday routines on hand are a must for teacher sanity…
Before you check out my #teachersunday activities from this week, here are some favorite no-prep options for every Monday so you don’t have to think very hard on a Friday, and definitely not during a holiday…
- Weekend Talk/Holiday Talk/Card Talk + Simple Survey (e.g. “What was good? What was bad?”)
- Calendar Talk
- Special Person Interviews
- MovieTalk (always have the next one cued & printed)
- One Word Image (OWI)
- Free Voluntary Reading (FVR)
Also, whatever you do, make sure it’s something without printing (do all that by Friday). Heading to the copier Monday morning is about as bad an idea as driving back to any major city on a Sunday afternoon.
Over the 55 hours of CI starting in September up to the holiday break, students read on their own for 34 total minutes of Sustained Silent Reading (SSR), and 49 minutes of Free Voluntary Reading (FVR)…Continue reading
It’s always depressing to hear how teachers spend their Sundays. For many, their weekend is over early that morning with school planning weighing on their minds. For some, that weight is felt every night of the week.
This tweet from Angel Wilson appeared in my feed:
Angel is talking about super teachers; the ones who are seen to be praiseworthy models of education and teacher expectations. Those expectations are unreasonable. How about the teacher who’s effective day in and day out, but also has a personal life beyond the classroom?! Why aren’t we praising consistency resulting from a healthy, balanced work and personal life?! Students are keen to diversify their resume for college acceptance (no one wants someone too focused on just one thing, right?), so why aren’t we modeling that as well? Why are teachers working on the weekend?! And remember that we can plan so we never have to do that, right?
So, on Sundays, I’ll be tweeting (@magistermrp) pics of what I’m doing under #teachersunday and I encourage you to do the same. Join me starting next week to show the world that successful teachers are leading healthy, balanced lives by enjoying their weekend just like everyone else! Here’s a snapshot of my day:
The most practical daily practices aren’t really taught to teachers. None of us received training in how to best take attendance, minimize the paper trail, organize digital files, or transition between classes. The lucky teachers have found a good system. Unlucky ones are still searching for more efficient systems, or don’t even know that alternatives exist at all! This is a companion post to How To Plan So Your Plans Never Get Messed Up with some tips on organization…
On any given day, it’s common for teachers to have wrenches thrown into their plans without warning. Sometimes these wrenches appear during the very class teachers are required to plan for! Other times, it feels like the whole damn tool chest is being tossed our way! This post offers tips on how to structure your planning so those wrenches have absolutely no impact, whatsoever…
Yesterday, close to 10 students across all classes asked what auxilium meant. Oh, and here’s the excerpt from that text:
With questions like that, how often are students aware of all those glosses I intentionally put into class texts?! In the same classes, I also noticed that students were working much slower than I’d expect during Read & Translate. Surely, if they’d been reading at home the process would be much easier. Could it be that comprehension support during class time isn’t helping students read independently at home? Also, it just so happens that two new students began school this week too, so those in-text glosses certainly weren’t much help with almost every other word unknown. At what point might those in-text glosses make a difference, and what could I do to help these new students begin reading on their own?
Based on all those questions, I’ve decided to experiment…