How NOT to Teach Kids to Write an Essay.

Once again, I have been less faithful than I intended to be in blogging. September has been a bit of a crazy month for me. Between weddings and travel and traveling for weddings, it's been all I can do just to keep up with basic work, much less write a blog post. Alas, I will press on.

Today I would like to introduce the topic of writing essays. Or rather, having students write essays. Before this year, the thought of having students produce a piece of writing longer than a paragraph seemed overwhelming. When would I have time to grade one hundred or so papers AND plan lessons for multiple class, AND keep up with all the other grading and paperwork I inevitably accumulate from my students? I've always believed that it is important for students to write in order to demonstrate what they know as well as to support other disciplines like English/Literature, but I just never felt like I had the time to do it justice. But this year is different! Because of the many benefits of being at the same school as last year, I was able to prepare well in advance. Also, since I was able to get a feel for what worked and what didn't work last year, I have been able to modify the way I conduct class to significantly reduce the amount of paperwork I collect from students. This has freed up considerable time for me to focus on having my students write essays in class, as well as time for me to actually grade them without being completely overwhelmed.

Once I had the time for students to write and me to grade essays, I had to figure out how to introduce it in a way that would not be too confusing for students. I FAILED. Sure, they have written essays before (or at least I hope they have by their junior year of high school), but many have never written an essay for a history class. Here is a brief list of the things I did WRONG in introducing the first historical essay many of my kids have ever written.

1. Over simplify the guidelines/instructions. I thought it would be a good idea to make the instructions as simple as possible so as not to overwhelm my students with what I thought would be nit-picky details. I was WRONG. I made it so simple that when I actually set kids to work, there were several who were still confused over the purpose of writing the essay. As  moved around the room, I noticed several kids who seemed to be under the impression that they were expected to research their topic. I explained to each one that this was supposed to be an exercise for them to demonstrate what they ALREADY know and to incorporate primary sources that we have ALREADY discussed in class. Many began to understand, but when it was time to turn in their essays, several kids were STILL confused about what the expectation was and were concerned that they had not done it correctly. And this is my fault. It could have been prevented. Or at least minimized if I had just been specific when I wrote my guidelines.

2. Allow students to choose their own topic. Now, this doesn't sound like it would be a bad thing. Students generally do better and are more interested in what they are doing if they get to have a say. This is proven and documented by teachers all over the world. However, They didn't know HOW to pick a topic. And, because the instructions weren't clear (see point above), some students were trying to choose topics that had nothing to do with history let alone the time period we were studying. I did provide a several topics for them to choose from, but I also allowed them to adapt a topic or create their own. So many kids picked topics that they thought were interesting but were really difficult for them to write about. Others picked topics that required them to research and find new information, which was not the point of the assignment. In fact, students doing research on a difficult topic in many ways detracts from the point of the assignment. I wanted them to demonstrate what they know by referencing primary sources we used in class. If I had narrowed the focus FOR them, they would (hopefully) have  begun to work faster and more efficiently. There would have been no time wasted pondering what subject to write on or what opinion to have or what sources to use. I could have helped given them this structure, but I didn't. Next time I will.

3. Provide unstructured time for students to work independently. I also thought it would be a good idea to allow students some independent time to work on their essays in class. I hate giving homework, so I wanted to make sure I provided them with time in class. Great, right? No. Very few students had a clue where to start. Once I gave them the very specific instructions for the essay and provided them with a narrow list of topics from which to choose, I should have modeled for them how to begin. We could have brainstormed together; created a sample thesis; provided them with a blank outline for them to fill in with their own information; demonstrated how to appropriately reference sources. So many things I could have done differently to provide them more structure, but I didn't. Next time I will do ALL of these things. And hopefully, it will result in better papers.

Now, most of these mistakes I can chalk up to the fact that I've never had my students write full length essays before. I do think I should have known better, though. Or at least anticipated some of the struggles. In my experience it is always better to start with low expectations. It's nice to be pleasantly surprised when your students surpass them, but it's far worse to have high expectations that are not or cannot be met. I think I have overestimated my many if not most of my students on this assignment. I don't doubt that I have some bright kids who probably did a very good job. At this point, though, I do expect most of the essays to be less than what I expect. Alas, I must learn from my mistakes without penalizing my students too much. This essay will set a baseline and the good news is, the next essays can only better!

Keeping Students Organized Using "In-Class" Folders

I'm not big on assigning homework. Half the class won't do it and half the class will. Then some students are ahead and some students are behind. Yes, the consequence for the ones who are behind will be a lower grade (or failing grade). That doesn't work for me either. Those same students who don't do homework will often still have a lower grade than the super prepared and hardworking students, simply because they are lower performing students. AND THAT'S OK. Everyone doesn't work at the same level or pace or with the same motivation and as teachers we shouldn't expect that. It's our complicated job to figure out how to reach all students and help them grow and be successful regardless of their current abilities. Assigning homework that I know will not be done by my lowest performing students only ensures that they will be less prepared for the next topic or skill that is learned, causing them to fall even more behind. It becomes a cycle that further separates the hardworking students from those who- let’s say- need a bit more encouragement. So, there is no homework in Mrs. Taylor's class.

My alternative is just doing all of the work in class. This way, stronger students can work with weaker students and I am there to guide and help everyone so that they grow and learn no matter what level they started at. This helps foster a collaborative environment in my classroom which I LOVE! It also means that some activities and assignments will span several days and students have to keep up with their work from day to day, but not do it for homework.

Last year I used crates to hand back and store graded work. Each student had a file that some checked periodically for graded work. I found, however, that many students were using their folder in the crate to store work that we were doing in class so they didn't accidentally lose it from one day to the next. So from that, I developed my current folder system.

Each class has a crate. Each student has a “file” (hanging file folder). I also had each student buy a pocket folder for my class, plus loose-leaf notebook paper to keep in the folder so it’s handy for taking notes. They also keep a stack of post-it notes in their folder to use for their exit tickets at the end of the class. Everything is all in one place and it never leaves the classroom. They get their folder out of the crate when they come into the classroom and at the end of the class they put it back!

Here are three benefits of the in-class folder system that I have found:

1.     Nothing gets lost and I don’t have to print out a ton of extra copies for those “less organized” students who always seem to lose their work and need a new handout. 

2.    Lower performing students are not burdened with homework they won't or can't do. Some students really do struggle with working independently- especially in a history class that requires a significant amount of reading and analytical response. And in many cases, they just don’t do it because it’s hard. They fall further and further behind in both content and skill. This just reinforces to them that they aren’t capable and in many cases causes students to just give up. The folder system ensures weaker students always have access to stronger students who can help them. And I am always there, of course, to make sure that everyone is on track and give additional support to those who need it the most.  

3.    An added bonus is that it models organization for those who struggle with that skill. Because let’s be honest, some people are gifted with organization and some people are just NOT.  Though my folders stay in the classroom, this is a method of organization students could implement in other classes.

As with anything, there are drawbacks. Here are a few and how I have tried to overcome them.

PROBLEM: Students (and parents) do not have access to information and class goings on at home.

SOLUTION: I make everything we do in class available on my class website that students and     parents can access anytime. I also use Remind, which now includes a chat function so parents and students can ask questions or voice concerns any time outside of class.

PROBLEM: Students do not have materials to study for tests at home.

SOLUTION: Again, I make everything is available online. In addition, I also provide a study guide that condenses everything we’ve learned into a single worksheet. We complete it as a class for review and students may take it home to study. There is no harm if they do not bring it back because it has already been checked. Furthermore, the textbook is available online for students to use whenever they want. I have provided a link to the book on my website.  

PROBLEM: Students who were absent may be forced to complete all of their work at school.

SOLUTION: Students have the option to check their folder out and take it home. Alternatively, they could just take home the papers they need and leave the folder in the classroom. They must bring the completed paper back in order to get a grade, but it eliminates the possibility of the folder getting lost. And again, everything is made available on the class website, so it is not necessary to take any materials home as long as a student has Internet access.

PROBLEM: Doing all the work in class may mean taking longer to teach certain topics and risk not covering all the necessary material.

SOLUTION: There is the risk of going too slowly and not covering all the information. This system does require me to stick to a fairly strict schedule. I also know that my personal teaching style has in the past, paced my classes faster than other teachers teaching my same subjects. This means that personally, I have some wiggle room in the schedule to slow my pace down and allow for work to be completed in class.

I’ve tried very hard to think through all the possible scenarios that might arise and I may tweak my system throughout the year to make it fit for specific students. All in all, I think it will serve well. I also intend to get student feedback as we fall into a routine to see how it is working for them! Thoughts and suggestions are welcome!

Lauren

My Organized Classroom

I have already been less faithful to blog then I intended to be. I meant to write this post last week, but with all the crazy business of getting ready for school, I just didn't have time. And when I did have time, I was exhausted.

I wrote last about how this is the first year I get to teach at the same school two years in a row. And let me tell you, it is just as magical as I anticipated! Everything I thought would be true about the experience is, and it's been wonderful. Since I was super prepared before teachers went back to school, I was able to focus the week of inservice on putting together my classroom EXACTLY how I wanted it.

In the corner of the picture below is my desk area. I like an "L" shape so I have lots of room to organize all the papers I will accumulate. Everything needs to have a space and if I don't have at least two "teacher desk size areas" things pile up and I just can't handle it! Like, it makes my blood pressure rise. No joke. The other long table with all the crates is for my students. Each crate is labeled with a class and this is where they will keep their folders that they use everyday in class. One day I will explain this system in depth and why I'm using it this year!

This is the "student hub." This is where students go for practically anything they would need during my class. There are actually even more labels on the wall now, spelling out exactly what each thing is so students are not confused about the purpose of each tray, clipboard or basket. (One week into school and someone has already ignored the signs, but you can't blame me for trying! hopefully they'll get it eventually!) The gray trays are for students to turn in work. They won't actually turn in much work because I HATE paperwork, but somethings just can't be checked in class. Like tests, and essays. So it's important they know where to put those things. The black trays are for students to pick up handouts that we use in class. Rather than me taking time to pass everything out, each student grabs what is needed and class is ready to begin when the bell rings. The black basket has file folders for each class I teach (U.S. and World History). This is where extra copies of handouts are moved so that students who were absent can easily find what they need without having to consult me. I also have a textbook checkout sheet in case a student needs to take a book home for some reason (because I do not assign books to each student). The other clipboard is where students sign out when they need to leave the classroom to go to the bathroom, nurse, office, or another teacher. There is clearly no sheet in the picture, but I have put several there since school has officially started. All of the items on the shelf are for student use too: books, dictionaries, extra pencils, pencil sharpener, hole punch, stapler, kleenex, germ-x.  Everything in the picture is for the students. 

This is one view of my classroom that allows you to see how the desks are arranged. I HATE rows. I think they are the most boring an inefficient way to place students. I started with groups because I use basically all of the walls in my room for instruction at some point. The projector and screen is perpendicular to the chalkboard, both of which I use regularly, sometimes at the same time. On the wall opposite the chalkboard is a white board where I post weekly schedules for my students and maps that I reference from time to time. Furthermore, when I teach I walk around. And if I do choose to sit briefly, I sit on top of my desk which is opposite the projector. So it's important for students to be able to see every part of the room easily, and groups seem to accomplish this. I have also learned how to arrange them so that the opening in the desk is not blocked by anything so it's easy for students (regardless of size) to get in and out.

I tried zip-tying the inside legs together to further prevent them from moving. Warning to all other teachers who saw this seemingly brilliant idea on Pinterest, like I did: It doesn't actually work. Maybe if you could find super heavy duty zip ties they would hold. But after only ONE DAY of school, I already had desks coming apart. And I don't think anyone did it on purpose. I accidentally pulled them apart just trying to make a minor adjustment to one of the groups. But, since I have them arranged where it's easy to get in and out, no one has really moved them much. At least not yet. I suppose I'll see if this holds true as the year progresses and they all get more comfortable in my class.

So this is the gist of my room. I was finally able to get rid of everything the previous teacher left so there is no junk and no clutter. (which makes me happy!) My room is exactly how I would like it and it's all because I was able to be prepared. It's amazing what can be accomplish when there is a plan already in place! That's all for now, more to come!

Have a happy school year!

Lauren

A Year of Firsts

This is a year of firsts for me. It's not my first year teaching, if that's what you're thinking (It's actually my fourth). It is, however, my first year to be at the same school two years in a row! That may not seem like that big of a deal to someone who has never experienced the stress of school hopping, BUT IT IS!

This brings another set of firsts:

1. This is the first year I get to be in a classroom I am familiar with. That means I can begin planning for how I want it set up; where I want to hang which posters; where I want to post schedules and bellwork; where I can position my projector. It's amazing! Every school year before this one I would show up on the first day for teachers and be given one week to plan and organize my room. For me, that was stressful. I am a very prepared organized person and having to playing things by ear and plan on the fly is NOT my style. And even worse, the room I was given last year apparently belonged to a hoarder who had no organizational skills. I spent hours and hours the week before students arrived trying to put everything in order AND I DIDN'T FINISH! I had two bookshelves filled with JUNK that I just never go around to that stayed that way ALL YEAR!

But not this year. I know my room, I know how I left it last year and I know before I even get back into my building what I want to do with it. And it's a wonderful feeling!

2. This is the first year that I actually have some idea of what I will be teaching because I taught it last year. So I have been planning for those classes specifically, weeks before I even have to be back at school. And, because I taught the SAME classes last year at the SAME school, I get to reuse much of my material from last year. It also means that I can better make adjustments because I am more familiar with the expectations of the school (and state), the tests that will be administered to my students, and the curriculum in general. I have taught in more than one state and in both private and public schools, so there is actually a HUGE difference in each of these aspects that requires adjustment on the part of the teacher. It's nice to finally have some consistency in my professional life.

3. This is the first year that I will already know the school policies and procedures. Just as curriculum and expectations changes from school to school, policies and procedures do too. It is one more thing to have to adjust to when school hopping, but not this year! Sure, there may be a few minor changes to rules and such, but in general, things will largely be the same as they were last year. I have already made the adjustment and know what to expect. This makes planning the rules and procedures for my classroom infinitely easier. And, I've already finished! One less thing for me to do next week while I'm trying to put finishing touches on my room (that I already know how to set up and decorate!)

4. And last but not least: This is the first year I will already know people at school. As an introverted person, I often struggle with the ritual of meeting new people. But this year, it's already done! I suffered through the struggle LAST year and survived. Not only did I successfully meet the teachers in my building (and many in other buildings and departments), I feel as though I successfully forged solid professional relationships. I am excited to see those relationships continue to grow and thrive. And now that I already know my place in the social and professional hierarchy, it makes meeting the new teachers less terrifying (and even a little bit exciting)!

There are many other perks that come with teaching at the same school two years in a row, but the list could get long and tedious, so I won't go there. But, because I get to be more prepared for the start of school than ever before (and hopefully less stressed) I have decided to finally blog my experience. One more first to add to the list. Stay tuned!

Lauren