This started on a Saturday, the Saturday before the Monday when I had to hand back rough drafts to my students. I wanted no part of them. I wanted nothing to do with them. Glancing at my comfy blanket and cup of coffee, I was a human replica of the emoji "ugh." Not wanting to embrace my stack of papers, I started texting a fellow English teacher about her method of using rubric codes. She uses numbers to correspond with different points on a rubric that come up over and over. We have had this discussion before, yet, I was resistant because I had always wanted to follow "traditional" feedback routes. Things I love: ink over typeface, writing in the margins, and seeing a child's face go, "You spent alllll that time on my paper?" Yes, yes I did. I have had many conversations about the writing process lately because it seems as ELA teachers, we all tackle this beast differently. I am not willing to budge on giving feedback on rough drafts, even though some instructional models no longer call for this step in the process. Rubric codes never seemed to fit...until it did.Read More
After confessing the reason I would leave teaching, I wanted to tackle the whole paper problem head on. I often will get an idea in my head and have that "brain-on-fire" type of feeling when it comes to teaching. It is one of the reasons why I teach. However, taking on too huge of a problem without a step-by-step plan is going to lead to burnout. I feel like the whole "paper problem" is too much to chew on before I am back practicing in real life in the classroom. I want to think about implementing some key changes that I took away from my readings over summer break to change not only my methods, but perhaps the way I do business. From my post where I identified the main problems that exist in my systems and mindset, I have concluded to focus on these three main areas for going back to school:
1.) Using mentors for the teaching of writing.
2.) Restructuring the writing workshop. Students will write more in class, participate in stations, collaborate with each other and me, etc.
3.) Streamline processes that I have in place so that I am taking less paper home that does not need to go home. (I.E. paper that does not require extra feedback)Read More
I love a good problem. Problems that seem to have impossible solutions seem to be the best puzzles to try to solve in the field of education. Something like getting Math teachers to love writing or eliminating tracking in student schedules or figuring out how to motivate the one student that seems like no strategy, plan, solution, or special team can figure out a plan to help. The problem that I am trying to tackle involves English teachers and how to take in, process, utilize, and implement grading practices/feedback during writing instruction and in the day-to-day ELA classroom.Read More