Anonymous wrote:
Anonymous wrote:A few tips:
Keep Ziploc bags in your desk. Rather than make kids throw out their food, I have them put it in a bag, which sometimes (not always) avoids arguments. They are also useful when kids bring slime, or Legos, or someone's necklace breaks and there are beads everywhere, etc.
When there is a big assignment due (test, project, essay, etc.), immediately go through the stack and figure out who did not turn it in. Put zeros in the grade book right away, even if you don't have time to grade all the other submissions yet. That may seem harsh, but it's a warning to the student and their parents that this is what their grade will be if they don't submit it. Otherwise they are shocked when weeks later their grade goes down after you finally put the bad grade in. You don't want there to be any surprises, particularly not at the end of a quarter.
Again with the no surprises, give study guides and post notes and info about upcoming tests online.
Chromebook addiction is real. Admin probably won't support you going completely tech free, but be strategic about how you use the computers. In my class we will do warm ups on the computer (because Google forms give me data) and for graded exit tickets at the end of class (because the more you can automate your grading, the better). However, all notes and worksheets are on paper, because that keeps the kids focused. Familiarize yourself with the software for controlling their screens (we use Hapara at my school), though the kids find ways around the system. Also, sometimes reviews games on the computer can be a good time filler; check out Kahoot and Blooket.
Create a spreadsheet with IEP/504 accommodations, specifically who gets small group testing, read aloud, dictionary access, and extended time. Note any other unusual accommodations. Check it before every assessment and make arrangements for those students as necessary. These are legal requirements, so you don't want to screw this up.
If you don't know Spanish, at least learn the bad words like "puta" and "mierda." It is also very effective to learn how to say, "Do I need to call your mom?" in Spanish.
Sixth graders are in that weird tween space where they are sometimes kids and sometimes teens. One minute you will be having a really deep conversation about an important topic, and you are so proud of how well the kids are discussing complex issues. The next minute, you are confiscating slime from a kid and telling two others to stop putting glue on each other. Some of the kids look and act like they are 8 (usually the boys), and some of the kids look and act like they are 18 (usually the girls). They can drive you crazy, but they can also be funny and sweet. They appreciate a little sarcasm, but you can't go overboard. You also need to always keep your cool, even when they lose theirs.
Ziplock bags, got it. I will add those to my running list. I wonder, does your school have rolling grade books? If not, what is a reasonable time to allow students to submit their work around that age? I have some ideas about how to establish expectations that I will have to confer with my co-teacher about to figure out how feasible they are. I seem to recall that Glasgow has a learning management system. One of my mentors posted everything there. Someone else here suggested sending out notices to the parents to keep them informed about what the students are working on. I was thinking that I could make my daily outline, with all of the announcements included on it, accessible online for the students and their parents. This may also help set a routine and manage some expectations for everyone involved. Be careful not to screw up IEP/504 accommodations— got it. I think having a spreadsheet of these special needs is a great idea. TY
![[Post New]](/jforum/templates/default/images/icon_minipost_new.gif){kind=icon}