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Class Contract Archived Post 8.12.11

Posted by: lclarcq Posted on: November 30, 2014 , , , , , , , ,

(Originally posted 8/12/11)

A reader asked a number of great questions on a post where I wrote about NOT using participation points. I will try to address some of them here.

How do you get there?
Which system do you have that replaces participation points that works?
How do you deal with discipline (attitude, absences, English)?
Which is the social contract you have with your students and parents?
How did you reach this social contract?
How do you enforce the rules that make daily living (la convivencia) possible?

Below is the contract that I created to address these issues. When I have an administration that requires a signature, I’ll collect that. Our Dean of Students and Principal have a copy. A copy is on my website and a copy is sent home to parents.

The key to this, however, is taking time the first week of school to address each point below:

Your Rights and Responsibilities

1. You have a right to be treated as an individual who interesting, capable, and important.
You have a responsibility to treat others the same way.

2. You have the right to a positive learning environment every day.
You have the responsibility to learn and accomplish something positive every day.

3. You have the right to be informed about the academic and personal goals of this course and your progress towards
those goals.
You have the responsibility to complete the class work and homework designed to help you achieve these goals and to monitor your progress.

4. You have the right to communicate with me in a respectful and appropriate manner about issues that affect you in class or in this building.
You have the responsibility to communicate with me whenever you have a problem, question, or concern about issues in this class, or your achievement in this class.
You have the responsibility to communicate if you, or anyone else, is in danger of physical or emotional harm.

These are posted in the room and referred to as necessary. We address them as “new information”, one per day the first week…IN ENGLISH…along with any number of team-building and get-to-know-you activities in Spanish.

I address infractions to the above immediately and directly…although not always publicly. A one-to-one conversation often goes a long way. The first two are the most important. As the teacher,

I have the final say if there is disagreement on what kind of behavior falls “outside of the lines”. I briefly mention and discuss “boundaries” so that students understand that there is a need to have lines drawn for appropriate/inappropriate behavior.

What we allow, we encourage.

The first few weeks with a new teacher, it is the students’ job to find out exactly what that teacher will allow. For example: talking when the teacher is talking, writing on other students and/or their belongings/desks etc., arriving late to class, not engaging in class activities, pretending to not know anything, sarcasm, mean remarks, making fun of others, inappropriate clothing, not doing homework, passing notes, texting, eating and drinking in class………………………………………..

I don’t take it personally when students test the boundaries. As adolescents, that is what they are wired to do. They want to know how I will handle trouble when it comes. They need to know that they can trust me to keep the classroom a safe place. Ironically, it is the “troublemakers” that need to know this the most. Many of them are extremely bright and knowing where the boundaries are is how they function. Many of them have learned survival skills outside of the classroom and want to know from the beginning which of those skills they will need to survive this venue. Some of them have a reputation to uphold. If I am consistent about the rules, their classmates will not look to them to act up. If I am NOT consistent, then it becomes their role to see what I’ll be like today. They learn by watching adults….and each other. Adults who are inconsistent become playthings and entertainment. I let them know up front that we have other things to do.

So…Step 1: The Rules and Responsibilities

Step 2: Identify the Boundaries and Stand Firm

Step 3: Offer the Better Option….Calmly.

Step 4: “Conduct” the Class

I tell students that this class is much like a band/chorus/orchestra and I’m the Maestro. I literally “conduct” the class. They need to follow my words, facial expressions, gesture etc. and respond appropriately. The first piece we learn is the “Signal” (check out the post below)

Signals

I take my job as Maestro seriously and choose my activities (pieces) carefully based upon the strengths, interests and abilities of the students. From Day 1, I make it clear that I have chosen everything for THEM. Not because it is next in the book, what the other classes are doing, I think it’s cool, it makes me look good or another group liked it. For THEM. I choose activities which I know that my students will enjoy and will be successful at.

Every day for the rest of the year, I keep those rules and responsibilities in mind. I know that we will need to review them regularly.

with love,
Laurie

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The “Uninterested” Archived Post 11.7.10

Posted by: lclarcq Posted on: November 30, 2014 , , , , , , ,

(Originally posted 11/7/10)

Marc has started an amazing forum for TPSRers in Japan. His thoughtful questions generate a lot of discussion. I responded to one of his posts on that list and wanted to share that answer here because we all have those “uninterested” students.

Dear Marc,

I wonder if it might be worthwhile to look at a couple of other options. It may be that your lower-level students are not skilled at using their imagination or visualization skills. So not only are things that aren’t about them not interesting….they don’t exist literally…they can’t “see” anything that you are talking about and so they definitely get bored with that information.

Students who are very literal often display some or many of the following characteristics:

* they answer in one or two word utterances even in L1

* they don’t ask questions/display curiosity

* they like activities which result in a concrete result ie a game w/ a score

* they value personal privacy

* they see information of any kind on a “need to know” continuum…if they don’t have a concrete reason to need to know/share, they don’t.

* they are often very good at mechanical skills: fixing an engine, building etc.

* they do not enjoy reading

* they prefer action films to romance/comedy etc.

These students actually need storytelling, but are missing a key skill: imagination. They are the students who need, in increments, illustrations and the opportunity to add details to stories so that they can “see” what the story is about. They need to start with short stories and build as the year progresses to longer pieces. They need immediate feedback.

Another possibility is that these are students who have no idea that they can be successful. They have been labeled for years as “low-achieving”. They don’t even see themselves as students and here you are expecting them to pay attention and answer as students. It may take a while for them to begin to see that this IS something that they can do. Then, even when they do begin to see themselves as successful, they may freak out and react to that as well. It may always feel like you are pulling teeth with these kids because you will be. They stopped giving willingly in the classroom shortly after their first days of school when they realized that the system was not for them and didn’t like them. (even if the Japanese system doesn’t “fit” that concept, human beings do.

Regardless of the culture that we grew up in, we all have a need to be recognized and appreciated. )

These students will not respond as predictably as your higher-achievers, but their progress will be incredibly powerful and rewarding….and they willl progress!!!! The difference is that high-achieving students tend to progress predictably and in a linear fashion. This group will lay “dormant” for periods of time and then make leaps when you least expect it. That is how they grow. But they are the students for whom TPRS can be life-changing. Teaching them can be career-changing. Keep us posted!

with love,
Laurie

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First Goal Archived Post 9.3.10

Posted by: lclarcq Posted on: November 30, 2014 , , , , , ,

(Originally posted 9/3/10)

There are so many things to get done the first week!!! It is sooooo tempting to want to jump right into “Spanish” and start “teaching.” But the truth is…..that would be feeding my need and not addressing the needs of the students. I may be chomping at the bit to get them listening, reading, speaking and writing….but they could care less. About Spanish anyway.

They are excited to be back in the building. They have missed seeing their friends, their peers and, yes, even their teachers. They have missed having a routine. The building is buzzing!!! Then the bells ring, the doors close…and the silence begins.I want that excitement to continue in my room…even after class starts. That energy is the life-blood of the language classroom. If I push them right into my idea of a Spanish lesson I am setting myself up for a huge face-plant. Pow. Right onto the linoleum floor. Students have been trained to sit down, shut up, stare straight ahead, and to nod appreciatively so as to appear engaged.

The minute I go into “teacher mode”, they go into “student mode”, and I am back in the face-plant position.

Luckily for me, this year I have a student teacher. He is new to a small rural district and there are a lot of things that he will be getting used to in the seven weeks that he is here. So, our theme for the week was : Start to Get to Know Each Other.

I’m in the highly unusual position this year of knowing nearly every one of my students. It’s never happened before, and it’s not likely to happen again. The timing, however, is beautiful. I get to sit back and watch as my student teacher and my students get to know each other. I can introduce them….but they are the ones who have to do the rest. Getting to know each other is not an easy task. It cannot be rushed. All good things take time.

First, of course, is the pesky job of learning all of their names. It’s not as bad as it could be; I only have 110 students this year. But let’s face it….that’s one tough job….matching 110 names to faces….in as little time as possible…because the more quickly he learns those names, the better.

(BTW…I’m not worried, my student teacher is light-years ahead of where many experienced teachers are. He has great instincts…a most impressive young man.)

Some of the students made themselves known right away. They got to class early or hung around after everyone else had left. They wanted to come in after school and look for opportunities to ask a question or to help out. They wanted to, or needed to, be at the top of the “I know you” list.

Some of them sit in the front row during class….some sit in the back. They have a need to carve their place out right away. They aren’t as hard to get to know….and I am always grateful for their direct approach. No ice-breakers needed. HERE I AM!!!

The next-easiest group to get to know is the group of students that is most like us. They laugh at our jokes. They respond right away if we mention a favorite t.v. show or sports team. They remind us of ourselves at that age. I’m pretty sure that my student teacher has already begun to identify these kids. (like I said….he’s sharp) It will be my job to make sure that he finds ways to feel as connected to the rest of the class as he could to the ones that are already the first ones to come to mind.

What we tried to do this week was to set up the classroom, physically and emotionally so that everyone would be accessible and would be able to find a way to be accepted. Including the teachers. Although we will add a new goal for next week, this week’s goal will become this year’s goal.

Get to Know Each Other.

It’s the assignment that I gave my seniors. It’s the assignment of a lifetime.

With love,
Laurie

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Looking Back Archived Post 9.6.10

Posted by: lclarcq Posted on: November 30, 2014 , , , , , , ,

(Originally posted 9/6/10)

Last fall I made a commitment to myself, and to my students, to honor Time. I’ve tried to look back and see if I really did that…and if I did….how did that affect my classroom.

It’s difficult to do, because Time truly flew last year. It was my oldest son’s first year at a community college and my youngest son’s senior year in high school. We sold our house and moved. Both sons searched for, applied to, were accepted by, and made plans to go out of state for college this fall. My “adopted” daughter graduated from college. And that was my world outside of school. :o)

It was a year full of exciting events, memorable moments and stressful situations. I hope that, looking back, my recollections of the classroom are accurate.

The clearest thing to me, about last year, was the much more relaxed atmosphere in the classroom.

Not relaxed in a “we are not doing anything today” way, but rather, relaxed in a “there isn’t going to be any pain in this classroom today” sort of way. Students who routinely “blew up” in other classrooms actually were relieved to come in and to calm down. I did not “gear up’ emotionally to face any of my classes…I didn’t need to.

Going slowly worked. This was a group that wasn’t going to get it if I went quickly…that much I knew. But the only way I could know if going slowly would work, was to try it. So I did.

Now, I do have an advantage….we are a small district and I knew that I would be the teacher that would get these kids in Level 2. So I used that advantage and took the opportunity to do what I believed what was best for this group.

What do I mean by going slowly?

I let go of the “schedule.” I went through our curriculum as the students were ready….not when the schedule said to. When students needed to, or wanted to, linger on a topic, we did. When the earthquake in Chile occurred, we let go of the scripted curriculum and followed the story. When students found a song that was classroom-appropriate, we spent time with it. When I got a new idea for a new activity, we went with it. When I discovered the movie Real, we added it. When students needed three days to read a chapter in Casi Se Muere instead of one…we took three days.

Where did we end up? Right where we should have. We may not have addressed reflexive verbs the way I have before. We may not have had as many quizzes as we have had other years. We may not have written as many original pieces as other classes have. I’m pretty sure that we didn’t get as detailed with vocabulary as I might have a few years ago.

But they were all with me. It may not have been their favorite subject nor their favorite class….but they were with me. And this was a group with a number of kids that, in other years, I would have lost. Not numerically…they would have slid by with a 66 or a 67…but they would have played the game to get through…not really acquiring language. Yet, by going slowly, I was able to see them continue to grow and acquire through the very last week of school.They were interested.

They were willing to show concern about victims in Chile.

They were willing to listen to nearly any song that was presented to them and frequently came to me with songs that they had scouted out on Youtube or Itunes.

They came in with questions….things that they had seen, or heard, or thought about overnight or over the weekend and wanted to know more about…or wanted to understand.

They encouraged each other. They really developed, and utilized, a sense of humor using the language. And the students who, if I had gone more quickly, would have kept up with me?

They still rocked the house with their insights, their skills, their applications and their level of acquisition.

Going slowly allowed me the time and the freedom to do more differentiation than ever before. By letting go of the idea of getting more done, I was able to do better. What is differentiation if not a form of academic personalization?

I hope that I make the time this year to not only honor Time…but to record in more detail what I was doing and how so that I can continue this…and to share it with you all in more detail.

With love,
Laurie

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What Do I Want? Archived Post 9.1.10

Posted by: lclarcq Posted on: November 30, 2014 , , , , , , , ,

(Originally 9/1/10)

I was talking with my colleagues and trying to explain what I wanted my classroom to look like. Not the walls/decorations classroom….the real stuff happening in the classroom part.

I want it to be in a state of quality interaction.Not constant chaos…although if you don’t know Spanish it might look that way…

Not constant action…sometimes we need to give the brain time to process….

Not constant lecture….it’s too easy for students to “leave” the room…..

Not constant production….besides being poor pedagogical practice, I simply cannot monitor everyone at the same time…

Not constant input….I need to know how much is going in and how much is just flowing over their heads or around their bodies…

Not even constant interaction…..we have all seen areas in our lives where more effort more does not always mean more results.

Instead…I am hoping to create quality interaction.

Much of the time the interaction will be between me and the class….sometimes between classmates and sometimes between the students’ brains and the language….but it should be visible, if not measurable.

I think that the two main differences between acquiring a first language as an infant, and acquiring a second language later on are these:

● The ability to communicate is greater. The older the student is the greater the ability he/she has, not only to communicate, but to see the purpose of communication.

● The ability to reason. The older the student is, the greater the ability he/she has to think, to plan, to anticipate, to wonder, to put the mind, not just the brain, to work.

● The ability to read. It provides not only another mode of input, but also another mode of interaction.And what both “acquisition groups” have in common is that both, when acquiring a language,interact using the language.

Now certainly there are students who will acquire without quality interaction…..but frankly, those students don’t need me for much anyway. :o) Academically at least. But in order to create a safe place, an encouraging place, a challenging place, an appropriate place for my students to acquire language and to experience life, I need to focus on the quality of interactions in my classroom.

Discussions that are choreographed so that each student is part of the conversation.

Conversations that are modulated for speed, clarity, accent, rhythm and direction for each member of the class.

Class activities that flow in and around every corner….not just from the front (or the screen) towards the back so that by the time they reach the back corners only the foam is left behind.

Behind every interaction, a purpose: connect, connect, connect, connect.

Connect student with material, material with instruction, instruction with language, language with love.

Love, grace, honor, power, responsibility in every interaction.

Interaction. Quality interaction. That is what I am striving for……

With love,
Laurie

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Teachers Must Model Behaviors Archived Post 8.20.10

Posted by: lclarcq Posted on: November 30, 2014 , , , , , , ,

(Originally posted 8/20/10)

The kids really need to be able to trust each other in our rooms. Getting to know each other really makes that easier when that process is guided by a trusted, caring and thoughtful teacher. Again…as in most of what we do, it’s not WHAT we do, but HOW we do it that makes the difference. Letting other kids “in” to their world creates an enormous minefield for many students…and some will not just balk, they will just shut down completely.Some thoughts…after reading these, knowing many of you and having worked very hard at this in my own room for long time….

a) The teacher needs to model EVERYTHING. We cannot take for granted that kids know how to get to know other people. The fact is ….they have little experience in this..very little. What do we need to model?

* the appropriate kind of information to share (short, detailed, but nothing that will make other people uncomfortable to know!!)

* the appropriate way to share it (w/o innuendos, sarcasm, self-deprecation)

*when to share it (in an activity or in order to connect w/someone else)

*how to listen w/caring and genuine interest when other people share

*how to respond to other people when they share

*how NOT to gossip about what has been shared (it may seem advantageous to share tidbits about students with other classes but it’s a trust-buster…)

*how to gently step in when the sharing is going the wrong direction

*how to ‘hook into” the information/feelings that have been shared so that it becomes part of the relationship within the class.The other thing that I think is really important here goes back to a post that Ben put up a few days ago. Students need to believe that it is safe enough in your room to create a “Spanish class” Persona in order to participate. Not all kids need one. Some kids wear one around every day.

Some kids are naturally too “transparent” to even know what one is. But you will have at least one, and probably several students, in each class that will need some support in making this happen.

A student who is struggling w/his or her sexual identity or preferences will be very cautious about sharing anything. These students have learned that the slightest reveal can set off feelings in themselves, or reactions in others that are hard to deal with.

A student who is dealing with being the object of abuse: emotional, verbal, physical, or sexual has been “trained” for a long time to not reveal, anything.

A shy student may be totally overwhelmed by receiving that much attention, even for a few minutes.

A new student, very aware of how quickly first impressions can carve out a social existence, may need to welcomed with great love and care.

A student with a “I don’t give a crap” persona (which of course we know is usually hiding a “I care too much or I can’t afford to care” attitude) needs to be given the leeway to share without totally surrendering that carefully crafted “I don’t give a crap” masterpiece.

I’ll be honest…I teach in a district where everyone “knows” everyone (at least they think that they do). It’s a fishbowl kind of a world and attitudes are set pretty early on. Every year, but particularly senior year, I begin the year with a clearly-stated goal of each student working with, accepting and hopefully getting to know the other kids in the class (not liking, this is not required)

I work, every day, in every activity, in every interaction towards this goal. And there are some groups that fight me all the way to the end because their need to control their world is so strong.Don’t give up. Every moment is another opportunity to build those bridges. If no one crosses them, so be it. Not only did you give them the opportunity to cross bridges, you gave them the opportunity to see them being built.

There will come a time in their lives when they need to build a bridge. It may not come in the time that you have them in class….in fact, it probably won’t. Just as our students “unconsciously” learn language, they “unconsciously” remember the doors you have opened and the bridges that you have built in front of them. If the need is strong enough, and other factors fall into place, every single thing that you did in class will have made a difference.

The easiest thing to do when trying to get a class to bond…is to try to get a class to bond. No can do. So when it doesn’t happen the way, or in the time frame, that you would like, try not to take it personally. It’s not about you. It’s about a bigger picture. Our job as teachers rarely allows us to step back and see the piece created. It is our job to get in there with the brush and to keep painting…hue after hue, layer by layer….so that the piece will indeed exist.

with love,
Laurie

All content of this website © Embedded Reading 2012-2014 or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

Trustbuster #4 Archived Post 8.12.10

Posted by: lclarcq Posted on: November 30, 2014 , , ,

(Originally posted 8/12/10)

PREDICTING THE FAST FOOD FUTURE
It has become a stock phrase in many American classrooms: “Do you want to end up flipping burgers for a living?!!” Used at just the right time, in the right place, with the right kids it seems very funny. It’s not. Ever.

Sarcasm is the tool of the weak folks. I can get away with saying this because, personally I am really good at sarcasm. I used it frequently, in my younger days, as a classroom management tool . It shuts kids up. It also gave me a way to be popular with kids who appreciated my witty ability to make other people look and feel like losers. Bottom line is….sarcasm produces shame.

That is why it works. I had to train myself to stop using it.Just because I think I am intelligent does NOT give me the right to make other people feel stupid.

Stopping sarcasm opened up many amazing doors for me with my students. Most importantly, I try to become a role model for other ways of handling frustration, communication problems, and basically BEING OUT OF CONTROL OF A SITUATION. You see, Sarcasm is a bright person’s way of taking control of a possible out-of-control situation. But that is another blog….

The reality of the Fast Food Future is that it isn’t the worst thing that can happen to folks. In many families, an adult working in fast food is what puts food on the table and health insurance within reach. Do we really have the right to insult that?

In some families, working in fast food is a far better alternative to what is presently going on….especially in this economy. Let’s face it: working in fast food is WORKING. It’s showing up every day, leaving smelling like French fries, putting up with uppity know-it-all fast food eaters, and getting a paycheck. There is nothing wrong with doing a day’s work. Anywhere.I know, I know….that isn’t what you mean when you say it. You want kids to realize their potential.

You want kids to aspire to wearing a necktie or a stethoscope or at the very least, not smelling like French fries at the end of a long day. But frankly, what you mean when you say it doesn’t really matter. It’s what THEY HEAR when we say it that matters.

What they hear is:

Teachers are smart and you kids are stupid. (and they all know that folks with the same degrees we have are making much more money somewhere else so they don’t quite buy that)

Teachers have the power to insult and students have to take it. (and they WILL find ways to get their power back, trust me on this….)

Teachers are completely disconnected from reality and shouldn’t be taken seriously. (ouch)

Sarcasm is allowed, accepted and encouraged when you are in charge or more educated. (and they will take advantage of that and spread their own sarcasm on the less fortunate whenever the opportunity arises.)

Teachers have a dim view of people who are lower-income and less-educated than they are. (and Teachers think that they have the right to be that way)

Now I know that many of us use those phrases with love and humor. We truly believe that the kids “get” what we mean and that they know that we aren’t putting anyone down. I’m going to challenge you on that. I think that they get the message loud and clear….no matter what kind of we put on it…and that it is the wrong message to be giving our kids.

We MAY think that fast food is a great place for teens but not a future to aspire to. There is nothing wrong with that. But using Fast Food Future sarcasm and insults to control classroom behavior or motivate our students will destroy any chance that we have to create strong relationships in our classrooms. We need to drop that line and find other ways to open doors for kids.

With love,
Laurie

All content of this website ©Hearts For Teaching 2009-present or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

Trustbuster #1 Archived Post 8.11.10

Posted by: lclarcq Posted on: November 30, 2014 , , , , , ,

(Originally posted 8/11/10)
DONT’ MAKE PROMISES THAT YOU CANNOT KEEP.

Carla asked me a fantastic question….What keeps trust from growing in a classroom? Wow. There are probably many things that can be “trust-stoppers” as Carla calls them….but this is the first thing that came to mind…..

One of the most powerful things that I have learned as a teacher and as a mother is that kids will take you at your word. If you can’t live up to that word, you are not only a disappointment, you are a liar. This is a heavy burden to bear. So I have learned to think carefully before saying, “I promise…” or even “I will….”.We are only human and there are times when we meant to keep a promise, we did everything we could to keep a promise and yet…were unable to see it to fruition. Truth be told, the world is not under our control. So we must be careful about the promises that we make.

Here are some promises that I have learned not to make:

I’ll have those papers corrected by ________________.

I’ll have your grades done by _____________________.

Since I rarely, if ever, get things done by the time I plan to….or if I do have them done I get distracted and forget to give them back….I have stopped making these statements. And those are easy ones…..
Other little promises slip out way too easily when I am not paying attention like….

We’ll watch a movie on Friday……

I’ll bring in cupcakes for the class…..

I’ll come watch your soccer game tomorrow….

A letter of recommendation by 8th period? Sure!

The list goes on and on…

Sometimes my promises are just “good ideas” without brakes. Other times they are my ego without brakes. Then there are the times that the kids catch me at a weak moment….

It happens to all of us.

But it destroys our credibility. Quickly.

There is nothing wrong with promises. I believe in the power of a promise….a promise kept. So before we make any promises…even what we may think are “little” ones in order to get on a kid’s good side or motivate a class to behave…we need to be very careful.

With love,
Laurie

All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

Output for a Purpose (not Acquisition) Archived Post 5.18.10

Posted by: lclarcq Posted on: November 30, 2014 , , , , , ,

(originally posted 5/18/10)

It was a lot of fun.  :o)  A little background…this is the week that our seniors finish a year-long endeavor known as THE SENIOR PROJECT.  It culminates in all 120+ kids arranged with display boards explaining their research and results to the general public.  They are “on” for six hours, talking to strangers about their research and conclusions.  There are a lot of steps involved in being prepared and they are all about to tear their hair out before it’s done.

So yesterday, the day before the BIG EVENT, we had a Whiner Day to kick off Whiner Week.     I put about twenty-five “whining/complaining expressions” on the SmartBoard.  They each had about five minutes to create a mini-graffiti wall about the topic of their choice.   As seniors, they had a number of topics to choose from!    (I played some edgy rock in the background while they created)

Round one:

Each senior found a partner and stood face to face.  They showed their Whiner Wall to their partner.  Each student got sixty seconds to whine.    The partner had to respond to each complaint in Spanish with an “I know”  “Oh yeah”  “I agree”  “What a shame” etc.

Round two:  (you can change partners but my kids were just warming up so I let them keep their original partner)

Each senior took one giant step backwards.   They held up their Whiner Walls and had 45 seconds to whine again.  (of course, it had to be louder since now they were farther apart!)  They alternated with their partner using responses.

Round three:

Each senior took another giant step backwards.  This time they had 30 seconds to whine/complain…again…upping the volume.They alternated with their partner using responses.

Round four:

Each senior took another giant step backwards and AT THE SAME TIME whined and complained. for twenty seconds.  By this time, they were really comfortable and pretending to be really mad/upset…it got very very funny!

Round five:

Each senior chose a new partner and sat at at desk…face to face with the partner.   They alternated complaints……First one partner would whine one statement and the partner would respond.  Then the partner would whine one complaint and get a response.    They each complained 7 times.

Round six:

We repeated round five….except…..each time a student complained s/he would pound the desk with both fists.   Five complaints each.

Round seven:

We repeated round six…except…each time a student complained AND each time his/her partner responded, they would pound the desk with both hands.

By the end we were hysterical!  It was a great tension reliever for all of us.  :o)

Output?  Oh yes.  But sometimes you just have to let it out!!

with love,
Laurie

All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

What You See Part 2 …Archived Post 4.27.10

Posted by: lclarcq Posted on: November 30, 2014 , , , , , ,

(originally posted 4/27/10)

He was an athlete, a talented one.  He had a wise-ass attitude towards most adults, particularly those in authority.  He attended school often enough to stay eligible to play sports, but not any more than he needed to.   He smoked a lot of pot.   He didn’t hand work in on time…when he did it.  He was not voted most likely to succeed.

He now owns a highly-successful construction firm.  He bought his first house the summer he graduated from high school.  He owns a number of rental properties.  He stopped smoking pot when he saw how his pot-smoking employees made a mess of things.  He often hires men that are on parole or probation and gives them a second chance at life.  He is a devoted and responsible dad.   I’d say he is a success.

She was the snottiest student most teachers had ever encountered.  She had a small but very loyal group of friends.  She absolutely refused to work with anyone else…ever.    She was condescending.   She had a look that could flatten you.   She always gave the impression that she was smarter, prettier, better than everyone else….and that you had better treat her that way.   She questioned every grade.    She quietly insulted people.   She was not voted most likely to succeed.

She is now pursuing a Ph.D at one of the most prestigious universities in America.   She spends enormous amounts of her spare time advocating for the poor in Rwanda.   She travels to Africa and back several times a year, even volunteering to live in huts and use outhouses.    She raises money to help young men combat hunger and poor nutrition.  She makes presentations in churches and schools about her mission.  I’d say that she is a success.

 

He was a kid who made friends easily.  Maybe too easily.   It was often difficult for him to be quiet in class when the teacher was speaking.  He spent a lot of time checking with his friends to make sure that they were getting the information.  He hated to read….in fact, he didn’t really start reading until the summer between third and fourth grade.    He got bored easily.   He often got in trouble for defending a friend if a teacher was mean or sarcastic.   He missed enormous amounts of school when he developed a severe anxiety disorder.    He was not even considered likely to succeed.

He is now a prolific reader and owns a library’s worth of books.   He’s won awards for playwriting.   He’s a sophomore in college majoring in business and creative writing…but he really has the heart of a teacher.   He has maintained his friends from high school and has added a new crew as well.   He carries a B+ average and has helped several friends get enrolled at the local community college….kids who were told that they would never be “college material.”   I’d say that he is a success.

She was raised by a dad who was a drug addict and left to fend for herself even as a preschooler.   She was hospitalized for psychiatric treatment in her junior year of high school.    She had to redo the entire year.   She didn’t have running water.   She rarely had new clothes, a real haircut or a vacation.   She had few friends in school.    She wore caution tape for a belt.     She was considered far from likely to succeed.

She is graduating from a top-notch four year college with a double major in psychology and philosophy.    She has worked with professors at Brown and Harvard.   She works with young women who are trying to get off of the streets.    She spent a summer as a camp counselor for young people with a myriad of social and psychological problems.   She gave her brother a computer as a high school graduation present.     She has been accepted by the University of Edinburgh (in Scotland, among other schools) for a Master’s program in Philosophy.    She has an entire group of friends whom she will miss dearly….and will most certainly miss her.   I’d say that she is a success.

I could go on and on.   One has traveled the world, earned a Master’s degree in Biology, routinely supports family members in need and hopes someday to become an MD.    One is working his way through college to earn a degree in Italian.  One is a wonderful family man in South Dakota, an active and amazing part of his community.   One is a gifted musician, producing her own CD’s, appearing in cafe’s around the city, working with the developmentally disabled and in a loving relationship with a dear man and two miniature dachsunds.   One is a loving, hard-working single teen mom working her way through college…..without the help of her mother.   One is a soldier stationed in Germany.   None of them were considered “a success” in high school.    They are all real, wonderful, amazing people.

Don’t let adolescent challenges, armor, attitudes and family situations fool you.   What you see is rarely what you get.

 

with love,
Laurie

All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.