The Physical Classroom:
My
rooms are about 15 feet by 20. There is one chalk board and a metal non-functioning
television box in the front of the room. 70 students pile into 25-30 desks all
facing the front. Chalk drawings decorate the walls from students left
unattended the previous year. The windows open to help with ventilation. Some
of the glass is broken. The students stay and teachers move to the next
classes.
I
try to arrange my students into T shaped table groups though it’s hard to
rearrange with limited space. If I leave anything posted it most likely won’t
be there for the next lesson when I need it. In order to save on time I have to
map out my use of blackboard space. I’m lucky that none of my boards have
gashing holes in them. Last year, when we had to use the science lab, I had to
maneuver around two large holes in my board.
Resources:
While
there is a potential budget for supplies, I’ve only been issued chalk from my
school. From my town I can get exercise books, pens, construction paper,
printer paper, and tape. From larger towns I can find poster size paper and
markers.
Most
of the resources that I use I make. I use plastic to cover my posters, making
them usable for dry-erase marker fun. When teaching food labels, I’ve collected
labels from various items so that student have practical and real things to
work with. I bring in food when learning about nutrition and bones when they
struggle with anatomy vocabulary. I plan far enough ahead that I can either make
or substitute tangible resources that I need.
Student Profile
Again
this year, I have three sections with 70 Grade 9 students. The youngest student
is 13 and the oldest is 40. Overall they average 16 years old. Their abilities
range from kindergarten to above grade level. One of my students last year was
able to take college classes over the summer as his English was advanced
enough. While they are used to rote memory type learning, they are quick to try
hands on activities. Anything with a competition is fun for them. Many students
want to learn. They want their 30 minute -- 3 hour walk to school to count for
something. Outside of the classroom they all have chores, help with farming,
and some work around town.
Student Behavior:
Like
last year, this new group of students is slightly petrified of me. They are
quiet, unresponsive, and very shy. After the “honeymoon” period wears off, I
have no doubt that they will start talking off task, passing notes, and
cheating like last year’s students did. I establish rules at the beginning of
the year, but have to be strict and consistent with them throughout. I only
call on people who have quietly raised their hands. Monitoring around the room
helps with the talking. I will rip up tests and give zeros for cheaters. By the
end, most students aren’t cheating any more.
Classroom Procedures:
While
homework is common in the states at this grade level, I try to limit my
homework. I recognize that many of my female students will be working until
they go to sleep once they return home. Homework is either for students who
didn’t finish the class work in the time or for those that need extra help. It
will usually be directly out of their textbooks which they have at home. If we
are working on a project, students may need to do work at home, but that is
their own responsibility.
Taking
attendance for 70 students is tricky and could take a good chunk out of the 42
minute class period. Last year I initialed exercise books so when I collected
them I could see when students were in class. This year I am trying to do name
tags that students wear. They take them at the beginning of the class and when
they participate (ie raise hand, answer question, etc) I collect their name tag
for the day and they get participation credit as well as attendance points. I’m
also going to do more table group work so that I can have tables keep track of
attendance for their own teams.
Assessment:
I prepare short 5 question tests at the
end of every unit. At the end of every three units I do a review and adapt the
exam in the text book. After every three units is either a mid- or final exam
so I make sure to have plenty review and practice time for those. Tests made by
my school are comprised of 5 matching, at least 20 multiple choice and a couple
fill in the blanks. I have asked over and over again to be involved in the
process. By the end of last year I was getting to look at and edit the test. If
there was something that I hadn’t taught my students I made sure it wasn’t on
the test.
Grading:
Each
semester’s grade is broken down in the same manner: 5% Attendance 10%
Assignment 10% Homework 5% Short Test 5% Short Test 25% Mid Exam, and 40% Final. Each department gives a short
test in the week before the mid and final exam. Due to students missing class,
I also give my students a short extra test. If students did take both I give
them the better of the two scores. Homework tends to come from larger
individual projects. Last year I used the letters they wrote to their American
pen-pal students as a part of their homework grade. Some teachers will use one
short test for both grades. If students miss the mid-exam or final I put a
zero. Some teachers believe that I should put a score for what I think they
will receive, but that isn’t morally aligned with my compass. Other teachers
have one group assignment count for the student’s assignment grade. I shy away
from this as only a couple students actually do the work in those situations.
Volunteer-School
Relationship:
Last
year was kind of rough as the school expected me to know everything. I had to
really ask around for a schedule of when meetings and holidays were. I often
missed meetings and got reprimanded for not being there, even if no one had
told me there was a meeting. I have a great relationship with all the staff.
This year I am co-leading tutoring classes for grade 9 and grade 10 students
with another English teacher. I’ve also been asked to help with a public
speaking club with grade 11 and 12 students. Even though I’m only required to
be there for my 2-3 classes a day, I stay my entire shift, and often into the
next one. I remain open to start conversations and learn about others.
Long-Term Planning:
Unlike
the states where curriculum is clearly and logically mapped out, I have the
pleasure of making mine up as I go. I first look through the unit and write
down all the vocabulary, grammar and practical lessons. I then decide how many
days I have for the unit. Then I group the lessons to fit into the time frame.
I make sure before the mid-exam I have completed 3 units with unit test,
reviewed, given 1-2 assignments and 2 short tests. I give out reports after the
mid exam of students current grades in my classes in their exercise books.
Before the final I complete another 3 units with unit tests, give 1-2
assignments and 2 short tests. Two weeks before final I collect exercise books
for final tally of attendance, look at any assignments/homework done in those,
and write in the grade as they stand. If students are missing anything I write
exactly what they need to do to make up points before the final.
Sounds straightforward …
then multiple it by 210 students!
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