How to get students to behave

Isn't that just about the biggest questions of teaching? My student teaching experiences did not prepare me for this question: I was teaching in much different populations in established classrooms, and the teachers rarely left me alone to fend for myself. Luckily, in my (almost) 3 years of teaching, I've learned a lot.

Environment is important! My first year, one of my schools had me teaching on the stage in the cafeteria/multi-purpose-room. We had to pull the curtain, because in the rest of the room, there would be pre-schoolers having breakfast and baby-sitters baby-sitting children of adults learning English somewhere else (in a real classroom, presumably). I thought this was one of those things I couldn't change: It had been this way before I came and this is how the principal set it up. But we had a talk about classroom management in an unmanageable environment (the students were sitting on risers on the stage, with about 5 students per square foot, for pete's sake) and the next year I was assigned to something more resembling a real classroom. The next year, in a slightly better space, was MUCH better for my teaching. And there were some more changes. My principal at the other school switched me to a classroom as well. And so now I teach in classroom that I control. And that already has enabled me to be a much better teacher.

Break out the champagne?

Well today I passed what I guess must be a milestone in my career: I made one of my principals upset at me.

I'm required every year to put on two shows per school. These are usually scheduled with the my approval, so that I can go. That principal, though, likes my shows on the same day as open house, which is scheduled without my input.

Open house has been scheduled all year, and, yes I've had the date for a while, but today I realized that that date was horrifically bad for me, because of some non-school issues. I reasoned that, since I hadn't actually confirmed with the principal this year that my shows would happen then, it would be reasonable to ask her that they not.

She was NOT happy. I think she misunderstood and thought I wanted the whole Open House moved (I don't know why she would think I'm that much of a diva) and she was very rude when I explained that part of the conflict is a funeral schedule months in advance (I know it's strange, but that's what my family chose to do, again without my input).

I went back to my classroom and cried (I've been overwhelmed about that weekend since before I found out about the Open House, plus it was difficult to listen to her talk to me like that) but then I started reasoning it out. Basically, it doesn't matter very much that she's upset. She let me move my shows, she didn't write me up, and she'll probably forget about this some day. I just hope it doesn't wind up on my evaluation. But in the context of my whole career, this probably isn't a big deal.

Letting them choose

My sixth graders at one of my schools sing a song during their promotion ceremony on the last day of school. I've had a hard time convincing them to sing the past few years, so this year I decided to let them choose the song. I gave them choices that I thought were appropriate, from their textbook and from a subscription for music teachers, and had each student vote. With their vote, they had to give me a reason using music terminology, so I could use this for a grade, too.

I'm a little worried about the results, now. I haven't gone through them but most of my last class seemed to be voting for one that my other classes didn't like. If that wins, I'll have to hope they don't remember disliking it and just post the results. It was interesting the write-ins I got, too. One student voted for "The Bucky Rogers Theme Song" because it has a good message. I need to find out what that is. I also had votes for a Chris Brown song. Thankfully, there's no way that will be the winner.

UPDATE: Actually "The Buck Rogers Theme Song" actually would have been appropriate. I also had write-in votes for "Don't Worry" and "Let it Be".

Habits

Well, it looks like I'm keeping my job. It's amazing how relieved I feel. And now I keep thinking about all the things I can keep working on improving for next year.

Now that I'm in my third year of teaching, I finally feel like I know what I'm doing teaching, but lately I've noticed that my good habits cycle. Like lately I've been doing pretty well with keeping the students engaged: my 6th graders are starting to appreciate classical music, because I have them conduct it. My students get more comfortable with foreign-language songs because I have them listen while doing movement, or learning a percussion part the first few times.

On the other hand, I had stopped pointing out my objectives. I did that during my first few years as an induction requirement, and had continued to write them on the board. Today, I pointed them out to the students, as well as the plan for class, and we actually got through everything. I also had much fewer "requests".

I'm so glad I can continue to refine these kinds of things.

Assessing

Grades are due soon, so I've been trying to get caught up. Every year gets better, but it's still hard to have so many students to do grades for, especially when so many move away or just moved here.

Anyway, a lot of my grading is done by observation. I keep my seating charts in a page protector, and just put a mark on their names depending on if they can do what they're supposed to, and then I eventually enter those marks in my grades.

I've been trying to do some paper grades, as well. I think it helps me to be able to sit down and have something concrete to look at, and then if the teachers or principal has a question, I have something to show them. The students can give some really interesting answers, though.

In the beginning of the year, I had a substitute present a gospel version of "America the Beautiful" and then the students were supposed to describe the style. I had three students fill in the sheet that the style hurt their feelings. The first one made me laugh, but the third one made me frustrated.

I think I'm still trying to get the balance of assessment. Mostly I have to remind myself to pay attention and write it down, instead of just walking around and helping. Maybe someday I'll get a camcorder.