Let's face it...hand-held technology is here to stay. The way in which we manage that technology, however, just may determine our effectiveness in the classroom.
If your students have difficulty focusing on the activity at hand when asked to put up their devices, click on the picture to the right. The linked article discusses creative ways real teachers have found to handle student cell phone use in the classroom.
I came across this great cell phone hack in Ms. Martin's room today, and is actually on the list as strategy #5! For another take on #15, try using a brown paper bag...they make plenty of noise when trying to reopen!
As always, if cell phone use is against your classroom policy, use STEP DISCIPLINE. It can't possibly work if it isn't used consistently.
If you have any tried and true methods, please share by commenting below!
Grades must be submitted by the end of the day, Thursday, January 23rd.
Vote on the 2020-2021 school calendar of your choice! Your input will be shared with Mr. Loughridge and the BOE.
Deadline is Thursday, December 19th. You must sign in to the form with your MCHS Google account.
There is now a handy form that will allow you to request your recycling bins to be emptied (just click the new Recycling Form button on the right of the page). Thank you Mrs. Pankey and the Recycling Club!!
As we go forward with our new PLCs, there will be an adjustment period as everyone begins to use the new documentation process. We have tried to keep it as simple, yet meaningful, as possible. As discussed in our PLC meetings in November, we have seen progress over the last few years in several areas. However, we must always move toward improvement. Many of our students are lacking basic skills and those that are mastering standards deserve to be accelerated.
As you discuss the four PLC questions each week, be specific with your documentation.
1. What do we want students to learn? What standard/skill/behavior will you be working on? Have you shared with the students what your expectations are? If so, explain how that was done.
2. How will we know when students have learned? What assessment, formative or summative, was given? If you have an upcoming assessment, decide as a group what common formative could be given to measure their current knowledge so results can be brought to the table in subsequent meetings. Be specific...what question or problem will you ask and when?
3. How will we respond when students haven't learned? How are individual students receiving remediation for their specific struggles? Whole group reteaching is not the answer unless everyone in that group was not successful. Asking students to make test corrections without further instruction will not help that student. And, many of our students cannot stay for after school tutoring. We must think outside the box and try something different. Several groups have found some success in this area so reach out to your peers and ask what they are doing (Geometry peeps).
4. How will we respond when students have learned? Moving faster is not acceleration! Regardless of whether you are teaching an Inclusion class or an Honors class, the standards and pacing are the same. Challenge the students with a higher level of difficulty. Our data shows very clearly that we have few students scoring at an advanced level. Ensure that students are being given the opportunity to demonstrate full knowledge expected from the standards at levels that would be considered advanced. Is peer teaching helping these students move to the next level? Try something different. Examples would be real-world application, writing, predicting, debating, or error analysis.
For those of you who do not have peers teaching the same content, your meetings may focus on similar skills or behaviors. Are students demonstrating difficulty with transitions, struggling with completing work, or unable to stay focused for long periods of time? What instructional strategies can you try as a collective group?
The goal for all PLCs is to work on student improvement collectively, identifying areas of concern, gathering and analyzing data, and learning from each other.
The time for change is upon us! Due to the recent ransomware issues, many of us have had to make the move from Windows to Google Chrome sooner than we would have liked. If you were not affected and not made the change yet, know that it is coming soon!
For any questions relating to Chrome or Google products, please contact Adriane Ellis, our new Instructional Technology support person as soon as possible so she can assist you. You can do this via email at email@example.com, completing the form below, or entering a MOJO for instructional technology. I assure you she is listening to your concerns and working on finding solutions to assist you!
You can also find Google support guides on the Resources page...:)
As I was looking for resources to help an EL student struggling in a science class, I came across the following article. Although the strategies are science-related, most will work in all content areas. If you are in need of specific instructional strategies to try with your EL students, you may find some here. As always, please share if you find one that works! There are others that can benefit from your experiences.
I know this is smaller than normal but it will enlarge if you click on it! Technology is not cooperating!!
Have a great weekend!