Learning, Laughter, and Love in Middle School English

I have started to write a new blog post many times, but stopped because I could not think of anything I have to say that is different than any other teacher in America right now. Yes, some of the kids won't turn on their cameras. Yes, some of the kids are struggling. Yes, it is hard. But really, in some ways, it isn't that different than what we struggle with when teaching in person. There are always kids who rarely speak, kids who struggle, and it's always hard. As teachers, we are always working to connect with our students and build a sense community. We reach out to those who struggle. That is our job! One of my big concerns with teaching online was whether or not I would "bond" with my students. How would I get to know them? I definitely feel as though I have bonded with them. I LOVE my students this year and feel that I have gotten to know most of them pretty well. Like many of my wonderful colleagues, I put some effort in to make this happen. It started

 I worked all summer preparing.  I created countless hyper doc slideshows for my students, watched  tons of videos on YouTube about a variety of tech tools, and planned for the unknown.   Although we were not even told whether we were going back or not, I had a feeling.  I knew we would not be given curriculum. I knew we would have to fend for ourselves; I was right.  To our district's credit, they did offer to pay us for six hours of professional development the week before we normally go back. However, I will tell you that six hours is not enough. Sixty would be more like it...maybe even 600. Anyhow, I went to Walmart and bought a white sheet to hang on my wall, bought some twinkle lights, and went to school and took some of my inspirational plaques off my classroom wall. This became my teaching background for distance learning.  Then, after doing some reading, I decided that I must have an additional monitor for my Google Meets.Otherwise, when I am presenting, I cannot see my st

Last week on Twitter a teacher lamented over the fact that she had 19 students in her last class of the day and spent "90% of [her] instructional time walking around and redirecting kids to work". I took a screenshot of the tweet and sent it to my department chairs.  I was FURIOUS.  NINETEEN students?  On what planet?  Where?  How? When I first started teaching, I had five English classes.  Four of them were English 12, and I had between 35-39 students per class.  This was also the time of class-size reduction for certain grade levels.  I had one tenth-grade class of 20.  I was lucky to get that because suddenly, every teacher wanted to teach tenth-grade.  This year I have three seventh-grade English classes and two of them are over 33.  Some of our eighth-grade teachers have 39. Yes, you read that right 39.   Thirty-nine hormonal, quirky, energy-filled, needy eighth-graders in one room...with one teacher. Some of our high school English teachers are in the 40s!

The Paper Tower Challenge If you've read my blog, you know that I am a huge believer in student feedback.  It is important to me that my students feel respected and valued and also enjoy the time they spend in my class. Of course, learning is important, but if students don't feel valued and respected or dread coming to my class, learning is not as likely to occur. That is why I use Google forms for students to share their thoughts with me.  I ask my students for input numerous times throughout the school year. I often make changes to my classroom practices based on what they say.  At the end of the year, I have students complete a lengthy survey.  They have the option of including their name or being anonymous. In one question, I asked them to state their favorite activity.  The paper tower challenge and writing groups were the two winners.  It just so happens that these were both new additions to my classroom this year.  The Paper Tower Challenge was one of my statio

I've mentioned before how Twitter has helped me grow as an educator.  Edutwitter is a valuable resource for book recommendations, new teaching methods, lessons, and articles.  One of my favorite educators to follow is Marissa Thompson, a high school teacher at Carlsbad High. This summer I read about her TQE(thoughts, questions, epiphanies) method for discussing literature.  I'd always longed for having discussions like the ones I had in my college literature courses, but when I try fishbowl or Socratic seminar with my students, the discussions felt forced, flat, and awkward. That changed today when I tried TQE for the first time.  Sharing homework in small groups Students writing their TQEs on the board When I listened to Marissa's podcast on Cult of Pedagogy ( check it out here ), I was intimidated. After all, her students are in high school and have a rock star teacher.  I think I read the transcript twenty times before finally trying it.  Here's h

Sundays are shopping days at my house. After church, I hit Sprouts, Winco, and sometimes even Costco to stock up for the upcoming week. I usually ask my three boys to text me what they want for lunches and snacks.  Dried mangoes, yogurt, lemonade, oranges, and "those cookies with the frosting" are the usual requests.   Sunday nights I make a family dinner and dessert that all will enjoy. I pick up my son from school each day, and sometimes we stop and Mechie's for frozen yogurt. When he gets home he plays video games for a bit before starting his homework.  Some days I drive him to Mira Mesa to practice bowling.  My boys have always had rides to friends' houses, a dad who coached their teams, loving grandparents, birthday parties, and their own beds to sleep in. I am not saying any of this to brag or make myself look good.  Most of my friends and family members provide their children with the same. I assume most of my students also have the same. As a teacher, I