![]() I also assign some classroom jobs to students. Always make sure to have routines and procedures for students to fall back on. For example, when students pass in work, always have them pass backward instead of forwards. Look for other opportunities to maximize class time.One of my mid-year classroom resolutions is going to be trying out a classroom signal. In order to minimize these transitions, we can learn a lot from our elementary friends: use timers, try a doorbell for classroom transitions, or try classroom signals.How much time does it take students to settle into the bell ringer? How much time does it take students to move from the bell ringer into the first part of the lesson? And how much time do students lose moving from paper-pencil activities to digital work? You will be amazed at how much class time we spend transitioning. ![]() Minimize Transitions : Tomorrow, time every transition in your classroom. Make the most of what class time you have left. In addition to prioritizing as you move forward, also plan your remaining class time so as to be as efficient as possible. For this reason, I will emphasize context clues with every reading and grammar lesson but maybe will only stress listening once a week. Similarly, the state assessment has no listening component. So I will continue to prioritize context clues. For example, our sophomore state assessment always includes context clues. It would be unfair to send students toward a team, district, or state assessment without adequate preparation. At the end of the semester, how will students be assessed? While I don’t want to encourage you to teach purely to the test, backwards design is sound practice. So it would be in students’ best interest to continue emphasizing language standards. And SL 9-10.1b about working with peers to establish discussion norms gets less screen time.Ĭonsider Scaffolding : In addition to skills and content students need to know before they leave, what content should they learn in your class as scaffolding for learning in future classes? For example, students learn about independent and dependent clauses and parts of speech in ninth grade so they can work on active voice in tenth grade and gerunds in eleventh. With this in mind, activities and lessons that stress CCSS RL 9-10.1 about drawing conclusions and making inferences becomes a priority. For example, in order to be successful in junior English, my sophomores must know how to locate, embed, and cite evidence. So when it comes time to prioritize, I start to think about what skills and content students absolutely must have before moving on to English 11 or 12. Think Vertically : Where are your students going next? I teach sophomore and junior English. Which standards are non-negotiable for you and your students? Once you can answer these questions, you will be on the path to surviving crunch time. What knowledge and skills do students absolutely need when they leave your classroom? While all standards are important, they are not created equal. This post this post may contain affiliate links.
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