Plagarism vs. Original Thinking

By this time of the year, you might expect more language-proficient students to be able to compile, analyze, and compose their own thoughts and reflections on their research. Students have been reading, taking notes, and writing essay responses, constructed responses, and answering open-ended questions. Ideally, this time of year should be perfect for getting reasonably good writing. Unfortunately, this is not usually the case.
Over the last two months, 7th and 8th grade have had research assignments. They had similarly typed directions, suggestions, and objectives. They knew what they would be graded on. I have a total of 12 students in these 2 groups. Only one-third followed any directions, one was exceptionally well-done. Two out-right copied information--they could not explain the vocabulary. Two kept "forgetting" the "finished" work at home. The others were such poor quality, I have not figured out how to grade them.

I am uncertain of why so many students appear so dependent on being spoon-fed and coddled. They were able to select their topics. I know their parents care a lot about their childrens' education, even though they are themselves unable to help, due to their own lack of English. The students have ample opportunities to type and print the work at school or at the public library. I supply many research materials, and take the students to the school library at least once during the process.

I know I was not the most diligent student, but I remember staying up until after 1:00 a.m. typing a paper, pre-computer. Having to rip the paper out near the last paragraph because I made a mistake that white-out couldn't correct is not something you forget. These kids have it so easy. Push-button editing.

Teachers show so many ways to organize information: diagrams, graphic organizers, columns, webs, outlines, and complete sentences and paragrpahs. The process builds upon itself, until ultimately, a series of informative paragraphs has been assembled. Adding pictures (yes, those can be photocopied!) is the icing on the cake.

Yet, the papers I get do not reflect anything except perhaps 30-60 minutes of time copying from a book or website. We all lose, not being able to learn from the experience. The productive students still have to endure the rants of a frustrated teacher, and the others merely wait till the voice stops.

Parents--please don't accept anything but quality from your child. Neatness, following teacher directions, and honest effort mean so much. Meeting a deadline--well, we all know the importance of being on time. Let's teach our kids the benefits.

My Young Scientists

"Young Scientists" are the 4th and 5th grade students who are involved in my semi-weekly Science Club. These students can't get enough of the "how and why" of things around them. Their eagerness to understand and experience some of the everyday mysteries makes each meeting energized and special. The students are like puppies, all trying to absorb and analyze simultaneously. It can be fun and exhausting at the same time!
Our focus has been on "Kitchen Science" for the most part. We've examined carbon dioxide, acids and bases, yeast, and how air has weight. We also examined plant structures, and vegetable spoilage. We've planted bedding flowers in the raised beds outside of the school, to encourage bees and butterflies. I have encouraged the students to keep science journals, but have learned that the journals must stay in class, because they are usually forgotten!
There's only a fe weeks left to the school year. I know we will be planting our "hallway planter" next time. The planter is a repurposed cabinet base and a discarded sink. A drainage bucket is be placed beneath the sink to catch overflow and general spillage. The plants will all be in small pots, and be tolerant of bright sunlight, so they will thrive in the bright lights of the corner hallway. Hand tools and other supplies will be kept underneath, and a lock to prevent anything from walking away. Most of th supplies are from mini-grant from Philadelphia Horticultural Society (Thank you!). I'm hoping the plants will survve the summer in the homes of the students who care for them here. Next year, who knows?

Putting It All Together

The puppet show idea was so inspiring, my more proficient 8th graders chose it as a way to help present their Service Learning Project, dealing with Teen Pregnancy. They researched and wrote 4 scenes, and I simply edited to assist the flow of the story. I videotaped it, and it will be burned to a CD for final submission. It was a lot of fun, and a LOT of takes!
Much of all the classes' lessons involve the applications of the skills and vocabulary they have learned this year, from me and their classroom teachers. My 4th grade students are writing stories about "their magical friend", after comparing several versions of Cinderella stories. I found it intriguing how most of the group simply wanted a magical pal to play with. Speed, being invisible, and "buying stuff" are frequent wishes. No pumpkin coaches for this crowd!
I'm seeing more thought from my 6th grade students, as they analyze poetry with an environmental theme, and 7th grade has been contemplating the effects of The Dust Bowl (1930's) on the national economy and family impacts. I expect this to be extended to a more personal perspective before the month is over.

The whole school is preparing for Multicultural Day, a school-wide celebration at Morrison, that has long been a rite of Spring. I was happy to inherit this tradition, starting from my predessor, and I hope it will continue if I leave. (The District is shuffling the deck and forcing transfers among teachers in Philadelphia, and it is likely I will be one of them. I'm hoping to stay, but know that I will be wherever I'm supposed to be. I dislike the uncertainty, and possible prospect of packing and leaving, but I know I can positively affect students wherever I am. )
Multicultural Day celebrates the things that make the world go 'round--geography, food, art, music, literature, etc. This year, there is emphasis on avoiding stereotyped craft projects, and focusing on a more interdisciplinary approach. For example, graphing population shifts, climate, or examining the history of a traditional art form. Students are really learning about the country, rather than doing "hit and run"-pick-a-country-do-a-craft,or make some food. It's more fun, and it's great to read some of the writings and see some of the art projects in the hallways!
Last week, I got a new student from Haiti, speaking French and Creole. As much as I always enjoy the challenge of new students, I am really appreciating the effort from this student as he transitions into a new country, language, and culture (especially the school culture)! Additonally, it is extra motivation for me to recall some of my "forgotten", unused, high school French. Although I use English in class, I want to be able to compliment his work in a language he understands! The first six months are often the most challenging for a new "entering-level" student. If his time and effort continues during the summer, he will be immensely more comfortable and competent when he starts high school in September.

Many students (and teachers) are counting the days till the end of the school year--I'm more interested in how many more amazing projects my students will complete! Appreciating and applying what you've learned is a legacy that will last a lifetime!