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!

It's SPRING!

I can't believe so much time has passed! At this point, we have completed both ACCESS and the PSSA testing. The challenge now is to keep everyone engaged, interested, and learning new things. The objective of "you will need this for the test" is gone, and other than the regular Benchmarks, the pace has slowed a bit, and we can all take a collective deep breath and then EXHALE.
I like to keep the students engaged, and developing projects by using the skills students know while introducing new things. Integrating creativity while doing cross-curricular activities keeps my students motivated and interacting in new ways.
One of the projects I'm working through has been making puppets with some of my classes. The puppets are basically socks, and sometimes with a cardboard-based body. It's a lot of fun for me, to see how my students create new characters. When my big, shy-guy 8th grader learned to sew button eyes on a sock, and broke into giggles when he grudgingly looked at its new "face"--it made my day!
After writing a short "bio" for each puppet, the students (with minimal guidance from me) composed short skits for their puppets. My 4th grade boys created a scenario for their alien-monster-ninjas. The 5th grade girls contrasted their personalities with a happy-go-lucky singer, and her serious friend. Eighth grade dealt with a party, and which girl the boy would dance with first. I hope to have my more advanced 8th graders make puppets this week. I may give them a specific story line, and have them design and write to that situation. I may let them simply go for it!
I will be doing a similar project with Multicultural Club. PARENTS-please allow your students to gather up any old, unmatched socks in the house--small or large, intact, or hole-y. I have buttons and thread, as well as "yarn" needles that do not have sharp points. A few girls that do know how to sew may use a regular needle--I have those, too. Besides teaching "character development", I have taken some personal enjoyment in showing the kids (especially the boys!) how to sew on a button! Life skills!
After the skits are written, the students will practice "performing" them for the rest of the class. I plan to have them ultimately perform them for a few classes of 1st and 2nd grade classes. The students will have a 'stage', and if possible, I will videotape them, so they can watch it afterwards. I may even get one of our talented tech people to show me how to upload it to this blog, for your own viewing! Keep your fingers crossed for this- I do plan on having the students behind the stage, so you will not see their faces. I think the audio may be on a separate track. I have very little idea how to make that happen digitally, but I've been assured it can be done. I'll let you know!

On another note: Parent-Teacher conferences were this past week. I was disappointed that out of my 35+ students (those are the students I see daily), I only saw parents for 7. Being able to share with parents the joys and struggles of the classroom is important for all of us, to stay "on the same page". I know many parents do not have computers, and are not able to read this blog. Those of you who can (and do!), I sincerely thank you, and encourage other parents to stay in touch with their childrens' teachers. We all make a special investment in the students, and will be more effective in the long haul when we are able to communicate regularly.
Thank you!

Ok-in a nutshell, here's the skills this project develops overall: small motor skills, planning and brainstorming, creative writing, reading, editing, character development, public speaking.

Hard Work, Challenges, More Hard Work...Success!

Two messages in one day!
It's often evident that young people (and sometimes not-so-young) tend to have a sense of entitlement. The world "owes" them something, just because of some circumstance--like breathing? I find it infuriating.

I understand how Life can be unfair or cruel. I've been looked down on, and not just because I'm short. My mother taught me that I would have to work harder and be better, just to be considered "equal". Life isn't always fair, parents tell their kids. Deal with it, work harder, be better than the other guy.

I'm sure you've heard much the same thing. So has our new President. Was his a charmed life? No. Barack Obama's childhood and youth has been publicly documented. He had his problems, too. He worked harder, didn't give up, and has been more successful in the public area than anyone. Imagine being the first African-American President!

Obviously, President Obama is not alone. There are many inventors, pioneers, politicians, clergy, teachers, writers, actors, musicians,artists, explorers, and more who have struggled, endeavored and accomplished things that have become part of American (or world) culture. I want my students to learn from their experiences, just as we want our children to learn from our own.

While I am also still doing ACCESS testing (till nearly the end of February), I am pulling my students as often as possible, and have given them a long-term assignment. This assignment will be a MAJOR part of this marking period's grade. Briefly, this is a reading and research project, which will be due in late February.

Students have chosen a history-making African-American's biography to read at home. They will be making notes of key events, words, struggles, and achievements, and I will be guiding them (during class) in composing a timeline for the person's life. My goal is to enable the students to understand that success is not without personal effort and hard work.

Thank you in advance for encouraging your student to continue to work, not only in school, but also in pursuit of thier personal interests. Through our efforts and their own, we will raise a generation of appreciative, conscientious, successful young people and adults!

Celebrating Culture

You don't have to have a "holiday" to recognize and celebrate something special or timely. This time of year, it's cold, rainy, and generally unpleasant outside. Inside schools, there's always something going on! 

One thing I appreciate so much about what I do, is the ability to recognize and celebrate the cultures and backgrounds of my students, including those in Multicultural Club. We have been spending extra time reading African folktales, and my 6th, 7th, and 8th grade classes are reading biographies of well-known African-Americans, and their valuable contributions to our society and culture. More on that project another time...

In the midst of all this, I want to enable the students to understand that different cultures intertwine, weave, and bind us together, not unlike a quilt. To this end, I am having a special lunch with my hard-working 7th grade class, where we will share (my treat) traditional Chinese holiday foods. I am hoping all of that class will be able to participate, because as with fabric, if you pull out a thread, it leaves a hole, or empty line. Like life, we are in this society together, and our cultures and differences are what bring us together, yet distinguish us as individuals.  

Gaining ACCESS

The end of the calendar year is upon us, with all the hectic holiday activity.For a large part, students have pretty much hung out their personal "on vacation" shingle. We teachers are still doing our jobs, because of the curriculm we follow.
In ESOL classes, we are preparing for the season of ACCESS testing, which will begin after the break. I will be taking class groups for instruction, but on a less regular schedule. My Beginner level will continue to meet daily, however. Other groups may be cut to 2 or 3 times per week. Students are "tiered" by level, as well as grades 3-5, and 6-8. As a result of the grouping requirements and test admisistration guidelines, testing will continue for several weeks.
The areas to be tested in groups are Listening, Reading, and Writing. Speaking tests are individually administered. Nearly all the students are familiar with the style of the test, and do best in the Listening and Spaeaking areas. Reading and Writing are more of a challenge, because they are based on "academic language"-the language of regular classroom subjects. Students need to use language, reason, make comparisons, and draw conclusions.

But for now, we are gearing up to "stand down". There are a major celebrations ahead-Christmas, Hannukah, and Kwanzaa. All are family-focused and joyful. I hope and pray for all of you to have a happy, healthy, warm, and safe holiday! God bless you and yours!

Too Little, Too Much

One thing (of many!) I have learned about my students is that many of them have no homework support. Granted, for some, the parents do not speak or read English. Yet, there is always a neighbor, cousin, aunt, or SOMEONE to come to school to translate when necessary. I asked a Hispanic friend about this, and was told that many parents feel as though school is the kids' job, they have their own work to do. So, those kids have no one to check for directions to be understood, no rubrics or guidelines to be followed.
Unfortunately, the quality of the work isn't checked, either, or even if it was done. I will refuse to grade an assignment that I cannot read. Call me picky...This week, my Beginners had a project due. One really stood out--lots of pictures, 3D lettering, reasonably good sentences, followed nearly ALL of the project requirements. Really nicely done. It seemed too good to be true. I was right. Mom had done all the writing, and drawn the (required) map, although the student had supplied the information. He had glued the letters and photos on, and that was all.
Another Beginner turned in his homework, all correct and neat. The problem? It wasn't his writing. The after-school program worker had written the words. "She wanted to help", he told me. I wrote a note and stapled it on the next homework page: "Your encouragement and support are welcome, but please let (student) do his own writing, so he can get used to the spelling. Thank you!"
Having raised 2 sons, I know the temptation of wanting to help with homework, especially projects. My older son accepted help much of the time, the younger one refused any assistance starting the day we each took a "learning inventory survey". He was 8. (He is now 23. )Our styles were vastly different, and he recognized that how I thought what he needed was what I had needed in order to learn. Ouch.
I encourage parents and other caregivers to do this--
1) Please go through the directions with your child.
2)Make certain the work is relatively neatly done and complete.
3) If they ask for help, have them explain to you what they already know, and see if you can aid ironing out the kinks.

Learning is a process that is often hard work. We all need someone who will encourage, guide, and coach us to be our best, to do our best. That, I believe, is also a parent's job.

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by mrsriley
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