Interactive Notebooks

Well, IMO, the interactive notebook experiment is going fairly well. Most of my students have a spiral notebook and are creating their interactive notebooks according to my instructions. There are a few students who are using three-ring binders for the SIN's (Student Interactive Notebook), and thats OK, as long as they construct it properly and keep it solely as their History SIN. I have recommended to a couple of three-ring binder users to invest in some hole reinforcers to keep things neat and intact.

Students were able to use their SIN's on our last test. Most thought it was cool and a few lightbulbs lit up as several realized that their SIN was a tool of value. My principal came in once, and looked at a few SIN's and asked the kids about them; several responded that it made it easier to keep everything in one place (a BIG issue for many middle school level students!).

However, as with everything we do in the classroom, there are a few glitches. Some students are still writing kinda "big" and notes that should fit on one page are not fitting on one of their pages. (solution - continue notes on a sheet of notebook paper, carefully trim off excess bits and glue it into SIN on the same page as the "first part" of their notes.

Student have to be careful with the glue. Several have glued pages together. I have about 15 bottles of white glue for students to use and at gluing times, caution them about wasting it and using too much. "Mr. Polski, my paper is damp and all wrinkled !!!" "Yes D.S., thats because you just about soaked that bit of paper with glue....next time, just use a thin stream of glue around the edges !" If you are going to do interactive notebooks with you students, have several gallons of white glue to use; you'll probably need it!

Part of SIN's is to show student creativity. My students are not getting too creative with their SIN's. Then again, as I have blogged about in the past, many students don't seem to have much experience with art; drawing things and thinking of how to visually present something of an academic/historical nature. I guess NCLB and its "pass-the-test" in English and Math only drumbeat have deprived our children of such learning opportunities to develop artistically.

This summer, I will put in written requests for donations of spiral notebooks, color pencils and glue to our local big box type stores. I provided several students with spiral notebooks or three-ring binders to use. But I can't and won't buy this stuff for all my students. My principal might buy some spiral notebooks for us to use next year, but the money for schools here in California is fixing to get even tighter for next year [ I doubt California's propositions that we are to vote on next week will pass - many voters see that CTA is pouring thousands of dollars into it and it is supported (and proposed) by California's big tax and spend, spend, spend legislators, then they will vote NO ! to send a message to those deaf ears in Sacramento. ]

But, so far, SIN's are working out just fine. I will be doing this next year.
Thanks for reading this. Your comments are welcome !

Interactive Notebooks.....what's cookin' so far.

Here is, at least the written data, what I have worked up to use for my attempts to use Interactive Notebooks. Much of this has been borrowed, pirated, stolen etc. from various websites that nice teachers have made available to the public. However, I have added a new page; Tools. This is a page with tips for creativity, with sample graphic organizers, and other "tools" for students to use in their learning.
There is a grading rubric that I got at the recent CLMS conference, but it is not here. Anyhow, here are five items, the SIN Data page, The Right Side, The Left Side,
a Tools page item, and a list of things for students to keep in mind regarding their SIN.

#1


The Student Interactive Notebook (SIN)

The Student Interactive Notebook is a learning tool that many students have found to be very useful in learning the material for their academic classes. Many find it useful because most of what they need is there in their Student Interactive Notebook. By correctly creating your SIN, you will find that this helps you learn the material for this history class.

Your SIN will include the following, in your spiral notebook:

* Title Page (includes name of class, grade level, student name,
Teacher name and class room number)
* This SIN Data page
* The Left Side instructions
* The Right Side instructions
* Grading Rubric / Things to Think About
* Tools pages
* Table of Contents Pages - List the name of the activity, page number,
and a place for activity grades to be recorded
* Unit Title pages - contain the title of the unit and some relevant
pictures and or symbols.

Materials needed:

# Spiral Notebook of 70 - 120 pages. The smaller sized 8 x 10.5
spiral notebooks will work, but the full-sized, 8.5 x 11.5 is BEST.
# color pencils
# regular pencils
# blue and black ink pens (no markers or gel pens)
# glue sticks (or small bottle of plain white glue). This is to glue
things into your SIN; handouts, foldables, etc.
# binder pouch to keep your supplies

o You must bring your STUDENT INTERACTIVE
NOTEBOOK to class each day!

#2


The Right Side

The Right side of your Student Interactive Notebook is for INPUT, that is, what we do in class. You must put the following on the right side of your SIN:

* any information given in class
* Cornell style Notes^ from teacher
* Cornell style Notes^ from textbook or other text activities
* Cornell style Notes^ from audio/visual activities
* new vocabulary
* In-class assignments
* tests and quizzes
* Class opener activities
* Instructions about projects and upcoming activities
* homework questions or instructions
* quick write activities
* Think - Write - Pair - Share Activities
* Critical Thinking Activities
* KWL (Know - Want to Know - Learn) Activities
* Comprehension questions
* Basically, everything we do in class!

~ ALL of your pages must have a date in the upper right hand
corner and page number at the bottom right hand corner.
~ ALL pages must have a title up at the top of the page



^ Cornell style Notes includes dividing your page into a one-third and a two-thirds section, Notes, vocabulary, and illustrations all go in the two-third column. The one-third section is for questions. Your Cornell style notes should also include a summary and illustrations.

#3


The Left Side

The left side of your Student Interactive Notebook is for Student work, that is, the things you do to demonstrate your understanding of the class data. The left page demonstrates your understanding of the information from the right side page. You work with the input and INTERACT with the information in creative, unique and individual ways. The left side incorporates and reflects how you learn History and Social Studies as well as what you learn in History and Social Studies. The following things go on the left side of your SIN:

* Homework directions
* graphic organizers
* Venn diagrams
* dialogues
* I AM poems
* drawings, photos, and sketches that illustrate the concept,
idea or facts
* Reflective writing assignments
* Mnemonic devices
* timelines
* mini-posters
* 4x, 4+4, 6x, 6+6 activities
* “Ticket out the Door,” Daily Summary and other daily closure
activities
* Biography Activities
* maps
* Other things as assigned

THINGS TO KNOW ABOUT THE LEFT SIDE:

~ Every left side page gets used.
~ Always use color...It helps the brain learn and organize
information.
~ Be sure each page is numbered with the number at the lower
left hand corner of the page.

#4


<~><~><~><~><~><~><~><~><~><~><~><~><~><~><~><~><~><~>

Tools: Some Graphic Techniques:
(to help you be creative in your learning!)
* Size of letters * Boldness of letters
* Capital letters * Indentations
* Underlining * Bullets
* Use of color * Drawings
* Diagrams * Embellished letters
* highlighting * decorative backgrounds
* put it in a box * decorative borders
or other geometric
shape
<~><~><~><~><~><~><~><~><~><~><~><~><~><~><~><~><~><~>


#5


Ten Things to Think About:

1. Is every page filled out?
2. Is your table of contents page up-to-date?
3. Is your SIN as neat as possible?
4. Is the correct information on the correct page?
5. Is THIS my BEST work?
6. How can I make my work better?
7. Do any pages need repair?
8. Have I been creative?
9. Have I been absent and need to check Mr. Edwards’
Teacher Interactive Notebook?
10. Do I need any materials/supplies for my SIN?

Please forgive my lack of computer skills in having each page nicely formatted and ready to click on to print out that perfect copy for your own use. Your comments and suggestions are hoped for....is calling this Student Interactive Notebook, SIN, too much ? It is also highly recommended several places I saw online, that the teacher keep a Teacher Interactive Notebook as a "master" copy of what students should have and which students can refer to at times.

Thanks for reading this blog. Again, your comments and suggestions are hoped for !

Have a great Easter Weekend !

XoXoX Polski3

Interactive Student Notebooks

Years ago, in the mid 1990's, our History department adopted the Teacher's Curriculum Institute (TCI) supplemental materials for Grade 7 World History and Grade 8 US History, we had two sets of binders full of lessons, slides, etc. Part of the TCI approach was the use of Student Interactive Notebooks. We began to tinker around with Interactive Notebooks. I tried it for a year or two; it was successful and at times, stressful. From what I recall, most members of the history department didn't even try it. Anyhow, here is what TCI says about Interactive Notebooks ( this is copied and pasted directly off their website):

"Interactive Student Notebook
Many student notebooks are drab repositories of information filled with uninspired, unconnected, and poorly understood ideas. Interactive Student Notebooks, however, allow students to record information about history in an engaging way. As students learn new ideas, they use several types of writing and innovative graphic techniques to record and process them. Students use critical-thinking skills to organize information and ponder historical questions, which promotes creative and independent thinking. In Interactive Student Notebooks, key ideas are underlined in color or highlighted; Venn diagrams show relationships; cartoon sketches show people and events; timelines illustrate chronology; indentations and bullets indicate subordination; arrows show cause-and-effect relationships. Students develop graphical thinking skills and are often more motivated to explore and express high-level concepts.

1. Make sure students have appropriate materials.
To create Interactive Student Notebooks, students must bring these materials to class each day:
• an 8 1/2-by-11-inch spiral-bound notebook, with at least 100 pages

• a pen

• a pencil with an eraser

• two felt-tip pens of different colors

• two highlighters of different colors

• a container for all of these (purse, backpack, vinyl packet)

2. Have students record class notes on the right side of the notebook.
The right side of the notebook—the “input” side—is used for recording class notes, discussion notes, and reading notes. Typically, all “testable” information is found here. Historical information can be organized in the form of traditional outline notes. However, the right side of the notebook is also an excellent place for the teacher to model how to think graphically by using illustrated outlines, flow charts, annotated slides, T-charts, and other graphic organizers. There are many visual ways to organize historical information that enhance understanding. The right side of the notebook is where the teacher organizes a common set of information that all students must know.

3. Have students process information on the left side of the notebook.
The left side—the “output” side—is primarily used for processing new ideas. Students work out an understanding of new material by using illustrations, diagrams, flow charts, poetry, colors, matrices, cartoons, and the like. Students explore their opinions and clarify their values on controversial issues, wonder about “what if ” hypothetical situations, and ask questions about new ideas. And they review what they have learned and preview what they will learn. By doing so, students are encouraged to see how individual lessons fit into the larger context of a unit and to work with and process the information in ways that help them better understand history. The left side of the notebook stresses that writing down lecture notes does not mean students have learned the information. They must actively do something with the information before they internalize it.

In short,

Left Side: Student-Processing, “Output”

Right Side: Teacher-Directed, “Input” " http://info.teachtci.com/forum/isn.aspx

A google search will take you to several good pages and examples of student interactive notebooks. There is a wiki page devoted to interactive notebooks found here: http://interactive-notebooks.wikispaces.com/

So, why am I thinking of trying interactive notebooks again? For several reasons. My reasons include my trying to cut down on the number of "ditto" copies I run. The fact that I seem to have too many students who cannot find individual papers in the mess of their backpacks and binders. The fact that I don't want to start what I consider a grade school thing of having a "folder" in each class for each student to put their work into. The fact that for the most part, much of what students need to have to study, review and help prepare for tests and quizzes should be in one place, their spiral notebook that is their interactive notebook. I have on order a new book about using interactive notebooks " Marcia J. Carter, et al "Interactive Notebooks and English Language Learners: How to Scaffold Content for Academic Success" which I ordered from Amazon.com. The idea of using this tool with ELL's is something that has prompted me to try Interactive Notebooks again.


Here is some of what I learned at the CLMS Conference workshop I attended for Interactive Notebooks:

Each notebook has a title page with name of class, student name, class period, and the name of their teacher.

Notebook expectations --- sort of like a contract signed by student and a parent.

Data about what goes on the Left-side pages: summaries, reflections, poems, headlines, graphic organizers, cartoons, illustrations, etc, All for the student to demonstrate their learning and understanding of the data from the right side page. It allows students to be creative and unique. The top of each left-side page will begin with the Title, date and directions.

On the Right-side pages, is data from class. It can include Openers/bell ringer activities, notes from the teacher, textbook, power point presentation or other a/v presentation, new vocabulary, homework questions, in-class assignments, checking for understanding quizzes, project notes, etc. In short, whatever is done in class.

No, you are not limited to one right-hand page per class period.


Table of Content pages. Note: PAGES. In a 100-page spiral notebook, there should be three or four pages dedicated to a table of contents. These pages have columns for page numbers, Left side items, Right side items and grades.

You can also include an interactive notebook grading rubric.

Students probably need a good chunk of a class period to set up their interactive notebooks. Teachers need to keep on hand, glue and scissors for students to use in class. ( I do recall hassles with scissors disappearing and blobs of glue being left on desks and seats for the next class period to find....part of the "stressful" aspects from the first time I tried this idea. )

After students set up their title page, Contract, Data sheets explaining what goes on the left and right sides, table of contents pages, etc, they need to number their pages....ALL of the pages in their notebook.

Then, you, the teacher, needs to get ready and make adjustments to how you teach. This was hard for me, years ago.

Also, encourage students to obtain the "normal" size spiral notebooks, the ones with 8.5 x 11 inch size pages. There are others, slightly smaller ones that are (I think), 8.5 x 10.5. Those smaller ones are usually the cheap ones found at Staples, K-Mart, Wal-Mart, etc., for like ten cents each, especially during "back to school" days in August. The smaller ones will work, but they also have fewer pages in each notebook. I plan to write a letter to our local Staples, Wal-Mart, K-Mart and Costco to see if they will donate some spiral notebooks and glue sticks for my students to use. I do recall, that when we/I first tried Interactive notebooks, some students never came up with a spiral notebook for whatever reason, and at that time, we had a principal that was adamant that we could not "FORCE" any of our students to have any particular item of school supplies for class. She told us that if we were requiring them to have a spiral notebook for YOUR classes, then you go buy them for your students. Come to think of it, THAT is probably what really killed this idea back then.

Oh, grading Interactive Notebooks.....it is suggested that the teacher cruises around the room at times when students are working on something to check certain items in their interactive notebooks, that the notebooks are collected every couple of weeks for evaluation, or that some items in the interactive notebook are graded by students (peer grading).

One note about required materials for the interactive notebooks: at my school, students are NOT to have felt markers or highlighters. I ask my students to use colored pencils. Besides, if they color something in their interactive notebooks using markers, it usually bleeds through the page and can obliterate whatever is on the other side of the page.

They do require some work and effort, but for those who are using them, they say interactive notebooks are a great tool for helping students learn and stay organized.

Do you use interactive notebooks? IF so, share your experiences with us. Thanks for reading this blog.

California League of Middle Schools 2oo9 Conference

Been busy lately.....anyhow, here are some snippets from last weekends CLMS 2oo9 Conference.

I found out that some map publishers have five oceans on their maps. Yep, there are the Pacific, Indian, Atlantic and Arctic, and now, some maps are showing the Southern Ocean or Antarctic Ocean. How many of you have heard this bit of geographic news? Wow, I said when I found this out. When I got home, I checked my current textbook, published by McDougal-Litell, jcopyright 2oo6, and WHOA, there it was, the Southern Ocean. However, National Geographic web maps, copyright 2oo3, did not have Antarctic or Southern Ocean on those maps. Did I miss the news report about this?

Speaking of publishers, I also found out, that McDougal-Litell is "no mas". They are now part of the Holt family of textbook publishers. Members of my department had not heard this news either. However, my principal knew about it due to the current Language Arts book adoption. So, I guess the history books we "adopted" will no longer be available if we need to buy some new ones? The publishers rep that I spoke to at CLMS did not know the answer to this question. Anyhow, I encouraged my department chair and principal to try to buy some additional copies of our current, fairly new texts to have on hand to replace those that are too damaged, lost etc.

My workshop went well, for the most part. I ran out of time, but I believe, from the feedback I got from the dozen or so who came in the closing hours of this conference, that they got some good strategies in engaging middle school students in Social Studies. Kudos to our nice representative from Nystrom maps; she provided me with several wall maps to use in my workshop and brought along free copies of Nystrom geographical and historical atlases to give to my audience. (I use several Nystrom map products in my classroom and can highly recommend them for any level social studies classroom !)

I attended several interesting and not so interesting workshops. I found out a bit more about using interactive notebooks. I have been thinking about trying this again (I once tried using them eons ago, well, ok, maybe not eons, but at least 10-15 years ago, with minimal success). Anyhow, I am thinking that many of my students, that hoard of them who spend countless minutes in class in an attempt to find what they need in the dark depths of their crumpled paper packed backpacks or flipping through piles of papers in a pocket of their three-ring binders, would benefit from having much of what they need in a simple spiral notebook. I don't like messing with scissors and glue, but it may be workable....Do any of you use interactive notebooks? If so, please share with me (us), how it works for you. For you who are curious about interactive notebooks, there are many samples, directions, ideas, etc., available via a simple search engine web search.

I got a free lunch too, courtesy of the TCI (Teacher's Curriculum Institute) folks. They have been holding meetings/luncheons at various teacher conferences to get feedback about their textbook materials. My school has the old TCI binders for Grades 7 and 8 World History and U.S. History and some of us use some of those activities. IMO, TCI's newer textbook type program is a pretty good one. If I had seen it when we were adopting history texts a couple of years ago, it would have been a top contender, in my book. But, we never received an samples from them. Anyhow, I appreciate the free lunch and the fact that the TCI people wanted our opinion about their products. Our current text publisher has never asked us for any feedback, nor have we heard from them about problems we've encountered (such as powerpoint programs that are unadaptable, easily tearing pages in the textbook, areas on reproducibles that have dark, hard to print with duplo machines stuff on them.....). TCI also gave us a preview of changes that are in the works with their material. And, in their raffle, I won a teacher kit for their Ancient World History program.

I attended part of one of the keynote speeches. While there, hunkered along one wall, a teacher was next to me, grading papers as she listened to the speech. I glanced at the pile of graded papers that lay between us and asked if I could see one. She was grading a grade 8 US History activity, which was an e-mail dialog between Col. William B. Travis at the Alamo and Mexican Army General Santa Ana. It was cool ! I talked briefly to her about it and she gave me a blank copy of her grading rubric for that activity. I can see such an activity used for a discussion between Hannibal and Scipio at Zama, Julius Caesar and Vercingetrix at Alesia, Saladin and Richard I at Jerusalem, (which I plan to do soon), the Pope and Martin Luther, Lord Cornwallis and George Washington at Yorktown, US Grant and Robert E. Lee at Appomattox, etc. etc. You never know when a good idea for teaching will find you!

The last thing I will say about this 2oo9 CLMS conference is that there didn't seem to be too many vendors set up in the exhibition hall. And, they packed up early. I attribute this to the economy. Its expensive to be a vendor at these conventions, and when school districts and teachers don't have much money to spend.....

Thanks for reading my blog. have a great next week!

Updating YOU

Are you a teacher who updates yourself? Are you a teacher who pretty much does the same thing each school year ? I am excited about going to next weekends CLMS (California League of Middle Schools) Conference as an opportunity to update me. Yes, I am also presenting, but here is an opportunity to go to some workshops specifically tailored for middle-level students and add to my ever-growing tool box of techniques, ideas, etc., for helping my students learn what the State of California hopes for them to learn. As I heard someone say once, a workshop or inservice is of value if you can find at least one new thing that you can use in your classroom. I believe this to be true.

Some teachers complain of being "stuck" or "chained" or "enslaved" in teaching. I wonder if they update themselves? Isn't "variety" the spice of life? I know those of you who have taught for a number of years have learned that curriculum changes, new expectations are added to existing expectations, students change and that over time, we develop a tool box of ideas, techniques, etc. to help teach the basics and beyond to our students. Update yourself. Challenge yourself to make you a better teacher. Maybe THIS is the time, during this long March march towards Spring/Easter Break, to find something new and exciting to inject into your classroom. Do it for you and for your students.

How do you "update" yourself? Please share it with us!

Thanks for reading this post. Have a good weekend and Great second week of March !

RIP Paul Harvey

When I got online this evening, I saw that the great radio man Paul Harvey had passed away. God, what a voice, what a way to tell us the news and try to sell us a Select Comfort bed (which he helped do) or a Bose wave radio (someday). In my younger days of piddling around with Journalism, I used to be able to hear Paul Harvey proudly announce, "STAND BY FOR NEWS!" I'd always wished I could write like he could speak.

And, as a history person, I loved his great "And now, HERE'S the REST OF THE STORY." I have missed listening to Paul Harvey News. Now he's gone. I did find out by reading the article, that he got his start in Tulsa. I didn't know Paul was an Okie. But, where ever he was born, America has lost one of our Greats. I wish peace to his wife Angel and his family.

Funding CUTS for California Education - Here's a money saving Idea !

Well, I see our comrades in the People's Congress, oops, I mean the California State Legislature have decided that their continued spending must be helped by cutting Eight Billion Dollars from California Public Schools.

Sadly, I'll predict that the cuts will come to schools; teachers, instructional aides, school medical staff, supplies (including textbooks!) will be cut. There will be fewer athletic activities for high school students (our local h.s. district is eliminating freshman sports). How many cuts will come from the State Department of Education? County Offices of Education? School District Offices? Because of the huge amount being cut, probably a few token jobs. But it will be the children, especially the struggling children in California schools who will bear the brunt of this act by California's so-called leaders.

Here is an idea to save most school districts some money. Change the rules for teachers retirement. Offer those teachers with 25+ years teaching in California the opportunity to retire at age 55 with the same benefits they'd receive by retiring at age 60+. Everyone knows, "newer" teachers are cheaper. There is public press blathering about the newer, energetic younger teachers always losing their jobs because of the unions and their staunch stand on seniority; "last hired,first fired." This would create jobs for those younger, more energetic new teachers.

Yes, Polski3 happens to be in that category of having 25+ years in California public schools when I hit age 55. I'd be happy to retire at that time, if I received the benefits currently only available for those who retire at age 60+. But with the current system, if I went out at age 55, I'd only get about half of what I'd get at age 60+.

HEY CTA, are you listening to this? Here is something you can push for many of your members ! Remember them?

No Changes Forcast for California History-Soc. Sci. Content Standards

I received today, an interesting e-mail from the folks at TCI (Teacher's Curriculum Institute), which included this:

"News from California Department of Education
The California Department of Education (CDE) is updating the Framework for History-Social Sciences to ensure that it reflects the current research and best practices in history education. The work on the 2010 framework began last year when CDE conducted teacher focus groups at four locations across the state. At these sessions teachers shared what they liked and disliked about the current framework and what they thought should be incorporated into the new framework. At these sessions, CDE staff was careful to note that the changes to the frameworks will not include any modifications of the current History-Social Science Content Standards. These can only be changed when there is legislation that directs CDE to update or modify content standards.

The next step in the framework revision process is to begin the writing. In early February, a committee of 20 educators will be looking at creating new chapters on assessment and universal access, two areas that teachers in the focus groups wanted to see expanded.

TCI will be at each of the framework committee meetings and will bring you the latest on changes through this newsletter. If you would like a sneak peek of what to expect from the framework committee, take a look at the California Framework and Evaluation Criteria Committee Guidelines that have been approved by the State Board of Education. You can find these on the CDE Web site at http://www.cde.ca.gov/ci/hs/cf/hsscfccguidelines.asp. "

I had heard that something was in the works to change the California State Framework for Social Studies. I would have been interested in attending one of those meetings and being part of a "committee of educators" who are to be involved in this process. However, I am saddened to see this part:

"CDE staff was careful to note that the changes to the frameworks will not include any modifications of the current History-Social Science Content Standards. These can only be changed when there is legislation that directs CDE to update or modify content standards."

Why am I saddened by this? Take a look at the standards for California History-Social Science. They are HUGE. H U G E ! There is way too much stuff in there, so much that I do not believe the majority of it gets taught. Yes, some of it is "covered," but not taught. There is simply too much there.

And, since the focus of NCLB will apparently remain Language Arts and Math, I foresee little hope that much History and Social Studies will be taught in our Elementary schools; History and Social Studies will continue to be the neglected foster child of lower level education, especially at school districts such as the one where I teach that consists of mostly "failing" (by NCLB standards) schools.

However, with Polski3 looking at something positive for a change, I see that it requires "legislative action to update or modify content standards." I can and will share my thoughts, feelings, opinions and ideas regarding our current Californian History-SS content standards with my elected reps in Sacramento.

Thanks for reading this post. Have a Super rest of the week !

Calif. League of Middle Schools Conference

Any of you other MS/JHS teachers going to this years California League of Middle Schools Conference in San Diego, March 12-15 ? I'm going, and will be presenting. It should be fun. The last time I presented a workshop at a teachers conference, it was at CLMS in San Diego, on March 11, 1995. I did my presentation (Science Activities for US History) and was heading for the commercial displays, when another teacher from my school stopped me and told me the conference organizers were trying to find me. I went to the conference organizers area and found out that Mrs. Polski3 has called and I was needed at home ASAP. I quickly left San Diego for the drive home, and at 9:24 PM that evening, our first son was born. (He was two weeks or so early....but a healthy, hungry baby boy!)....damn, he's going into high school NEXT semester....has it been THAT long ????

Anyhow, THAT won't happen this time. Maybe some ms/jhs bloggers could meet sometime during this conference ?

History Interventions

Our department has also been tasked to find interventions for re-teaching material students as a group did not score too well on based on our department test scores. I've done google searched for "history interventions" and pretty much come up with blanks. We've been told by administration to use the test questions that students as a group did not score well on, as opener (bell ringer) questions. IMO, this might work fine for subjects such as math and Language Arts, but since history is taught more topically, having opener questions about "Contributions of Ancient Rome" does not go too well when our current topic of study is China. We as a department are not too willing to take out a day or two to go back to try to "reteach" that material that as a group, our students did not score well on in the department tests. We have too many standards to try to touch on.

Our 8th Grade US History people, they are being expected to go back to "touch on" World History standards for grades 6 and 7, as well as some stuff from grade 5 US History. ( please note, that in the public school district where I teach, our feeder schools do not teach much, if any history; the vast majority of our students come to us knowing almost nothing about the past history of people on this planet nor do they know such basic things as the names of the oceans and continents or being able to read a map to determine names of countries from names of cities, mountains, etc.) I try to also cover some of the "A-ranked" Grade Six history standards while teaching my Grade Seven standards. But there is just so little time and way too many standards. I really wish the folks at the California State Department of Education would get their heads out of their (you know whats), find out what really happens in classrooms and talk to the "experts" ( teachers )and develop History/Social Studies Standards with what is really vital and important in helping our students become educated, good citizens with a grasp of history, geography and civic understanding.

Do you "re-teach" history ? What do you do regarding History interventions?

No Homework equals TOO MANY F's

At my school, there are more students in our history classes earning "below proficient" and "far below proficient" grades than ever before. In meeting as a department, we find that for the vast majority of these students is because they are not turning in homework. We debated on the nature of our homework ( which can be anything from working on projects, reading text materials, working on social studies skills activities and or demonstrating comprehension of material covered in class. ).

I try to assign my students who did not turn in homework time after school to come in to make it up with me there if they need help or clarification with it. If for some reason the student absolutely cannot come after school for me, I have an option for them of getting the work, doing it at home then having a parent sign it to indicate the parent knows it is make up work. I also mark students daily planners when they do not have their assignment to turn in. Other teachers say, "too bad, you had your chance," to holding make up work sessions on Saturday mornings.
We almost have to have these alternative options because many of our students are in some sort of remedial after school program for "subjects that are test important."

Is this lack of turning in homework an issue at your school, in your classroom ? What do you do about a lack of effort ? Please share it with us !

Dark Future ------ Student teacher ----Super Bowl Comments

Mrs. Polski3 substituted in a lower elementary classroom for two days last week.
One of her students was just returning to class from being suspended from school. His offense? While in the principals office for a variety of offenses, the principal was called out of her office for a minute. While she was gone, this young thug saw her purse and attempted to steal her cell phone from it ! What will this kid be doing in ten years? I hope he'd not in my classes in a few years.

I have a student teacher for the next seven weeks. Anyone wish to offer an advice I can pass on to her ?

As for this weekends BIG event, GO Cardinals! You know, I always wondered what Archie Manning woulda done with a better group of professional athletes around him. I guess maybe we got a glimpse of this with his sons play in the NFL. I also wondered the same thing about one of my "youthful" sorta heros, St. Louis Cardinals QB Jim Hart. Even though the Cards' aren't one of my "A" list teams to follow, they still rate higher than many other teams. I respect the Steeler's and the great team they've put together, I like tough D, but I hope the Cards day has finally arrived.
At least I think it will be a SUPER game.

Have a SUPER Weekend !

Burr....it was cold....Family Funeral

I haven't had much time to blog. Been busy with teaching and it was the end of our first semester.

Also flew to Chicago on short notice to attend a funeral. My father's older sister died. She was the last of her generation, the matriarch of the Polish side of my family. She was mother to two of my cousins, wife to three good, highly educated, professional men, a teacher, and a lawyer. She helped start a teachers union and she was always generous in helping her family (parents, brothers, nephews, nieces, great-nieces, etc.). She was especially generous and helpful with the younger generations of the family and assisted many of them in their quest for post-high school education. She was a bit miffed with me that I hadn't gone to school to further my education past my BA and minor degrees. Once she implied that I'd been too negatively influenced by one of her brothers. But I said, no, that was not the reason. Anyhow.....

My aunt suffered a stroke in mid-December while waiting to go to a holiday party. And, as was typical of her, was upset that she was missing holiday parties and several court dates. But, she didn't recover from her stroke and subsequent infection. We think she decided it was time to go. She lived a long, productive life and after each tragedy ( she survived all three husbands ), always bounced back. A family joke referred to never seeming to end energy levels. She passed on to her next appointments. Oh, and for those of you who may care about such things, she graduated from the University of Chicago School of Law in 1945. She is now buried at the "head of the line" next to her husbands. She has them buried all in a row, with her spot at the head of the line next to husband number three.

When we were in Chicago, it was on the cool side. Saturday, the day of the funeral, it was about 10 degrees. THIS is quite different than the almost 80 degrees I left in warmer Southern California. When we departed on Sunday morning, it was about 3 degrees. Fortunately, there was no new snow while we were there, and the roads were not icy. We got to visit with many of my cousins; eight of her ten nieces and nephews were there. I got a bit of reading done on the airplane. Mrs. Polski said she has a much GREATER understanding as to why her mother moved from the high plains after high school graduation. I am thankful my grandparents moved to warmer clims.....My sons got to play in the snow and my youngest learned what happens when you get your pant legs wet while playing in the snow. He got to experience that tingly feeling in very cold skin as it warms up. My son's also got to meet, at least for a couple of hours, with my brother who lives on the east coast and whom we rarely see.

Its ok visiting and being in the cold for a short time, but I do not think I want to live in it. Ok, so I am spoiled. I'll take 110 degrees over 10 degrees any day! I can handle 110 degrees.

Thanks for reading this.

"DANG IT !"

Don't you just hate it when you spill a cup of tea ( PG tips, (black), with sweetener and non-fat milk), on your desk ? It makes a helluva mess !

School Assemblies.....Saying NO, but THEN WHAT?????

We had a school assembly this afternoon. It was something about "motivating" our students. There was some silly stuff, some play acting by the presenters and a message for the students to set high goals for themselves and to just say no to drugs and alcohol.

There wasn't much in there about HOW to set high goals for themselves, or what to do about those demon temptations drugs and alcohol other than refuse them. IMO, this does not help our young people, our students. They have heard about setting high goals for themselves, our homeroom classes often do little units about things needing to be done to be ready for college, about organizing your stuff, study skills, daily reminders that tutoring and computer lab is available after school, etc., etc. They have heard many times, at least in my classes and at some assemblies, that drugs and alcohol are bad for them and can lead them into a bad life.

I learned many years ago, back when I was a science teacher and attended a workshop about how to teach a "family life" unit which was a combo of STD education, family dynamics and human reproduction and development. Anyhow, we heard on a regular basis from Nancy Reagan to "JUST SAY NO." Many, many of our young people cannot just say NO to drugs, alcohol or sex. Why not? A variety of reasons, including peer pressure, the desire for acceptance, to be cool, to just check it out. But, many of our young people, fearing rejection, taunting, loneliness, etc., cannot just say NO because they don't have the life experiences to think through what might happen next. And they don't know what to do after saying NO.

Here are some things I share with my students, to try to give them some strategies for dealing with these situations: Say NO and leave. Yes just leave. Yes, it will be hard to do, you may be teased, taunted and called names. But really, are people who want you to do something you don't want to do, that you know is wrong, that you know might be very harmful and destructive to you, your friends ? I encourage them to have an arrangement with someone older, someone who they can call at any time, to come to them and give them a ride home. It can be a parent, sibling, cousin, aunt, uncle, someone who loves them enough that they will go out late at night or early in the morning or anytime to find you and safely get you home.

Sometimes we listen to some music about alcohol, drugs, crime ( Lynard Skynard- That Smell, Paul Revere and the Raiders- Kicks, Skid Row - 18 to Life, Offspring - Walla Walla.... we play the song and look at the lyrics, then discuss what the song is about.

I share with them one of the harder things about teaching, losing students or former students to drugs, alcohol or some other form of life ending events. I ask them to think about the people they know or are acquainted with who have issues with drugs and or alcohol and how that impacts the people around them. I ask them, Is that what you want in your life? Is that what you want for your children someday ?

Anyhow, I have a peeve about these "motivational" school assemblies. Yes guys and gals who perform these assemblies, you can tell our students don't do drugs, don't abuse alcohol. But you are not giving them strategies that they can use to help them say no. I also have a peeve about these assemblies being held before the whole student body; I really think such messages are more effective before a small, a much smaller group of young people. Young people who are not just a single face in the huge crowd, but young people who are visible in a smaller group setting.

Teachers don't have any say in these events at our school, but I just thought I'd get some of my thoughts down here in this blog.

Thanks for taking time from your busy day to read this rather long blog post I wrote.

Back to my Classroom ---- CHARGE !

Well, such great news to greet the new year for anyone in education here in the Great People's Democrat Republica de California.....the promise/threat of the state taking an estimated $2.1 Billion Dollars away from the schools here in the middle of the school year. I won't go into it here about my feelings and opinions about our pathetic, entitlement-gorged politicians roosting in Sacramento and what they are doing to this state. So, I'll write about what happens in Polski's class when Christmas Break is over.

When I return to my classroom on Monday, we begin our unit on China. Well, maybe not a big unit; only the standards that are rated as A and B in importance. Plus a little geography. The standards for "Geography of China" are not important, according to the holy test prep-data stuff we were given. But as a professional History/Social Studies teacher, damn it, my kids have to know something about where stuff is in China and how it impacts the people there before they can learn about the "mega-important" stuff like "Being able to describe the reunification of China under the Tang Dynasty." Anyhow, tonight, I was printing out some basic questions about the physical geographic features of China, with the idea of gluing the questions onto index cards, each student getting one card, finding the answer to his/her question, then sharing that data and showing another student the location(s) of their question/answer on a map. Are you confused yet? I have this all in my mind and it will make sense when my seventh graders are doing it one step at a time in class. Anyhow, as I was cutting out questions and preparing to glue them onto index cards, I thought to myself, "this is quite labor intensive.....think, Polski, how else can you do this activity?" And, voila!

History 7, Monday, 05 Jan. 2008:

As students enter class, they will receive a group indicator card. They will sit at a seat in their group indicator cards desk cluster. (group indicator cards can be sets of index-sized cards with five or six of the same picture on them to indicate a group......pictures of various animals, works of art, just a simple number or letter, etc. etc. They are handed out randomly to students as they enter class.)

My seventh graders sit down quietly, quietly get out their daily planners, quietly fill in the HISTORY section of their daily planner, then quietly get out a blank sheet of notebook paper, putting their heading, title and dividing their paper in Cornell Note format. [ Remember, these are seventh graders back at school from two weeks of Christmas Break. They will be tired, numb and kinda in a daze, so lets not subject them to too mentally challenging of a day, what ! ]

There will be an opening activity on the board: "What do you know about the physical geographic features of China ?" They will copy this in the one-third column, then do their best to answer the question in the two-thirds column of their paper. After allotting a few minutes for this, well ask for some random answers from the students, which I'll write on the board. This will be an opportunity to reteach/remind students just what "physical geographic features" are (the mountains, rivers, seas, oceans, lakes, deserts, plateaus, basins, plains, etc.).

Then, to divide up the six questions. Well do question A together, using the map in their textbook that I want them to be familiar with. Then, each group will answer the five remaining questions. The person in each group who has a birthday earliest in the year does question B. The person with the next birthday does question C, etc. after about five minutes of this, then each student will copy the remaining questions and whoever answered the question will share their answer with their group mates AND, show on the map where their physical geographic feature(s) is located.

If there are any individuals or whole groups who don't wish to work well together, who want to sit, talk, mess around, disturb other groups, etc., then each person can answer questions B-F by themselves.

As a class, we will go over the five questions. As homework, students are to create a map showing at least ten physical geographic features of China. Their map should be neat, in color, and geographically accurate. For students wishing to earn additional credits, they can create a map showing 15-20+ physical geographic features, or for mega credit, create a three-dimensional model of the PhyGeog of China.

We'll end our class period with a quick write ("What did you Learn," for those of you who do K-W-L's. Then, for Tuesdays opener, students will partner up with a classmate for a "Think-Write-Pair-Share" activity about the Physical Geography of China. But thats another day, hopefully with students who are now more awake, more cognitively aware of their surroundings, etc. :-)

Ah, as WCNX radio (from Cleveland, Ohio) is now playing on the Internet radio, LET THE GOOD TIMES ROLL! I saw the CARS in concert back in another lifetime......wish I still had the t-shirt from that show, but it was worn to scraps.....

Anyhow, Polski3 says, HAVE A GREAT FIRST DAY BACK IN YOUR CLASSROOM. What are you doing? Please share it with us in the comments section !