This is a cool link to lesson plan ideas with Kites. Just wanted to keep this in my files for the future.
http://www.nea.org/lessons/tt070326.html
It's got the history of kites, science lessons dealing with the Beaufort wind scale (good for weather unit with Broadfield Sci) and Percentages with Math.
I think Physics or Broadfield could also have kids construct kites and have a contest for best flying kite.
Wednesday, April 25, 2007
Tuesday, April 24, 2007
How to be a sub..
Well, I am still figuring that out.
I can't be my normal strict self--well I can try, but it won't work.
When I am merely a substitute teacher I find myself in a conundrum. How do I maintain order? How do I follow through?
If I was a regular teacher, I would have so many ways to follow through in order to maintain control of the classroom. First of all--it would be my lesson plan and I could adjust it as needed. Secondly, I would be grading the students, have the power to call parents, as well as have other ways to deal with students--such as one on one conferences and detention. I would also have the power and time to follow through with all consequences. For example if things were really bad where I would have to write the student up I could go with the student to the assistant principal's office, or at least speak with the assistant principle later. My goal afterall is to make sure this student succeeds in my classroom.
So, my first sub job--I know I was too strict. In fact I kicked several kids out of the classroom. I guess I have come to the point where I realize that students are not going to be as well behaved as I would have them in my own classroom. (Deep inside I already knew this.) I just need to ensure that most students are on task (and take note of those who aren't) and that all students are safe.
I also realize that if I sub in a school long enough where I get to know a lot of the students I will be a much more effective sub. Not only will the staff know me and back me up better, but also the students will know that I know them. So far with subbing, too many of the teachers have left me with no seating chart. In fact--I have yet to sub for a class that had a seating chart. (NOTE TO ANY TEACHERS WHO ARE READING THIS--A SEATING CHART IS A VITAL COMPONENT FOR A SUBSTITUTE TO HAVE A SUCCESSFUL DAY!)
So, I walked into my first High school sub position with the decision to be less strict (realizing this is not my own classroom) and to just try to keep a majority of the class on task. I think overall this worked pretty well, though I did get irritated multiple times. IF I WAS ONLY THEIR REGULAR TEACHER---ARGH! I miss having my own class--but this is very good experience for me.
The cool thing is that I subbed for physics and calculus. This was fun. My area of expertise and seniors--they SHOULD know how to handle themselves.
For the most part it went well. The kids were supposed to do a lab...and well some did and some didn't. I encouraged and aided and when that didn't work for a select few I began to use their names and emphasized that I would be sure to let their teacher know that they did nothing. Of course, since they were seniors, that really didn't work either--but hey I gave it a try.
I really enjoyed how things went though. I am glad that I subbed. WHen the teacher returned (he was on a field trip) we chatted and I told him that I was impressed by many of the kids diligence to work on problems (especially the AP calculus kids.) The sub requested my ID # and asked if I would sub again in the future! SCORE! He also thought I did well. I left happy. More relaxed is the key (and more accepting that I cannot expect as much from these students as I would my own.)
I can't be my normal strict self--well I can try, but it won't work.
When I am merely a substitute teacher I find myself in a conundrum. How do I maintain order? How do I follow through?
If I was a regular teacher, I would have so many ways to follow through in order to maintain control of the classroom. First of all--it would be my lesson plan and I could adjust it as needed. Secondly, I would be grading the students, have the power to call parents, as well as have other ways to deal with students--such as one on one conferences and detention. I would also have the power and time to follow through with all consequences. For example if things were really bad where I would have to write the student up I could go with the student to the assistant principal's office, or at least speak with the assistant principle later. My goal afterall is to make sure this student succeeds in my classroom.
So, my first sub job--I know I was too strict. In fact I kicked several kids out of the classroom. I guess I have come to the point where I realize that students are not going to be as well behaved as I would have them in my own classroom. (Deep inside I already knew this.) I just need to ensure that most students are on task (and take note of those who aren't) and that all students are safe.
I also realize that if I sub in a school long enough where I get to know a lot of the students I will be a much more effective sub. Not only will the staff know me and back me up better, but also the students will know that I know them. So far with subbing, too many of the teachers have left me with no seating chart. In fact--I have yet to sub for a class that had a seating chart. (NOTE TO ANY TEACHERS WHO ARE READING THIS--A SEATING CHART IS A VITAL COMPONENT FOR A SUBSTITUTE TO HAVE A SUCCESSFUL DAY!)
So, I walked into my first High school sub position with the decision to be less strict (realizing this is not my own classroom) and to just try to keep a majority of the class on task. I think overall this worked pretty well, though I did get irritated multiple times. IF I WAS ONLY THEIR REGULAR TEACHER---ARGH! I miss having my own class--but this is very good experience for me.
The cool thing is that I subbed for physics and calculus. This was fun. My area of expertise and seniors--they SHOULD know how to handle themselves.
For the most part it went well. The kids were supposed to do a lab...and well some did and some didn't. I encouraged and aided and when that didn't work for a select few I began to use their names and emphasized that I would be sure to let their teacher know that they did nothing. Of course, since they were seniors, that really didn't work either--but hey I gave it a try.
I really enjoyed how things went though. I am glad that I subbed. WHen the teacher returned (he was on a field trip) we chatted and I told him that I was impressed by many of the kids diligence to work on problems (especially the AP calculus kids.) The sub requested my ID # and asked if I would sub again in the future! SCORE! He also thought I did well. I left happy. More relaxed is the key (and more accepting that I cannot expect as much from these students as I would my own.)
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