Covering sexual and asexual reproduction always has very funny outcomes. Today was such a day.
Throughout the day students had fun having the opportunity to yell out SPERM! When well-timed this lead to many laughs. Kids will never get over the idea that plant "have sex" or rather reproduce sexually with two half cells combining.
One of the funniest things I tell kids is that pollen is a plant's version of sperm: a half-cell or gamete. I told one class today that they are often breathing in plant's gametes or sex cells. Then in one corner I had a student breathing out heavily repeatedly (as if that would rid his body of these innapropriate objects in the air) and another student yelled out "So when you breathe in pollen could you make a baby plant grow in your stomach?" [this is ridiculous because of course there is not a human half-cell in your stomach and you breathe into your lungs, not your stomach] Then another girl, looking horrified, asks "What would a plant-human look like?" When I explain that no, it was impossible, yet another girl said, "But cats and dogs can have babies, like CatDog!" Everyone laughed as I explained that only happened in the cartoon!
And, of course, their favorite example of weird mutants is the liger, with all the Neopolian quotes that go with it.
Wednesday, January 31, 2007
EXCITED with planning...what else?
I am so ecstatic right now! I just sat down and looked at the chaos that spring and MCAS bring and came up with an awesome plan that uses all the pieces I have lying around. See, my husband is making a movie with my class, I have units to complete, I am supposed to review all science before MCAS, through my new teacher's group I have to do an inquiry project on a topic of my choice (differentiation), and I want to go outside as much as possible in June.
So this is what I came up with. Differentiation inquiry project will happen dring MCAS review. Students will pursue a project avenue of their choice to learn what testing determines in their weakest area in science. During MCAS B will distract them from their torture by making a movie with them. Could be any topic but I or they need to think of a way to give it some focus. And then after MCAS we will do a series of outside observations of our schoolyard ecosystem and prep for the science fair.
Rock on! This means that after April vacation I will be mostly done teaching new content and they will be working on projects of their choice for the rest of the year! YES! I'd much rather they teach themselves all the time. :-) But wouldn't any teacher? Probably not, but I prefer to guide rather than yank, pull, and drag.
TWO WEEK TIL FEBRUARY VACATION AND 6 WEEKS OF SCHOOL BEFORE APRIL VACATION!
So this is what I came up with. Differentiation inquiry project will happen dring MCAS review. Students will pursue a project avenue of their choice to learn what testing determines in their weakest area in science. During MCAS B will distract them from their torture by making a movie with them. Could be any topic but I or they need to think of a way to give it some focus. And then after MCAS we will do a series of outside observations of our schoolyard ecosystem and prep for the science fair.
Rock on! This means that after April vacation I will be mostly done teaching new content and they will be working on projects of their choice for the rest of the year! YES! I'd much rather they teach themselves all the time. :-) But wouldn't any teacher? Probably not, but I prefer to guide rather than yank, pull, and drag.
TWO WEEK TIL FEBRUARY VACATION AND 6 WEEKS OF SCHOOL BEFORE APRIL VACATION!
Tuesday, January 23, 2007
Just another crazy day
My first class now has 26 kids in it, which feels big compared to my others, but this is better because I have a really good aide in that class. Good help makes all the difference! My second class of the day is improving daily. And afternoon classes remain incorrigible and hillarious!
After lunch today one boy started singing "Hey Baby, Hey Baby, Hey" by No Doubt. I just stared at him in disbelief, which is a normal occurance with him. I laughed and then later got mad at him because it was then stuck in my head, and still is I might add. I also had a student tell me that if he got a B in my class he would be so happy that he would run around the school naked. After looking at him like he had just sprouted 5 heads I told him that he would be getting a C...he knew I was kidding. Another kid told me that he shouldn't have to go to middle school because it could offer nothing to leverage his career as a comedian. I argued that there would be plenty of things to joke about when reflecting back on middle school.
I don't know where they come up with this stuff, but it keeps me entertained and gets me through my day. Who would ever want to teach high school when you can have a constant comedy routine of randomness instead? What will tomorrow bring? I can't imagine.
After lunch today one boy started singing "Hey Baby, Hey Baby, Hey" by No Doubt. I just stared at him in disbelief, which is a normal occurance with him. I laughed and then later got mad at him because it was then stuck in my head, and still is I might add. I also had a student tell me that if he got a B in my class he would be so happy that he would run around the school naked. After looking at him like he had just sprouted 5 heads I told him that he would be getting a C...he knew I was kidding. Another kid told me that he shouldn't have to go to middle school because it could offer nothing to leverage his career as a comedian. I argued that there would be plenty of things to joke about when reflecting back on middle school.
I don't know where they come up with this stuff, but it keeps me entertained and gets me through my day. Who would ever want to teach high school when you can have a constant comedy routine of randomness instead? What will tomorrow bring? I can't imagine.
Monday, January 22, 2007
Exerpt from another post on another blog
I want to do things alternatively. I want to shape my students into people more successful than previously thought possible. I want to get kids engaged in real science. I want students to work hard and learn more. I want to make school more creative and less systematic. Lately what I find most discouraging is that my students are so used to using textbooks and doing easy assignment that they ask for it and I get feedback from the people over me that my classroom is too hard, too confusing, too complicated. I know it is both confusing and different for them. I need to make the confusing parts extra simple to get them to the different stuff. I know this is important, but I still am constantly frustrated my the traditionalism around me because it makes two things to worry about instead of just trying to break the mold.
Sunday, January 21, 2007
Half-way Through
This sounds mundane and very non-original, but I can't really believe the year is half over...and 4 weeks until February vacation. On the other hand, I have covered so much ground both in curriculum and experiences with my classroom.
At this time in the year, and my life, I mainly feel the overwhelming sense that I have so much started and not enough finished. I long to finish something and feel very frustrated that nothing is coming close to completion. I love lists, so here it goes:
Corner Cupboard
Aaron's Chair
Shelf for bedroom
Closet Organizing
Misc Sewing projects
b+j greene Clothing Line
Solar System Model CSL Project
Term 2 Grading
Altered Book #1
Misc Stencils
Dad Greene's website
Grant Applications for classroom technology
Reading Dragonriders of Pern
Exercise Routine
Cooking
Cleaning
Hanging artwork after living here for 1.5 years
Planning Outdoor Club events
Planning Field Trips
Putting away Christmas decorations
Too many projects...too many responsibilities. No wonder I slept for 14 hours last night. At least I didn't make myself feel guilty for sleeping. That's when I just hate my projects...because everyone knows I need to sleep more. And hate never got anything accomplished.
Feeling unresolved is also just a product of January. I never like January. January and February seem to last forever and, curiously, I always end up feeling the most dizzy during these months. And I hate my nose always being cold like it is right now. Perhaps I need to just learn to love these months and the incompleteness of my projects...and maybe the hating is actually the source, not the product of this misery. Yeah, like I'll ever start loving darkness and freezing temperatures. I'll keep dreaming of the Dominican Republic and time will carry me into spring. Hallelujah!
At this time in the year, and my life, I mainly feel the overwhelming sense that I have so much started and not enough finished. I long to finish something and feel very frustrated that nothing is coming close to completion. I love lists, so here it goes:
Corner Cupboard
Aaron's Chair
Shelf for bedroom
Closet Organizing
Misc Sewing projects
b+j greene Clothing Line
Solar System Model CSL Project
Term 2 Grading
Altered Book #1
Misc Stencils
Dad Greene's website
Grant Applications for classroom technology
Reading Dragonriders of Pern
Exercise Routine
Cooking
Cleaning
Hanging artwork after living here for 1.5 years
Planning Outdoor Club events
Planning Field Trips
Putting away Christmas decorations
Too many projects...too many responsibilities. No wonder I slept for 14 hours last night. At least I didn't make myself feel guilty for sleeping. That's when I just hate my projects...because everyone knows I need to sleep more. And hate never got anything accomplished.
Feeling unresolved is also just a product of January. I never like January. January and February seem to last forever and, curiously, I always end up feeling the most dizzy during these months. And I hate my nose always being cold like it is right now. Perhaps I need to just learn to love these months and the incompleteness of my projects...and maybe the hating is actually the source, not the product of this misery. Yeah, like I'll ever start loving darkness and freezing temperatures. I'll keep dreaming of the Dominican Republic and time will carry me into spring. Hallelujah!
Tuesday, December 05, 2006
You know you've been at school too much when...
You know you've been at school too much when...
...you walk into rooms expecting a sensor to turn on the lights for you.
...the only contents of the freezer in the science closet at school is your 2 days worth of frozen meals.
...you see stars in the sky on your way to school and on your way home.
...your ipod shuffle needs to be recharged every night (and you can only play it after school).
...you talk to the night custodians more than your friends.
...cleaning out the rabbit's litter box is more appealing than doing more school work once you get home.
...parents of students comment on how fast and late into the evening they are getting email replys from you.
...suddenly you realize time has past because when the sensor doesn't see you and turns the lights off, the room becomes pitch black in the absence of natural light.
...you see your students as you leave because they have come back to school to play sports in the evening.
...the custodians comment on you "leaving early" when you leave an hour after the students do and you are still one of the last to leave in the pod.
...soap operas have ended for the day in the teacher's room.
...you fill your electric tea pot twice in one day.
...students ask you how long you will be after school and your response is "you can stay until 3:30 and I'll be here forever."
...you spin around in your chair at home expecting snacks to be behind you.
...you find notes confiscated from students in your pocket on the weekends.
...you don't notice that your school keys are still around you neck when you go out for dinner.
...you call your students by your little brother's name when agitated with them.
...you walk into rooms expecting a sensor to turn on the lights for you.
...the only contents of the freezer in the science closet at school is your 2 days worth of frozen meals.
...you see stars in the sky on your way to school and on your way home.
...your ipod shuffle needs to be recharged every night (and you can only play it after school).
...you talk to the night custodians more than your friends.
...cleaning out the rabbit's litter box is more appealing than doing more school work once you get home.
...parents of students comment on how fast and late into the evening they are getting email replys from you.
...suddenly you realize time has past because when the sensor doesn't see you and turns the lights off, the room becomes pitch black in the absence of natural light.
...you see your students as you leave because they have come back to school to play sports in the evening.
...the custodians comment on you "leaving early" when you leave an hour after the students do and you are still one of the last to leave in the pod.
...soap operas have ended for the day in the teacher's room.
...you fill your electric tea pot twice in one day.
...students ask you how long you will be after school and your response is "you can stay until 3:30 and I'll be here forever."
...you spin around in your chair at home expecting snacks to be behind you.
...you find notes confiscated from students in your pocket on the weekends.
...you don't notice that your school keys are still around you neck when you go out for dinner.
...you call your students by your little brother's name when agitated with them.
Tuesday, November 07, 2006
Good Day, Bad Day, and Quotes
So Friday was an AWFUL day, but then again the whole school had an awful day. The kids were just insane and rude. The quote on Friday that made my made my day...bouncy ball having lunch in my room, turns to me and says "You're really fair Mrs. Greene." I said, "Thanks, I try really hard." That made the whole day better...even though today he was bouncy pens off the ceiling...sigh.
Today and Monday were great. My classes all took a turn for the better. Today's quotes: "You're such a cool teacher" and "This is rated 5-star hard, Mrs. Greene!"
Today and Monday were great. My classes all took a turn for the better. Today's quotes: "You're such a cool teacher" and "This is rated 5-star hard, Mrs. Greene!"
Thursday, October 19, 2006
Fighting and Banging My Head Against the Wall
Everyday I am exhausted by endless resistance. Every new idea, every different approach, and especially every time I tell them to go use what we've been studying. "I can't do it!" "I don't get it!" "I don't want to do this!" My students fight me almost everyday. Even the things that I thought they would embrace and enjoy they fight! Some examples...
Dentention: I asked a kid "What do you want me to do when you act up? You know what you are doing, so how can I help you stay on track? What should I do when you act out?" The kid had no idea and was really frustrated that I kept asking him. I know he has heard that question very little, but I thought he would have welcomed another approach.
Outside Data Collection: Our tree project is made for elementary and middle schools but is through Harvard Forest, part of Harvard University. So one kid decided that since it came from Harvard it was too hard and meant I was trying to make them do college work. This is what he told his mother, and his mother came to me confused. That one makes me laugh, but it is frustrating.
But there is a light at the end of the tunnel and an occasional time when I am not giving myself migraines.
The kid from the detention came to me the next day and had a suggestion for a good consequence and way to go about it. It took him time for it to sink in I guess. Slowly students are getting used to thinking about things on their own and developing critical thinking skills. I told them today that the process of learning is more important than the answer they get. I said education is about developing those skills of how to problem solve even more than learning the content. I think they started to get it.
Today I saw glimpses of my classroom becoming a learning community. Students were helping each other and enjoying the process more than they have in the past. I think things are beginning to click.
Sometimes I think I need to get used to the resistance and not wear myself out by fighting back. But I think the tension and pushing them to do new things may be necessary for them to make the jump in the end. So I guess I need to fight back and keep pushing them every day, but try not to get frustrated and feel overwhelmed by the lack of progress. Consistent work should lead to success; as I teach more I hope I will be able to trust our process of forming that learning community. I only hope that I am right in that it is possible with any class, any year. With tweaking.
Dentention: I asked a kid "What do you want me to do when you act up? You know what you are doing, so how can I help you stay on track? What should I do when you act out?" The kid had no idea and was really frustrated that I kept asking him. I know he has heard that question very little, but I thought he would have welcomed another approach.
Outside Data Collection: Our tree project is made for elementary and middle schools but is through Harvard Forest, part of Harvard University. So one kid decided that since it came from Harvard it was too hard and meant I was trying to make them do college work. This is what he told his mother, and his mother came to me confused. That one makes me laugh, but it is frustrating.
But there is a light at the end of the tunnel and an occasional time when I am not giving myself migraines.
The kid from the detention came to me the next day and had a suggestion for a good consequence and way to go about it. It took him time for it to sink in I guess. Slowly students are getting used to thinking about things on their own and developing critical thinking skills. I told them today that the process of learning is more important than the answer they get. I said education is about developing those skills of how to problem solve even more than learning the content. I think they started to get it.
Today I saw glimpses of my classroom becoming a learning community. Students were helping each other and enjoying the process more than they have in the past. I think things are beginning to click.
Sometimes I think I need to get used to the resistance and not wear myself out by fighting back. But I think the tension and pushing them to do new things may be necessary for them to make the jump in the end. So I guess I need to fight back and keep pushing them every day, but try not to get frustrated and feel overwhelmed by the lack of progress. Consistent work should lead to success; as I teach more I hope I will be able to trust our process of forming that learning community. I only hope that I am right in that it is possible with any class, any year. With tweaking.
Sunday, August 27, 2006
Tomorrow
So tomorrow is my first day...without students. The students come Wednesday. I feel like I have so many things flying through my head. So many things to pack in my car to take to school. Wednesday I take my first step, and knowing me, I want it to be perfect. I want to start every management practice I have found works on the first day. I don't want to go back and try to change something that I should have done from the beginning, but remembering everything I want to start doing is making my head swim. Some things I do know are: I am going to create class rules with the students, my desks will be in a circle or at least a U shape on the first day, and I am almost done with a website for my class. I have not started writing a parent letter yet...I am doing everything but this right now. But I've got time. Two days until students are coming and I am sitting here looking at the list of names and finding a creative way to assign them seats (and they will have to guess the pattern).
This is the homework box I made today. The front is part of a skateboard (of course). I tried to use the style of a Madison, WI spraypaint artist. Can you see the planets? My other recent project is on Broken Glass.
This is the homework box I made today. The front is part of a skateboard (of course). I tried to use the style of a Madison, WI spraypaint artist. Can you see the planets? My other recent project is on Broken Glass.
Monday, July 24, 2006
3 Months Later
I have often planned on blogging over the last three months, but it just hasn't happened. But I did finish my year well, took 7 of my kids backpacking, and am now working at an adventure camp and lifeguarding. So much work leaves me little time to blog even though there is so much to say. But tonight I am finally sitting down and writing due to an interesting conversation I had today.
Shortly after I started my shift lifeguarding this evening a kid came in and sat next to the lifeguard station. He knew the lifeguard leaving so I introduced myself. Turns out he is going into 10th grade and is friends with kids I know. We ended up talking for my entire shift. First about him...he is an amateur boxer and hopes to be pro. Then about random things like flying. Then he asked my what got me into teaching. He said he always likes to ask teachers that because it is such a hard job. This launched into a huge conversation about education. We both agreed that teachers who only give boring lectures are awful. He told me what he likes and dislikes about school. I talked about Great Falls, etc. Then he asked me if I saw myself teaching for the rest of my life. I said no and talked about maybe a PhD and starting my school. He was curious about the school, so I told him all about my idea for the Genesis school. He thought it was amazing and told me I shouldn't wait but do it as soon as possible. It was really fun to get a students' feedback on the idea and hear that another person thinks it could be successful. He ended up helping me put chlorine in the pool, put chairs away, and fill the mop bucket. He said three things that were really uplifting. "Maybe you were just born to do something different and be different," "Don't wait, start that school as soon as possible," and as he left, "You really should pursue your ideas of doing things differently." It was so encouraging and made me smile. Maybe the rest of the world is crazy and the rest of us make real sense. Either way I still feel hope.
Another tidbit...my backpacking trip with my CSL students was great. It was really challenging sometimes but these two quotes made it worth it to me.
A: "So is this trip kind of like a graduation present for us?"
Me: "Yeah, that was kind of what I was thinking but I'm not sure that everyone sees it that way. Are you having fun?"
A: "Yeah, it's really cool."
This was so neat and showed me that she was reflecting on why on earth I wanted to spend three days with them in the middle of nowhere. I was encouraged to see someone thinking on that level.
"So, Ms. Greene, how do you think this weekend went?" I could tell from this that she wanted to know if they were indeed hopeless and if they had run me down and I regretted it. I said I thought it was great and I wanted them to be satisfied and celebrate their accomplishments more instead of being so negative. They want to believe that everyone has given up on them because being loved means opening up and connecting with someone. I was glad they gave me a chance to respond clearly to this idea and reinforce how much I care about them.
I miss my students so much and think about them often. One member of my CSL group sometimes gave me trouble in my classroom and yet got straight A's (despite many things stacked against her). We had fun together but I had no idea what this meant to her until the last day when she stood in front of me staring up at me tears running down her face because she did not want to say goodbye. She must have hugged me 10 times before she left. She is amazing and I hope she continues to be who she can be not what her circumstances want to say she is. One of the 7th grade teachers commented to me how amazing this was because she was resistant to school in 7th grade but then didn't want to leave at the end of 8th grade. I will never forget my first students.
Shortly after I started my shift lifeguarding this evening a kid came in and sat next to the lifeguard station. He knew the lifeguard leaving so I introduced myself. Turns out he is going into 10th grade and is friends with kids I know. We ended up talking for my entire shift. First about him...he is an amateur boxer and hopes to be pro. Then about random things like flying. Then he asked my what got me into teaching. He said he always likes to ask teachers that because it is such a hard job. This launched into a huge conversation about education. We both agreed that teachers who only give boring lectures are awful. He told me what he likes and dislikes about school. I talked about Great Falls, etc. Then he asked me if I saw myself teaching for the rest of my life. I said no and talked about maybe a PhD and starting my school. He was curious about the school, so I told him all about my idea for the Genesis school. He thought it was amazing and told me I shouldn't wait but do it as soon as possible. It was really fun to get a students' feedback on the idea and hear that another person thinks it could be successful. He ended up helping me put chlorine in the pool, put chairs away, and fill the mop bucket. He said three things that were really uplifting. "Maybe you were just born to do something different and be different," "Don't wait, start that school as soon as possible," and as he left, "You really should pursue your ideas of doing things differently." It was so encouraging and made me smile. Maybe the rest of the world is crazy and the rest of us make real sense. Either way I still feel hope.
Another tidbit...my backpacking trip with my CSL students was great. It was really challenging sometimes but these two quotes made it worth it to me.
A: "So is this trip kind of like a graduation present for us?"
Me: "Yeah, that was kind of what I was thinking but I'm not sure that everyone sees it that way. Are you having fun?"
A: "Yeah, it's really cool."
This was so neat and showed me that she was reflecting on why on earth I wanted to spend three days with them in the middle of nowhere. I was encouraged to see someone thinking on that level.
"So, Ms. Greene, how do you think this weekend went?" I could tell from this that she wanted to know if they were indeed hopeless and if they had run me down and I regretted it. I said I thought it was great and I wanted them to be satisfied and celebrate their accomplishments more instead of being so negative. They want to believe that everyone has given up on them because being loved means opening up and connecting with someone. I was glad they gave me a chance to respond clearly to this idea and reinforce how much I care about them.
I miss my students so much and think about them often. One member of my CSL group sometimes gave me trouble in my classroom and yet got straight A's (despite many things stacked against her). We had fun together but I had no idea what this meant to her until the last day when she stood in front of me staring up at me tears running down her face because she did not want to say goodbye. She must have hugged me 10 times before she left. She is amazing and I hope she continues to be who she can be not what her circumstances want to say she is. One of the 7th grade teachers commented to me how amazing this was because she was resistant to school in 7th grade but then didn't want to leave at the end of 8th grade. I will never forget my first students.
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