Classroom struggles

March 8th, 2015 | Tags: , ,

One of the most difficult-seeming tasks for a teacher is to inspire your students to study the material you’re teaching outside of class. The results of my first unit’s test–delayed because of 2 weeks worth of snow days–reinforces that, because the results are so frustratingly low. I’m not a teacher inclined to curve tests numerically, as we have the option of a retake and also a remediation activity that adds a small percentage to the grade. But it tells me a number of things, both about my test, my expectations for the students, and their level of preparation for the material. But I can only place a part of it on the students. So, back to the drawing board I go, to think of ways to reinforce their existing knowledge and help build up the concepts they’re clearly struggling with. This next unit will give me a little time, as we’re shifting from the passive voice (a big step) to looking at how adjectives form in comparative and superlative degrees (more of a lateral move). The first thing we will be learning is the perfect passive participle, which will be at least somewhat familiar territory for them, and it will allow me to re-address relative clauses and passive voice.

I am trying an experiment, too, with homework. It didn’t go as well as I had hoped, partly because of the snow days hitting right when it was ramping up into gear. It’s a homework sheet, that allows students to choose their paths rather than have me micro-manage it for them, incorporating routine practice and independent cultural exploration. One of its primary objectives is to foster a sense of self-driven inquiry. But I am groaning under the burden of it–my initial formulation was too confusing, and I didn’t deploy it in stages, so I have 3 blocks of material to grade, half of which is either incomplete or lacking in understanding how the assignment is structured. But it is not a complete bust! I have something I can now improve, and the students are still practicing. However: they did not over the snow days, by their own report, despite my attempts to communicate with them over Blackboard their assignments. That’s the most frustrating part. I have reiterated throughout the first six weeks that studying every night was critical, but that expectation was simply ignored when push came to shove.

Lesson learned: be more proactive. I did, indeed, drop the ball to some extent. This semester is eating me alive because of the various priorities I have that are completely not school-related. (More on that soon…) Now, I must dig out of my hole and get on top of the dirt pile again. I had such a great start to the spring semester, but it got away from me. Time to get it back.

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