Today at the beginning of class, students will take a rootword test worth 15 points. There are 16 questions, and if a student gets a perfect score, she/he will earn one extra credit point.
The root words being covered today are: multi, nat, col, cumul, iso, micro, ped, port, giga, cide, scope, pept, cert, phil, card, and pop.
I am anxious to see how they do.
Friday, August 28, 2009
FORMER STUDENT OFFERS ADVICE
At just about midnight last night. I put the word out about my root word program. One of my former students who responded had this to say:
"Murph, tell your students that if they can put a word with the root word then it makes it much easier... for instance alter-other-alternative or ann-year-anniversary... if I remember correctly the list you gave us had examples on them... so if they focus on only one example for each root word it really does help... hope that was a good enough tip:-)"
Kaylee
freshman at Marion College
"Murph, tell your students that if they can put a word with the root word then it makes it much easier... for instance alter-other-alternative or ann-year-anniversary... if I remember correctly the list you gave us had examples on them... so if they focus on only one example for each root word it really does help... hope that was a good enough tip:-)"
Kaylee
freshman at Marion College
Thursday, August 27, 2009
I am fretting about some of my students.
I wasn't going to post any more today, but I'm at home and worrying about some students I had to reprimand today. I lost my cool with one of them -- it was like I couldn't take it any more negative vibes. Even though this student needed to quit disrupting others' learning processes, I should have maintained better control of my emotions.
I need to be mindful that many of my students have not had very many English class successes and some have not been able to continue on past the ISTEP testing requirements. More and more I think the problem is about how these students feel about themselves as learners. Repeatedly, students have indicated their belief that what I am asking them to do is impossible. I have studied the progress of each student and (THANK GOODNESS!) every one of them is dead wrong about him/herself. They can all do this. They just want to avoid what they think is impossible and that is causing the disruptions to learning and the futility I sense from them.
I am sitting here conjuring ways for them to see that mastering a list of root words is not only possible, but will be very beneficial to the rest of their lives. One conclusion I HAVE made is: Some of my students may have given up, but I never will!
I need to be mindful that many of my students have not had very many English class successes and some have not been able to continue on past the ISTEP testing requirements. More and more I think the problem is about how these students feel about themselves as learners. Repeatedly, students have indicated their belief that what I am asking them to do is impossible. I have studied the progress of each student and (THANK GOODNESS!) every one of them is dead wrong about him/herself. They can all do this. They just want to avoid what they think is impossible and that is causing the disruptions to learning and the futility I sense from them.
I am sitting here conjuring ways for them to see that mastering a list of root words is not only possible, but will be very beneficial to the rest of their lives. One conclusion I HAVE made is: Some of my students may have given up, but I never will!
Last night Darian worked on his short film/short story lessons and I got a brain storm that would "change up" things in the class, especially fifth period. Yesterday, I asked, "How many students have another English class besides this one?" All but one person raised his hand. (It's no wonder these students have trouble concentrating in my class at the end of the day.
Anyway, last night I made several versions of crossword puzzles and word searches so the students might have another option to learn.
In my third period class today, students did the work but were quite chatty about stuff that had little to do with the class. I did, however, have fun teasing several students and I think they had fun getting back at me.
The forth period class was great yesterday with the word associations, but not so good today with the crosswords. I'm planning on doing more stuff like the association activity.
The fifth period class was great today with the puzzles. I also announced that each individual will have to decide how they are going to learn root words. They were given three options:
Well, some teacher friends from Northeastern and Winchester are waiting to have dinner at Little Sheba's. More later.
Anyway, last night I made several versions of crossword puzzles and word searches so the students might have another option to learn.
In my third period class today, students did the work but were quite chatty about stuff that had little to do with the class. I did, however, have fun teasing several students and I think they had fun getting back at me.
The forth period class was great yesterday with the word associations, but not so good today with the crosswords. I'm planning on doing more stuff like the association activity.
The fifth period class was great today with the puzzles. I also announced that each individual will have to decide how they are going to learn root words. They were given three options:
- Do more structured activities like the puzzles.
- Make flash cards and get spot tested by Darian or I.
- Author a personal plan in their journal and have it approved by me.
Well, some teacher friends from Northeastern and Winchester are waiting to have dinner at Little Sheba's. More later.
Yesterday was not a fun day.
On Wednesday the 26th, I instituted a no talking/no-sharing answers policy in the classroom. For two of my classes, Darian Jones and I worked together to model word association as the next step towards mastering root words. Here is how it worked -- first, Darian would read the word and meaning and the students were supposed to repeat what he said. Then I (with help from the students and while Darian kept time) displayed word associations on the boards with words, symbols and pictures for thirty seconds on each word. I have to say that some of my drawings were kinda good. After that, the student spent 30 seconds made a record of their experiences in the book. We accomplished 30 words in about 44 minutes.
That last class of the day went differently because of the mix and quantity of students. Several students don't get along well. I told them that in the classroom they don't have to like each other; that they must live in society with each other. A society is a place where everyone (no matter how diverse) has agreed to live together in peace. The students were then afforded time to work on root words independently.
That last class of the day went differently because of the mix and quantity of students. Several students don't get along well. I told them that in the classroom they don't have to like each other; that they must live in society with each other. A society is a place where everyone (no matter how diverse) has agreed to live together in peace. The students were then afforded time to work on root words independently.
Welcome back, J-man!
Today, I got some great news. J-man has become a student in my class. Last year we worked together in two classes and we have a great time teasing each other.
Hey, I didn't post a blog yesterday, so I am going to to yesterday's blog today in order to catch up. See next blog.
Hey, I didn't post a blog yesterday, so I am going to to yesterday's blog today in order to catch up. See next blog.
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