As conversations begin to dissipate and attendance is taken, I look into their faces and wonder if they are feeling the same thing as me—anxiousness, excitement, and a touch of fear. My first year was filled with days ranging between students reaching an understanding of a particular concept to leaving my classroom with puzzling sighs. Constant thoughts of “I let them down; how do I extend their thinking; am I giving them what they deserve” filled many of my free moments.
The most pivotal moment this past year took place at the end of the year when we opened our time capsules and completed a survey of how Ms. Rita’s English class was. Almost every single student commented on the positive affects of our DOL, Daily Oral Language, assignments. Everyday we spent roughly 10 minutes editing two sentences and then discussing the errors. Then on Friday there was a short DOL quiz covering the same types of errors. My philosophy is that if a student sees an error, explains why it is an error and how to correct that error, he or she will have turned short-term knowledge into long-term knowledge.
Now that I have found a proven method of engaging students in learning the rules of English language, I have gained the confidence for a second year of teaching to forge through the areas I perceive to be weaknesses in my teaching. The most demanding area is writing. After students write their first draft, they think they are done. A number of my students will either change a couple words for draft two, rewrite draft two for neatness, or not write draft two out of lazy or the lack of desire. How do I get them excited about something I’m excited about? How do you teach students to have integrity…in their writing?
Since most of my students spend time communicating on cell phones or computers, and the ones that aren’t are wishing they were, integrating more technology in writing seems to be an avenue worth exploring. Eportfolios and blogging appear to be tools that could lure my students into writing. But how do I make sure everyone has enough time at the computers? Will parents and students complain of unfairness between those students with computers in the home and those without?
Sounds like you are quite the reflective teacher - fantastic!! Your students (and you, of course) will benefit greatly. Be sure to understand how to set up a Writer's workshop; that will be a benefit, as well.