A few student stories:
In a good vocab lesson a few days ago, the kids picked up the words and started riffing and making with them: Ms. Cardone, can you DEFER our quiz? You wouldn't want to become our ADVERSARY! Maybe we could have a PARLEY about it? Quiet, you VERMIN! (one kid to another kid, not me to the kid.) Guys, we need to TRANSCEND all this!
Once the first kid got going, it steamrolled. I only wish this had translated into better quiz grades.
In a not so good lesson on satire from a week or two ago, I wrote the word "satire" on the board, asked a student to define it, and wrote the definition on the board. One girl in the front woke up and said, "Hey! That's not what satire is! Satire is something you WEAR!"
*headdesk*
One thing I still need to work on, obviously, is getting students to raise their hands, not call out.
Another thing I need to work on is the mountain of grading that I perpetually seem to have. Smaller, more frequent assignments, may be one solution - I tested this out last week, and it worked out well. I graded the small assignment in one night, because I knew it was not going to take too long to do. Essays, on the other hand ...
Once the first kid got going, it steamrolled. I only wish this had translated into better quiz grades.
In a not so good lesson on satire from a week or two ago, I wrote the word "satire" on the board, asked a student to define it, and wrote the definition on the board. One girl in the front woke up and said, "Hey! That's not what satire is! Satire is something you WEAR!"
*headdesk*
One thing I still need to work on, obviously, is getting students to raise their hands, not call out.
Another thing I need to work on is the mountain of grading that I perpetually seem to have. Smaller, more frequent assignments, may be one solution - I tested this out last week, and it worked out well. I graded the small assignment in one night, because I knew it was not going to take too long to do. Essays, on the other hand ...