Why Do I Feel So Scattered?

I teach grade 5/6 in a K-7 school. With the exception of French and music, I am responsible for teaching all other subjects: math, language arts, science, social studies, career and personal planning, art, physical education and “computers.” I also volunteer coach the Peewee girls.

Do I feel stretched? Just a tad.

As I work to embrace technology, I have been perusing the web. I can’t help noticing middle and high school teachers who specialize in a subject or two. Sometimes I envy their focus. Because I teach such a variety of things, I never seem to become an “expert” in any subject.

Let’s look inside my brain and see what I have been doing in order to prepare for my lessons this week:

Writing: the challenge I am facing is that students appear to have limited background knowledge and are reluctant to talk about their lives. They seem to be unsure about what is appropriate/safe to share (secrets?  Will need to talk to Sooz, my trusted colleague, about this).

Have found some great ideas in Adrienne Gear’s Writing Power. She uses picture books as writing mentor texts. Have folded over the corner on page 91: “Visualizing a Special Place.”  In library, found Cynthia Rylant’s When I Was Young in the Mountains and Gary Paulson’s Canoe Days. My goal is to move from this lesson to teaching memoir.  Have found some inspiring lessons on teaching memoir from kenc18’s blog “RAMS English.”  Also revisited Writing Anchors (Jan Wells, Janine Reid) and What’s Next for this Beginning Writer? (Janine Reid, Betty Schultze, Ulla Peterson) in an attempt to piece it all together.

Literature Circles: Had to grab my Grand Conversations (Faye Brownlie) in order to review how to encourage conversations during lit circles.  I am actually pleased with the “writing in role” activity that students are working on.  At the beginning of the week, students were struggling, but then we did a “hot seat” drama activity where students answer questions in role. From there, they could transition to writing (should have seen that one coming…).

Science: Found a “Simple Machines” unit (with supplies) in the science closet. Also found a list of Simple Machines links on the Scholastic lesson planning site. Put their links onto a Symbaloo. (See how casually I threw that in? Name-dropping is so yesterday! Today it’s all about techno-jargon. Toss in the name of an app and suddenly—you are someone to be respected. Doesn’t matter if it took you hours, or even if the links work! Point is, you are a player. More on this later!) Things I still need to do: find wax paper and sandpaper. Also need to find a way to appear comfortable saying “screw” numerous times in front of adolescent learners. Also, will simply skip the lesson on “lubricant” as friction reducer.

Social studies: just finished an integrated unit on Ancient Egypt. Did focused research, a jigsaw activity, and mind maps (learned the basis of this technique from a great local teacher, Mary-Lyn Epps.) Students found it difficult, so I had to provide a lot of extra scaffolding and find many extra resources. Final results worth it though! Percolating ideas for next unit…

Math: trying to teach improper/mixed fractions.  Have found the fraction circles and Cuisinaire rods. Students need lot of hands-on work. Have been doing some reading on cognitive development—trying to understand how to best help struggling students understand abstract concepts. They CAN learn the concepts, it just takes longer. Also working to develop math confidence. As homework is rarely done, need to really focus on in-class time. Most frustrating thing: absenteeism. Need to look into technology to help me “fill in the gaps.” Have been trying to use the computer as much as possible. However, computers not always available. Also issues with band width. Will keep working this angle. As explained in a previous blog, math problem-solving is taught using a template.

PE: Aside from cooperative games, plan to focus on basketball—really want the kids to try out for the teams. Want them to perceive selves as athletic, able to learn new things.  Many scared to try out—too risky.  Note to self: start a drop-in basketball game after school Fridays. But back to the lesson: find some low-risk, fun skill-building games.

Art: Think I’ll work the hip-hop angle. Fab principal has organized a six-week afterschool hip hop class—and some are making fun of anyone who “dances.” So I really want to play up the “cool” factor. Saw a great activity on an Kids Artists, an art educator’s site. Thank god for the internet. Can integrate complementary colours and drawing circles with compass (the more math the better).

Other things on the go: the district laptops have arrived for six weeks, and we’ll need to figure out how to best use them. Also, Bayview staff reading Embedded formative assessment by Dylan Wiliam for our book club.

Once I actually list all the classes I need to plan for on a weekly basis, I can see why I often feel scattered. Throw in some moderate to severe behaviours (in addition to the wide range of abilities) and it can seem like quite a circus.

How about you? What are some ways you use to feel focused? Do you feel like an “expert” in what you do?


2 thoughts on “Why Do I Feel So Scattered?

  1. I agree, it can be overwhelming for teachers with all the different subjects to plan each week. I find that using my Delicious social bookmarking site helps to narrow my focus when searching for online resources. I also have been really utilizing my PLNs lately such as Twitter as I think we all have so much to contribute and it’s all about collaboration these days! I noticed that you are doing simple machines. I have some related sites on this and other units on my library website: http://mswilliamslibrary.pbworks.com. Just scroll down to Forest Park Gr. 5/6 sites and there are links by headings (mostly science).

  2. You have been a real leader in this district in technology. Are you planning to come to the DRC tomorrow to share your ideas? I know you have been doing some fabulous work. And thanks for the comment and suggestions.

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