Carnival time!

Hey all,

Carol has the new Education Carnival up and running this week over at her place at Bellringers! My post, League Parity, is up, along with several other fun fall festival-ly posts!

Check it out!

League parity

Today before I left my classroom, I took care of my kids' Thursday folders. Thursday folders are these folders that we send home on... you guessed it, Thursday. This is when we send home graded homework, old tests, fliers from the school, etc.

The kids are supposed to bring back their folders on Friday so that the teachers have them for the following week. It has been my experience that many kids often do NOT bring them back, so I devised a motivational system long ago that has worked pretty well. I can sum it up in one word -- Stickers.

If a child brings back their folder the next day, with all of the old papers taken out and left at home -- as they are supposed to -- I put a sticker on their folder that they can either leave as decoration, or take and put somewhere else at home. The kids love stickers, and their faces light up on Thursdays as they see what new sticker they got.

Today, I was using a sheet of stickers that I got from a Sports Illustrated promotional mailing. It has square stickers with the image of a helmet from each team in the NFL. As I neared the end of my stack of folders, I happened to notice a correlation between the helmet I was about to affix and the girl whose name was on the folder. It was the San Francisco 49ers helmet. The 49ers are off to an 0-5 start this year, and they just can't seem to do anything right. Incidentally, the folder I put it on belongs to a girl who has been bombing her tests, has gotten off to an awful start, and (at least on tests and homeworks) just can't seem to get anything right.

Curiously, I looked back at the other folders to see if any other connections had been made. I was surprised to find several.

The girl who got the Green Bay Packers sticker started off the year very well and by all indications, looked like she would be one of my higher students. However, in recent weeks, she seems to have suffered a concussion, and her work has gone downhill.

The boy who got the Jacksonville Jaguars sticker is widely acknowledged by all teachers as one of the lower achieving students. Yet he has a lot of spirit, he puts a lot of effort forth, and he occasionally has moments of brilliance.

The boy who got the New York Jets sticker brags a lot about how great he is.

Finally, we've found her calling

Last month, I posted about the Big Fat Cheater in my class -- a girl who just may as well be a piece of furniture in the room, for as much as she learns, except that a piece of furniture isn't nearly as annoying and aggravating.

This week, I've been teaching the kids long division. This is part of my "Get them introduced to a few 4th grade topics" initiatives. Some kids have really picked up on it, some kids have struggled a bit, and some kids just haven't gotten the concept at all.

Yesterday, I sat down in small groups with the kids who weren't getting it. We did lots of problems on whiteboards, first working them together, and then with me just watching and prompting. This girl, A, seemed to be catching on at the end of our time.

However, her mind is apparently like the Hatch on Lost, and nobody is there to press the button every 108 minutes to prevent memory loss (Sorry, I'm REALLY gonna miss my favorite show).

So she totally bombed the test today. 456 divided by 3 is 9,976? 381 divided by 5 is 002 with a remainder of 140?

No great surprise there.

BUT...

At recess today, I brought the football outside again and the kids clamored to play catch. When my non-academician came to play, she actually blew everyone away. She caught every ball I threw to her (and I even started moving back to throw farther passes to her), AND when she threw it back to me, the ball had a perfect spiral!

The timing is actually pretty good here, because we had to turn in our requests for certificates for our end of year awards ceremony, and my partner teacher and I have been racking our brains trying to come up with the minimum 2 awards to select for this girl. Now we at least have 1, a "Teacher's Choice" award -- Most likely to be a Dallas Cowboys middle linebacker.

No, that needs to be reworded. Maybe Best Football Passer.

Tossing the pigskin

Last Friday, I took my football outside. I haven't taken it outside at all this year. Over the past couple of years, I would take it out regularly during recess and throw it around with my kids. But last Friday was the first time I had played football with my kids this year.

It might be because I haven't felt like throwing it around with this year's students. It might be that I just haven't physically felt like throwing it around at all. It might be that I've felt the need to sit and keep an eye on the kids who have lost their recess privileges.

But I decided better late than never. And we had a lot of fun. We don't play actual football. Oh heavens no. Even "touch" football always seems to lead to the kids fighting and hitting. So basically the kids take turns trying to catch the ball when I throw it.

The thing is, they all expect me to be Tony Romo. If I don't place that throw exactly on the palms of their hands, they are most likely not going to catch it. Few of them move in any direction to get closer, and some of them even complain when it goes a little over their head or lands at their feet.

For an almost-40 year old guy who hardly ever throws a football, I think I do all right!

Friday, almost my entire class -- boys and girls -- wanted to play catch. I think that's pretty cool.

Maybe I'm on to something here

I have what might possibly be amazing breakthrough news in the case of my student Lump. I THINK I said and did something the other day that actually meant something to him and made him want to change his behavior.

Flashback to Thursday. Lump had been absent for a few days in the week, and he returned to school on Thursday. He was up to his usual tricks of doing absolutely nothing productive, and doing lots of stuff that was disruptive. While the other kids were doing their morning work, Lump decided to make farting noises. When I tried to talk to him, he argued loudly with me. Sad to say, I stooped to his level for a bit and argued back. I finally sent a kid down to get the assistant principal, and when she came down, Lump gave me an insincere apology and said he would come back into the room and do his work.

However, this proved to be not so true, as he started scribbling all over his desk. When I took the pencil away, he started banging on his desk like a drum again. I put him in my newly upholstered timeout corner, and he ripped one of the papers off the wall. Then when my back was turned, he stepped out of the classroom and started playing in the hallway.

I had to stop what I was doing and look up his mother's phone number. When I got her on the phone, I told her what was happening, and she spoke to him. I received another insincere apology from him, but at least he came back into the room and was much less disruptive for the rest of the morning.

Here's where I place the turning point, though. At recess that day, I was throwing the football around with some of my students, as I often do. Lump approached me and asked, "Hey Mister Teacher, can I play?"

Firmly, but not unkindly, I replied, "I'm sorry, but you already played in my classroom today. You can't play in there AND out here."

Friday morning arrived, and when my kids filed into the classroom, Lump told me, "I'm going to do my work today." I of course tried to back that statement with major encouragement, not really expecting it to happen.

The first thing we did was go over the homework from Thursday night, which was 10 two-digit by two-digit multiplication problems. I placed a homework sheet in front of Lump, since he had not brought his own. While the other students went up to my overhead and worked the problems, I stuck around near Lump and tried to encourage him to listen to what those kids were saying and do what they were doing. Lump wasn't extremely active in the following along with what the other kids were doing, but he did make an attempt on the first problem, and after that, he was at least not causing any problems.

Next, I gave a quiz to the class. Five problems of the same variety that we had just done in the homework. Lump had some difficulty with the first problem, but he WAS writing it down and trying to figure it out. I spent some time with him and showed him the techniques that the rest of the class had been practicing for two weeks (that he had either been ignoring or had missed due to having to leave the classroom). He really started to get into it, and at one point he even uttered the words that all teachers long to hear -- "I get it now!"

After walking him through the first problem, he raised his hand and showed me his work for number two and number three after completing each one. He had gotten both right, and each time I heaped as much praise as I could muster onto him and encouraged him to continue. He did the last two on his own. At the end of the morning, I had a 100 quiz from a student who had been averaging a 0 for lack of effort.

At recess, Lump approached me and said, "Can I play with you today, since I didn't play in your class?"

My reply? "Go long!!"

At the end of recess, Lump told me that he was going to do his work for the rest of the year. That of course remains to be seen. It might just be that yesterday was a really high point on his bipolar roller coaster. But for now, I'm excited with the prospect that I might just have hit upon a motivator -- football -- for this kid.

Now I just need to find a similar motivator for the other two little boys that decided to be major juvenile delinquents yesterday...