1st quarter

One of my students begged me for a D today. She has a 34%. She *refused* to participate in a lab just two days ago. She just hasn't made the connection between the work and the grade. She insists that I'm just mean. *hunh*

A life or my school or my students

Does it have to be a choice? I took my kids to a birthday party for an hour and a half on Saturday and to a movie for just under two hours on Sunday. I needed it so badly. I haven't seen my friends in I don't know how long. I'm way behind in my obligations to my community groups. I am *completely* uninvolved with my own kids' schools. I knew that this program wouldn't be easy. I didn't know how hard it would be. I find myself yearning for some free time at the same time I beat myself up for every second that I'm "off-task". I also find myself resenting every strategy directed at elementary school. I was directed to spend two minutes with each student each day. That's all the time that I have all day!!! 6 classes * 50 minutes = 300 minutes
150 students * 2 minutes = 300 minutes
Did the textbook's author really think that one through?
Grrrr.

I don't get it. I just don't.

The other day I did a lesson where I just couldn't figure out how to get the information to them. I gave them a blank flowchart with a few prompts and we did classification of matter. I felt like the worst teacher ever. The students just sat there quietly and took notes.
"Who are these children and what have they done with my students?"

I've had two labs this week. One on fractional distillation and one on identification of substances through density. So many of the students *hated* them. What gives?

What teacher taught these kids to sit there and take notes? Who made them hate thinking? Why do they want to be spoonfed. It's SCIENCE. It's fun! I know that they all won't share my love of science but stinky things, shiny things, smoky things..... I just don't get it.

Classroom Diversity

The young man seated at the desk is paralyzingly shy. His IEP has *everything* checked. He definitely has *some* sort of learning disability, but he doesn't have trouble understanding science or expressing himself in terms of science. I'm his only gen ed teacher all day long. He scored a HIGH A on his last exam. I'm so tempted to give him an unmodified test. I won't, but I'm tempted. The girl with her back to the camera is an ESOL level 4 who has a serious attendance problem. She spends a lot of time in ISS and OSS. I'm not sure how taking truants out of the classroom is supposed to help. I really think that she has some serious body image issues. She is behind many of her peers in terms of physical development. That coupled with her behaviour in class makes me wonder if she doesn't spend her free time "trying harder".



The young man in the sweatshirt does not have a diagnosis, but has the worst case of ADHD that I've ever seen. His mouth is constantly in motion. It's not just a case of him being a verbal learner, he just cannot be quiet. We will goe through a rubber ball, skoosh ball, plastic slinky, rubber band, and a bendy pencil in one class. He has a twin who is dominant, popular and athletic. The girl kneeling to the left him is in constant need of attention. She will disrupt class at the slightest (or no) provocation. Her parents recently sent her to live with her Aunt until she brings her GPA up to at least a 1.0. She cares far more about social interactions with her peers than her schoolwork. (at least until 3 days ago)



These pictures were taken during a fractional distillation lab at school. The gentleman sitting on the desk is an ESOL and Spec Ed student. He has lots of challenges to his learning. Yet, he works very hard at making the most of his time in the classroom. He asks for help. He does extra work. He is a pleasure to have in the classroom. I think that his biggest struggle is the peer pressure to not participate in class to the extent that he does. Kids that try to do good work in school are pressured for being "not Mexican enough".


In order to include all of my students, I constantly self-monitor my language. I look for anything that might be racist, sexist or otherise biased. It it starts as a matter of trust between myself and the students. If I say something that makes them think that I have already judged them because of some group that they belong to or uniqueness that they have, I may never win back their respect and trust. My students that have trouble sitting still or doing mundane tasks are on 10 minute "check ins". Class goes a lot more smoothly if I ask them a question, have them perform a task, or anything every ten minutes. I try not to be too obvious about it. Right now, I'm having the biggest trouble providing scaffolding to my most disabled learners and providing challenges to my most gifted (and advanced).