The adventures of a fourth grade teacher in East Central Illinois.

Posts tagged “Eighth Grade

A Visit from the UMS Music Program

Following what I hope will be an annual tradition, the entire student body at Wiley today was given a special concert by the Urbana Middle School music program. Featuring the 8th grade ensembles for strings, choir, and band, we were able to listen to a wide variety of music and enjoy a break in the middle of the week as we lead up to the final days before Spring Break.

I love it when the middle school and high school music programs visit. It was always a highlight of the week when the high school in my community growing up visited our school. I still remember the time in grade school when the high school madrigals program visited and gave a silly rendition of The 12 Days of Christmas. When I was in high school, I got to visit the grade schools in the community with the jazz ensembles and the show choirs. (I was in the jazz ensemble my freshman year and then served as their chief sound engineer for the following three; I was also the sound engineer for the show choir.) The jazz ensembles and show choir also went on performance tours together around the community, which was always a wonderful experience!

[UNSET]

So I love it when my students now get to have similar experiences. Even if they do not decide to play a musical instrument, join a choir, or get involved in theater, I want them to know that they can. I want my students to consider the wide range of possibilities available to them. I also want to expose them to everything the fine arts have to offer. I know that they know about popular music; they sing it and dance to it every day. I want them to know what else is out there.

My class  really enjoyed the performances from the eighth graders they saw today! It was also great that the music directors identified those students who had gone to Wiley in the past. I hope that I will see my own students up there on the stage and on the concert floor in a few short years. I also hope that any students who are currently playing an instrument, singing in a choir, or competing in an athletic competition will let me know. While I can’t always make it to performances or games, I would love to go if I can!


Easy

After several weeks of school, my students finally made an observation that I had been waiting for all year: What we have been doing in math has been pretty easy. So far.

This has been an interesting observation for several reasons.

First, I had been hearing stories about the impact of last year’s large class sizes, particularly in terms of math instruction. (The third grade last year had over 30 students in each classroom.) Among many stories, I was told that the students hadn’t learned as much math as they might have if the classes had been smaller. Ironically, the third grade teachers shared that they actually taught more material last year than before. These worries have proven to be entirely unnecessary. In fact, my class seems to have a very strong grasp of the mathematical concepts we have been working on, as well as some concepts that I introduce as they come up, even though we don’t spend a lot of time on them.

For another, the way the math curriculum I am using this year is meant to be fast-paced but thorough. Instead of having one or two lessons that cover all of the basic multiplication facts, we have been focusing on different facts each day. Despite the fact that I have made it clear what we are doing, many of the students didn’t fully appreciate it until today. I’m not sure why it was today, but it was. They finally realised that what we have been doing in math has been easy, and they enjoyed telling me!

Of course, I had to make sure they understood that we have been reviewing third grade math, and we will be moving forward next week. Math has been easy so far, but it is about to get a lot harder. Despite this, I have no worries. I know that some of my students are going to have a hard time. It may take others a while before they fully catch on. But that isn’t a problem. I frequently tell my class about the time I was in 8th grade learning how to factor polynomials. It took me several weeks to figure out how to do it, even though all of my classmates got it right away. But I got it eventually because I kept trying and I stuck to it. I hope that my students will take the same advice.

I am glad that the students have found the math work thus far to be easy. I am glad to know that they have demonstrated a confidence in their knowledge of basic math facts related to multiplication. We will be wrapping up the review over the next couple of days, which means we should be moving into more complex multiplication, especially multi-digit multiplication, by next week!


A Day for Shorts

Today I was an 8th grade science teacher at Mahomet-Seymour Junior High. I had been requested by the teacher, which is kind of odd, since I have only been in her room once, and then it was just to collect a couple of students who were being pulled out for supportive services. Somehow I managed to leave a positive enough impression to be listed as one of her preferred subs.

I was only there for the afternoon today, and all of the classes were doing the same thing: watching the Pixar Animation Studios Shorts. I’m not sure how this video really fit in with an 8th grade science class, but it is the end of the year, and I think the teachers just wanted to do something fun. Of my four classes, three of them watched the oldest shorts first, making it about as far as For The Birds (2000). It was fun to watch the progression of quality by the Pixar crew. We also noticed that most of John Lasseter’s story ideas are surprisingly depressing. I have no idea why this is the case, though. The last period, which does not have class tomorrow afternoon for some reason, opted to watch the more recent shorts, starting with For the Birds and going through to Lifted (2006).

There was only one down-side to the day: the room I was in was incredibly hot. I think the temperature was somewhere around 80ºF, with doors and windows open and fans on. It was one of the few days of this entire academic year that I found myself wishing that I was not wearing slacks, dress shirt, and tie. However, I was wearing them, and I survived. But the slacks, dress shirt, and tie were replaced with shorts and lighter shirt as soon as I got home!

Tomorrow is the last day of school in Champaign, with students reporting to school for roughly an hour or two. Mahomet-Seymour will continue on until Thursday, but it is highly unlikely that I will receive any assignments for the last two days of school. And so it is that today was (most likely) my last day subbing for the academic year. I will be giving a lot of thought to what I want to do with this blog over the summer, and will be posting a poll tomorrow to see if any of you faithful readers have a preference.


Technical Difficulties

Today was my second day as a band teacher at Edison Middle School. Yesterday we watched short podcasts because it was a half day and the students didn’t have much time in the room. We were back to the regular schedule today, though, so the plans allowed for starting a much longer video.

We were to watch the Walt Disney adaptation of Mary Poppins, because the bands had just featured several of the songs in their recent concert. The teacher had the DVD ready to go, the computer set up, and everything should have been hunky dory.

Despite my apparent anti-technology aura whenever I get near an LCD projector, everything was working fine. The first class of the day (7th grade woodwinds) got started on Mary Poppins and everything seemed to be okay. Until we got about 10 minutes into the movie and it froze up. Completely.

Okay, no problem. Take the disc out, make sure that it doesn’t have any smudges, put it back in, and away we go, right?

Not quite. We made it a few more minutes and it froze up again. So I took the disc out again and examined it more closely. It was scored and scratched and marred so thoroughly that I was surprised it was working at all. Then I noticed what I had failed to take into account: it was from the public library. I love the Champaign Public Library. It has an awesome collection of everything you could want from a public library. But the patrons don’t take very good care of the DVDs. So we had to stop.

This was quite problematic, as I still had four other classes for the day. I had no clue what to do. There were no back-up plans and, since this was a band class, it wasn’t like I could just have the students take out some other work–most of them didn’t bring anything with them, anyway. So they had free time for the rest of the period, as did the second class of the day (6th grade woodwinds).

During this class, though, I did a check and found out the library had at least one other copy of the movie on DVD. The CPL just happens to be across the street from Edison. Except there was no way I could leave the building. So I texted my wife, but she was far too busy at work. So I texted her dad, who is done with his classes for the year (he is a college professor). He was able to get to the library, check out the DVD, and navigate his way through Edison Middle School to find the band room and deliver the movie just in time for my third class of the day!

Victory!

The last three classes (7th grade brass, 6th grade brass, and 8th grade band–or maybe it is 7th, 6th, 6th, 7th… whatever), were able to watch the movie.

Well, kind of.

This disc was also scratched. But, fortunately, I only had to skip two  chapters and everything was back on track. Thank goodness! We will watch more of the movie tomorrow. Hopefully nothing else will go awry! But I may bring a musical DVD of my own. You know, just in case.


The Music Man

Today I was the band teacher at Edison Middle School in Champaign. I am also going to be there tomorrow and Wednesday, which is incredibly awesome for me, as the days remaining in the school year and ticking by faster and faster (or so it would seem).

Now, I’ve been in bands for a long time. I first started band when I was in 5th grade (about 19 years ago), and I’ve been in them in one way or another ever since: In middle school, I was in concert band and marching band. In high school I was in concert band, jazz band, marching band, symphonic winds, and a smattering of small ensembles for state music competitions. Upon enrolling at the University of Illinois, I was a member of the university’s Concert Band II-A, which was pretty much the lowest-level band available, but I was neither a music major nor an incredibly skilled musician, so I was just happy to be in band. I stayed with II-A until the end of my junior year, when I had to leave due to student teaching and then graduating. After finishing my university studies I was fortunate enough to be accepted into the Parkland College Wind Ensemble, which is a smaller group composed primarily of community members and a few college students with a high school student or two rounding things out. In addition, I have occasionally helped with smaller ensembles at church when needed, although the need for trumpet players is not as great as, say, pianists, organists, and various string-ists. Added to all of this is my shorter history with vocal ensembles, such as my high school prep chorus, concert choir, and various church choirs, not to mention all of the musicals I’ve helped with as a spotlight technician. All of which is a very long way of saying that I’ve been around music ensembles of one sort or another for a long time.

As substitute teacher, I’ve been fortunate enough to sub for grade school music teachers a handful of times. They have generally been fun, albeit pretty simple, experiences. (Such as this, this, and this.) Added to this is my ongoing pursuit of subbing for as many teachers at Edison as possible this year. (I’m now up to 18 out of 51–not going to reach the 50% goal I’d set, but oh well; I got close!) So I grabbed at the chance to sub for three consecutive days for one teacher, leaving me with just Friday left to fill. (I’ve been scheduled for this Thursday for several weeks now.)

What I didn’t seem to take into account was the realisation that bands are big. I mean, really big. Grade music classes always consist of just one class at a time, so I am used to those numbers. The strings program at Edison is a small division of the music program, so it was small. But band… Oh, did I mention that Edison Middle School happens to have one of the highest rated middle school band programs in the nation? Many of the students at Edison are there for the band program.

I’ve had big classes before. But today was quite a shock. I had five classes total: two 6th grade groups, two 7th grade groups, and the entire 8th grade band. In each of the first four classes, there were between 32 and 35 students. Okay, that’s a lot, but it is manageable. I’ve had big classes before at Edison. The 8th grade band, though, consists of 52 students. Fifty-two! They have more students in the program then there are regular teachers in the building! The class roster was two and half pages long! Yegads!

Fortunately for me, the students at Edison love me. I mean, they really love me. Remember the picture they made for me? So even though I suddenly found myself in the midst of two score and a dozen eighth grade boys and girls at the end of the day, things went pretty well. Or, rather, things went pretty well after they all got settled. It took about ten minutes to do so. Oh, and today was a half-day, so that means class periods were only 30 minutes long. Of course, following the long-standing tradition of band teachers the world over, the students were not doing anything band-ish. In fact, they were barred from touching the instruments. Instead, we spent the period watching a Yamaha podcast about the making of either the saxophone or the trumpet, depending on the class.

Tomorrow and Wednesday we will be watching Mary Poppins, because they just had their last concert and much of the music from the Disney film had been featured. Hey, it is the end of the year, anyway. Fun times ahead!


When the Going Gets Tough…

Today I was a 6th grade history teacher at Jefferson Middle School in Champaign. I have subbed for this teacher once before, back in October. This was before I started this blog. I’ve only been to Jefferson one other time since then. (In case you missed it, the experience was not a highlight of my substituting adventures.) Still, I rarely pass up an assignment if I am available, so I decided to give Jefferson another shot.

I had four classes during the day: three history classes and one FLEX period (guided study hall). My experience has been that study halls tend to be the least organised and most unruly periods of the day. Yesterday was a bizarro-land exception to this. Shockingly, today was another. But in order to really appreciate what my FLEX period was like, you need to understand what the history classes were like.

I was warned that the first period of the day was the roughest. This was kind of an understatement. While I have not yet broken my record of 28 Discipline Referrals in one day (a sad, sad day in my teaching career, incidentally at Jefferson two years ago), I did have to send three boys to the office with DRs today. The class was very noisy and rather unwilling to do their work. I told them to work quietly. They talked. I said, “Stay in your seats,” and they got up out of their seats. Just about the time I was about to lose it, I told three boys to sit down and start working. One of them stood up and started dancing around. BOOM. Discipline Referral #1. Later on, two boys were talking, running around the room, and stealing other students’ pens, pencils, markers, and whatever else they could get their hands on. BOOM. BOOM. On the way out, one of the boys muttered something along the lines of, “Send me to the office? I’ll shove my pencil up his curly-haired…” Yeah, the office heard about that one, too. Threatening a teacher? Not cool.

Period two was better: no Discipline Referrals were made, but of the 19 students, 12 of them were talking throughout the period. They did their work, too, but they were not following expectations. The third period was actually pretty awesome. Jefferson follows a block schedule format, so the core content area classes are all 80 minutes long. For the first hour, everyone was working on their assignments, not talking, and staying in their seats. At the beginning of class, I told them that if they worked throughout the period, I would give them the last ten minutes to talk freely amongst themselves. Alas, an hour was about all they could give me. As an aside, I am shocked that they have 80-minute classes without any breaks –  conventional wisdom places the attention span of the typical middle school student somewhere between 8 and 14 minutes. For an interesting look into the criticisms of block schedule, I recommend this page by Jeff Lindsay–just ignore the awfulness of the site design!) Still, I was disappointed that the entire class erupted into chaos during the last 15-20 minutes.

The schedule for the FLEX period was quite different. For one, they were only in the room for 40 minutes, seeing as FLEX (by the way, I have no idea what that stands for) is not a core content area. For another, the schedule was pretty simple: 20 minutes of silent reading, followed by quiet study time. Today was the fourth time in my professional teaching career that this actually happened: the students sat in their seats, read quietly, and then quietly worked until the bell rang. I thanked all of them for their work, and left the day realising that, as frustrating as it can be to work with students who make poor choices, there are always those young men and women who are willing and capable of showing that they understand what is expected of them.

As I always do, I found myself changing my approach as the day progressed. I started laying down the most basic expectations with the first class. When that was not effective, I was more specific with the second. That still wasn’t what I hoped for, so I laid things out and made a deal. That almost worked, but it still wasn’t great. So I decided a new tactic: I asked the class what they were supposed to do, and then I modeled what was expected. While they read, so did I. It worked. Their teacher has done the same thing, and, as he put it, he has “trained them pretty well.” Whatever it was, it worked.

So, what is my response to the first half of the adage I used for my blog title?

Well, when the going gets tough, the tough get going, but the smart change paths.


Like a Gummi Bear

Today I was a floating substitute teacher at Mahomet-Seymour Junior High School. In Champaign, the floating substitute usually goes to three or four classes over the the course of the day. In Mahomet, though, the floating sub is usually assigned one classroom for the duration of the day, depending upon the need. What will happen is the school knows that several teachers will be out on a particular day, but they may not know which teachers will be gone, so they schedule me as a floater and give me the assignment when I arrive.

Today was definitely different, though! (more…)