How much is too much to invest in lesson preparation? Your thoughts, please....

[Janie]

I've four days left, including today, of my spring break. I spent the morning grades three tests I left for the substitute to give while I took an extra day off to start my break. Grading these tests has stimulated my thinking about my teaching and testing style and has resulted in this stream-of-consciousness post. If you don't have long to read, skip it because it's lengthy. But if you bear with me, I'd appreciate you bouncing your thoughts and comments my way. I kind of need a teacher pow-wow session right now. :)

I am a new classroom teacher. Even though I spent twenty years teaching my own four children from the beginning through high school graduation, teaching styles change somewhat (they must change) when the census number increases from one to more than a dozen.

Remember I teach sixth grade history and English and eighth grade history (World Studies)? Well, I do not like either textbook. I guess I'm just a spoiled snob about resources. After all, while homeschooling, I could pick and choose. And if what I chose was not working, or if I wanted to skip around to different texts, I could. And I did.

But being in a classroom is different. Even though I might have all the variety of accumulated texts at my fingertips, I cannot have one available to every student. So, I decided to make the best with what I had. While homeschooling, I learned that the very best way to ensure that the student was accessing the material was not simply to assign page numbers to be read and answer some questions about the material. The best way I found to teach during the middle years was to have the student read the text material aloud with me and follow up with discussion in a narrative method. Then the student would be primed for assessment in the form of questions provided by the text or written material produced by the student.

So, using the text that was decided on for this class (I get to change this for next year, if I chose), we read aloud. I alternate between picking and choosing readers or just reading round-robin.

Reading aloud is very important. Students need to learn to read aloud. For some, they just need the confidence to speak aloud in the classroom. For others, they need to know how to pronounce words they would otherwise skip over if reading or following silently. I can attest that my most reluctant and shy readers have quickly gained confidence and adeptness in reading aloud.

I stop after each section and we discuss the information. I try to relate it to a bigger picture and am always asking "why do you think...". I use that time to clarify and quiz, and then we continue.

Following the reading, I pass out a reading guide. Again, I'm dissatisfied with the review questions provided by the publisher (I mean, when the publisher has four pages of material and four easy-peesie, short one-word-answer questions for the entire four pages, something is wrong with this assessment alone, in my opinion.).

So, what I've done is to develop a reading guide which is basically the important text material retyped. Sometimes it is the exact few sentences with key words left out and blanks inserted. Sometimes it is a simple question with follow-up questions based on the answer. Also, I've included directions for the student to add things to their map that I always have attached. (And, for Pete's sake, why-oh-why do history text publishers choose not to include maps with the material being discussed??? So, my OCD-self includes the map for the student to use.)

Because we read the text information aloud in class, my reading guide makes the student go back to the text alone to retrieve information and write it down. The first cruise through in class is not sufficient for retention.

In addition, while typing the guide, I try to integrate as much material from grammar as I can. If I use the phrase countries' flags, I give the student three choices to circle for countries' to assess their ability to use the correct possessive apart from sentences in English class. For instance, a recent question was "How is Paraguay's flag different from other country's / countries' / countrys' flags?". The student has to circle the correct possessive form.

Another example of integration is "Is the Uruguayan population literate?" (a simple yes-or-no question) followed by "Justify your answer." The text states "Ninety-seven percent of the population of Uruguay can read and write." The student must make the association that to be literate means "to be able to read and write."

These are seemingly simple understandings to us. But you would be surprised at the students that do not make these connections. They use words from the text that are correct to answer questions, but they do not have enough knowledge of the words, or information, to explain (i.e., justify) their answers.

This sort of integration is what I believe Benjamin Bloom is getting at in his taxonomy. The first and most basic assessment of learning is knowledge, simple recall of information. That's good; we want them to know things. But left at this stage, students are deficient in their able to think. To get them to think deeper and broader, begin to ask more questions that will access their understanding by explaining their answer to you. Students do not like to do this. It takes time. It causes them to think. And thinking is not easy.

Another step up is to take the information they have just learned and apply it by illustrating, interpreting, or demonstrating. Within each reading guide, I insert one or two of these assessments. In the most recent guide,
"Brazil is the _____ largest country in the world. More people live in Brazil than in all other _____________ countries combined. How would you illustrate the last sentence? Put your illustration in the box. The fill-in answers are "fifth" and "South American." I received as many different answers for the illustration as there are students in the class. But not one use a bar graph or pie chart. Of course, that is the first illustration I would have thought to use. But I'm not a sixth grader. And they are a fifty year old! So through this assessment, I know that they do not know how to illustrate this fact. Not only do these reading guides help the students to focus on the material again, the guides help me to see what the students do not understand.

I also include in the reading guide a reduce-sized map of the country under discussion and a couple of blank boxes for the student to practice drawing the country. I just think this is important that they acquaint themselves with the shape of the country and learn to focus on some detail. This type of exercise also helps the student see the country on the map of the continent or world.

I do not grade these guides for right and wrong answers for the most part. I do grade them for completeness and spot-check throughout. After all, if I assign these guides as homework, grading them for completeness ensures that I do mean for them do be completed.

But...........typing these reading guides takes all sorts of time even though I can reuse them if I use this text next year. And I need to evaluate the effectiveness of the guides compared with the time it takes. I'm all for doing whatever it takes to ensure that students learn the material. And I'll continue to type these guides if I'm convinced that they producing the desired effect.

As I grapple with determining the effectiveness of these tools, I covet your top-o'-the head evaluation of such tools. Some teachers I work with pooh-pooh these guides, saying "they're too much work", "the kids don't care anyway", "why go to all that trouble", "they should be able to get it the first time through." To which I silently answer: "yes", "not true", "it's my job", "that's an inaccurate understanding of learning." I do have one teacher-friend who is a solid cheerleader about these reading guides. She's said she's encouraged to begin to make some of her own. I don't advertise these guides to other teachers but they've seen the kids working on them and have asked questions.

So, please, if you've read this far, give me your teacher thoughts. Is it worth it in the long run?


Thanks so much!

[JenneinAZ]

I don't know if you are working too hard or not. That would be up to you to decide.

But I have got to say something about listening to someone else read the textbook to me in class. ARGGGGGGG! I hated that. I had a World History teacher in Junior High that had students read the book to the class every day. I was so totally and completely bored I thought I was going to go crazy. The students didn't read very well. Most of the class either went to sleep or read their own books (like comic books or novels). It was awful!!!

Your study guides and discussion questions sound like they could be great. Certainly as a student I would be happy to know exactly what you wanted me to learn for the test.

I think that if getting the most usefulness for your time is important you would want to stick with the same book from year to year. Perhaps working on the study guides one year and then adding the maps the next and something else the following one. It would mean that your materials would get better with time instead of being "right" from the beginning. I guess it depends on what your priorities are.

[Lisa at Home]

You said, Is it worth it in the long run?


Worth it to whom? Worth it how?

I am almost certain it will not be worth it monetarily. Unless you believe this will set you head and shoulders above the rest making a promotion more likley.

Will it be worth it to you? Only if doing a job well done is your highest reward.

Will it be worth it to the kids? Highly likely, but you may or may not ever see the fruit of it. It would have to be an act of faith.

Really, I think the big question is are you happy with the materials enough to consider using them again. Only you can know that.

Now, if only I could afford to hire you full time for my own little school! Martinsville isn't soo far away, is it?

Janie, the fact that you are thinking about the quality of these kids' education with this much depth and commitment makes me fairly sure that whatever you decide to do, it will be worth it all around. But, that from a mom's perspective, not a teacher's. Good job!

~Lisa

[klmama]

First, I think your ideas sound great. If you have the time and energy to put into making study guides, I think it is wonderful. I do think your students will benefit from many of your stategies.

I would suggest you should not assume they have the background knowledge/vocabulary that your own dc had at the same age. Consider defining new terms (such as "literate") when you use them in your guide, or at least give them a few minutes to read over the questions in class and ask about words they don't know. If you don't want to do that, remind them that they should use their dictionaries to look up any unknown words. Go over that skill with them to be sure everyone knows whats to do.

Also, I would encourage you to vary your class sessions. Listening to others read aloud can be absolutely agonizing to some students (particularly fast readers). What about occasionally having the entire class read aloud at the same time? Everyone could put their fingers over their ears to block out the rest of the class, and read to themselves and to you at the same time. You wouldn't be able to spot mispronunciations as easily, but you could still ask afterward about any words you suspect someone said incorrectly.

[Pencil Pusher]

Probably too much trouble. I say that as one who was at school (I taught ps 9th English) from about 7:30 in the morning till 11 at night weekdays. I was there on the weekends, too.

Sometimes I was making visual aids, sometimes worksheets, mazes, whatever. Did these things help my students? Sometimes yes, sometimes no, but overall, I think I harnessed a passion, got them to think, and helped them get better TAKS scores than some of my counterparts.

My family suffered, although I know that's not what you're talking about. If I were single, I think I might pour my life into stuff like that & not look back. Still, even single, one must ask whether it's wise. I tend to put too much time & energy into things, whether they're good or not.

I think the best ex is at home. Think of super-mom who bakes, cleans, schools, etc. She does *everything* because she does it better than her dc. They don't learn to do for themselves (although they have a GREAT hs experience), & they can be handicapped because of it.

The problem is partly control, & it's partly having great ideas that you want to try. It's partly being a perfectionist, & it's partly not being able to quit when you realize something is too time-intensive, etc.

All that is not to say what you're doing is wrong or isn't working or anything like that. Instead, I'm trying to offer you (& me!) another way to look at your situation. What if your goal is to create independent learners, curious people, etc? If you look at the end goals of what you want your students to learn *first*, then you can decide how to help them get there.

The point, though, is to let *them* do the rowing. Sure, you can direct. Push here, pull there. Cheer, grade, suggest, redirect. But let them do the work, not you.

How would this look in your classroom? I don't know. Some people let students design their own projects, outline the terms of the project, & the teacher acts as project manager, approving or disapproving specifics.

Some teachers say, "Do questions 1-10 at the end of the chapter." LOL--I know that's not what you're going to do.

Another thing I'd suggest, hesitantly, is to look at the suggestions in the text book. The one I had suggested some things that weren't that bad, actually. I'd been taught SO much, even in my teaching degree, that textbooks are bad, that I really thumbed my nose at the projects & assignments in the margins. But as I began compiling my own, at some point, I realized I was reinventing the wheel & not nec. doing a better job.

Finally, from what you've said, I'd gather that this is your first year? It was mine, too. I think there is an unavoidable tendency to put way WAY too much time into stuff your first year. I'd been warned about it, laughed at for it, criticized because of it. And I could see that it was true. What do you do?

I decided to embrace it. It was going to happen anyway, right? Why feel bad about it? It's like the honeymoon period of marriage--you know you look goofy, but you know it's going to wear off, so revel in it.

And that's what I'd say to you, too: revel in your passion. Sure, ask questions, & reassess, but enjoy the experience you bring to your position as a hs'er & the passion of your first year *without apology*! You re-inspire the fuddy-duddies & give hope to your fellow newbies.

So there. That's my opinion!! Hope it helps.;)

[iammommy]

I would (and have done!) do the same as you. It will pay off in the long run for the kids, and since it's your first year, you shouldn't have to re-do the extras in following years. You'll have it at your fingertips next year.

JMHO.

Nan

[Chris in VA]

Your intentions are so, so good. Please take these "off the top of my head" remarks as just my opinion. I'm thinking mostly of the history courses here.

I would not read the text aloud. For me, it would be excruciatingly boring. You can reasonably expect kids to read it either at home or partly at home for homework and partly in class--I might not expect everyone to always do it. I would reteach basic concepts from the book, using the overhead or a smart board, whatever you have--but not ever word for word. You should think of it as a foreign language-- you know how the teacher asks basically the same questions 5 different ways? Check for basic familiarity with the reading assignment by perhaps asking a few questions, then expand and explain. It sounds like you are doing this already after you have them read in class. (You can give them a headstart on homework the last 10 or 15 minutes of class, if you really feel they won't read at home.) By getting them to come in prepared like this, you have the possibility of covering more material, or at least starting off the class with more familiarity of the material you need to cover. But add something new each class--you want to wake them up, go deeper, be more interesting than a "just the facts" text.


As far as your packets go--Vary the content. Give them a list of vocab to define from the text, if you want to. Now, within the class, if you still want to incorporate some reading aloud, go ahead and discuss those deeper questions and have them read aloud the parts of the text that justify the answers.

Assign map work (not redrawing, but labeling and asking some questions like how the geography may have influenced the economy, etc.). I would not try to integrate grammar--they will have that class another time, and the time should be spent learning the material you already have to teach. However, I would consider writing history-based sentences for your grammar class. See the difference?

The packets seem, well, overdone. I agree with the pp that they need to do some of the legwork. You could teach them to outline and take notes on the text as they read at night--you could send home 5 questions for them to answer as homework and bring it in to cover in the first 10 mins of class, just to check if they've read the material (either for a grade or--to prevent them sneakily filling it in as you discuss first thing--just to prepare for discussion). You could give them a pop-quiz to assess, also.

At this stage, they also should be learning to research a limited topic (and limit a topic, for that matter). If they present their topics, it gives another way to learn as a class. For instance, if you are studying Ancient Egypt, one person could research gods, one could do foods, one could do dress, one could do something on crops/farming, etc. By presenting their projects, they end up teaching the class. As they are still young, a few hands-on projects would be nice--suggest posters, models, dioramas, project cubes (6 sides of information w/illustrations), mobiles, etc. They should write a few paragraphs about their work--go ahead and have them turn in a rough draft so you can help them edit, if you want to integrate English. They can meet your goals of reading aloud, presenting in front of a group, etc. this way, too.

These are just suggestions. I'm all for discussion, using reading guides, and making sure kids get multiple exposures to the same information. I'm also all for a lively class where different modalities of learning are honored and supported, and where there is a certain amount of both spontaneity and responsibility.

I've taught for several years, and that first year is a doozy. I admire you for being open to suggestions.

[TraceyS/FL]

FYI - this thread is a year old! Yikes!!!

[Chris in VA]

Oh, how funny--a year old!
Well, off to advise someone else on how to run their life...

[Cindyg]

Didn't matter to me that it was a year old. :) I got some good ideas from it!

Janie, what did you end up doing?