I've vented about this before, and here I go again. I want to do a good job BADLY, but I feel like I suck at teaching, TBH. It's like no matter what I do my lessons feel choppy and don't seem to flow right; I can't get my kids to SHUT their mouths; bathroom breaks take 15 minutes because we have to take them as a group only letting four in at one time; my kids don't turn in their work even when they attend detention; notes don't come back signed; benchmark scores are so-so; and my afternoon kids are the most challenging group - ever. I've gone home crying in frustration from the kids in that class. Two subs have asked to never be put in that class again. I honestly feel that I have 45 minutes of quality teaching time, the time before they go to lunch, with that class. After they come back from recess, P.E., and music, it's shot to heck. I have a steady stream of kids at my desk wanting to tell me what they did last night, what their brother/sister did, etc. While I am interested in their lives, it takes time away from them being able to do their work and prevents the ball from rolling for me. So, since I feel I suck at this, I get so stressed about test scores. This is my fifth year teaching - my fourth with sixth grade, third in language arts. Isn't it supposed to me getting better????? And, my P is doing my formal 45 minute evulation on Thursday, and I'm about to throw up I'm so nervous about it. Arrrgggghhhh!!!!!!!!!!!! I just needed to let all that out. Beth
Beth, You need to find a good classroom management procedure to stop the talking in class and spending time at your desks. As you teach language arts, could you start the session with a journal writing about what they did last night or over the weekend? They could then share with the class for a few minutes.
Here's the good thing...kids feel comfortable with you, want to share stories frm their lives... It's also what's making thing difficult...they may be seeing you more as a friend than the authority figure. You have time before Thursday to get things more on track. Review expectations and procedures. Let kids share what's working and not working (trust me, there's kids in your class who are frustrated with the climate as well, who want to learn). Rewrite the class 'rules' if you ave to and have consequences...positive consequences for those who are following the rules, other consequences for those who don't. Be consistent...it's not too late to get control.
One year I had a H.A.M. paper It was Homework Assignment Missing, with a picture of a ham on it. It went home every time there was a missing assignment. If the child didn't return the assignment the next day, they would have to complete it during recess the next day. Would they respond to a treat? i.e. a sticker or stamp? I use to do that with planners. As for the kids wanting to share, can they share with you in a journal that you respond back to them in? Set up a rotation schedule, I would respond to 5 kids a day, or whatever number I needed to so that I was responding to everyone once a week. They loved it! When they are talking, are they discussing the lesson or are they entirely off topic? Maybe the last couple of minutes of the day could be talk time.
Our new P doesn't want us doing journal writing. Yeah, I kind of agree with you on that. These kids are so needy. Their neediness reminds me of my PreK days. In the hallway no less than ten kids need a hug. I mean, I don't mind giving them a hug, but really? I give the kids who I catch "being good" homework passes, 10 bonus points, etc. I give the kids three strikes. First strike is a warning; second is recess detention; third is a call home. If a third strike is disreguarded and the behavior continues, they go to the P's office. I think I'm going to add cleaning the cafeteria during recess as a consequence. Something has got to change, especially with the P.M. group, or I am going to totally lose it. There's been so many times this year I've had to bite my tongue because I've wanted to yell, "Shut your *expletive* mouths!" Usually it's just random talking. I'll be teaching a lesson, and some kid will blurt out they can't find their pencil; another will say they have one he/she can borrow, etc. During work time, someone announces another kid won't let them borrow their pencil sharpener; another kid announces they have to go to the bathroom "really bad"; another kid announces they need help; another kid is sitting there doing nothing; another kid has to tell me that; another kid is tapping his desk; another kid tells him to stop; another kid is spinning on top of his desk because he says he's ADD, ADHD, and Bipolar, which he is; it's just constant interruptions like this. Then, when I'm reprimanding them, they get defiant because they weren't doing it, even though I saw them, it's not their fault, etc. These kids DO not know what their inside voice sounds like. My partner teacher and I have been working with 90% of them to raise their hand and wait to talk until they've been acknowledged. Seriously, these kids are in 6th grade and they're still having issues with this????? I know this sounds bad, but it makes me feel better knowing these kids are like this everywhere. My partner teacher has been teaching for 20+ years and gets as frustrated with them as I do. Thanks for the replies! I greatly appreciate the help! Beth
Have you tried charting the number of talk outs each period? Then have the students try to lower the number each day. Might be very eye opening for the kids.
I was thinking as a class, but it could also work for individuals if there are only a few students doing the shouting out.
In the context of writing instruction, perhaps they are. But as a means to get students to calm down and focus after recess, lunch, specials etc., they are worth their weight in gold. The principal has no right to prevent you from using an activity that you think will improve student learning.
Maybe instead of journal writing it can be more structured? Evan-moor makes a bunch of different daily workbooks. You can buy pdf versions of the books and do your own printing, or project it on your smartboard or elmo if you have it. My first thought was the daily reading comprehension worksheet. They're is another one that is more grammar based. There's a whole bunch.
Bella, I don't know if it gets much tougher than teaching 6th graders in this day and age. You are describing challenges that lots of other teachers face. I am impressed by how deeply concerned you are with this issue. I know a former 6th grade teacher that was similar to you. She moved to a lower grade (3rd grade) and now really loves teaching. 3rd might be kind of far, but if you move to even 4th or 5th you might enjoy it more. I know I teach 5th grade which is much more challenging to me than 3rd and 4th were. I can handle it because I taught over a dozen years before I made the move. If I would have done 5th grade 10 years ago, I would have probably retired. Something to consider.
