Just Do It!

Hey gang, and welcome back to another exciting edition of life inside of a teacher's mind! Bwahh!

So last week went rather smoothly but still there were a few road bumps along the way. I keep getting asked when are we not going to learn something new...and I keep saying "that's what test day is for!" I give a hearty laugh, but most students just stare at me and say, "Mr. Carbonella that wasn't very funny at all." Oh, well. What do they want? Draw pictures all day, listen to music, talk with friends, text on their phones, play games? Sure, I would allow all that if that is what I can test them all. I wonder how an exam like that would play out?

My Algebra 2 class is finally responding to some of the criticism that I have laying out. On Thursday, they thought a picture in their book was hilarious and started laughing out loud and cracking jokes to another. I tried to control them, but most of them thought it was too funny to stop laughing. I know that can happen; it has happened to me before. But when it's at the wrong moment, you're going to suffer the consequences. So some of those students had a really hard time with the homework that I assigned because they had no clue what to do. "What?" I said. "It's all up on the board." They usually respond, "Well, I wasn't paying attention and didn't hear what you were saying. Could you explain it again to me?" "Sure. Oh wait is that the bell?" The bell rings and the student quickly leaves. "Come see me later after school or in the early morning if you need help." "Okay," the student says. Guess what? I never see that student until class period and the student will turn in the homework blank. What happened? Didn't get it?

At least they are trying to become more attentive when they see their grades online and when I pass back exams and quizzes. I think when I have them, they tend to focus more then when I just to the regular work. For instance, homework for some of them is rather easy. However, when test time comes rolling around, they quickly listen up. It's funny how it works some time, but these are all parts of the dynamic which is the class room. I mean, I experienced it before and remember parts of it. I'm thinking of ways to improve all the time. It's a part of learning and sometimes learning is hard. I know that, but these students have a hard time with it sometimes. They want it served quick and easy. If I don't get it within two minutes, then it certainly must be DIFFICULT! Therefore, I just won't pay attention and hope it won't be on the exam. Keep dreaming students! Learning takes time and effort. It may be hard but it certainly is rewarding.

Two of my students asked me the other day, "Do you like math?" I responded, "Yes. I also like reading and writing and other activities." "Why do you like math so much, Mr. Carbonella?" "Well I like challenging things that make me think. I like to solve problems and figure things out. If something is too easy, then it becomes boring and maybe even repetitive. There's not much reward in that. The logic in math is what I enjoy. It helps me see the world in a different light." "You're crazy Mr. Carbonella." "Why yes, yes I am..."

Lingo Bingo

Hi folks and welcome back to another exciting installment into the secret life of a high school teacher from a private school.

Sometimes I feel as if students just don't get it or don't want to understand. It feels as if they just gave up and simply don't care. For instance, I usually teach for about ten minutes of class time. The rest of the time, I'm doing examples on the board or answering questions. I tell the students that if they had trouble with last night's homework, they should come talk to me. I will of course give them a hand. Instead, what I see happening is that students turn in last night's homework with blank answers and then get started on tonight's homework. Then of course, they get stuck and feel frustrated again. So now after talking with another teacher, I go around the room individually instead of just answer questions on the board. I ask students one-to-one if they are stuck on anything. Sometimes they say no and other times yes. So that's been good and I think that has helped a bit. However I'm still frustrated at those students who know that they have left questions on their homework blank and when I ask them if they need help, they refuse. They say, "Nope I have no questions to ask." Then I walk away. Then they turn it in with questions unanswered. So now it's time for another change. When I notice that someone is lying or not telling me the whole truth about their homework, I will ask, "Okay, then let me see your paper." If I notice that something is wrong, then its time for some correction. What I can't have happening is students giving up.

I can see students giving up in their attitude and in their behavior. They don't pay attention in class. They don't listen. When I'm done explaining something, they will ask me to do it again because they weren't paying any attention in the first place. They have given up. I don't know what the problem might be. Maybe some issue at home, a friend problem, or any kind of issue (even laziness) could be the cause or source of the problem. I try to encourage the students with fun learning games such as the title of this entry "Lingo Bingo."

Since last time the students had a hard time with definitions and equations on the Physics quiz and test, I decided to play a Bingo game where they put the words down on a Bingo sheet and I will say the definition to them. They place a marker wherever the word matches the definition that I said. I "stole" it from a teacher in college who told the class that she found out that the best way that students learn definitions in from Bingo. It's a matching game of sorts similar to one found on the quizzes and tests. The students really enjoyed it today and I hope their quiz will reflect that.

Also this week, I had an "Ah-ha" moment with one of the students. We were in Pre-Calculus and were discussing some story problems for homework. Then all of a sudden this girl said, "Oh, I get it. I actually like these word problems because it makes it seem like math is useful." Well, duh!!! I was excited in my head that she said that and that she was able to see that math was more than just plugging in numbers and getting a solution. It helps you understand problems that you will encounter everyday. It gives you problem solving skills. She then went on to help the other students and help them understand it well. When the bell rang, she wanted me to finish the problem on the board so that she could have a better understanding of the homework. It was quite exciting and I'm writing this so that I will remember it even when times get tough. This kind of moment doesn't arrive everyday!

My principal, Mr. Doney, asked me today about how I was enjoying the job. It is a big career change after all. I said that I am enjoying it and learning a lot about my new career. It's every changing and very rewarding. At my engineering job, it was fun building the Simpsons ride themeing and other design elements, but it just felt like one project after the next. I wasn't really helping anyone and I doubt anybody's life is going to get better after building those things. I think I enjoyed going on the actual ride then designing it behind a computer all day. Without the human interaction, the job becomes boring. Sitting behind a desk all day for long hours staring blankly at a computer screen may be fine for some people, but was not what I wanted to do. So now I'm here and I'm into education. So far it's very dynamic and I'm learning quite a bit. Okay, not as much as my students, but I'm still learning nonetheless.

Until next time...

I'm Sick and The World Keeps Spinning

Well the second week of school just finished and the students really appreciate the notes that I hand out in class. So therefore I'll keep it up since it helps with my prepping for class everyday. It's already Monday and I've got a bunch of homework and tests to grade for the week, but I'm sick currently thanks either to the "fun" of school or maybe from some of the students that I interact with.

This entire weekend I went from bad to worse with today being the worst day yet. Luckily I had two test to give out in two classes and the other two classes were mostly review. I only had to really teach Physics but then again I almost tripped on a skateboard I brought to class. Ugh, that didn't help at all. Anyways, I was really tired and decided to leave school right after my seventh period was dismissed and basically slept for the remainder of the afternoon and most of the evening. Actually I'm writing this so I can wear myself out and go to bed. Sorry readers.

This week I'm starting up a new program to help students succeed. It's called the EARLY MORNING HELP HOUR and it's on every Monday, Thursday, Friday at 7am in my room. Today I had a session but only one student showed up. So I'm going to make a flier and hand it out. I just have to choose the right color paper to make copies on...I think it's going to be really helpful to the students who work on the previous night's homework and need some extra time to finish it and get some tutoring by the teacher. Hopefully this will also reduce the amount of time in class that I spend "going over" the homework from the previous night.

Also, I'm starting to notice that some students are really struggling with the math and are too afraid to ask for help or simply don't care. Today I had one student who couldn't finish her test and hardly answered any of the questions correctly. She was using the wrong formula for the problems and was not understanding what she was doing. I told her that we could work together on this, but she still didn't seem confident enough. She told me that when we do homework in class she feels confident enough to do it, but when it's on a test or at home she just doesn't understand. I think she knows what to do but doesn't have the confidence to do so. She's nervous that what she is doing is wrong. Although sometimes that's true, that's not true in every case. I'm trying to bolster her confidence, but I think it's going to take some time.

Also, I've noticed that some students turn in homework but leave answers blank. I even give them extra time in class to finish last night's homework and to come to me to ask me questions but they would rather turn in the homework and then go work on another subject or talk with their friends. So today I let the students turn in their homework and then they started doing their own thing. I was rummaging through their homework and notice that one student left two problems blank. I then went up to him to ask if had trouble understanding the concept. He said, "Oh yeah. I just didn't understand and wanted to come talk to you." Well, okay, Mr. Student, that's what this extra time is for. I'm here and you're here with your homework. Let's go over some of the missed problems. Initiative seems to be a problem but I'll keep making announcements in class that I'm always available to meet their needs when understanding the problems. They just have to get that in their heads!

On a really positive note today, a student mentioned in class that what I taught her last week was important on the ACT exam that she took. She said that it helped her out a lot and that she understood what the question was asking for. HOW AWESOME! That was a real encouragement to me and it let me know that what I was teaching is relevant and that the students are listening. Now that makes me excited! :-)

P.S. Here's a random clip art for Robert so that it makes the post more interesting.

In Order To Succeed, One Must Adjust

Welcome back to another exciting edition of the voice from the teacher in the inside. So my first week is done! Yippie! I am so excited and could definitely use the break. Friday we had an all-school field trip to the park in an event called "The Get Acquainted Picnic" or GAP. It was definitely a fun time as usual, and it allowed me to get to know a lot more of the Liberty students outside of the classroom. It's weird because I participated in some of the activities before when I was in high school and now I'm the supervisor. The only game that remained since I last went is the giant tug-of-war. It was definitely fun and I think the students got really into it.

So this week I made some adjustments in my teaching style in order to better reach out to the students and help them to learn. First, I started doing some of the homework problems on the board to get them started. I might do some from a section and a few from another. It's just a great way to get the ball rolling and help them out as best as I can. Now they don't seem to be as afraid of math as before. Secondly, I made my warm-up assignments easier and allowed them to use notes from the previous days. Before, I made the bellwork assignment vague and open-ended, but that made more people confused. Now it's mostly multiple choice, or one word answers. Third, I make copies of the notes that I use to teach and pass them out to the class so they can follow along. I think this is the biggest improvement so far. Now the students don't seem confused as much and I can plug my own ideas along with the book's ideas. I think it works fine. I'm trying it out for a week and see how the students respond and see if their homework grades continue to improve. (side note: I think I assigned to most homework so far in upper division)

I'm also trying to learn from other teachers. I've been talking with other faculty members and getting their takes on situations. On Thursday, I sat in on a fellow teacher's class and took some notes about how to address my own class. It was definitely an awesome experience and I derived some ideas about how I can better improve my teaching style. Today, the Vice Principal (or assistant principal/academic dean; APAD) visited my room in the morning. He went to take notes and listen in on my teaching style. To tell you the truth, I was a bit nervous; especially when some of the students started asking questions and weren't understanding some of the concepts! Eeekk! Anyways, I hope it was a good experience and that he will give me some positive advice on my teaching technique.

On Wednesday I will be giving my first quiz and on Friday my first exam, and I'm really nervous about creating one. How do you make one? How long should it be? What should be on it? Should it be multiple choice? How should it be formatted? Are all questions worth the same amount of points? You know, I might make some mistakes the first time I write the quiz and test. Or maybe it will be perfect the first time through. I don't know. I'm going to see how the students respond and make any adjustments necessary. That's the kind of phase that I'm in right now. I'm continueing to learn alongside with my students.

Learning is definitely an ongoing process...

The FIRST day of school!

Okay, that was not a very creative title for the start of this blog. Give me some credit! I just finished my first day of school!

So I wanted to write yesterday about my thoughts and feelings before going into my first day teaching, but just ran out of time to do so. However, let me share some thoughts that I had yesterday with those that I have of today.

NERVOUSNESS!!!! That is the single, best word that described how I was feeling Monday...all day. Throughout the summer, I read the Harry Wong's The First Days of School and tried to understand his techniques. Then there was a video series about the book that I tried to watch. During teacher in-service, we watched a video about Love and Logic and using that in the classroom. I asked other teachers for advice. I read through the books of the classes I was going to teach. I even decorated my room to the best of my inexperienced ability. Yet, none of that prepared me enough for what I was about to go through. None of that training beforehand will get rid of all the nervousness and butterflies in my stomach. In fact, it sometimes made me more nervous because I had all these ideas I wanted to follow and implement. I knew I couldn't do them all, but knowing what procedures were going to work and what wasn't going to work was a tricky matter. Anyways, suffice it to say, I was extremely nervous when I went to bed that night.

Now today I thought it went better than I could have expected. Of course, that was my opinion and maybe not the opinion of others. A good thing about having a brother being in a class that you are teaching is that you get instant feedback from student responses. After teaching him in trigonometry, Matt was able to get students' opinion about how my class was going. From several of the students they said that I was nervous but understood that I am a new teacher. So I guess my nervousness did shine brighter than I expected. Oh, well. I hope tomorrow goes better than today. Actually I will be doing less talking for sure. For the most part I was talking throughout the entire period going over procedures and routine. It wasn't very fun and I don't think the students were into it. I think I could definitely change things up next year, but I hope the rest of the year will go better. I must say, though, that the students behaved with respect and honesty. That is awesome and I appreciate that.

One thing that I enjoyed doing today was sharing my story about myself and a little devotion from the Bible. It was short but I think that got things off on the right foot. Maybe I should share more stories about myself in the future. I think the students really enjoyed that more. I don't know...in my youth I feel nervous and untrained. I pray that I will continue to grow in strength and courage throughout the year. I'm sure the students will teach me a lot this year.

See you soon...