So. For the last two B days in my schedule, a student has sworn at me, but it didn’t happen today. Yay for breaking that trend!
I still ended up raising my voice, though, and I hate that I did (especially after so many years of not having to do it, of being “the teacher who doesn’t yell”). I hate what it does to the classroom environment.
But, for this one student, nothing else has been effective… It suuuuucks…
I did have successes with other students, though.
One who finds asking teachers for help very challenging came up and asked me for an extension on her paper (which I totally granted). She rehearsed with Ms. N beforehand, and I saw them high five afterwards, which was sweet. Self-advocacy is one of the big, key skills we want students to develop, so whatever we can do to support them, we’ll do.
Another big success: Mrs. T and I found a way to help students who were losing steam towards the end of the double block, and being really disruptive and defiant as a result. I got out my stopwatch after the vocab quiz today, and she told the class we were going to split up the time into silent work time and break time, and gradually increase the intervals of each: so, like, work for ten minutes and break for two, work for fifteen and break for four, etc… There’s flex time and lunch, too, so there’s some big breaks already built in. It’s a bit juvenile, but it did work, so we’re going to keep doing it.
And I’ll figure out how to stop raising my voice. I will.
I had a very full Block Five because I had a meeting, and then a few students came by to ask various questions, and then I got caught up in The Federalist Papers.
As you do.
See, I’m going to use my flex time on Friday to hold a review of Fed. 10 and 51 because my last APUSGOV test revealed that some of my students don’t quite grasp them fully. So the review is open to anyone who feels like they’ll benefit from it. I have nine students signed up so far.
So I was prepping for that, and got sucked in, and didn’t leave until 4:00, but I got some good work done.