Autumn Evening Haiku

山見ても海見ても秋の夕哉 yama mite mo umi mite [mo] aki no yûbe kana looking at the mountain looking at the sea... autumn evening -Issa

Some teaching reflections for the month of October

What is the 'feeling', the 'climate' of the room - how are the relationships between all members?

It really depends on who's in the room. I have 8 different blocks and each one is unique. Some people tend to mesh better with others. My first class of the day is always a bit lethargic, and my last class is always kind of distracted/burned out. Thankfully when it comes to dealing with personality conflicts, I have the option of rotating people in and out of the room, so sometimes I can split up the people who don't do well together in a small room. Overall though, the majority of students seem to get along well enough. I have a few whose social skills tend to set them apart. Most of my students seem to enjoy being in class, and a few have to be kicked out during lunch and at the end of the day.

Does the room reflect the school vision, that is if one can be articulated by all in the school?

Probably not. My classroom is rather eclectic, and the school is very much an everybody-does-their-own-thing kind of place.


What evidence of the personal world of the students as shown by personal (poetic) language, student questions, their particular talents?

I have a number of students who are artistic, so their drawings grace the walls. Others have contributed quotes on my board, and moments of poetic genius in the fluctuating corner of magnetic poetry. I also put pictures I have taken of the students at events up on the walls, and they seem to enjoy looking at them.

What examples of quality work to be seen - work showing depth beyond normally expected for the age group? Is there evidence of quality improvement e.g. in bookwork?

Due to the fact that it's a remedial reading class, I don't post most types of student work for public scrutiny, but I do keep examples of creative responses to the things we read in class, and extension activities from thematic units.


Any evidence of student goal setting and self-assessment using negotiated criteria?

I do periodically have students revisit their personal goals through reflective questions, and surveys, and students do self-assessment at least monthly, although if it seems needed, more frequently. I also very pointedly ask students from time to time what their future goals are, and what they need from me to help reach their goals. I also have the students assess ME from time to time.


Is there evidence of predictable classroom management that allows students to work independently (on group work or computers etc) while at the same time allow for 'focused teaching'? Are students on task because they know how, what and when to do things? Are students involved in this planning?

Since most of the student's work is independent in nature, the use of routines is the backbone of the class. I have a number of environmental structures that allow the students to self-manage quite a bit of their own time and efforts in class. That leaves me with time to work one-on-one with students who need that, and redirect students who are off-task. The students don't get a lot of say in how they spend their time (they have to read pretty much the whole time they're in class), but the content and nature of that reading is somewhat flexible, and once they accomplish the minimum requirements, they are free to read anything in the room. Students are able to work on trade assignments, read for pleasure, or do research on topics of interest when they are finished with their required work, and most are able to do this on their own without any prompting from me.