Why does it feel like I am constantly putting out fires?
After basking in the success of our play all weekend, I came to school Monday in a complete slump. I couldn't believe that life was going on. There were music classes to prepare, an English class that needed guidance and of course the ever present terror of looming report cards.
This is one intense roller-coaster ride.
The rest of my classes are going fairly well. The big piano has been a great success, not only because the kids enjoy it, but because it is helping them to understand music theory. I am enjoying the fact that January is "Improvisation and Composition month"- most of the classes seem to be on task and I had my first presentations today, which were really quite good. I have also been more or less pleased with my English class, who are writing their own short stories right now. They seem to be on task and excited. Again, I have offered them the option of doing a film version of their story for the next project, so they have a real goal in mind, which helps.
But January is drawing to a close and I have to figure out where I am taking everyone next.
On the music side of things I am torn. I know that the kids need to work on the pieces they will play in the Spring concert, but I am loathe to bring out the instruments and embark on that just yet. It is an important goal, but there is so much more to music than simply reading parts and putting them together. I am still combatting the idea that music theory is punishment, so I don't feel like I can name February "Music Theory Month", although I am going to try and focus on that as much as I can.
As for my English class, they will be passing in their short stories on Friday and I am really hoping to get them edited and back to them by Wednesday (we'll see how that goes... I always "bite off more than I can chew" with regards to marking). The issue with them is that I need to give them really clear guidelines about the next project before they can start... the fun never ends!
It's really hard to come up with creative and engaging lessons that fulfil the curriculum requirements and are easily evaluated when I have so many different classes working on so many different subjects at so many different levels!
Don't get me wrong, I enjoy a challenge. I just wish I could get a little breathing space!
"Really clear guidelines" need to be there for your students as they begin their writing, but they also need to be used as road signs along the way and as a final check point before a student hands in a piece of work. I'm wondering if there is a way for you to have the class get out their work in progress and the guidelines so that they can develop the "habit" of checking their work against them? It might also be an extra requirement when the work is handed in that, on a separate piece of paper, the student cites examples from his/her own work, evidence that the guidelines were being followed?
ReplyDeleteThis exercise rings so true for me right now as I struggle to complete the text book chapter I'm writing. The guidelines are very specific, and not reflective of my particular style. So, I'm very consciously checking them against what I am creating.
And . . not believing that "this is still going on" made me think about your father, who, at 71, after a lifetime of teaching, says, "I can't quit yet because I still don't have it right."
Hang in. The small victories are still happening and the only way forward is to build on the strengths you see in your students, not their needs.
Mom