Yesterday I forgot to tell my language arts classes that their brainstorming page was homework. I had said, “Finish it before you write your draft. We will work on the writing in class tomorrow.” I had planned on an easy-for-them daily grade for doing the work and showing me in class. I received an email about this assignment because it wasn’t on my school’s website. I had emailed it as an attachment to the parents. It was not written in the agenda as homework. I was not trying to be confusing or difficult. I felt even more micro-managed than I already have been.
“Have them write ‘HW’ on homework or ‘classwork’ on in-class work.
Have him take a picture of the agenda with his phone at the beginning of class.
Receive an email at 9:12 A.M. during a class. Receive another at 9:30 A.M. chiding your slow response to the first email. Receive another email at 9:43 asking if you’ve seen the previous emails. Class ends at 9:53 A. M. Another one begins. Still no response to email. Call the assistant principal about the teacher not responding to emails in a timely manner. When I click the mailbox icon to check my email, I see several from one parent in my inbox, an all-staff email about a school-wide directive, an invitation to an ARD or Section 504 committee meeting, a notice about some paperwork for a student who’s taking meds, fourteen hundred pieces of junk email, a reminder about that meeting that starts in three minutes, and a reminder about a staff meeting after school this week. This is a slow day.
Take data for Special Education students accommodations. Each six weeks. Record how they are progressing in your class. Reading goals. Writing goals. Behavioral goals.
Keep up with Section 504 students’ accommodations. All of them on a daily basis. This means reminders to be on task. Preferential seating. Learning lab privileges. Copies of teacher notes. The copier is jammed, or the person who copies entire dictionaries is just starting her print job, and the notes need to go home with Janey Sue before her dental appointment this afternoon. Mom will email you if you don’t get them to Janey Sue before she leaves for the day. You had her first period, and she is not in your hallway again until fifth period. It is now fourth period. You’re late for the meeting trying to find an open and working copier.
During lunch, sit and email parents to notify them if their student’s grades are slipping. At least once or twice before the six weeks grading period ends. This could help when they say, “I didn’t know Jim Bob was failing.”
Manage aberrant behavior in classrooms with strong-willed personalities determined to break your resolve. Calmly. All of the time.
Come up with an enrichment or remediation lesson for students who need it. For both subjects. And decide which one deserves priority this week. Oops. You chose incorrectly again.
Monitor students in the classroom and hallway at the same time.
While standing in the hallway/doorway, field questions asked over the music in the hallways about what is needed for class while holding a sign that lists the needed items. I have held up a sign that read, “Bring colored pencils.” To me it is obvious that if a student does not have them, then they would not bring them. I will have several stop goggle-eyed and say, “Do we need colored pencils?” Others will state, “I don’t have any” and stand almost dumbstruck. I make them go inside the room by saying that I have colored pencils. By the way, I have had colored pencils in my room since day one. They don’t remember that. They haven’t any problems telling me what they don’t have or if something is “unfair.” Oh, and make sure you unstick the locker of those students whose backpacks, jackets, etc. clog the mechanism. The veins in my arms and forehead bulge out as I strain to pop them open. Oops, those recalcitrant kids are off-task again in my room.
So, I love what I do, and I do it well. However, this time, I simply forgot to say the assignment was homework. Oh, I had better check my email. ✉️