We have been working on pictures of successful classrooms. Mr. Floore told us that successful classrooms usually have ten things in common.
1. High levels of time on task
2. Interruptions kept to a minimum
3. Higher expectations for students
4. New material is presented more frequently
5. Appropriate practice time
6. Positive reinforcement of good behavior
7. Discipline less of a problem
8. Friendlier environment
9. Pleasant appearance
10. Student work on display
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We wrote about our favorite subject in school essay. We updated our planners. We used the phones to proofread.We were given our criteria sheet for The Giant Postcard due on Sept.15.We got a treat from Ryan’s Birthday. We completed math lesson 3. We did two edit sentences. Some kids did discretionary work(spelling, grammar, and vocab.) We learned how to use outlines. One student still doesn’t have a planner.We finished our posters. We practiced Silent Ball.
Good night Dickens.
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Why is writing so difficult? Why is it for students their least favorite thing to do? Writing is just talking put down on paper. Why is that so difficult? Most of our students have no trouble talking. Why isn’t their writing more interesting?
Think about what you have to do to write. And remember, the kids are beginning writers.
Most students don’t have accomplished fine motor skills. They print letters and get tired. While they are printing the letters, they are concentrating on spelling. We keep harping about how important spelling is. It is, but in the final draft. Their ideas and fluency get lost. They haven’t learned how to write cursive where they are fast and the writing is readable.
No wonder it is so difficult. Once they write out what they think is a neat final copy they don’t want to have to write it out again. They are willing to make spelling corrections, but they don’t want to make revisions. They aren’t on a computer. They can’t cut and paste.
As teachers, we need to give then plenty of practice and encouragement. We need them to learn to be better and faster at cursive. We need to teach them to not write their final copy until they have “edited” and “revised” their rough draft. We need to give them back their final papers graded and with suggestions on how they can improve them.
On the AIMS test, they have about an hour to write a five paragraph essay, or narrative, or a letter. And the AIMS usually gives them a prompt they have never seen or practiced. And the papers go to AIMS never to be scene again.
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