A superb assembly

Every year our school has an end of the year assembly called the REACH assembly. I do not know what REACH stands for, or where the name originated, but it is what we call the assembly. Basically it is a showcase of EVERYTHING that has happened during the year. The following groups usually perform:

• Band
• Orchestra
• Choir
• Dance team
• Forensics (no- not the crime solvers, the speech team)
• Teachers (we do a goofy skit so all of the kids can laugh at us)

In addition to the performances, also slide shows of the following are put together:

• 3.5 & 4.0 GPA's
• those with perfect attendance for the different quarters
• pictures from the school year with the different spirit days and different events
• Athletics

Usually there are a few different awards presented at the REACH assembly. This year the single student in the entire school who has perfect attendance for the entire year was honored, along with the 7th grade teachers for their outstanding job at the Challenger Space Center, athletes of the year, and a drawing was held for iPod nanos for each grade level for those who had perfect attendance during various quarters during the school year (for each quarter they had perfect attendance they got one entry into the drawing).

For the past two years I also put together a video for the REACH assembly, but this year I was fresh out of ideas to make a funny video, so it didn't happen. :(

Since I didn't have a video to show at the REACH assembly I decided to do something a little different with a few other teachers from Russell- I played with the band! It has been almost 6 years since I actively played my clarinet. I had a spell after Christmas break where I practiced once a week, but then I had to prepare to move. Anyways, the night before the assembly I took the music home to look at it for the first time. I practiced each piece several times before I needed to stop so my kids could go to sleep. I didn't even take one of the pieces home that was played the next day, but I recognized it because I played it in high school! I played the piece in high school and yet here the middle school band was playing it!

The performance went great- but not because of my playing! I'd say probably 2/3 of the notes and music I played correctly. The other 1/3 I either just looked in amazement as they played through the notes or I was the one clarinet who was off while the others played correctly.

In addition to playing in the band, I wore an Afro wig I bought for our LEGO League tournament this past fall. During the teacher skit (they danced the macarena) I went around and juggled. I must admit it was NOT my best performance- I kept on dropping and couldn't get any of my tricks to work right!

ANYWAYS- the point of this post isn't about what I did goofy during the assembly- it is about how all of the performances of the various groups and all of the slide shows helped to remind me why I teach. I teach to help my students have experiences that they will remember for the rest of their lives. I also teach because they touch my life as well. I learn from them and treasure everyday I have the opportunity to be in the classroom.

Thanks students, for everything.

Trying something new

The end of the school year fast approaches and many of my classes are finishing up projects and all of the planned curriculum for the year. In the case of my 6th period advanced technology class, they were reaching a stalemate on their current project(s). Those who were going to do the work had it nearly done and those who weren't doing any work were continuing to find other things to occupy their time that had NOTHING to do with what they were supposed to be doing. So I set the deadline for the last day on the project and stuck to it. Many got something done, a few didn't have much done at all. Anyways, after the project normally we would do a mini-unit on mass production. However, I only had three-four days left of the school year which would not be enough time for the students to have the experience I wanted them to have. I decided to do something completely different that I never tried with my classes before.

For our sixth grade classes we take a few days to do a mini-unit on rocketry. We discuss Newton's Laws of motion and what keeps a rocket up in the air and then we make paper rockets. I have found the paper rocket activity to be easy enough for a second grader to complete yet fun enough to keep the interest of even 8th graders. In this case, I had about 25-30 nose cones left from this year so I decided to have my 8th grade class mass produce paper rockets. I demonstrated the process to create the rocket (which done efficiently can be accomplished in about 5-10 minutes). As I explained each step I told them "this could be a job," "this step, #8, should be broken down into two jobs," and so on. Next I divided the class into team equally sized teams, and told them to assign each other jobs. I gave both teams about 10 minutes of planning time to get organized before giving the official start.

Of course, the students complained after doing the same job for about 15 rockets about how boring it is to do the same job over and over again. I can't even imagine what a fuss they would make if we made enough paper rockets for the entire 8th grade! That would be quite a fun project. Block out several periods, and have them just work and work and really get the sense of a REAL assembly line. As they complained, I explained to them the benefits of the assembly line process and how it really sped up production and thus lowered the cost of creating many things like the car, clothes, shoes, computers, etc.

I really got excited to see the students working hard to beat out the other team. They really took hold of the project and did a good job. We judged which team won by how many rockets they produced that had a 'successful'* launch. While one team had more successful launches, the other team had more rockets that went higher and further. So in the end they both won out.

One of the things I love about teaching technology is how I can constantly change the curriculum to fit my students' needs and to keep pace with the world's changing technology. If ever I get complacent and teach the same thing too many years in a row I feel like I'm doing my students a disservice. What becomes especially fun is this time of the year when I've covered most of the 'planned' curriculum and I get to come up with meaningful activities to keep the students engaged in learning and yet excited about doing the activities/projects.

*a successful rocket launch became defined as one where the rocket returned to earth in one piece with at least two fins still intact.

A focus on the many, not the few

My 'special' students in my 4th period class continue to be a challenge to me. The end of the year is fast approaching and most all of the curriculum I had planned for the class has been covered. I have been delaying doing the 'hovercraft' activity because I do not think the class can handle it. Specifically, I do not think my special students can handle it. However, today I decided to not let the entire class suffer because of the horrible behavior of the few. My first two quarters this year I did not have time to do the hovercraft with my students. 3rd quarter I had a few students who ruined it for the entire class, so they didn't get to do it. This quarter I have some really good students in the class and a few others that just are NEVER on task.

Today I decided to make a concerted effort to concentrate on the many instead of the few. My special students' attempts to get my attention and get the class off track were ignored. By the end of the period I was fed up with them and it was great to have an excuse to have them out of the class the next day (as much as I HATE sending them to other locations, for the good of the many, I am determined to help the rest of the class have a more positive experience). So yet again, while I am improving, there is still room for being better.

My favorite time of the month

This past week I have been working during 7th period (my planning) to organize and recognize the technology students of the month. This tradition actually started the year before I taught here, but when I arrived I did NOT have the time to worry about who to name as the student of the month. Two years passed, and my school started the Positive Behavior Support focus, so I decided to take it upon myself to have one student from each grade recognized by the technology department. These students are typically students who are doing well but not necessarily the best in the class. Last year we did not get EVERY month, but this year I've been more consistent with getting them done each and every month. I have made a point of not allowing any student to get student of the month twice so that we recognize as many students as possible.

I just really enjoy going around during my planning period and pulling the kids out of class to let them know they are the technology student of the month. We try to recognize them in multiple ways:

• Certificate with their name on it
• 20 ROCKS coupons (they are coupons the students get for doing something good that they can redeem for special awards and privileges)
• Lunch bought by one of the technology teachers
• Picture taken and displayed on the wall outside the technology classrooms

Anything special you do for recognizing students' efforts in your classroom?

The power of choice

This past week I moved. Those of you who have been through the grueling experience of packing up your entire life and relocating it to another place know what a hassle this is. Moving becomes exponentially more difficult with each family member you add on. When I went to college, moving myself from one apartment to another was no trouble. A few boxes, a couple of suitcases, and presto! I'm in my new place. Then I got married and inherited a whole bunch of furniture (a couple of beds, couches, we got a dining room table, etc.). We moved from Utah to Colorado with a 17 foot U-haul truck loaded with stuff. I won't go into all of the nitty gritty details of this past move, but let's just say in the 4 years I've been in Colorado we've gained two kids and a whole lot more stuff.

I got back from the three days off to see that my sub had about the same problems that I have with my classes. The same kids goofed off, the same classes were off task, nothing really surprising. My third period, it seems, did next to nothing. The more I read the report the sub left the angrier I got at them. In my mind I started coming up with all kinds of methods of punishment for them being slackers and my mood was just brewing and boiling.

Amidst all of this frustration, I thought of this blog. I thought- what can I do to make this a positive experience and instead of punishing the students for three days of slacking, encourage them to make up the three days of missed work with a week of really hard work? Come third period, I had my plan. First I gave them an opportunity to show that they really did do something. I did not want to get mad at the entire class if there were a few who did do work. Those who did the work showed me the evidence of the work, and I allowed them to continue with the filming of their flight vehicle documentaries. Then I had the rest of the class sit down and I laid into them. I talked about how disappointed I was with their behavior while I was gone and even read to them the comments the sub had left. I reminded them it is the end of the year and the project we're working on has a VERY tight timeline. ANY period at all spent fooling around or slacking and their projects are down the tubes. I gave them a choice- either get to work and make up for your lost time, or write a seven paragraph essay on the history of your flight vehicle since you don't have time to make the video. This was my last ditch effort to let them redeem themselves and do the 'fun' stuff.

The result? 100% participation. Everybody was with their groups, everybody was planning their movies, everybody was doing what they were supposed to. I moved around from group to group reading what they came up with, giving them pointers, and directing them to have a better final result. It was amazing.

Interestingly enough, nobody opted to do the 7 paragraph essay.........

How many days?

Towards the end of the school year oftentimes students and teachers alike want to pull out their hair in frustration. On the one hand are the students who have been working hard all year (hopefully) and are ready for the break. They figure they've done their time, what really is accomplished the last couple of weeks anyway? On the other hand are the teachers scrambling to cover all of the curriculum required and mystified as to why some students have just 'quit' before the end. Here's a closer look at each prospective:
The student considers their labors like training for a marathon. You train, work, run, and prepare. Then the day or two before the marathon you take a few lighter workouts to relax your body a little bit so it will be prepared for the big race.
The teacher looks at it like you're already in the marathon. Why stop running the last mile of the race? Why not just finish it with all of gusto you can manage?

Who's perspective is right? Is there a balance between the two? While I get frustrated with the lack of effort of my students in these last few weeks, I also recognize that they are just as ready for summer as I am.

Unexpected Results

For the first part of our major end of the year project on flight history groups of students assemble a flight vehicle. They get to choose between kites, gliders, rockets, or hot air balloons. The hot air balloon is probably the most difficult to make but ends up being by far the coolest. During 5th period the first day of the construction students started dividing themselves up into groups of three. Most of the students easily found a group of students they could work well with. However, the two 'trouble maker' boys in my class did not find a group and petitioned to work together. Against my better judgment I allowed them to work in a group.

The task for the first day (at least for hot air balloon groups) was to read the instructions before getting any materials. These boys glanced at the instructions and decided they did not want to read them. Since I refused to give them any materials before they read the instructions we soon reached a compromise. I would give them the materials provided they would watch a video that demonstrates how to construct the hot air balloon. Inbetween helping other groups, I vainly tried that first period to get the DVD to play on a student computer and then on my computer. Ultimately, the bell rang without the boys ever even starting the project.

Day 2 & 3 we obtained the DVD player from the other classroom and they started to make their hot air balloon. I must say, I have been rather impressed with their work ethic and progress throughout this project. They nearly completed their balloon in the allotted three days for the project, and finished up on today, their four day.

Every once in a while as a teacher you get pleasant surprises like the two most off task students in the class actually completing the first major part of a major project.

Accepting innovation

This post actually was supposed to be done yesterday, but it was a long day... I'm doing it this morning instead- expect another post later today!

In my class I am always encouraging the students to be creative, to think outside the box, to do things differently. I think the hardest part of having this mindset is accept students creative and innovative ideas even when you don't think they are that good. Example-
Three boys in my 5th period class have formed a group and are constructing a water bottle rocket. Water bottle rockets do NOT have that much trust to begin with (pressurized water is it), so the weight of the rocket shouldn't be that much. These boys found this really long tube in my cabinet with the tubes (meant to be cut and used for multiple rockets) and decided to stick the entire thing on top of their rocket. Then they found ANOTHER tube and stuck it on the top as well. What resulted is a water bottle rocket about 4 feet tall (almost as tall as my 5th period student assistant). While I do not think this is a very good idea, it is definitely different than anything else my students have ever done. So, I allowed them to make the rocket. They are SUPER excited about it, and yesterday even developed a parachute to deploy (I don't think it will go high enough to need a parachute, but I didn't discourage them from coming up with the parachute). I figure as long as their excited about the project, on task, and coming up with creative and innovative ideas, they're going to learn from the process.

Bridge Testing Time!

Today we started one of my favorite parts of my sixth grade industrial arts class- testing out the bridges. In the beginning industrial arts class, I teach the students measurement, technical drawing, shapes, structures. They go through the design process to come up with a bridge design which they draw out using drafting tools and ultimately construct out of balsa wood sticks.


No matter if the students worked hard or not, there is always some sense of excitement in the air when we start to test out their bridges. All of the students hold their breaths after each weight is placed in the bucket. 1..... 2..... 3..... 4.... 5..... Quick, put in another weight! They all want to see how much can be placed in before the bridge collapses from the strain. Often other students in the class are more dismayed when a bridge fails than those who completed the bridge themselves.

I think what brings the class together is a celebration of a week and a half of hard work. Day in and day out they have labored to cut small pieces of balsa wood, patiently glue them together, and hope everything holds. Some coat their bridges with glue, others sparingly place dabs of glue here and there.

I also admire how the students can recognize those who have truly labored hard to construct their bridge well. When the bridge finally collapses instead of getting jealous or envious of how much the bridge held, the students congratulate that student or group of students for their hard work. Likewise, if a group worked hard on their bridge and for some reason it didn't do well, the class is emphatic with those students. Usually the class can pick up on who the slackers are and are duly surprised if the slacker bridge did well. Praise and admonition often are much more powerful when coming from peers instead of the teacher.

Anyone have similar experiences? Any favorite projects that you can tell the students enjoy seeing presented and seeing the fruits of their labors?

Take a breath....count to 10......

Today passed away as one of the not-so-positive days of my teaching career. My classes were average, with a little more than 70% of students on task at any given time. My sixth period has been learning about manufacturing through two different projects. One is to create a metal pencil box and another is to turn a wooden pen on a lathe. My normal superstars are all over the projects, done with the model I require them to make of the metal box and making their pens. The handful of students (there is ALWAYS just a handful) who are left pass the period away by pretending to work and not really getting anything done.

Sadly, today, I just lost it. One particular student did everything in his power to avoid doing what I had asked him to do. He wondered around the room, gave the good 'ole excuse "I don't have a pencil," claimed he already had done it and somebody else lost it, you name it, he came up with the excuse. I tried my best to answer his various excuses, and get him to work. After about the third or fourth time, I blew up. All of my frustrations with his horrible attitude came storming out. At one point he said simply "Mr. Twining, I'm right here, you don't have to yell at me." And he was right. And my balloon popped.

I tried my best to get him on task, and took a personal time out (by just going to focus on some other students in the class). After I composed myself, I apologized to the student for yelling at him and reiterated my belief that he could do this project, and do it well. I helped to outline a plan for him to get caught up with the class and gave him materials to take home to work on the project at home.

So I think the point of today's post is I had an 'ah-ha' moment when being frustrated with one of my students. I realized that sometimes we just have all of this frustration built up inside of us because of the stooges among our students who are constantly off task and then suddenly it just blows up. We need to take a step back and realize the world is not going to end. Channel our frustrations into energy we can use to redirect and help these students become engaged in the great work we have for them- gaining an education.