Behavior Management for Middle and High School. Second to the last class for…. Top 10 Reasons Why We Need to Complete This Semester. #10. If we would gain any holiday weight, we would not fit in the computer lab…. #9. Many sports events seem to occur on Thursday nights…. #8.
I eat too many chocolate bars while putting together the lessons for this course!
Holiday parties and
tv specials are starting up….
Lesson plans are
You are getting
excited to do the
My Son #5
My Son #4
I need to concentrate on my classroom.
I am feeling overwhelmed with all my responsibilities and I want to do my job well.
My students only pass through this year once.
PROFESSIONAL GROWTH PLAN
Name: Beth Stroede, Bessie Allen Middle SchoolSchool Year: 2011-12
Goal:Write lesson plans that include researched-based practices with the
purpose of increasing student participation and reducing student
Evidence: Copies of lesson plans for all 4 quarters. Reflection of how the lesson plans
changed over the course of the year.
Weekly Lesson Plans for Critical Thinking Dates: Week 3, 11/28/11 – 12/2/11
Standards used this week:
ELA Lit1.8 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text
ELA Lit 3.8 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
ELA Lit 9.8 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
ELA Writing 2.8 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
ELA Writing 3.8 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
First 3 years….probationary teacher
Hi Beth,I have some things I need to ask you. Although I understand her side.....I still wonder what to do with Sam.Yes, he's got to learn. But.........in the mean time, he doesn't get stuff home quite often or turned in sometimes, what can be done?Are there kids in 6th grade still being monitored as far as getting their stuff turned in on time? If so, then I suppose we need to get it put in his IEP, right?I have a question.......for Science, Math, English and History,,,,,,,,do you or Sheri overlook the SPED kids and step in as far as behavior or can you help as far as the actual homework?If you can step in with the work,,,,,,,would it be possible to make sure he turns his stuff in? Or do you have to let the chips fall where they may?I'm really freaking out right now......if you can't tell. he he.I've worked with/fought, argued with, begged the teachers at FLC for 4 years for help with Sam. With his organization, getting some kind of help with getting his necessary books into his backpack so he could do his work, getting them to stop telling him to "hurry up" when he couldn't keep up with note-taking, asking and begging for help with notes, asking and begging for help with testing because he would fail almost everything, yet, when asked about it, he could do much better.I doubted myself when I asked for things for him because there was a side of me that thought, "He needs to learn......apply consequences and he'll learn".But,,,,for Sam, all that happened was that he got sad. Really sad and down and he started to say how stupid he was. It was horrible. I hurt because he sees daily that he is slower. He sees daily that he can't sit still.
My heart aches for when he finds out that his almost-2-hours to do the Science XC won't be accepted. Although him getting consequences, knowing Sam, this will make him really angry and then, when he gets home, he'll be in tears. Tears because he really does try...and then he'll again, beg for me to not make him go back to school. It breaks my heart because what he "sees" is that he works hard, never really gets a good grade and sometimes, because he forgets things, he won't even get credit for the hours of work that he does.In a perfect world, he would hate the consequence and start turning everything in on time. I highly doubt this will happen in his case.I was so thrilled, yet scared, with him coming over to BAMS......and it's been quite a ride...he he. For you, too, I'm sure. I'm just finding myself torn again with how much help to get him.It's not okay for him to turn his work in whenever he feels like it or remembers,,,,,,but when he legitimately has issues with executive function and it's been sitting in his binder this whole time,,,,do you agree that something has to be changed in his IEP so that he can get the benefit of the doubt?Again, I guess I just really want your thoughts on all these questions. Please. he he.As far as you're concerned, do you think "tough love" will work with him or when you have these executive functioning problems, is it really not okay to punish by way of "consequences" and maybe give him some help?I"m "MOM" here, so I"m really wanting an objective opinion, Beth, so feel free to say it how you see it.Well....hope I didn't come off horribly. If I did, it wasn't intended. I seem to get on a roll and can't keep up with what's going on in my head. he he.Janice
Your priorities are not necessarily the same as your colleague(s)……