Elementary Teachers: advice for teaching just 2 blocks of LA?

Question

I will be moving down a grade next year from teaching fourth to third, and my administrator, new partner and I (we do team teaching) have decided she will teach everything except Language Arts. I have never taught just one subject all day; usually I teach LA to my own kids, and content (Sci/SS) to both classes.

Does anyone who has taught like this have any insight into tips that could help me out? It's going to be A LOT of grading... any tips, maybe on keeping up with the grading, handling two flex/reading groups, organizing it all? I'll take whatever I can get!! Thanks. :)

TeacherMan:
Your answer is fine/appropriate, however, after considering this extra info, I would welcome your further thoughts... don't worry about thumbs down!
1. It won't be a straight up block period... it will definitely be broken up with specialist schedules, lunch/recess, and other breaks during the day.
2. We utilize Kagan structures in VA Beach, and find they are very successful in these types of situations so kids retain more information and build stronger peer relationships in the classroom.
3. You're right: I do prefer LA, but our principal affirms this type of teaming due to a theory he heard on "expert teaching." Our motto in VA Beach is to be "Ahead of the Curve," so we are always seeking new methods of teaching, always keeping what's best for our students at the forefront of our actions. My principal could honestly care less what I like!
4. With your vast experience, do you still have any other advice to give me about grading/organizing two classes? Thanks!!

Answer 1

This isn't going to be a popular answer; however, have you and your partner taken into account Erik Erickson's stages of psychosocial development, Lawrence Kohlberg's stages of moral development, and/or Jean Piaget's theory of cognitive development?

While some third graders will succeed because they are survivors, I do not feel that third grade is an appropriate age to ask young learners to sit through 90-minute classes of an intensive, block class--it would have to be intensive if you only have two block a day.

Unfortunately, too many elementary teachers are going to this trend--teacher preference vs. student need. If you or your partner does not want to teach self-contained elementary classrooms, which is the appropriate model for this young age, then get certified in middle school (or high school) and teach block scheduling all day.

I know elementary teachers will hate me for saying this; however, I feel what you are doing is not in the best interest of your students. If it were, more whole schools across the nation would be legitimately switching to this model.

I would implore you to think seriously about putting any third grade child through your schedule.

From the information you provided, one could infer that you like teaching LA--not math; and your partner prefers teaching math--not LA, which is probably why your school administrator allows you two to team-teach.

Sorry, for the unpopular answer... (Bring on the "Thumbs Down" ratings)

------------------------------------------------------------------------------------
Because you have specifically asked me to respond, I will offer my own opinions--be prepared not to like them though.

1. It won't be a straight up block period... it will definitely be broken up with specialist schedules, lunch/recess, and other breaks during the day.

--The nature of this follow up question infers you understand that a chuck of time in any one subject is too much for third graders. Even if the time is broken up, the subject content is the same. Reflect on your college days (if appropriate.) Imagine going from British literature class to literature methods to Early American literature class as an English major may do. You had breaks between classes, the content was somewhat different, but the subject content was literature. In this case, three hours of literature classes in one day. It probably never happened because during your scheduling you prevent the scenario from looking so.

You will be asking your students 8-9 year olds to study language arts for "a spell" (no pun intended); then go off for something else--lunch, specialty area--and sit back down for more language arts stuff. Even state standardize tests are broken up from day to day.

2. We utilize Kagan structures in VA Beach, and find they are very successful in these types of situations so kids retain more information and build stronger peer relationships in the classroom.

--Kagan can be an effective program; you won't find me knocking it; however, I find that students are more likely to build peer relationships when they have one teacher! What team teachers do not see is how kids act totally differently from teacher to teacher. In your situation, 8-9 year olds must learn the classroom rules and procedures for two separate teachers-even if you both coordinate these and remain faithful, your individual personalities will reveal the flaws.

Currently, I teach eighth graders on a two-person team--this is due to student population restrictions--not school or teacher preferences. Thus, I teach American history and language arts everyday to 50 kids. We alternate the kids' schedules; such a student schedule may look like Am. History--Science--Lunch--LA--Math. Kids must physically change rooms every 50 minutes to get a change of scenery. This is tough for eighth graders.

Everyday, I hear that some kid (different kids)--who is excellent in my class and works hard for me--is a jerk to the other teacher that same day. Personality is key.
I was asked to teach "how to answer science writing test questions" one week to assist my co-teacher. First, kids protested that their language arts class was an escape for science. Next, they were asking why I couldn't teach them science. Some kids respond to my personality over the co-teacher. (For other kids, they respond better for the co-teacher)

3. You're right: I do prefer LA, but our principal affirms this type of teaming due to a theory he heard on "expert teaching." Our motto in VA Beach is to be "Ahead of the Curve," so we are always seeking new methods of teaching, always keeping what's best for our students at the forefront of our actions. My principal could honestly care less what I like!

--I feel that when "seeking new methods of teaching" one must seek "proven" methods of teaching. Each year some new method is bought and sold to schools; it is really a big business. But few programs--such as Kagan--have staying power.
I believe in "expert teaching" as well; but, as an elementary teacher one must realize there is more to school than academics. Third graders are still little kids, and need to continue learning how to learn, how to organize, how to socialize, how to play nicely with others, etc. To do this, cognitively they must feel they are in a safe, comfortable environment, which can be jeopardized as they move from teacher to teacher, classroom to classroom.

4. With your vast experience, do you still have any other advice to give me about grading/organizing two classes? Thanks!!

--The grading is easy. Use homework assignments as a review for what was learned yesterday. I call it "trade and grade." Students grade their partners’ papers, and we review the homework together--this also accesses prior knowledge.

I would never have one student call out another student's grade in class; instead, I create "slippies" for most repetitious homework (vocabulary books, grammar workbooks, reading quizzes, etc.) Simple teacher-created grade sheets that usually fit four on a page... Students grade the workbooks and record the scores on a "slippy" paper. (These can be color coded--more later.) Thus, all I need to collect are slippies with scores; and students keep their workbooks/homework sheets for whatever they need them. This reduces the size of the paperwork load.

Next, color code subjects or content... For years, I have used green for LA, blue for social studies, yellow for science, and red for math. These can mirror students' work folders as well. Also, I ask students to purchase an orange folder for homework. When kids pack up, go home, and sit down to do homework, they need only to pull out the orange folder.

Color code worksheets: Pink are quizzes, green LA, light blue for social studies, yellow for science, light red/orange for math, tests are beige, etc. Parents will wonder why blue pages are in the blue folder, until you tell them the system and it all makes sense.

Grading is easy as well. Remember that your students are 8-9 year olds, and the classwork/homework should reflect this. As a self-contained elementary teacher, you have better control with the overall amount that is assigned. If I plan to give a lot of American History homework one night, then I plan not to give much LA homework. This takes planning. In short, in third grade you may find that you need not have a plethora of grades, which can reduce the load as well.

For example, when assigning an essay in language arts, I will only grade for one thing--the concept recently taught, such as use of a variety of sentences.

You seem like a flexible teacher who is open to suggestion and truly concerned for your students’ best interests. With this said, any child would be lucky to have you as a teacher.

Please realize the above is just a rant of one teacher.

God Bless....

Answer 2

1

Answer 3

I have to agree with Teacher on this one. As a school administrator, I don't think this is good for the kids at all. However, since you guys are bound and determined.....you better vary your activities to address the different learning modalities that you in your room. You will need a lot of time to plan each lesson and make sure your transitioning from one activity to another is quick and orderly so you don't loose the class. Yes, you will have to grade lots of papers. Perhaps they can grade their own papers (trade with a partner) but DO NOT forget that you will have to look at them to see how each student is doing. Let THAT data guide your instruction.

P.S.- Just think how the secondary teachers do it everyday!

Answer 4

In third grade they should be able to correct each others papers. I did this in 3rd grade and had them read the grade to me as I inputted (is that a word) into the computer. I never had to bring any grading home (well not very much)

Answer 5

With two blocks of LA, spend one on literature and one on grammar, spelling, writing The second half can be done with interactive editing and small grammar lessons integrated with styles of writing. As for the lit component, spend weeks doing nonfiction, poetry, etc. and coordinate it with the 2nd half. It will work. Look at mind maps, reciprocal teaching, interactive editing, etc. good luck!

Answer 6

First Grade- Addition, Subtraction and Spelling....