Jess, 2nd: 4. Yeah, I did recognize this as a problem in second.

It didn't help either that I introduced the "he/him" trick but didn't actually go on to explain it. We can revisit this on Monday with 2nd, maybe running through the same form of the lesson we did with 5th and 7th (I hate that the kids in 2nd have the misfortune of being my "guinea pigs" but it really does help my instruction later on in the day). 5th: 1. I was very frustrated with Ronnie today. That was the closest I had come to kicking a student out of the room so far this year. I think what had stopped me was the general shock and confusion regarding the behavior and the desire to push on with the lesson, which I know can be counterproductive at times. I did tell him not to eat in the classroom which is why he proceeded to step out in the hallway. I guess I'm not sure at which point to persist in calling out a student on their behavior, fearing a confrontation or escalation (should I have made a point of telling him not to step out in the hallway as well?) or to just give them a verbal warning and continue with instruction. I think pulling him aside Monday to talk to him is a great idea. 2. I will talk to both him, Almaguer, and Runyi who have all moved around. 6. Thank you for the reminder. This has been a difficult practice for me to adapt, but it is good for me to get the practice now as this is something that I think I might like to implement in my classroom one day. 8. Any "frustration" I communicated during your explanation did not rise to the level of consciousness for me. If that was the impression I gave, I apologize. I forget why I had interrupted you if I did, but it was certainly not to cut your contribution short. I recognize the need for and appreciate your contributions during class, especially during grammar when I can be on shaky footing with some of the rules sometimes and vague in my explanations to students. Andrew Quoting "Chambers, Jessica" <jjchambers1@cps.edu>:
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Andrew,

I've included feedback below. 2nd 1. Just on a school policy note, make sure that on Fridays you are wearing AFAHS gear or college clothing. This is our way "in" to an out of "uniform" day. 2. You did a nice job making the homework very clear for 2nd at the beginning of class. 3. For the OMML, if what you are requiring doesn't match the poster, make sure to write the additional requirements on the board. This will help students clarify what is expected of them. 4. 2nd got confused today with the who/whom. In planning lessons of new material, think through (and maybe even write down) two to three different ways to explain the material. This way, students have several access points in case you get the confusion we had today. 5th 1. When a kid like Ronnie acts out, you have to address it with him. Letting him be disrespectful sends a bad message to the rest of the students about what you are willing to tolerate. Allowing him to talk back and eat is not tolerated, and you need to firmly let him know this. I think you should pull him aside for a conference as he is becoming more and more

of a disruption. 2. Bobby Stegmiller continues to sit in the wrong seat. Approach him if this continues Monday and ask him to move, telling him that you will write him up if he continues to sit in the wrong seat. 3. Please make sure when taking a pen that you get it back or that their ID goes in the basket. This is something we need to reinforce as we are quickly running through materials! 4. Giving them a visual is a good idea in terms of walking them through the t-chart. Walking them through it seemed to really help them have clarity for the assignment. Rather than continuing to repeat, refer them back to their chart. This took 25 minutes of class time, which really cuts into your instructional time, leaving only 25 minutes for instructional time. 5. Don't entertain their issues in terms of complaints. I understand the urge to hear them out, but this occurs too often in all three of your classes. When you allow them to do this, you cut into instructional time. 6. You have to remember the participation chart; it is a part of their grade and, more importantly, an essential part of getting more students involved in the class. If you write in your lesson plans something as simple as "pick up participation chart," you will be more likely to remember. 7. I think this restructuring of the lesson after 2nd worked to help them understand it/clarify the concept. 8. When I was explaining the him/he rule, you seemed to get frustrated and started to talk over me. I was only trying to help clarify in the "blank" space that was in the lesson and to clarify Lynisse's concern. While I understand that you are lead teaching, I will always engage in the lesson and fill in gaps when necessary to help move student understanding. Please understand that this is my only intention when I speak in class, and it isn't intended to undermine you but to ensure that our students are getting what they need in order to be successful. -Jessica Chambers English Department Head Air Force Academy High School "Soaring High and Making Marks" jjchambers1@cps.edu