Yesterday we had another 2 hour long class that I thought went pretty well. Normally I would not be giving notes for as long as I did in that class, but I did not really see students looking around or losing interest because a lot of it was actually broken up. I know its true that the more excited I am the better they will listen so my interest in this might have helped that a little. The OPEC game went okay, I'm not sure it would easily be able to translate to a larger classroom, but if we study this in World History I might be able to find out. Since we had 10-15 mins at the end of that class I quickly went over the basic tenants of the Israel Palestine conflict so they would ready for the debate the next day. I'm actually really glad it worked out this way, because I did not have to spend any time with note taking or instruction today and we could focus on group dynamics.
Mike's main criticism the day before was the I do not have consistent bell ringers and I need to get better about that. Today I had a bell ringer up when they came in, and this did actually seem to work very well. I may toy with the idea of simply giving the students these questions instead of making them write them out along with the answers because it actually take up a lot more time than I thought it would.
The debates actually went really well. I had to constantly remind the students that everyone needed to have input and that they needed to speak. They did accomplish this task, but my biggest mistake was not telling them how I was going to grade it. I will probably give everyone 25 points for participation, because everyone did do the things that I had asked them to do. Putting on the board the schedule of how the debate will be run would have been better, but I did not think they would need that. Having the timer helped them which tells me that the constant reminders are good for them. Therefore, putting the instructions and the schedule of discussing/speaking would be great for them.
Next time I do this I will put Madison and Danielle in separate groups, because they are the most vocal people in the classroom. While Dylan is a little bit more intellectual at times, he does not like working with others as much as he likes working alone.
Mike asking the kids "how did it feel to do honors AP type things" seemed to really boost their confidence for the activity. I like pushing the kids to work on higher level, I just have to make sure every minute of the day is planned out in order for that to work. In the future I will also add a space where they can take notes on the other side's arguments because this was the most difficult part for them: refuting the arguments of the other side.
TODs were really awesome today. Turns out 2 or 3 of the kids got really fired up about this issue, and almost all of the answers to "Tell me a solution to this problem" were some semblance of the two state solution, which I will probably address at the beginning of class on Monday because I think its a really good thing that they are coming to this conclusion after being presented with both sides of the story and having to defend their arguments. I'm really proud of my students today and I will do this again with better instructions and possibly more difficult topics.
Friday, December 9, 2011
Wednesday, December 7, 2011
Middle East Day 1-3 Dec 7th
The first day of the Middle East lesson I was feeling a little under the weather, but this was actually not a huge problem since the students always spend the first day of a lesson filling out a map of the countries that we are going to be studying. I showed them a video from bizarre foods where the star was eating camel sausage and a few other things from the area. The connection I made was that they eat different things because they have different resources than we do. (farm-cows-burgers vs. desert-camels- camel sausage.) I played them some Arabic hip hop while they filled out their maps and gave them naan to eat while doing it. They loved the food and were semi interested in the music. Overall the day went well and the kids actually all finished their maps and most of them got full credit which is not something that has happened before. I will always give at least 40 mins to complete the maps because when they do them as homework they simply look like garbage.
Day 2 was fine as well, I began with a dice game that the kids asked for. I was actually really excited about this because it was the first time a student actually asked me to make something from a previous unit that they really liked and found helpful. Awesome moment for the day. The map quiz went overwhelmingly well, so for their actual test I will probably make the map portion fill in the blank. We had a short class today of only 55 mins so we only had time to finish the note guide after the map quiz and review were done. The class did drag a little bit, but I got some good practice lecturing and making connections to things that they already knew about like Neyland Stadium, etc.
Day 3- whew! this class was 2 hours long and we were in a conference room that did not have technology. However, I did the two activities from the day before (Crossing the Sahara, and the postcards) which both went very very well. I need to get better about making connections to the standards and objectives while doing activities/giving directions but other than that these went well.
-I gave the kids a stretch then we switched over to religions. I asked the kids to tell me a little bit about what they knew and gave them passages from each Holy Book. They only had to read one of the sheets and analyze them, and I really wish I had longer to do this because it helped identify words that they did not know, concepts that they did not understand, etc but since it was a type of jigsaw the kids were completely uninterested when I was not talking about their part. Note- this class cannot handle that on a bigger scale than the 15 min activity we did today..
- I gave them the creative artifact activity and assigned 3/4 people to each one that way all of them would not choose the ten commandments. I think that 5 of these will turn out really well and 3 of them will probably be worthless. I have trouble connecting to Coty and Jeromy since they typically take a long time to respond to things and I want to keep the class moving. However, this is rally not fair to them. I need to question them more and get them speaking out loud in class more often. When I have lower level questions I will try to remember to do this more in order to build their confidence.
*I did not get to do the puzzle activity, but this will have to wait for some other class, I know I'll be able to use it somewhere.
*Interesting note- When Zach drew someone that he "accidentally" made look like Hitler today he mentioned it and laughed a little then Dylan responded with "Oh it is because you're doing the Jewish one" I said "Dylan thats very inappropriate" and then about 5 minutes later talked to him about the work that he was doing so that we would still be on the same page. I still don't know if this was the exact right response, and since these kids VERY rarely give me anything to get upset at I do not have much practice handling these situations.
Tomorrow are notes on religion and OPEC. Pumped!
Day 2 was fine as well, I began with a dice game that the kids asked for. I was actually really excited about this because it was the first time a student actually asked me to make something from a previous unit that they really liked and found helpful. Awesome moment for the day. The map quiz went overwhelmingly well, so for their actual test I will probably make the map portion fill in the blank. We had a short class today of only 55 mins so we only had time to finish the note guide after the map quiz and review were done. The class did drag a little bit, but I got some good practice lecturing and making connections to things that they already knew about like Neyland Stadium, etc.
Day 3- whew! this class was 2 hours long and we were in a conference room that did not have technology. However, I did the two activities from the day before (Crossing the Sahara, and the postcards) which both went very very well. I need to get better about making connections to the standards and objectives while doing activities/giving directions but other than that these went well.
-I gave the kids a stretch then we switched over to religions. I asked the kids to tell me a little bit about what they knew and gave them passages from each Holy Book. They only had to read one of the sheets and analyze them, and I really wish I had longer to do this because it helped identify words that they did not know, concepts that they did not understand, etc but since it was a type of jigsaw the kids were completely uninterested when I was not talking about their part. Note- this class cannot handle that on a bigger scale than the 15 min activity we did today..
- I gave them the creative artifact activity and assigned 3/4 people to each one that way all of them would not choose the ten commandments. I think that 5 of these will turn out really well and 3 of them will probably be worthless. I have trouble connecting to Coty and Jeromy since they typically take a long time to respond to things and I want to keep the class moving. However, this is rally not fair to them. I need to question them more and get them speaking out loud in class more often. When I have lower level questions I will try to remember to do this more in order to build their confidence.
*I did not get to do the puzzle activity, but this will have to wait for some other class, I know I'll be able to use it somewhere.
*Interesting note- When Zach drew someone that he "accidentally" made look like Hitler today he mentioned it and laughed a little then Dylan responded with "Oh it is because you're doing the Jewish one" I said "Dylan thats very inappropriate" and then about 5 minutes later talked to him about the work that he was doing so that we would still be on the same page. I still don't know if this was the exact right response, and since these kids VERY rarely give me anything to get upset at I do not have much practice handling these situations.
Tomorrow are notes on religion and OPEC. Pumped!
Tuesday, November 22, 2011
Russia Unit Reflections
The Russia Unit has been completed!
At this point I'm really seeing that there is a difference between Geoglish and a normal Geography or history class. There were a lot of things that I would have liked to do involving communism or czarist Russia, but since the kids don't normally latch onto information that is high level, I cannot spend longer than 20 minutes on something that is not incredibly interesting to them. That's a bit tough to swallow because everything that I get blank stares from is typically stuff that I really like. For instance, I think that Stalin's paranoia is pretty fascinating. I tried to explain it the way I thought it sounded interesting, but the kids didn't get very excited until I actually discussed Stalin killing all of his friends. That being said, I did some reading type lessons during this unit and they actually did very well. I think they're growing onto my style a bit more and developing some great skills.
Heres a step by step of what happened and how I felt about it:
Day 1/2-
-Map coloring: went fine, but again 2 of the kids simply did not do their homework. I'm thinking harsher penalties need to be applied to the students that just blatantly refuse to follow through with their assignments.
-Climbing Mt. Elbrus: The kids loved this. Stolen straight from Dr. Hendricks, this really encouraged them to prioritize and get the main point of the day: Russia is cold and the main concern is always staying warm.
- Notes: The note guide I gave them worked just fine. They loved the video about Bear Grylls, but I did not know that it was 25 mins long. I really like the video itself and I think it helps them remember Siberia, but if I use this same video in the future then I'll probably edit it down to 15 mins (maybe cut out the dear carcass scene)
- Dice game: Went okay, but I need to find a way to make everyone participate all the time with these types of things.
Day 3-
- I got evaluated on this particular day, but I'll discuss that in the next post.
- The kids liked translating the alphabet, but the activity itself takes way too long for a hook, so when I redo it I will probably only give them 2 sentences in each language
- The presentation on the culture and leaders went just fine, their note taking is actually coming a long way with the exception of Logan, who continues to try and make the least amount of effort possible with anything he has to write down. He is a good kid, but I don't think school is really his top priority.
Day 4-
- The kids created their own communist society today, which actually went very well. Zach and Dylan were particularly creative, but some others were not. In the future I really need to emphasize in my directions that they need to show me that they understand the difference between a communist society and a democratic society, which I guess I did not do well enough given some of the responses I got.
- We ended the day taking a few notes and talking about the Cold War for the next day
Day 5-
- Butter Battle Book: Fabulous, they loved this. Definitely going to use it every time I open up a discussion about the Cold War
- Notes on the Cold War: These got a little bit boring, maybe I need to talk about the threat of atomic bombs a little bit more. I think the nature of the material makes it a little harder for kids to connect to. Perhaps including some more examples of hysteria in both the US and USSR would be more beneficial.
- Cubes: This process actually went well, but the kids were not incredibly creative with the pictures that they drew. Picture drawing is not turning out to be the magical awesome teacher tool that I thought it would be. So kids just genuinely don't like to draw, and those kids make up about half my class, so I don't want to become dependent upon it.
Letter to Bess: The kids read a primary source along with me one paragraph at a time. I had the students move to the back of the room and we analyzed it together bit by bit. I think next time I should pick either an easier piece or one that is not so long, because they were on board for about the first 15 minutes but then after that I really started to lose them.
*The ending test results were actually good, except for the map of Russia which I had to do some reteaching with. The average score was a 42/48 which is very high. I'm happy about this, but I think I need to make the tests more challenging next time. Making the matching section a little harder by having most of the words be related to one another instead of 20 terms that have nothing to do with each other seems like it would be a better way to measure if they actually learned the material. The map was a little bit different than the one they had before and that totally threw them off so I think I need to start saying things in 2 or 3 different ways per class period in order for the concept, not just the recall to stick.
*A few things need to be altered for the upcoming unit on the Middle East, but I think it will still be pretty boss.
At this point I'm really seeing that there is a difference between Geoglish and a normal Geography or history class. There were a lot of things that I would have liked to do involving communism or czarist Russia, but since the kids don't normally latch onto information that is high level, I cannot spend longer than 20 minutes on something that is not incredibly interesting to them. That's a bit tough to swallow because everything that I get blank stares from is typically stuff that I really like. For instance, I think that Stalin's paranoia is pretty fascinating. I tried to explain it the way I thought it sounded interesting, but the kids didn't get very excited until I actually discussed Stalin killing all of his friends. That being said, I did some reading type lessons during this unit and they actually did very well. I think they're growing onto my style a bit more and developing some great skills.
Heres a step by step of what happened and how I felt about it:
Day 1/2-
-Map coloring: went fine, but again 2 of the kids simply did not do their homework. I'm thinking harsher penalties need to be applied to the students that just blatantly refuse to follow through with their assignments.
-Climbing Mt. Elbrus: The kids loved this. Stolen straight from Dr. Hendricks, this really encouraged them to prioritize and get the main point of the day: Russia is cold and the main concern is always staying warm.
- Notes: The note guide I gave them worked just fine. They loved the video about Bear Grylls, but I did not know that it was 25 mins long. I really like the video itself and I think it helps them remember Siberia, but if I use this same video in the future then I'll probably edit it down to 15 mins (maybe cut out the dear carcass scene)
- Dice game: Went okay, but I need to find a way to make everyone participate all the time with these types of things.
Day 3-
- I got evaluated on this particular day, but I'll discuss that in the next post.
- The kids liked translating the alphabet, but the activity itself takes way too long for a hook, so when I redo it I will probably only give them 2 sentences in each language
- The presentation on the culture and leaders went just fine, their note taking is actually coming a long way with the exception of Logan, who continues to try and make the least amount of effort possible with anything he has to write down. He is a good kid, but I don't think school is really his top priority.
Day 4-
- The kids created their own communist society today, which actually went very well. Zach and Dylan were particularly creative, but some others were not. In the future I really need to emphasize in my directions that they need to show me that they understand the difference between a communist society and a democratic society, which I guess I did not do well enough given some of the responses I got.
- We ended the day taking a few notes and talking about the Cold War for the next day
Day 5-
- Butter Battle Book: Fabulous, they loved this. Definitely going to use it every time I open up a discussion about the Cold War
- Notes on the Cold War: These got a little bit boring, maybe I need to talk about the threat of atomic bombs a little bit more. I think the nature of the material makes it a little harder for kids to connect to. Perhaps including some more examples of hysteria in both the US and USSR would be more beneficial.
- Cubes: This process actually went well, but the kids were not incredibly creative with the pictures that they drew. Picture drawing is not turning out to be the magical awesome teacher tool that I thought it would be. So kids just genuinely don't like to draw, and those kids make up about half my class, so I don't want to become dependent upon it.
Letter to Bess: The kids read a primary source along with me one paragraph at a time. I had the students move to the back of the room and we analyzed it together bit by bit. I think next time I should pick either an easier piece or one that is not so long, because they were on board for about the first 15 minutes but then after that I really started to lose them.
*The ending test results were actually good, except for the map of Russia which I had to do some reteaching with. The average score was a 42/48 which is very high. I'm happy about this, but I think I need to make the tests more challenging next time. Making the matching section a little harder by having most of the words be related to one another instead of 20 terms that have nothing to do with each other seems like it would be a better way to measure if they actually learned the material. The map was a little bit different than the one they had before and that totally threw them off so I think I need to start saying things in 2 or 3 different ways per class period in order for the concept, not just the recall to stick.
*A few things need to be altered for the upcoming unit on the Middle East, but I think it will still be pretty boss.
Wednesday, October 19, 2011
Prezis 10/19
Last Wednesday I checked out the laptops from the library and made a project for the students. They were meant to work in pairs and each pair was given a country to research.
I went through the directions initially very quickly. I assumed that we could work out the details while we were working together, but I really need to get better at being clear at the very beginning about what we are supposed to be doing. The first day (Wednesday) that the students had laptops we did a tutorial about how to use the software. This seemed to go pretty well and I had an alright pace with the information.
When the students were told to start researching their countries, it became clear that they did not really knwo how to look for information. They had a very clear list of a few things that they needed to have in the presentation, however about half the groups were missing very simple key things that were on the rubric. Next time I do this I will go over the rubric very thoroughly so that the students understand exactly what we are doing.
The effort to work on the project outside of school was almost non existent. Students would only work during class, and the most successful group told me that they finished their in a class where they already had access to computers and some free time. I thought that for the first time doing a major project, this went pretty well. Very few of these students are good at presenting material in any form or fashion, and so the presentations themselves were not very good. However, they did do a good job for the most part of following the specific directions that I had given them.
Key note- everything that I discussed at great length got done. I was under the impression that they would read the directions on the guide that they were given, but I need to get better about being more specific.
Mike has encouraged me to try something once and accept that it is going to be below average. However, the second time that a class tries something it will probably work out a lot better. When we get to China or the Middle East I think that I might try something like this again.
I went through the directions initially very quickly. I assumed that we could work out the details while we were working together, but I really need to get better at being clear at the very beginning about what we are supposed to be doing. The first day (Wednesday) that the students had laptops we did a tutorial about how to use the software. This seemed to go pretty well and I had an alright pace with the information.
When the students were told to start researching their countries, it became clear that they did not really knwo how to look for information. They had a very clear list of a few things that they needed to have in the presentation, however about half the groups were missing very simple key things that were on the rubric. Next time I do this I will go over the rubric very thoroughly so that the students understand exactly what we are doing.
The effort to work on the project outside of school was almost non existent. Students would only work during class, and the most successful group told me that they finished their in a class where they already had access to computers and some free time. I thought that for the first time doing a major project, this went pretty well. Very few of these students are good at presenting material in any form or fashion, and so the presentations themselves were not very good. However, they did do a good job for the most part of following the specific directions that I had given them.
Key note- everything that I discussed at great length got done. I was under the impression that they would read the directions on the guide that they were given, but I need to get better about being more specific.
Mike has encouraged me to try something once and accept that it is going to be below average. However, the second time that a class tries something it will probably work out a lot better. When we get to China or the Middle East I think that I might try something like this again.
Tuesday, October 11, 2011
Make your own maps
Next year I would really like to use some type of make your own map activity at the beginning of the year.
Pictures such as "The Earth according to Americans"
and "The World as Seen from Ninth Street" are really funny and a good introduction to satire.
Not only could I gain insight into what kids already know about, but it was also be a fun artistic activity that many of them would probably enjoy.
Pictures such as "The Earth according to Americans"
and "The World as Seen from Ninth Street" are really funny and a good introduction to satire.
Not only could I gain insight into what kids already know about, but it was also be a fun artistic activity that many of them would probably enjoy.
Thursday, September 22, 2011
Industrial Revolution- Sept 22
Today we finished up the Protestant Reformation lesson using a Bell Ringer and a few mins to finish the rest of their materials from the day before. I took up the papers and despite telling them yesterday that I was going to take up these papers today, it seemed that not one of them had done extra work last night. Therefore I gave them some time to finish up today, and it helped a few of them.
We began with a journal entry about "what they were best at" and then went over some vocabulary words. As we were doing this, I got the students talking a little, but not as much as I would have liked. I'm going to have to think of a different way to do an anticipation guide type of activity when were dealing with vocabulary that is on a high level.
The notes went pretty well, and they did not have a note guide this time. Although they did have a list of key words and key people. Still interacting well with the students as far as questions go, but when it comes to a narrative style of lecture I'm not so good at that. I don't know if that is better or not. I suppose that depends on the type of lecture/activities that I am doing.
At the end of the notes I had them talk about partnerships and then get into groups to work on the build a business plan. This is where I made my biggest mistake of the day. I allowed them to work with their seat partners, and Dominic, Zach, and Coty ended up together. While the other pairs were talking about their ideas and being vocal, the three of them just sat there unphased by the fact that they may be on a time crunch. I had to prod them a few times and they eventually did start working, but I will have to make sure to strategically group every time from now on, because I don't feel like it was fair for me to do that to them. They will present with everyone else, but I feel like it won't be up to par. I could be wrong, and they might think about it over the weekend, but we'll have to see on Monday.
Things that need work:
- The SN presentation was okay, but it could use some more fun fonts- note- make better fonts for the Russia presentations
- The journal about what they are best at could have been discussed a little further and connected more at the beginning so it would make more sense at the end.
- Depending on the class, having an actual note guide might be a good thing. This way of introducing vocabulary only went so so
- I made a typo on the Business Model rubric and put no points for the presentation. I will have to make new rubrics for Monday.
- Music was playing during their business plan time, but I need more time for them to work and a bigger variety of music. Coldplay is going to get old fast.
- Still need to find a balance between telling them the history that interests me and covering just the basics for geography- not awesome at this and it hurts my time management.
We began with a journal entry about "what they were best at" and then went over some vocabulary words. As we were doing this, I got the students talking a little, but not as much as I would have liked. I'm going to have to think of a different way to do an anticipation guide type of activity when were dealing with vocabulary that is on a high level.
The notes went pretty well, and they did not have a note guide this time. Although they did have a list of key words and key people. Still interacting well with the students as far as questions go, but when it comes to a narrative style of lecture I'm not so good at that. I don't know if that is better or not. I suppose that depends on the type of lecture/activities that I am doing.
At the end of the notes I had them talk about partnerships and then get into groups to work on the build a business plan. This is where I made my biggest mistake of the day. I allowed them to work with their seat partners, and Dominic, Zach, and Coty ended up together. While the other pairs were talking about their ideas and being vocal, the three of them just sat there unphased by the fact that they may be on a time crunch. I had to prod them a few times and they eventually did start working, but I will have to make sure to strategically group every time from now on, because I don't feel like it was fair for me to do that to them. They will present with everyone else, but I feel like it won't be up to par. I could be wrong, and they might think about it over the weekend, but we'll have to see on Monday.
Things that need work:
- The SN presentation was okay, but it could use some more fun fonts- note- make better fonts for the Russia presentations
- The journal about what they are best at could have been discussed a little further and connected more at the beginning so it would make more sense at the end.
- Depending on the class, having an actual note guide might be a good thing. This way of introducing vocabulary only went so so
- I made a typo on the Business Model rubric and put no points for the presentation. I will have to make new rubrics for Monday.
- Music was playing during their business plan time, but I need more time for them to work and a bigger variety of music. Coldplay is going to get old fast.
- Still need to find a balance between telling them the history that interests me and covering just the basics for geography- not awesome at this and it hurts my time management.
Tuesday, September 20, 2011
Protestant Reformation- Sept 20
This morning at 730 we had our first Breakfast Bonanza where three different teachers gave us a few different tips on what to use in the classroom. I would really like to incorporate sound into my presentations, so that will probably be the one that I will use the most. I will also use the website we were given to look up a few templates on the Smartboard that I can use for games.
Since I was planning on beginning the Protestant Reformation and the giving the Europe Map quiz today, I got here a little early this morning to set up the carousel activity, but then Mike told me that the class was only going to last about 40 minutes today, so I had to adjust. I decided I would give the Map quiz, do the opener, and get through as much of the notes as we could.
As the students came in I gave them back their maps or told them that they needed to get their maps out from the day before and study them because we would be having a quiz. We reviewed together and I had several people come up to the board and label things that I knew would be on the test. They then had about 2 minutes to look over a little more. They took the test and everyone completed in about 12 minutes and no one seemed to have much trouble. I had to clarify a few things, but I don't think that I will alter the test the next time I use it.
I took up the tests as the students finished, and once everyone was done I passed out the Purchase Points activity. I told the students this was a letter from the administration and asked for reactions. Some of them jumped up and said that this was awesome and fair because it would mean less work. I was not quite expecting that level of immaturity but I guess with Freshman that is something that I will have to factor in next time I do an activity like that. I did get them back to the point that this can be connected to indulgences eventually by relying heavily on Madison, who has no problem at all answering questions when I need it.
I passed out the note guide and we got through about 5 or 6 slides before the bell rang. I felt like I did a good job of checking for understanding and making them repeat key phrases when there was an important vocab word, but we did run out of time and they had to leave.
Things to change:
- The map might need to be fixed a little
- I should use a timer when giving a quiz
- The Purchase Points activity could be an okay closer as well as an opener
- I am apparently getting too into the history and need more geography in my lessons
- I still have not found a way to reach Cody- he did fine on the quiz, but is still unorganized and not steller at homework or class discussions.
- Time management probably needs to improve as well, I can't keep letting my one day lesson plans get pushed into two because that will add up very quickly
Since I was planning on beginning the Protestant Reformation and the giving the Europe Map quiz today, I got here a little early this morning to set up the carousel activity, but then Mike told me that the class was only going to last about 40 minutes today, so I had to adjust. I decided I would give the Map quiz, do the opener, and get through as much of the notes as we could.
As the students came in I gave them back their maps or told them that they needed to get their maps out from the day before and study them because we would be having a quiz. We reviewed together and I had several people come up to the board and label things that I knew would be on the test. They then had about 2 minutes to look over a little more. They took the test and everyone completed in about 12 minutes and no one seemed to have much trouble. I had to clarify a few things, but I don't think that I will alter the test the next time I use it.
I took up the tests as the students finished, and once everyone was done I passed out the Purchase Points activity. I told the students this was a letter from the administration and asked for reactions. Some of them jumped up and said that this was awesome and fair because it would mean less work. I was not quite expecting that level of immaturity but I guess with Freshman that is something that I will have to factor in next time I do an activity like that. I did get them back to the point that this can be connected to indulgences eventually by relying heavily on Madison, who has no problem at all answering questions when I need it.
I passed out the note guide and we got through about 5 or 6 slides before the bell rang. I felt like I did a good job of checking for understanding and making them repeat key phrases when there was an important vocab word, but we did run out of time and they had to leave.
Things to change:
- The map might need to be fixed a little
- I should use a timer when giving a quiz
- The Purchase Points activity could be an okay closer as well as an opener
- I am apparently getting too into the history and need more geography in my lessons
- I still have not found a way to reach Cody- he did fine on the quiz, but is still unorganized and not steller at homework or class discussions.
- Time management probably needs to improve as well, I can't keep letting my one day lesson plans get pushed into two because that will add up very quickly
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