Started the new quarter, and everyone warned me about the 8th graders I'd be
getting.
Having received the early word...I set up parameters for a preeminent strike
and frontline assault, initiated first with heavy textbook artilery and
orders to take no prisoners.
In fact...the first wave attack went so well, I wonder why my war generals
have not come up with such a battle plan in the past. The students were
dazed, some wondered what hit them? A few accused me of enacting a prison
system, but by week's end...I could tell that the majority of students were
relieved that the prime offenders were not going to be allowed to usurp
authority and take over the class.
By week's end...I am very pleased with the effort being put out, the more
serious atmosphere. By week's end, I was able to explain the atmosphere I
wanted and demanded that would ensure the environment for right brain
creative focus with optimum possible results.
I'm sure some of you have constructed such a battle plan...perhaps have even
shared it...but I wonder where my head was?
Oh...I have used various methods with varied success...but the textbook "I
will teach you how to study" approach rendered their defenses weak. I had a
small uprising attempt to outflank me, but reserved reinforcements quickly
quelched their meger effort.
Here's what I did....I have the text book "Art Talk"...and hardly ever use
it really, having been more frequently hands on with exceptions of history
lessons and such. I remembered a system for studying in college that I
didn't learn 'till about my junior year that took a blank sheet of paper,
drew a vertical line 2" from the left side of the paper. As you take in a
lecture or study a book, you sum up what you hear (but in this case...) what
you just read in one paragraph. Sum it up with one good sentence that will
remind you what that paragraph was about. Then, on the other side within
that 2" border area, you write one or two descriptive words of your summary
sentence.
That really gets them to think about what they are reading, and especially
so because they will have to characterize this with few words.
The beauty...is I will give them a test. They will not be able to use the
book, but will get to use their notes. Of course, in college...we didn't
get to use our notes, but this is all so new to them.
I begin each day's block with their hittn' the books for 15 minutes. We are
in chapter six on shapes and form.
During this time I am assessing their efforts to convince me they want to
begin hands-on. I let them know certainly that making art will be a
privilege to be earned in my room. If I am not convinced, I told them that
art can be book learned, or hands on learned and it is their choice. If
their privilege to work is not earned, I'll tack on an addition 5-10 minutes
or if necessary we'll use the whole period. It is possible to isolate one
table, and have that group work the text longer.
Amazing...the students began policing themselves. I began to see peer
pressure work within their ranks. One table this week initiated some
negative reaction, but the rest of the tables told them to be quiet and just
get to work. I have seen kids who thought it was fun sitting with trouble
makers now opt to sit elsewhere. Offenders are finding less pay off for
their offenses.
Now...if I have students that finish their work early, and especially if I
determine it is due to a lack of caring to do their best, they know that
what awaits them is the instruction to get their textbook back out and
continue on where they left off.
I have seen students go back, get their drawings/work back out of their
drawer and take it back to their table to put more work into it.
I have had a few teachers come into my room this week that had this group
this past quarter, and their eyes grew big to witness the civility and
studiousness.
I haven't done this before...not in many many years, so I don't know yet
what I don't know...but so far so good. The zone appears fortified, the
objectives appear to be well in sight.
