Starting out.


Almost 3/4 through my first year teaching, I think it’s time that I follow the trend of starting my own blog for reflection.  I teach both Spanish and English (at both middle and high school levels) at a small public school in southwest Michigan called White Pigeon.  In Spanish, I am doing my best to use the TPRS method (doesn’t always seem to be working…), so I got the idea to start a blog from the ones that I follow: Kristy Placido, Martina Bex, and Carrie Toth.  Unfortunately, I don’t think mine will be anywhere near the resource to anyone as theirs are, but I might as well give it a try!

With ACT/MME testing coming up on Tuesday, Wednesday, and Thursday this week at our school, I only get to see each of my classes three times.  I’m really struggling with what to teach and how to effectively use those days.  I made a really cool hamburger-look-a-like graphic organizer so that my English 8 kids can write a compare/contrast essay ( I see them Monday, Thursday, and Friday), and my English 7s are reading Roll of Thunder, Hear My Cry, so making guided reading worksheets made sense there (also Monday, Thursday, and Friday classes), but I’m still stuck as to what to teach my Spanish classes (yeah, I know, 7pm on a Sunday and I still don’t know what I’m doing on Monday morning.  I’m a first year teacher with 5 different preps in the 6 hours that I teach, so this is embarrassingly normal.)  I was tempted to make a “Common Errors” guide and then ask them to write a story in their time off, being sure not to commit those errors, but that just feels like too much grammar.  However, I see way too many students writing things like, “él tienes una problema” *cringe*.  I am trying not to be bothered by the grammar, and normally can shrug it off, but reading that probably 35 times in the 62 monster project stories that I graded this weekend show that I need to do some kind of pop up.  Do I try to do it within the context of a comprehensible story this week?  Not seeing them for so many consecutive days makes me wonder if its worth that.  Also, I feel like we’ve done those stories and they still struggle– is it because they know their timed writings are not yet graded for grammar, so they don’t pay attention to that as much as they do to the words?

¡Tengo mucho en que debo pensar, pero no tengo mucho tiempo!