u/helpme7500

My principal is obsessed with all things Marzano this year.

How do your students annotate when the text you are reading is on the computer or when you are reading a novel?

Do you have them use notebook paper? graphic organizer?

If you have 45-60 minute classes, how do you structure your day?

Do you translate assignments into your students' native language?

Do you make them use translating tools (e.g. Google Translate) for themselves?

Edit to add: I teach Language Arts (8th). I have newcomers in my gen ed classes.

So... here we are. I have realized after my in-service week that more things will be expected of us because we can "just use ChatGPT".

I hate that phrase.

I have an unnatural anger that bubbles inside when a colleague (especially an administrator) tells me to "plug it into ChatGPT".

Do you know of any inexpensive programs that will give a reading level for students? My district did not repurchase iReady this year. As much as I hated the program, I did appreciate some of the data.

I have a 30-minute homeroom. According to my administrators, I am supposed to have some type of learning happening. The students should not use HR as "free" time. I don't have a problem with that, but the issue is that the students trickle in at different times. Some of them will be there for the entire 30 minutes while others will arrive with 0 minutes to spare. Honestly, no one else on my grade level gives work during homeroom, but I would like to try. I feel like the kids who are there for 10-30 minutes could be doing something other than playing on Chromebooks.

What activities would you suggest? Would you use the work for a grade? How would you handle the students who wouldn't have time to even start the assignment? Would you just go with the flow of the other teachers and ignore the mandate?

I teach 8th-grade ELA, so my homeroom is only 25% of the students that I teach. Whatever I do would not benefit the other students since they have different homeroom teachers.

Do you provide students with a syllabus (or similar type of document)? If so, what do you include? Also, what grade do you teach?

If so, what is it like? Beneficial? Waste of time? Goofy?

Update: This would be for faculty and staff not the students.

Which grammar rules do you require students to use? How do you hold them accountable?

These might be odd questions, but ...

Do you or any female teachers you work with wear blazers? If so, what grade level?

Do you think a blazer is too "old school"?

In a perfect world, do you think students should be able to identify all the parts of speech by the end of 5th grade?

Is it even important to identify the parts of speech?

Should grammar instruction be explicit and isolated? Should it only be taught in context with reading? Both?

How much time should we devote to grammar instruction?

Where do you start when the students (8th-graders) can't even identify a noun, but the curriculum assumes they already know the parts of speech?

What do you do when no other teachers in your department care about grammar? They don't teach it and don't want to talk about it in meetings.

Is it just "old" teachers who want to teach grammar?

These are just questions for discussion. Everything in me says that grammar is an important (missing) component of literacy, but no one else (at least at my school) seems to care. 90% of our focus is on reading because of the state test (no writing test in my state). What if spending time with grammar instruction actually helps with reading?

I am tired.

They are asking him questions about the Nancy Guthrie case like he is a lawyer or an investigator or something. He, in my opinion, is (at a minimum) an accomplice to a crime. Why should he have a say about NG's case? There is nothing even remotely similar to JonBenet's case. They...he found her body. It was in his house...all night.

My state is encouraging teachers to use AI. I had the eerie thought that I would be feeding my own replacement by using it. Am I just being paranoid?

I previewed the POP books on Amazon. They are really expensive! Does anyone have experience with the system? I teach 8th, but the students at my school have extremely poor writing and grammar skills. I feel like I would need the 1-5 and 6-8 books. I do get a supply stipend each year, but these would eat up a good portion of that money. Are they worth the money?

Do you assign homework for practicing vocabulary words? Do you require your students to study words for tests or quizzes?

Are your students required to keep a planner? If so, how do you manage it? Do you check it? What do you have them write each day? Is it helpful?

Have you noticed a certain age/grade when apathetic students become more serious about their education?

* I didn't know which flair to choose. I wish we had one for "general discussions".

I have been doing some soul searching about my grading practices. I want to make some changes for the upcoming year. One area that I always struggle with is giving completion or participation grades. How do you feel about completion grades? Are they fair? Do they hurt students in the long run? If you count participation, how to do you determine which behaviors to "grade"?

Right now, the only district mandated policies are the weight (60% for classwork, 40% for tests/projects), and I must have at least 4 assignments in the test/project category for each term.

I am looking for all perspectives.

BTW, I teach 8th grade

I have been doing some soul searching about my grading practices. I want to make some changes for the upcoming year. One area that I always struggle with is giving completion or participation grades. How do you feel about completion grades? Are they fair? Do they hurt students in the long run? If you count participation, how to do you determine which behaviors to "grade"?

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Right now, the only district mandated policies are the weight (60% for classwork, 40% for tests/projects) and I must have at least 4 assignments in the test/project category for each term.

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I am looking for all perspectives.

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BTW, I teach 8th grade