|Hot honey-lemon made with fresh squeezed lemon, |
fresh grated ginger, and honey
in the cheeriest of all mugs.
My students are kind, wonderful kids. I tell substitutes that right up front. I believe they need to know they are stepping into a classroom where students are cared for, where students will make their day, if they let them. One of my eleventh graders, for instance, baked cupcakes for a substitute I had in November. Seriously. It was the substitute's birthday, so she celebrated her. Those are the kinds of students I have this year. They amaze me every day.
Figuring out what students can do without me feels like a balancing act. Much of it tends toward practice of things we've already done together: annotating, questioning text, collecting vocabulary, reading, responding. We've been investigating elements of argument (appeals, fallacies, propaganda techniques) in my ninth grade classes and analyzing those same elements in my eleventh grade class. We've been working around a fast food, nutrition theme, so students have done quite a bit of reading, annotating, and response writing since I've been out.
How do you keep students working forward while you are out of the classroom? What sorts of assignments or activities keep students engaged in meaningful work? Do you leave the substitute instructions for using technology that's in your room? I've been wondering about how to enable a substitute's use of the document camera, laptop and LCD.
I'm hoping to have my voice back and be well enough to get back to class on Tuesday. Today, I have a frog-ghost voice, a voice that implies football fanaticism, a voice I'm trying to bring back with hot lemon juice and honey. I'm grateful that this kind of sick only happens every five years or so.
Here's what my students are doing tomorrow.