I completed teaching my first quarter of sixth grade science on Friday, September 25.
Honestly, the transition itself wasn’t nearly as hard as I expected it to be. The first day of school I was more nervous than anything in my entire LIFE and at this point I am clueless as to why I was terrified in the first place — maybe because they’re bigger than me? Regardless, I’m realizing that sixth graders are basically big third graders with more emotions, and you know what? I love it.
The biggest and most difficult transition for me was, hands-down, the copious amounts of grading. I think in part I was overcompensating since I had zero concept of how many grades I should have for the quarter, and that ran me into a pretty deep hole by the end of the nine weeks. All I was doing in my free time was grading (well, grading and watching The Wire sometimes…) and it was driving me to tears some nights.
I’ve worked in a classroom without a TA before, but what’s different is that now I have nearly 100 students as opposed to my 26 that I kept all day in Durham. 100 students, no TA to help grade, and a desperate need for copious amounts of coffee to manage the morning after few hours of sleep the night before (because of this, I should probably invest in stock with Bean Traders down the road from my apartment).
I’m already planning my amendment of this for quarter two, and it’s pretty simple: don’t grade as many assignments. I’m also going to start using some quick quizzes with Google Forms (all hail Google) and use an app called Flubaroo to grade them for me — then, all my data is already in a nice spreadsheet that can be turned into graphs! And there’s color-coding! And YAY!
Another thing that was hard, and it was more of just a growing pain, was that I felt myself teaching differently. I still used technology and we still talked about vocabulary, but it was in a very different way than I am used to. I realized that I didn’t really read with my kids as much as I would have liked, and I didn’t focus on vocabulary as much as usual. I didn’t do TPR with them and my “word wall” was really lacking because of the wall space I have in my classroom.
I’m not accustomed to teaching in a classroom that…isn’t really a classroom. The wall space is limited and inconvenient for students to access with cabinets and sinks standing in their way to the wall; shelves take up nearly the entire length of one of my walls which leaves little room to hang student work or academic aid.
World, I need y’all to know that I geeked out SO HARD when I found out I was teaching in a lab, but this is foreign territory for a former third grade teacher. In my last classroom, my walls were donned with exceptional environmental print (100% biased since I made everything that went up on my walls) and vocabulary with pictorial and TPR support was abundant. I read books and articles with my students about the science topics we were learning and we had discussions about those things.
I realize that middle school teaching probably should be a little different than what I did in elementary school, but I also see so much value in holding onto some of my elementary principles for my middle school classroom.
Next quarter, I’m going to do a word wall with words/pictures paper clipped to the blinds of the windows where my students have the best access. I was initially apprehensive to do TRP with middle schoolers because I wasn’t sure if they would buy into the concept of hand motions for words, but I’m going to do it and get really hype about it, since the hype factor is a big thing for some of the kids who think they’re “too cool for school” (who even came up with that phrase? School is the coolest!). I will be even more intentional about vocabulary.
I’ve also been on a serious hunt for some middle school science books, fiction or nonfiction, to help teach our next unit concept. Since we’re studying Earth, I thought it could be neat to read through parts of Journey to the Center of the Earth by Jules Verne and kind of “mythbust” the science in the story. I see books as a way to rope students into science who might not be instantly turned on by it, especially if it’s a topic that might not interest them right off the bat.
It’s kind of strange not doing small group instruction in my former blended learning model from last year…though I’m working on that concept with a fellow teacher on my team for a little teaching experiment with our kids in November.
Planning didn’t feel too overwhelming, but then again I was teaching concepts I was already pretty familiar with. Our first unit, which lasted the entire first quarter, was about plants and ecosystems; these topics are also taught in third grade, so I was able to just scale up some activities for my middle school babies (can I still call them babies if they’re all a foot taller than me?). Our next unit about the lithosphere and Earth structure might be a little more of a challenge since that wasn’t a third grade science topic I’ve been used to teaching, but regardless I’m looking forward to brushing up on my geology skills (insert the assistance of my geology-major brother here)!
I spent a decent amount of time last quarter
grading learning about this new school and how middle school works on a large scale level, but I think I kind of get it now. I’ll continue to learn this upcoming quarter, but I’m excited to implement a little more of what I know is best for kids from my elementary experience. I’m thankful for teammates who are open to cross-curricular collaboration and students who are willing to take any academic plunge with me. These kids seriously stepped up their game toward the end of our first unit with their big project and I was wildly impressed with them.
I’m so grateful for these growing pains. When I first started thinking about the things that didn’t work out the way I wanted them to, I got kind of frustrated; as I continued to think about those things, I saw a window of opportunity to learn more about a practice which I knew so much about at a different grade level. This experience is challenging me in a way I’ve longed for, and I can tell that by the end of the year I will have grown immensely, and THAT is always a plus.
What’s been something you’ve been growing with lately? For my traditional calendar friends, I know y’all are only halfway through first quarter — anything you’d like to implement before the nine weeks are over!?