New Teacher Needs Lesson Advice

[ReadWriteThink]

Hello, I'm a new teacher and have found that my lessons are at times short. Sometimes this is my fault because I go through the lessons too quickly, and othertimes the students decide that it's time to pack up a few minutes before the bell rings. My principle does not like to have wasted time in the classroom and has been known to write teachers up for this "deadtime." So, I have decided that I need "filler" lessons to finish the period out but need some idea's. Ideally, it would be great if I could find lessons that correlate with my lesson theme. Does anyone have any idea's that I could utilize? I teach 11th grade English. Thank you very much!!!! :)

[Chef Dave]

I teach grades 9-12 and our building administrator has a similar policy.

Play pictionary. Choose one student. Give that student a prepared card. Have that person illustrate the concept or item on the board while the rest of the class tries to guess what it is.

Do the same thing using pantomime.

Have students identify parts of speech.

Diagram sentences.

Have students use a Venn Diagram to compare contrast two characters in a novel your class has been reading.

Identify grammatical mistakes in a given passage.

Identify persuasive elements of a given paragraph.

[busbus]

Hello ReadWriteThink,

Before considering "filler" lessons, why don't you go back to the "drawing board" and begin scripting your original lesson plan. Create an agenda. How much time will you spend on each segment of your lesson? So that you and your students will be on the same page, put the agenda on the board.

Whatever your block of time, make sure that you have the students busy on meaningful learning activities. Your lessons should have a beginning, a middle and an end. Are your standards and objectives on the board? Are you beginning with a "Do Now" activity for the students to do before the actual lesson. Do they know the objectives of the lesson? This is something that you can begin with after finishing the about five-minute "Do Now" activity. What kind of lesson are you presenting? Introductory? Continuation? Culminating?

How are you grouping the students for each segment of your lesson? There should be a purpose for the grouping. What is a reasonable amount of time needed for the activity? What are the students going to do next? Why?

Each segment of your lesson should be purposefully planned and given a reasonable amount of time for completion. Therefore, if you script the lesson, you know that it will take the entire period.

One way of ending a lesson is to go back to the beginning objectives - Did we meet our objectives? Have the students to identify one thing that they learned and one thing where they are unsure of. Whatever way that you close the lesson, it should be some kind of assessment. It should tie everything together. It should be a closure.

Lastly, students do not start packing up for dismissal. You are in charge and you tell them when you want them to prepare for dismissal. What are your procedures?

It's good to have some "filler" lessons; but, if it is a 45 minute period or a block of 90 or more minutes, you should be filling it with activities that address your standards, objectives, frameworks and timeline.

[sgaestel]

I too teach junior English, and I overplan! It seems like I never have enough class time!
One thing that I do always have, though, is a journal entry for my students in case we finish a little early.
I tell them in the beginning of the year that they will have journals, and depending upon the week it could be one entry or five entries.
It's always good to have them writing.
If my students start packing up before they're allowed to do so, I hold them after the bell rings. I have been known to hold them for up to a minute. Usually, after once or twice, they know the drill.
I agree with busbus...you usually shouldn't need filler lessons. There is so much literature to get through in junior English, they should have PLENTY to do!
What are you guys studying now? We are working on our research papers and finishing up with Puritanism...
Unlike other teachers in the school, I have my students working on other things beside their research papers, so they always have things to be working on!

[jsfowler]

I totally agree with busbus and sgaestel. When you design your lesson - overplan!! If you DO have extra time, allow them to work on a project that is coming up. For example, I have a project list that goes with each unit. When we have time, we discuss those projects and students can work on them in class. I also like the journal idea...I mean, it is English so let them write about a real-world topic that is affecting their life. I know many of you will cringe at my next statement, but it could fill in some time...grammar mini-lesson. Always have 3 or 4 ready that each last 10-15 minutes. When you have free time, pull them out and begin teaching. I hate teaching grammar by itself but 10-15 minute reviews could be helpful.

[MsCoffeeLover]

I also agree with busbus, jsfowler, and sgaestel.

How long are your classes? The opening activity/bell work is essential and counts as a grade for my kids. Fillers can be helpful, but there are other things you can count as a grade.

Even if the lesson is done, shouldn't the kids have something to read with them at all times? Are reading logs not done in high school? Is that considered too "childish" for high schoolers?

When you teach something, how much time is devoted to the application of the concept? How much time have you alloted to reading each day? Journaling is always excellent. When I taught language arts, the kids had a statement they had to write about every single day, and they had to have a certain number of sentences.

Our school is big on teaching stems? Is that done in high school or does it stop at the middle school level?

Busbus is a teacher coach, and her advice was spot on.

Still, if you let us know the things you do on a daily basis, times, or an example lesson, we would be more than happy to offer a few extensions or enhancements to maximize the day.

That is what this place is all about!!

Also, it helps to be thankful that you can teach with time to spare. There are many classroom behaviors that are so challenging that just getting one concept done is a miracle.

In agreement with the others, students do not dismiss class--YOU DO!

[sgaestel]

I totally agree with busbus and sgaestel. When you design your lesson - overplan!! If you DO have extra time, allow them to work on a project that is coming up. For example, I have a project list that goes with each unit. When we have time, we discuss those projects and students can work on them in class. I also like the journal idea...I mean, it is English so let them write about a real-world topic that is affecting their life. I know many of you will cringe at my next statement, but it could fill in some time...grammar mini-lesson. Always have 3 or 4 ready that each last 10-15 minutes. When you have free time, pull them out and begin teaching. I hate teaching grammar by itself but 10-15 minute reviews could be helpful.

Grammar SHOULD be taught in an English classroom! My classes (when not working on their research papers...dear God I can not wait until these are finished) always do a grammar warmup, right in the beginning of class. After we finish with these research papers we are going to be diagramming sentences, since only two of our English teachers are doing that with their classes, and I'm one of them. That takes about 15 minutes, sometimes 20 if it's a difficult lesson. Then we get into the meat of that lesson, could be some notes, reading stories, responding, doing a project; that takes quite a while. The journal at the end they sometimes have to finish at home!
I will say though from my experience teaching junior English is far different from teaching freshman English. I am not constantly up there teaching, more like facilitating at times. They do a lot of their learning on their own at this level...as they should. Your principal should know that just because you are not standing in front of the class lecturing, doesn't mean your kids aren't doing anything!

[jsfowler]

I have taught language arts in the past and I had a definite daily routine - 10-15 minutes of grammar (DOL), 20-30 minutes of skills (reading and/or writing), then 30-40 minutes of practicing that skill (reading short story/novel) or writing for their portfolio. With as such as is expected from language arts - grammar, spelling, reading, writing, and even drama at my school - I cannot imagine having free time. Some days I substituted journal writing for grammar if there were no major mistakes that needed to be corrected in their writings.

[ReadWriteThink]

I should have mentioned that I am still am still student teaching and CT share different idea's on how to run the classroom. I read all of the reply's and agree that I should overplan to aleviate the problem but my CT feels that is too much work is too much for the students. It isn't. Also, the issue with the kids putting their material away was a precedence set at the beginning of the year and I have put my foot down and told them to work to the bell but it is easier said than done at this point because they are used to getting away with this behavior. It isn't my classroom and I've been told as much. After thinking all weekend about Friday's class, I thinki it is best to overplan without announcing it. This way if the principal pops in then I won't be in trouble and the kids are using their time wisely. Thank you for all of your input and suggestions!!! :)

[Miss T]

Talk to your CT. Tell him/her that you need to practice teaching bell to bell so that you get used to it. Ask him or her if they have any suggestions about what to do. Journal writing is a great idea too- that way you could even collect them and go over mistakes like jsfowler said. Also, outslips are great ways to wrap up classes- write down a question the students have to answer before they leave. It's their ticket out of the classroom. It's a mini-writing sample, and it may give you an idea of where to start the next day.