September 7, 2011 is the first day of school. I like to keep it simple and direct the first day so the students know that they are at work and not here to play. I am lucky in that the new seventh graders have been warned from either siblings or their sixth grade teachers that no nonsense is permitted in Mr. Moser's class, or actually any of the seventh grade team.
A seating chart is an absolute necessity to let the students know that I am in charge from day one. When the students come in they will write everything they would find at Disneyland to prepare for an archeology project, "Disneyland Redux, 3011" that I will explain tomorrow.
I always begin the new year with a film clip from "Remember the Titans" when Denzel Washington introduces himself to the football team. "This is no democracy. It is a dictatorship! I am the law!" I then pause before giving my one rule for the class "The classroom is a place of work and students will do only what furthers the work that needs to be accomplished, the learning of history."
My class is based simple procedures for coming into the classroom, turning in work, and leaving the classroom. Work is always turned in the same box in my class, never to me, and before the bell rings. The students are told that the clock and bell in my classroom are none of their business, but for my use, and they need to work until I tell them to clean up, and never even think about leaving until I tell them to. Reactions to the bell are not acceptable, but must look to the teacher. The only other important procedure or gesture in my classroom is that when I raise my hand, the student get silent and look at me, immediately.
We will go over the class letter briefly, to tell them that we are going to be studying medieval history and have them look at work examples from last year that are still on the wall. They get an idea of the quality that I expect. However, I prefer to have the subject unfold during the year as they do the projects and participate in the discussions that help them become apprentice historians.
Tuesday, September 6, 2011
Wednesday, August 31, 2011
Ode to M.A.N.A.G.E.M.E.N.T.
This is poem on classroom management. Mitchell in the poem was my professor on classroom management at CSUDH. He was a strong personality who really took charge of the classroom and offered a model for me to follow. This is how I summarized my ideas on how to effectively manage a class. I will include the commentaries on the verses periodically.
Ode to
M.A.N.A.G.E.M.E.N.T.
Good M.A.N.A.G.E.M.E.N.T. is what we all do seek,
Therefore we meet here every other week.
Modeling, is first item on the list.
Do as I do, teaching not to be missed.
Assertive I messages to teach rules,
Treat students as people, please not as fools.
No, no, no, no is what the rules all say,
Instead, tell students, “Yes, you can,” “Yes, you may.”
Always stay calm, cool, never ever yell,
Under control, focused, the students can tell.
Good of the class, all the students should think,
“From my duty to help, I will not shrink.”
Environmental control, positive
Arena in which to study and live.
Monitoring, watching, being there,
Keeping them busy, showing them you care.
Exactly what’s happening, all should know
Tell them the plan, now class let’s go, go, go, go.
Non-verbal cues, here a nod, there a smile
You remain in charge, though quiet a while.
Talking alone, for silence you must wait,
Then you speak and open the learning gate.
M.A.N.A.G.E.M.E.N.T., for every teacher a must,
Raise your right hand, the oath “In Mitchell we trust.”
Tuesday, August 30, 2011
Seventh Grade California History Standards - Medieval World History
7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.
7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
7.9 Students analyze the historical developments of the Reformation.
7.10 Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions.
7.11 Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).
Creative History - The Beginning
This blog is dedicated to turning the teaching of history into the creative endeavor that it should be. Without a creative understanding of history, students are denied an understanding not only of the past, but of the present and their own future. When school begins, I will be giving daily reports on what I am teaching my students in Medieval World history including projects that can be used by all teachers to help their students toward a deeper understanding of world history. I will also be showing examples of student projects to show how students' creativity can be utilized enhance the study of history.
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