Funday Friday?

So, my students worked up to their Funday Fridays, all with the exception of my 5th hour. However, they have to take a 3 question mini-quiz, and listen to me read before getting free time. The questions on the quiz are:

1. What does reading in the reading center look like?

2. When you are done with a book, what should you do next?

3. Why are you not supposed to move the headphones or unplug them?

I tell them, "Since everyone seems to be having issues reading in the reading center, I've decided that the only way to get in some reading time is to read to you for five minutes. If you don't like this, considering that it's taking up your Funday Friday time, perhaps you should start reading in the reading center. Otherwise, start expecting this on Fridays."

Second and third hour took it like champs. They took the quiz, and nodded their head and agreed that they deserved to be read to since they couldn't read in the reading center. Jose M. timed me on his watch for exactly 5 minutes. Second hour was great, chatting about the book afterwards and then getting their freetime, being quiet and doing exactly what I wanted them to do.

Third hour fought the reading time a little more, but once I started really got into it. Daniel M. came over to watch my finger move as I read (I started to trail with my finger once Daniel got up to watch). Once he got up, Michael then moved right in front of me and sat down. Charles then slowly got up and positioned himself next to Michael; all three boys are my biggest troublemakers, and all three were completely enraptured in "Confessions of a Teenage Drama Queen." They even made comments to one another as I read ("Al Pacino! That's Scarface, dude! Oh man, Scarface!" It was wonderful. I then played Uno with Daniel while helping Estherlin with her mini quiz (she can't read nor write), and Michael came over to play with us. It was very peaceful and fun, and the boys kept saying, "Oh Ms. Franklin, I'm so sorry for doing this but... draw four/reverse/skip." We had some good laughs, and Michael did a good job of keeping his comments to himself.

Fifth hour, Laurencia and I are revamping. They are my lowest group, barely able to read "See Spot Run." They can't form sentences in the written word, and get very discouraged and upset with Read180. Not to mention the fact that they are all self-contained and have an awful teacher who I shall call Mrs. Slow. I'm pretty positive that if she tested for it, she would have a very severe mental disability. She takes out a lot of her frustrations on her students, calling them names such as "retard" and yesterday she yelled and apparently called a boy "bitch". We're trying to get her fired by gathering as much incriminating data on her (as if the fact that her students can't read and write after being with her an entire semester shouldn't be incriminating enough!!). Laurencia rocked that classroom. I wish I could be as good, as self-assured, and as amazing as she is with the students. She told me that from now on she's going to be with me during 5th hour so that we can get their reading scores up together. It's going to be great getting to teach along with her.

Seventh hour... I just don't know what to do with them. They're my research group, and they're just far too comfortable in my classroom. They're mostly 6th graders, and they're just nothing but drama, drama, d-r-a-m-a. They're too loud and rambunctious for Funday Friday, so I'm going to have to start structuring it a little more for them. They can't handle the freetime. They balked at the reading today as well, while my other classes took it easily eventually. These guys talked during it, and I constantly had to ask them to stop talking and pay attention for the very short 5 minute span. I was disappointed to say in the least. I then took away special privilages during their freetime, because they did deserve some for doing well this week.

Other than that, I'm so sick of reading about these freaking immigrants, and the kids are too. They keep saying, "Didn't we already FINISH this!? I'm tired of hearing about immigrants!" I just want to move forward, but that's just not happening because they just can't handle getting things accomplished quickly.

I have noticed something very interesting though. They are beginning to really get into the Read180 program on the computer, and the kids are loving hearing themselves recorded, and spelling. Several times the students have said during transition periods, "Nooooo, can I please just finish this spelling thing! I want to spell this!" Or if they could just stay in the writing center with me and finish the packet (I photocopied the rBook for them to be able to write and circle main idea and details). They completely dislike the reading center, and I understand only because it's hard to like something that gives you trouble.

Laurencia told me that I've changed since first semester. She said that I have better classroom management now, and that the kids are responding differently to me than before. She noticed that I'm not as burned out or crying all of the time, like I used to be. I've still cried about stuff, but I'm doing my best to let it go as soon as I sign out and leave my keys in the basket. I think, though, that it's backfiring on me because I have been waking up at night a lot full of anxiety, and having dreams about the children. So while I tamp it down and ignore it while awake, I believe that it's coming through to my dreams and as a result I've not been sleeping well.