[bryan.bernacki]

in reply to: 5.6 Choice Board Peer Review #18273

I like the way you make learning the vocabulary set more interesting… and have THEM do the work in investigating.

[bryan.bernacki]

in reply to: 5.6 Choice Board Peer Review #18272

This is awesome. I have students read a book of their choice too, and this goes past just the normal “boring essay.” Well done.

[bryan.bernacki]

in reply to: 5.6 Choice Board Peer Review #18271

Link to Choice Board: https://docs.google.com/document/d/1RwFiHNuIiwZCXtHcsrhW6lWigtw1ln-EfKLucLWzZ_Q/edit?usp=drive_link

[bryan.bernacki]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #18270

Absolutely. In many of my emails to parents of struggling students, I always encourage them to have the student let me know if they need something or if an issue is bothering them. I always start the year with this comment in the classroom and an email to parents, and I try to reinforce it during the year.

[bryan.bernacki]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #18269

Great idea. Normally I only utilize parents for praise or scolding if student does something wrong. Being more proactive with these parents will hopefully ensure they “make” their student more vocal with me if they need something or if I am not following their IEP/504 correctly.

[bryan.bernacki]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #18267

• This reply was modified 1 month ago by bryan.bernacki.

[bryan.bernacki]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #18266

What is, or what do you think will be your biggest challenge when it comes to supporting ELL, IEP, and 504 learners in your online classroom?

I will give two challenges. The first is remembering they have one. I like to treat all my students the same, and challenge those with these learning plans to meet the class where they are. Too often students get over-reliant on these plans and use them as a permanent crutch. And my memory gets foggy, so I will need to create a go-to quick list of those who have plans to remind myself.

The other challenge will be trying to be creative while making it fair for everyone. Yes, I can give extended time, but in a setting where they cannot be observed, there is an opportunity for cheating to occur. Ensuring students know how to use the LMS (text read-aloud, etc) will also be important so students take advantage of their accommodations. Encouraging open communication so the student tells me they need something will also be critical.

[bryan.bernacki]

in reply to: 5.2 Supporting Diverse Students #18265

Yes, you are so correct. Two years ago, I had a senior at a 4th-grade reading level. That should be an embarrassment to every teacher that student had before he got to me. I did what I could with him- encouraging him to write more and more often, but there is only so much we can do at the high school level if students are passed along year to year. No Child Left Behind may be the worst law ever written. If students were concerned they might actually be left behind, they and their parents might take a more active role in education, if for no other reason than to not be embarrassed that their friends advanced a grade while they did not.

[bryan.bernacki]

in reply to: 5.2 Supporting Diverse Students #18264

Totally agree with the socialization comment. They would rather text a friend than spend time with them in person. I always chirp at my students to put themselves out there, put down the phone (especially in class), and go old-school by doing more in person.

[bryan.bernacki]

in reply to: 5.2 Supporting Diverse Students #18263

What trends are you seeing with your students?
What recurring successes or struggles do you see?

Trends I observe are that students are entering high school with poor English skills that should have been corrected years ago. Poor grammar, poor spelling, low vocabulary, and writing/typing like they text friends are very common. Getting students writing and speaking more is the only answer. My first assignment every year, in every class, is to write two paragraphs on how they spent their summer. It is an all-or-nothing test grade, but I encourage students to ask each other to read another student’s essay and for them to use the tools (spell-check, grammar-check, use free Grammarly account) to ensure it is 100% perfect. Students love to rush through assignments just to get them done. Patience is the only way to ensure success and competency. I tell them the story of when I used to hire people- the first mistake on a resume or cover letter, I threw it away. If they do not care enough to get help or use the tools available, I would not hire them. Teachers accepting bad grammar and poor English is another recurring struggle I deal with. I do NOT put up with mediocrity… and I encourage my students to accept nothing less than perfection.

[bryan.bernacki]

in reply to: 4.7 Creating Engaging Virtual Activities #18262

“Help Make this In-Person Activity Virtual”

In accounting class, the students play Monopoly in groups and complete a worksheet of debits and credits for each property purchase, income, or expenditure in the game.

[bryan.bernacki]

in reply to: 4.7 Creating Engaging Virtual Activities #18261

Maybe the students could tape off a smaller section of their room (proportional to your classroom design) and fill the area with toys, stuffed animals, action figures, or other “stuff” to see the population density as you describe.

[bryan.bernacki]

in reply to: 4.7 Creating Engaging Virtual Activities #18260

I do this in class too! If it is a class where all virtual, having separate breakout rooms where they can talk privately would be a way to monitor each room secretly. If you have a split-class (some in-person, some online), I would assign all the virtual students to the same team(s)- either management or union- so they can use the breakout room as mentioned earlier.

Google Meet would be a way to get “everyone” in the same room after caucusing to review the offer/counteroffers.

[bryan.bernacki]

in reply to: 4.6 Classroom Meeting Activities #18258

When my students are not in their groups, I generally will have a topic for open class discussion. For example, I will compare two Spanish restaurants (Mexico Lindo and Chipotle). Since many students have been to one or both, I will ask for two volunteers to write things on the board for each company. While I guide the discussion somewhat, students are usually ready to shout out answers on how both restaurants operate similarly and differently. I have another activity on the business cycle and the Great Depression, where each student has a “job,” and as I guide them through the lesson of layoffs due to the horrible economic conditions of the 1930s, students will interject on why they believe they are unemployed and how it relates to business.

This is for grades 10-12 in my Principles of Business Management course.

• This reply was modified 1 month ago by bryan.bernacki.

[bryan.bernacki]

in reply to: 4.4 Fostering Student Relationships #18257

I agree with you, and I have a Student of the Week award in all my classes, where one of the “perks” of winning is that I send an email home to let the parents know what a great son/daughter they have. I cannot tell you how many times the parent has told me that my email was the ONLY time a teacher had ever “called home” about something positive to say about their child.

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