The Cardinal Sin

I am being very bad in fourth period.  While I have assigned a worthwhile project to the students and I intend for them to do a good job on it, I feel that I am basically just having them work on the assignments in class with little instruction.  Project Based Learning at its finest.  That being said, I am NOT wasting their time with busywork, I just also may not be strictly teaching new skills but having them practice ones they already have.  I suppose if I throw in some formative assessment I can work it out.

Last period of the day...

It is a universal truth that those entering the last class of the day must act completely insane and different from how they have acted the rest of the day.

At this point in my short career I have taught four classes at the final period of the day.  Three have been World History II and one has been Entrepreneurship.  All have been crazy.

It doesn't matter how big the class is (two classes had 20-25 student and the other two classes were under ten students). 

It doesn't matter what grade the students are in (most of the classes have a lot of 10th graders, but are mixed).

It doesn't matter what the students are learning (in the first semester my third and fourth periods are doing the exact same content).

It doesn't even matter how 'high achieving' my students are in other classes (I have had both top honors students and students who barely pass their classes in my fourth periods).

They all become different people when they pass through that classroom door.

Things that seem inconceivable in  my other periods become altogether too possible in my last period of the day:

Students talk out of turn at alarming rates.
Students get into physical and verbal fights.
Students yell.
Students run around the room.
Students don't complete a single assignment.
Students physically destroy each others' work.
Students steal the possessions of others.
Students from other classes walk into my room and do whatever they please.
The list could go on and on.

I understand that the day is long, but it doesn't justify the type of insanity I have often experienced in these classes (and the complete lack of control I seem to have over the situation).  While it isn't every day, it is far more often than I find even remotely acceptable. 

I am still trying to find ways to deal with this situation, because right now I really just try and ride the wave and power through it.  But that is very tiring and it isn't good for the students overall (When I give out surveys to the students to assess how the class is going, the only negative comments I ever get come from 4th period, and the big complaint is usually the behavior problems of other students).  I need to find ways to positively get the class under control.

I just don't know how to get through to them, to hold on to their attention throughout the day.  I know one thing I can do is make the lessons more interactive and as fun and relatable as possible.  But even some of (what I believe are) my best lessons have completely bombed in fourth period. 

Fourth period requires a whole different way of thinking and interacting with the class.  I can barely let them do independent work because it immediately dissolves into chaos.  I can't let them talk much or it dissolves into yelling matches.  I have to have a seating chart to keep certain students from talking all period and/or killing each other. 

One thing that has helped is making them stay quiet but allowing them to violate school policy and listen to their own music on headphones (but that stops working when an administrator comes in and yells at the students - and me by proxy - to put them away).

I may need to institute some type of regular physical stimulus to both keep them interested and release their pent up energy (calisthenics anyone?) but I honestly don't have any experience in that arena and I don't know how I could do that properly without wasting too much time.

Any suggestions for helping students release all that energy in a positive manner on a regular (if not daily) basis?

Empowering the children or Disheartening them?

I am asking for the advice from my peers (and any who care to give it).  Is informing students of the achievement gap and the structural factors that contribute to the achievement gap a worthwhile effort?  Will it serve to empower my students or will it just dishearten them?

I am personally of the belief that by showing students the truth about their current situation and help them learn about the social, economic and other structural factors that are standing in their way, that I could empower the students to take charge and work harder to get where they want and need to go.  I want them to see their obtaining an education as an act of social justice (and possibly even minor rebellion), something to do both for themselves and society at large. 

On the flip side, this may just make them think that everything is hopeless and out of reach.  I don't want them coming out of this kind of unit thinking that they are less than, that the cards are impossibly stacked against them, that everything is doomed to repeat itself.

Then there are the implementation questions + my initial thoughts on them:

1. Which classes would I present this information to?  I want to say all of them, I can relate this kind of topic to World History, Economics and all my government classes.  But at the same time, that may not be realistic.
   
2. When would I teach this to the students?  I think that this might be something to do near the beginning of the year.  Starting with the personal and working outwards to the global (or national in US Government).  Maybe instead of focusing on the schools I would instead focus on the communities at large and talk about the structural arguments towards both the achievement gap and poverty rates.  Could I get away with spending a week on this kind of unit?  There are many books that students have loved reading in the past (I could get a class set of Our America and also look at books/essays by William Julius Wilson -among others) and begin by showing what social studies can do while working on basic reading and writing skills and issues of social justice that directly pertain to my students.

I may spend some time this summer seeing if I can come up with an excellent and brief introductory week-long unit to the study of history and the social sciences using a topic that is more contemporary and relatable to the students and integrating lessons on the analytic frameworks we will be using in the course with the basic reading, writing and interpretive skills needed for social studies.

Changing

I realize that I am guilty of using this blog the same way that my fellow teachers use our collaborative sessions: to complain.

So I am now going to try and use this blog to do what I don't do: focus on the positive.

So now, if I talk about something negative here, then I will have to give a proposed solution to the problem.

Otherwise I will just focus on the positive.