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	<title>Teaching The Outsiders (and more) &#187; Seventh Grade Behavior</title>
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	<description>Middle school teaching: Five shows a day, 180 days a year.</description>
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		<title>The Titanic Finally Really Sinks! (Also: Sidekicks.)</title>
		<link>http://teachingtheoutsiders.com/the-titanic-finally-really-sinks-also-sidekicks/</link>
		<comments>http://teachingtheoutsiders.com/the-titanic-finally-really-sinks-also-sidekicks/#comments</comments>
		<pubDate>Fri, 04 May 2012 04:01:55 +0000</pubDate>
		<dc:creator>mrC</dc:creator>
				<category><![CDATA[Rerun]]></category>
		<category><![CDATA[Research Papers]]></category>
		<category><![CDATA[Seventh Grade Behavior]]></category>

		<guid isPermaLink="false">http://teachingtheoutsiders.com/?p=2860</guid>
		<description><![CDATA[First year ever! No Titanic! O. M. G. The average is about 7 or 8. The record was the 1997-98 school year with, count&#8217;em, 27. There was a renaissance in 2010, with about 20. I&#8217;m talking about research papers. And finally, for the first time since I started at this school in 1993, I won&#8217;t have to plow through another &#8220;all about the Titanic&#8221; nightmare. O. M. G. I&#8217;m just going to savor that thought for awhile&#8230; until some clown &#8220;can&#8217;t find ANYTHING&#8221; on his/her topic, and I cave and say, &#8220;Just do the Titanic.&#8221; Yes, it&#8217;s that time of year once again, the dreaded (by me) research paper. You might ask how I managed to sink the Titanic as a research topic, even as James Cameron and other rich guys celebrate the 100th anniversary of the giant metaphor. I didn&#8217;t use it as an example topic. I went through dozens of topics, both good and bad, as we played &#8220;Is This a Good Topic or Not?&#8221; for a week and a half, and I assiduously made sure I never even mentioned the Titanic as a topic, good or bad. My whole thing on research is that I HATE the &#8220;all about&#8221; [...]]]></description>
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		<slash:comments>6</slash:comments>
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		<title>Another Step Toward Self-Improvement?</title>
		<link>http://teachingtheoutsiders.com/another-step-toward-self-improvement/</link>
		<comments>http://teachingtheoutsiders.com/another-step-toward-self-improvement/#comments</comments>
		<pubDate>Fri, 27 Apr 2012 04:26:35 +0000</pubDate>
		<dc:creator>mrC</dc:creator>
				<category><![CDATA[Seventh Grade Behavior]]></category>

		<guid isPermaLink="false">http://teachingtheoutsiders.com/?p=2855</guid>
		<description><![CDATA[Yesterday I was saying that my favorite astronaut, &#8220;Tami,&#8221; took one of  her first steps toward self-awareness. Will self-improvement follow? If I were a Vegas bookie, I&#8217;d offer 2-1 against. But I&#8217;ve made worse bets than that in Vegas and won. So I&#8217;m hopeful. Her second step forward was earlier this week. We were talking about one of this week&#8217;s academic words, passive, and  I recounted something I&#8217;d read about how you burn more calories staring at a blank wall than you do watching tv. Boy howdy, that got the gears grinding. &#8220;What? How?&#8221; &#8220;Well your brain uses about 20% of your calories, so if you aren&#8217;t using it, it doesn&#8217;t need as much fuel. When you&#8217;re staring at the wall, your brain will at least start imagining and thinking about other stuff, and working and burning calories. Staring at tv? Not so much.&#8221; One genius thinks he&#8217;s got the next great workout fad. &#8220;So you could get buff just sitting around thinking real hard all day?&#8221; &#8220;Burning calories is not the same as exercising muscles. And it&#8217;s only 20%.&#8221; &#8220;Oh.&#8221; &#8220;Just watch somebody who&#8217;s been watching tv for awhile while they&#8217;re watching tv. They start looking like this&#8230;&#8221; And I start doing [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<title>The First Step in Solving a Problem is Realizing You Have One. Usually.</title>
		<link>http://teachingtheoutsiders.com/the-first-step-to-solving-a-problem-is-realizing-you-have-one-usually/</link>
		<comments>http://teachingtheoutsiders.com/the-first-step-to-solving-a-problem-is-realizing-you-have-one-usually/#comments</comments>
		<pubDate>Thu, 26 Apr 2012 04:31:06 +0000</pubDate>
		<dc:creator>mrC</dc:creator>
				<category><![CDATA[Seventh Grade Behavior]]></category>

		<guid isPermaLink="false">http://teachingtheoutsiders.com/?p=2851</guid>
		<description><![CDATA[OMG they&#8217;re getting dopey this time of year. Like we haven&#8217;t had vocabulary homework due every week for 30 something weeks. &#8220;I didn&#8217;t think we had homework.&#8221; #@&#38;^%(@OE(HFDP(*#Q(*$@&#38;)(&#38;)_@*_*_ (me &#8211; in a mincing sort of tone) &#8220;Oh, I left my head on the counter this morning. I didn&#8217;t think we&#8217;d be using those today.&#8221; &#8220;You too?&#8221; )(*)&#38;*(^&#38;*)^(*&#38;(^70@#$$#@$#@!!!^#$#^%$@@@@@@!!!!!!! And our Queen of Dopey, our veteran astronaut&#8211;she with the attention span of goldfish proportions&#8211;is in rare form these days. To paraphrase the great Nigel Tufnel, &#8220;How much more dopey could she be? The answer is&#8230;none&#8230;none more dopey.&#8221; But recently she, like one of my other l&#8217;il darlings, has had a couple of flashes of insight. Whether these might light the way to self improvement is doubtful. On the Friday test a couple of weeks ago, I made a copy/paste mistake, and then printed 120 of them. I too have been a bit dopey lately. So I am explaining how to fix it so they don&#8217;t click something wrong, and one kid (not Queen Tami) just isn&#8217;t getting what I&#8217;m saying. &#8220;Ok so (arrrrgh), on these five questions, the answers go a, b, c, d ,d. There are two d&#8217;s instead of going d, e, [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Way to Ruin the Mood</title>
		<link>http://teachingtheoutsiders.com/way-to-ruin-the-mood/</link>
		<comments>http://teachingtheoutsiders.com/way-to-ruin-the-mood/#comments</comments>
		<pubDate>Fri, 23 Mar 2012 04:17:03 +0000</pubDate>
		<dc:creator>mrC</dc:creator>
				<category><![CDATA[Seventh Grade Behavior]]></category>
		<category><![CDATA[Stories of Seventh Grade]]></category>
		<category><![CDATA[Tom Sawyer]]></category>

		<guid isPermaLink="false">http://teachingtheoutsiders.com/?p=2805</guid>
		<description><![CDATA[We&#8217;re up to chapter 14 in Tom Sawyer. The boys are on the island, grooving on the freedom and nature and the tastiness of the food. I ask how many campers we have in the audience, and I get at least half. Some are very enthusiastic. &#8220;I would love to be on that island.&#8221; Then there is the 35% that didn&#8217;t read. Anyway, I&#8217;m trying to be more positive. And read more in class. Of course I try to save all the good bits for reading aloud. I skipped Tom Sawyer last year. That crew didn&#8217;t exactly have the longest attention spans in the world, so I saved myself the trouble. For some reason, I though the current bunch might be more receptive. I guess for the most part they are, but the early chapters are always a struggle. I swear the book gets more laughs when I explain/act it out than when we read Mark Twain&#8217;s actual words. It wasn&#8217;t like that when I started. They actually laughed at the sarcastic lines. Not just 5 or 6 in each class, but most of them. Back in the day, I used to be able to make a motion like I [...]]]></description>
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		<slash:comments>1</slash:comments>
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		<item>
		<title>Dog Days, Not Just Afternoons</title>
		<link>http://teachingtheoutsiders.com/dog-days-not-just-afternoons/</link>
		<comments>http://teachingtheoutsiders.com/dog-days-not-just-afternoons/#comments</comments>
		<pubDate>Sat, 03 Mar 2012 04:43:21 +0000</pubDate>
		<dc:creator>mrC</dc:creator>
				<category><![CDATA[Seventh Grade Behavior]]></category>
		<category><![CDATA[Teaching]]></category>

		<guid isPermaLink="false">http://teachingtheoutsiders.com/?p=2778</guid>
		<description><![CDATA[These are the dog days of the school year. It&#8217;s that time after the three-day-weekend fest of January and February (Monday after Christmas break, MLK day, end of semester teacher work day, Lincoln&#8217;s birthday, Washington&#8217;s birthday), but before spring break. It&#8217;s when everybody starts getting sick of each other, and the kids start cycling between bang-the-stick-on-the-desk sporty to bang-the-stick-on-the-desk lethargic&#8230; almost daily. It&#8217;s when you start seeing a lot of subs in the lunchroom, and kids in detention. It&#8217;s when the VP has to intrude on all the history classes and &#8220;remind students of the rules around here.&#8221; &#8220;It was only supposed to be 15 minutes, but Mr. SpongeBob ended up talking for 45 minutes. He kept walking out the door, and then would think of something to say again. And again. And again.&#8221; &#8220;Welcome to my world. Now you understand why I get crabby when I have to go to a faculty meeting. Or listen to the announcements.&#8221; &#8220;It was great. Mr. Valentine got all mad, and we got out of the quiz we were supposed to take.&#8221; sigh. Right now, we&#8217;re four weeks from a two week break. Our school board doesn&#8217;t like the two-week break that the [...]]]></description>
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		<slash:comments>3</slash:comments>
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