My Classroom | portfolio

About Me: My Classroom

Welcome to Room 2104! I have taught high school English for eight years, the last six of which have been at Pellston Middle/High School. This year, I am teaching English II, III, and IV. Teaching at a small school means that I have the unique privilege of seeing students grow over the course of several years. It is a joy to help them improve their reading, writing, speaking, listening, and language skills, and I enjoy seeing their academic and personal growth throughout their time in my classroom.

Classroom Organization

I try to organize my classroom with a balance of routine and variety. Students have assigned seats so that they have a place designated just for them, but I switch the seating charts every month so students learn to work with many different people and hear new ideas. In order to better facilitate group discussion and collaboration, tables are typically organized into groups. However, I know that some students prefer more independent seating, so I occasionally rearrange the tables into rows. Depending on the day's lesson, you may also see my students moving around the room, reading on the floor, or working in different locations around the room with peers of their choice.

Classroom Library

A point of pride in my classroom is the library I have worked hard to develop. Through grants, donations, and personal funds, I have assembled a selection of hundreds of books in a variety of genres. I have seen student after student claim to loathe reading only to be found devouring a book later after hearing a book talk or receiving a recommendation. No matter the reading levels or interests of my students, I feel confident that I can help find the perfect book for them in my collection. I am always looking for opportunities to add more books to help grow this library.

Class Routines

Book Talks: Each class opens with a brief book talk where I introduce students to one of the books available in my classroom library. By showing the cover, reading the plot summary, reading a captivating excerpt, and/or sharing the topic/genre/reading level, I expose kids to dozens of books over the course of the year to add to their "What I Might Read Next" lists. I try to select books that tie into what we are studying as often as possible. As the school year progresses, I shift the responsibility for these over to my students. Thanks to these book talks, students are finding it much easier to find engaging reading material than in years past.

Free Reading: Nearly every class includes a brief period of free reading time. I have found that so many of my high school students have lost the joy for reading they once had. By having consistent time to read something for their own enjoyment, my students are rediscovering that reading can be fun, and many of them are reading more than they ever have before. The brief time given in class helps build reading habits that students often continue outside of school. Students keep track of the books and pages they have read, set reading goals each marking period, and have time to share what they are reading with others. I confer with students on a regular basis to support their reading with book recommendations, targeted strategies, and challenges to help them grow in their reading lives.

Writer's Notebooks: Each student is asked to maintain a writer's notebook. One section of the notebook is reserved for quick writes: low stakes writing prompts designed to increase writing fluency and stamina. Students often do quick writes in response to engaging mentor texts as a way to imitate masterful writing and experiment with new techniques. Another section of the writer's notebook is devoted to notes and strategy practice. The notebooks are also a place for students to organize their list of book they have read and a list of books they may be interested in reading in the future.

Classroom Connections: I believe that everyone learns best when they are in an environment in which they feel cared for. I work hard to develop relationships with my students-- taking the time to get to know them as individuals and helping create a classroom environment of belonging. Whether it's standing at the door to greet my students and do a quick check-in on their mindset or spending a few minutes on a community-building activity, I believe that the work I put into creating a positive climate pays off for my students both academically and personally.

Assessment/Grading Policies

Standards-based grading is a hallmark of my practice, as students are encouraged to take risks and persevere in their pursuit of mastery.

As explained in my teaching philosophy, there is no penalty for late assignments aside from the end of the marking period and/or semester. Furthermore, up until the end of the marking period/semester, all work may be revised and reassessed after a conference with the teacher and additional practice. Each student's grade is always in his or her control; there is always something that can be done to improve the grade. It is imperative to me that all of my students gain the knowledge and skills we are working on, and that often means trying again.

Please do not hesitate to contact me to request more information about my assessment policies.

PowerSchool

Parents/Guardians: Please click on the icon on the left to access PowerSchool. PowerSchool allows you to view your child's grades, attendance, as well as past and future assignments. Please contact the school for help logging in.

If you have any questions, please do not hesitate to contact me at cjherrmann@pellstonschools.org.

Go Hornets!