Yeah, the health-related and personal ones will go elsewhere.  🙂

Educators have a natural “refreshment” break before each new school year, or term, to revisit goals and make adjustments.  New Year isn’t exactly the natural point for such endeavors, but since I haven’t been doing so well with the objectives I set for myself back in August–plus I have some new ones–I may as well start fresh here.

Ah, the sweet smell of optimistic good intentions!

So, first of all, the “I’ve-had-these-on-my-list-and-I-still-need-to-do-better” resolutions:

Grading. I’m still absolutely overwhelmed by the amount of grading and the hours and hours it takes.  I need to not only vow to decrease the time between getting the papers and handing them back with feedback, but find efficient means of doing so.  Perhaps I need to try some different methods–online commenting, peer review, etc.–because I something needs to change.  In 2009, I will try to grade more quickly and also find ways to do it *better*.

Family Contact.  My Principal makes this a priority, and we’re reminded to make contact with parents more often–and I have not done this as well as I could be.  I need to make more contact for the good things, the “wow” moments, the “You won’t believe the cool thing your kid did today!” moments.  I think part of it for me is that I’m far more comfortable with e-mail than telephone; I have a near pathological aversion for telephones and I would be quite happy not even having one, actually, especially in my classroom (I loathe the interruptions).  I know for sure that I would make more contact via e-mail than with phone, so my resolution here is twofold: to face up to my aversion to phones much more often and to make more e-mail contact, as well.

Fewer Stranded Lessons.  There isn’t enough time each day to get through all the lesson, practice, application I want, and there certainly isn’t enough time each school year to do justice to all the strands expected on the state standards.  I know I’m guilty of introducing a concept–usually something grammatical, the next step in making writing more fluent, etc.–and, because of lack of time, realizing days later that the followup for the lesson got lost in the shuffle.  When I come back to it then, it’s nearly like starting over.  I need to find ways of making sure this happens less often–I think I’m doing better this year already, but I haven’t reached my goal just yet.

And, a few new ones that I want to incorporate into my teaching:

Web2.0 Advancement. Ah, yes…I can hear the echo of this one reverberating off thousands of teachers’ walls across the country as we speak.  The big catch-phrase of 2008-2009 (at least where I’m from–we may be a bit behind the trends, being where we are, which isn’t always a bad thing as at least the trends have to take substantial hold before we get to them).  And yes, I am wholeheartedly signing on.  Not because I think the tools are ends in and of themselves, but because I think they’re great tools.  If the tools open up the world, if the tools help kids connect–both with text and with others, if the tools allow different perspectives, if the tools bring delight and efficiency to learning, then I want to use them.  I want to spice up old plans, I want to shift and expand and view lessons through different lenses.  Kids up out of their desks more often.  I want to see the love of discovery–something I’ve decried the lack of for years–and if these tools can help with that, I want ’em.