Well I am back!!!! I feel like I have been in a storm the last 3 years and honestly have not had time to blog. I think it started when I changed grade levels, took on the AVID coordinator position, became a tech coach on campus, and above all....accepted the common core math challenge and my textbook was taken away. That all actually happened about 4 years ago but it did not hit me until the next year. I have felt inadequate as a teacher, quite frankly. I bounced my students around from topic to topic, unsure in which order to teach my new standards and how to incorporate all the mathematical practices. My road-map, as curriculum maps were often referred to, had been taking away. I am an over planner, an "over-achiever" according to a previous administrator, and suddenly there were too many resources and I was constantly re-thinking and second-guessing everything. Has anyone else felt this way? I can't be alone.
Fast forward to present day and I am satisfied that I actually taught my students this year! I feel like I made an impact on their education. My students enjoyed my class and learned. Sounds like everything I hoped to do when I started teaching. But, I also taught them so much more than math and science. My students learned many different ways to use technology to demonstrate their learning, to take risks and realize failure is sometimes where learning happens most, to engage in meaningful discussions where there is not one right answer, to respect others even though you may not like their point of view or even the person, and most importantly to work passionately and compassionately as a team with a diverse group of team members.
Ending a school year, feeling accomplished made me want to set myself up for success for the following year. I wanted to make sure that next year and the years after are only improvements upon this school year. So, my partner in crime and I decided to create a Google Doc titled "What Worked?" The two of us made a list of everything we felt worked over the past school year. We included ideas to improve certain projects and highlighted standards we either did not get to teach or were taught ineffectively. I highly recommend that you do the same as soon as possible while the school year is fresh in your mind! It was sort of cathartic to reminisce and bring some closure to the school year. Enjoy your summer break! Reflect, read, schedule work time, be present when your family and friends are around, and relax.
Wednesday, June 7, 2017
Wednesday, September 16, 2015
Google Classroom and the Extension of the Classroom
Why I started using Google Classroom
I started using Google Classroom a little over a year ago with much hesitation. In the past, I had always relied on Edmodo and found it very effective. I liked being able to communicate with students and have them communicate with each other. Additionally, the Snap Shot is wonderful for determining comprehension of various standards. However, my district is a Google District and I thought Classroom might be more widely used than Edmodo. Not that I have to do what everyone else is doing, but I think parents and students appreciate uniformity.
How I use Google Classroom in Math and Science
Students and teachers are using Google Classroom across our district from early elementary all the way through high school. So, I feel as though making the switch was a wise choice. This year in fact, I did not have to teach my students how to join my class because they were well versed. Each day, I post my agenda in Classroom. This allows students and parents (with their child's help) to access the agenda daily even when we were not using the Chromebooks in class. I do not utilize the Assignment option because I don't have my students completing much in Classroom except for some science assignments. Most of my posts are in the form of Announcements where I provide the agenda as well as links to websites, videos, and worksheets or tasks. My copies have drastically gone done except for when the WiFi is not working like today and then I run frantically to the copy machine.
I should mention that I am an AVID teacher. This means I teach my students how to take focused interactive notes. Initially, we take the notes together so I can model proper note taking skills as well as coach students on how to use their notes to really learn. Gradually, I release control over the notes and routinely collect them and provide feedback. We are currently in that transition period. The reason I bring this up is because often times, I provide videos and websites that support the learning of a particular standard and I have my students take notes on their own. Then, they are instructed to compare their notes with a partner and add to or revise. I am no longer the source of knowledge in my classroom but instead a coach that directs the plays but the students actually carry out the learning. They are so much more engaged in the learning when they are in control. Google Classroom has given me that opportunity to go about the room and help those who need my assistance and encouragement. I feel like I have freed myself from being a performer/instructor and can now actually sit down with students in small groups and dive deep into a discussion. With Classroom our discussions and my assistance (and the assistance of others) is not just during 1st period or 3rd period, but instead during school and the moments they need help at home as well.
I started using Google Classroom a little over a year ago with much hesitation. In the past, I had always relied on Edmodo and found it very effective. I liked being able to communicate with students and have them communicate with each other. Additionally, the Snap Shot is wonderful for determining comprehension of various standards. However, my district is a Google District and I thought Classroom might be more widely used than Edmodo. Not that I have to do what everyone else is doing, but I think parents and students appreciate uniformity.
How I use Google Classroom in Math and Science
Students and teachers are using Google Classroom across our district from early elementary all the way through high school. So, I feel as though making the switch was a wise choice. This year in fact, I did not have to teach my students how to join my class because they were well versed. Each day, I post my agenda in Classroom. This allows students and parents (with their child's help) to access the agenda daily even when we were not using the Chromebooks in class. I do not utilize the Assignment option because I don't have my students completing much in Classroom except for some science assignments. Most of my posts are in the form of Announcements where I provide the agenda as well as links to websites, videos, and worksheets or tasks. My copies have drastically gone done except for when the WiFi is not working like today and then I run frantically to the copy machine.
Saturday, April 26, 2014
Teaching Common Core
“When you get to the end of your rope. Tie a knot and hang on.”
Recently, at a district meeting I heard a union candidate actual say, "While middle and high school teachers may be exhausted from having to find and copy material to support common core standards, elementary teachers have had to do so for 4 subject areas. So we are more tired than you." I found myself shocked that we were actually listening to an argument about who is more tired. Needles to say, Common Core has been exhausting and here is why. I am fully accepting of the change associated with Common Core Standards and the Mathematical Practices. However, there have been numerous challenges.
- Lack of Materials
- The time spent at the copy machine
- Heavy workload of grading projects and (for math people unaccustomed to) writings.
- Students who are not prepared or used to being made to preserver
- Parents who do not understand why a math teacher should be commenting/grading on writing.
- Parents who are not prepared to let their student struggle a little to learn perseverance.
- The different mindset of teachers across a campus: those moving forward and those holding on to how it was done before.
While I probably seem negative, this is just a reality on campuses everywhere. I think my time spent searching for materials, copying materials, and grading has depleted my conference period as well as most of my time at home with my family. It is like being on a hamster wheel for 10 months. In addition, the phone calls are endless as well as prep talks for students struggling. Some teachers are rethinking their choice of employment or certain that it must be different elsewhere. However, I have not seen a mass exodus. So, since I assume that I will be beginning this journey again after a much appreciated summer vacation, I want to set the wheels in motion for a more manageable year. These are some of my plans for the new year.
First, I plan to utilize the curriculum developed through our teachers over the past year. This, along with the other resources our district is providing will eliminate significant amounts of the "searching" for materials. Given that I am a perfectionist, I usually continue looking for something better when what I found was probably sufficient.
Second, I believe I will have devices for all my students. That means that I will be able to scan or utilize materials online and deliver the material to my students on their devices thus cutting down on the amount of time spent at the copy machine. Our district has also supported our use of TenMarks which is a curriculum for math available online. Given that I am a strong believer in having students do their homework in class where they have support, this will support my students who do not have access to the internet at home.
Third, my parent information night and parent newsletters will prepare parents for the writing
expectations in my math class. I will also help them understand the struggle students will face due to me teaching them to preserver. I plan on providing parents with some guidelines for supporting their students.
Fourth, I will follow the guidelines suggested by Melissa the author of Common Core Mathematics: How to Teach Perseverance in Solving Word Problems (http://www.aaeteachers.org/index.php/blog/1186-common-core-mathematics-how-to-teach-perseverance-in-solving-word-problems):
- Work in partners or small groups who can help when they get stuck.
- Start students with problems they can easily solve. Once they feel success, progress to harder problems.
- Model different strategies that can be used to solve problems, either by thinking aloud while doing a problem at the board, or by having students talk through the ways that they would solve a problem.
- Design a classroom with a variety of tools that students can use in their problem solving. This can include manipulatives that they can use during class or posters that provide hints and strategies.
- Create a safe way for students to examine the problems they got wrong and explore how they might avoid those mistakes next time by using a math journal or comparing mistakes in pairs.
Saturday, March 22, 2014
Tweet for 10!
For those of us who value Twitter, you will understand the possibility of this scenario. Every morning, and I use that term loosely because it is actually so early it is still dark, my dogs wake me up to go outside. I complain in my head all the way downstairs and while I wait impatiently for Smokey and Reggie to bark indicating that they are ready to beat me upstairs and return to their slumber. It had been so unfair that the rest of my family goes undisturbed and while they initiated adopting both dogs with empty promises, I am the one to get up with Woman's Best Friends! However, I have to thank my canine friends for many wonderful benefits including helping me become a better educator.
A few weeks ago during a visit downstairs, something changed my 5-10 minutes of dreaded wait time. I had recently purchased this amazing little case and keyboard for my ipad mini and I could not wait to use the device. So, while I began waiting impatiently...I was suddenly bummed when they began barking to come back inside. I had stumbled upon Twitter in the wee hours and was able to find so many professional development articles and tools that I could not possibly look up anymore for the rest of the day and still be productive. For example, this morning I stumbled upon a new Google Extension Timer that I will use with my students and my son, Jackson. I was reminded of the app SpellCity.com, which will certainly help me and my son get through spelling word practice with a few less quarrels and maybe become something enjoyable for vocabulary practice with my students. I also, familiarized myself with the latest accomplishments of Remind 101 and made notes one my calendar of dates I needed to remind my students' parents of as well as made some notes in my Google Docs for ways Remind 101 will further benefit my teaching. Finally, I was able to browse 2 of my favorite blogs by Richard Byrne and Two Guys and Some Ipads and I stumbled upon GoNoodle.com for short "brain breaks" for students. I was so excited about this site, the fact that it is free, and the ability to choose to either wake my students up or calm those kids down with some breathing exercises...that I had to try out the calming techniques to return to sleep. I even made 2 notes to update my blog (this little post) and my class website!
Finally, I have to say that my spouse was thrilled that I was not Tweeting or checking for the latest and greatest tweets all evening and was a little more focused on family time...this felt good to me as well. So, don't think that you have to spend all day researching professional development because it can happen in just 5-10 minutes on Twitter because as all Tweeting teachers know, Twitter is the best professional development tool available. I will tweet this when Smokey and Reggie wake me up:)
A few weeks ago during a visit downstairs, something changed my 5-10 minutes of dreaded wait time. I had recently purchased this amazing little case and keyboard for my ipad mini and I could not wait to use the device. So, while I began waiting impatiently...I was suddenly bummed when they began barking to come back inside. I had stumbled upon Twitter in the wee hours and was able to find so many professional development articles and tools that I could not possibly look up anymore for the rest of the day and still be productive. For example, this morning I stumbled upon a new Google Extension Timer that I will use with my students and my son, Jackson. I was reminded of the app SpellCity.com, which will certainly help me and my son get through spelling word practice with a few less quarrels and maybe become something enjoyable for vocabulary practice with my students. I also, familiarized myself with the latest accomplishments of Remind 101 and made notes one my calendar of dates I needed to remind my students' parents of as well as made some notes in my Google Docs for ways Remind 101 will further benefit my teaching. Finally, I was able to browse 2 of my favorite blogs by Richard Byrne and Two Guys and Some Ipads and I stumbled upon GoNoodle.com for short "brain breaks" for students. I was so excited about this site, the fact that it is free, and the ability to choose to either wake my students up or calm those kids down with some breathing exercises...that I had to try out the calming techniques to return to sleep. I even made 2 notes to update my blog (this little post) and my class website!
Finally, I have to say that my spouse was thrilled that I was not Tweeting or checking for the latest and greatest tweets all evening and was a little more focused on family time...this felt good to me as well. So, don't think that you have to spend all day researching professional development because it can happen in just 5-10 minutes on Twitter because as all Tweeting teachers know, Twitter is the best professional development tool available. I will tweet this when Smokey and Reggie wake me up:)
Saturday, March 1, 2014
Tuesday, February 25, 2014
A Techie Year
This year has been intense! I feel like time has flown by like a bunch of papers in the wind and I have tried to grasp what I can. This is my first year as an AVID coordinator and my first year teaching 6th grade math and science. But, that is nothing compared to implementing Common Core and becoming a BYOD district. Luckily for me, I have 39 tablets in my room for student use. That just sounds exciting and challenging. Doesn't it? Well, going through this means that I can share my experience so others will know what to expect. This is in no way a guide but maybe some things to consider.
Something I prepared my students for in advance was frustration and disappointment. I told them that we would go slow and have to be flexible because technology is not glitch free. I hardly realized the value of that speech. Several times, my students have reminded each other and me about this speech. For instance, when the tablets were not properly charged...or only for half the day. This means I have to be flexible even between classes and always have a backup plan. Lately, I have had all but four students working seamlessly. Unfortunately, those four students who are not working have been kicked off the wi-fi. So, that is when I utilize the buddy system to ensure everyone has access.
Another obstacle I had to overcome with having tablets integrated in my classroom was the rush of students seeking help when every little thing went wrong. I literally had a nightmare about an endless line of students coming up to me with technology problems. Reality was not that different the first day with 6th graders. However, I went back to my classroom routines and procedures and reminded students of the communication norms we established for getting help. This at least kept students in their seats and allowed me to help them at their seats or help the group through some quick fix demonstration. I also did not realize how vast the experience levels would be amongst my students. I assumed that all students would have played with a tablet -but I was wrong.
So, my take home message thus far is to prepare yourself and your students for the potential frustrations. Begin small and increase the use of technology in the classroom. Realize that the students are so excited and they want this to work, so they will be accommodating. Finally, and most importantly, do not give up! There have been a couple days I was so frustrated and tired that I thought "Oh, it is just too much work!" But, I forced myself to try again and things improved each time. Remember you are human and treading in new territory. So, allow yourself to make mistakes and ask others for help and advice. And, try to have fun!
Something I prepared my students for in advance was frustration and disappointment. I told them that we would go slow and have to be flexible because technology is not glitch free. I hardly realized the value of that speech. Several times, my students have reminded each other and me about this speech. For instance, when the tablets were not properly charged...or only for half the day. This means I have to be flexible even between classes and always have a backup plan. Lately, I have had all but four students working seamlessly. Unfortunately, those four students who are not working have been kicked off the wi-fi. So, that is when I utilize the buddy system to ensure everyone has access.
Another obstacle I had to overcome with having tablets integrated in my classroom was the rush of students seeking help when every little thing went wrong. I literally had a nightmare about an endless line of students coming up to me with technology problems. Reality was not that different the first day with 6th graders. However, I went back to my classroom routines and procedures and reminded students of the communication norms we established for getting help. This at least kept students in their seats and allowed me to help them at their seats or help the group through some quick fix demonstration. I also did not realize how vast the experience levels would be amongst my students. I assumed that all students would have played with a tablet -but I was wrong.
So, my take home message thus far is to prepare yourself and your students for the potential frustrations. Begin small and increase the use of technology in the classroom. Realize that the students are so excited and they want this to work, so they will be accommodating. Finally, and most importantly, do not give up! There have been a couple days I was so frustrated and tired that I thought "Oh, it is just too much work!" But, I forced myself to try again and things improved each time. Remember you are human and treading in new territory. So, allow yourself to make mistakes and ask others for help and advice. And, try to have fun!
Sunday, January 5, 2014
2nd Grader Loves Math-yeah!
Do all teachers feel like this?
After a restful vacation of two weeks and spending time with family and friends, I felt like I should be ready to return to teaching. However, when I woke up Friday, a negative cloud hung over my head and I could not understand why it was there. I love my students and I love teaching. I have spoke of them and I know that I missed them dearly! So why would I feel this dread? I even came down with an out of nowhere cold that makes me want to stay in bed! This is not at all like me as I stated before.
However, after considering all last semester I feel as if the routine is my problem and I don't mean that it was too routine. With common core, I felt like I was without a routine. I felt stranded in a boat without a paddle. I don't like change much and common core is a huge uncomfortable change. Things don't mesh right now and I feel unsupported without a textbook. That is crazy but so true. I have talked to peers and the tendency right now is to grab onto the safety raft and coast down the river-meaning use the old text book. I am a math person so forgive my writing expressions! But, we are still exhausted from the first semester and doubting ourselves. Going back to what we know feels safe-it ensures the kids are competent in something. Abandoning the notion of trying to teach kids to preserver when I cannot always spell the word and they detest the notion of figuring anything out on their own, would make life so much easier. But, is it the right thing to do?
I don't believe anyone goes into education because it is an easy job! Maybe a few but they must have never been around children or picked up the paper or watched the news where teachers are basically on trial for all that is wrong with America. So, going back to what is easy and safe is not the right thing to do. I will dig in and teach like my life depends upon the test scores of these students no matter what their mental state is on the given benchmark dates. But I can't say that it is without anxiety. Kids need structure. I have heard that so many times-they like structure. Well, so do I! However, I have also heard that in times of change, greatness often peaks it's head. Let's hope I stumble upon something.
Finally, I will try to remember that not once has a student come back and thanked me for teaching them to factor polynomials...they have thanked me for being good to them and loving them! That is why I became a teacher after all! Ok, I am ready for work and getting rid of the cloud!!!
However, after considering all last semester I feel as if the routine is my problem and I don't mean that it was too routine. With common core, I felt like I was without a routine. I felt stranded in a boat without a paddle. I don't like change much and common core is a huge uncomfortable change. Things don't mesh right now and I feel unsupported without a textbook. That is crazy but so true. I have talked to peers and the tendency right now is to grab onto the safety raft and coast down the river-meaning use the old text book. I am a math person so forgive my writing expressions! But, we are still exhausted from the first semester and doubting ourselves. Going back to what we know feels safe-it ensures the kids are competent in something. Abandoning the notion of trying to teach kids to preserver when I cannot always spell the word and they detest the notion of figuring anything out on their own, would make life so much easier. But, is it the right thing to do?
I don't believe anyone goes into education because it is an easy job! Maybe a few but they must have never been around children or picked up the paper or watched the news where teachers are basically on trial for all that is wrong with America. So, going back to what is easy and safe is not the right thing to do. I will dig in and teach like my life depends upon the test scores of these students no matter what their mental state is on the given benchmark dates. But I can't say that it is without anxiety. Kids need structure. I have heard that so many times-they like structure. Well, so do I! However, I have also heard that in times of change, greatness often peaks it's head. Let's hope I stumble upon something.
Finally, I will try to remember that not once has a student come back and thanked me for teaching them to factor polynomials...they have thanked me for being good to them and loving them! That is why I became a teacher after all! Ok, I am ready for work and getting rid of the cloud!!!
Monday, December 16, 2013
An Exhausting HALF of a Year!
In some ways I can't believe that the school year is nearly half way over and then in other, I can't believe how long a half of a year can feel like. I remember teachers complaining when we were tied to the district adopted curriculum and they felt like they were being restricted. Now, with Common Core I feel like I am in a boat with a tiny paddle. Partially, I believe the change is impacted for me because I switched grade levels. However, when my daughter witnessed a teacher friend of mine lose it and break down crying, she looked at me and said "See Mom, everyone must feel like you do!". She was right and while I don't want to see someone cry, it made me feel less crazy. So, I have tried to pinpoint certain sources for my overwhelming feelings and these are the two I have chosen to work on: resources and grading projects.
There are many resources out there for Common Core. I have found some quality sites and I should be satisfied. The problem is that I continue to search for something better constantly...looking for that magic bullet site that will be the answer to everything Common Core. As a result, I waste time looking and then I get frustrated because I don't have enough time to plan. So, have decided to refer to a handful of sites with LearnZillion being my main source. If the greatest site in the world pops up, I am sure I will hear of it.
Math teachers have really been spoiled because we have never had lengthy writings to grade and our projects were minimal. Furthermore, math usually has right and wrong answers that are less subjective. But now, I am not grading only their answers but how they answered the question and their rationale behind the method. This seems to take tons of time. Combine that with knowing the kids and I struggle with interpreting their responses because I know that this student is worried about losing his home, etc. So, I need to rely more on rubrics that are given out prior to the project and have the students help me with grading. This can also be a reciprocal teaching experience.
Hopefully, these two changes will have a significant impact on the second half of the school year and allow me to focus on the opportunities Common Core brings to education.
There are many resources out there for Common Core. I have found some quality sites and I should be satisfied. The problem is that I continue to search for something better constantly...looking for that magic bullet site that will be the answer to everything Common Core. As a result, I waste time looking and then I get frustrated because I don't have enough time to plan. So, have decided to refer to a handful of sites with LearnZillion being my main source. If the greatest site in the world pops up, I am sure I will hear of it.
Math teachers have really been spoiled because we have never had lengthy writings to grade and our projects were minimal. Furthermore, math usually has right and wrong answers that are less subjective. But now, I am not grading only their answers but how they answered the question and their rationale behind the method. This seems to take tons of time. Combine that with knowing the kids and I struggle with interpreting their responses because I know that this student is worried about losing his home, etc. So, I need to rely more on rubrics that are given out prior to the project and have the students help me with grading. This can also be a reciprocal teaching experience.
Hopefully, these two changes will have a significant impact on the second half of the school year and allow me to focus on the opportunities Common Core brings to education.
Monday, November 11, 2013
My latest find for teaching!
I stumbled upon a site called Common Core Conversations and have spent some time combing through the sites to find adequate support for my math class. The best resource thus far has been the site LearnZillion. Not only does the site offer videos for students to view for support at home but teachers may download the power point slides for the classroom. I find the series of videos adequate but somewhat fast making them difficult for students to comprehend. However, the slides are fantastic. What is even more beneficial for me is the specific breakdown of each standard. There is little room for confusion as to what needs to be taught after viewing the slides. I appreciate this source because it ensures my teaching is covering the entire standard. Like Khan Academy, teachers may assign videos for viewing via a code or sign up their entire class for instruction and track their progress. This year has been by far the most demanding without having a text as a crutch but I believe more sources like LearnZillion are the future of "teaching resources." I remember when it was frowned upon to use a resource other than district adopted materials. Ironic how things are changing and it is frowned upon to rely on a text.
Monday, October 21, 2013
Building Relationships
I have been teaching for some time and I have always been complimented for the rapport I develop with my students. One of the best compliments I have ever been paid was from my former boss. He stated that my classroom environment was like no other. It was nurturing, respectful, and safe. Students have always been able to be themselves and have never been embarrassed by answering incorrectly or harassed for being the "smart kid." I can't really say that this was my intention-it just happened naturally. At first I thought it was the kids but year after year I am able to connect with my students.
Like all teachers, however, I reflect over the summer and have regrets. I always make a list of things to change or work on. Each year, I regret the few students I was not able to connect with for whatever reason. You know how some students try to avoid communication and are happy to blend in with the walls. These are the students who never cause trouble but are distant and quiet. While the high maintenance students are getting most of my attention, the wallflowers are happy because I am not forcing them to engage.
This year, I have decided that this was the war I was waging! No, but seriously, I want to know all of them and have some kind of interaction daily aside from "answer number 15 please."
These are a few of the tactics I have tried to far to connect with those with less connectivity:
1. Greet each student by name at the door and ask about their day.
2. Look for opportunities to sit at a surrounding desk and engage in a non-academic conversation.
3. Try to engage with these students outside the classroom.
4. Look to include some of the students' interests into the learning activities.
5. Find multiple ways to compliment the students for their efforts.
6. Give them a special task that is deemed desirable.
7. Make a positive phone call home.
8. Invite them to lunch in my room with their friends.
This list is not exhaustive but I welcome any further suggestions.
This year, I have managed to make so many more connections and my students are responding to me positively. More importantly, they are starting to work not just for me but for themselves and I believe that is because they feel of value. While the overall benefit is best for the students it is so rewarding for me. I have so many special kids and while some of their stories are sad and explain their behaviors, I am learning that my relationship with them is all the more significant. I feel like I have grown this year the most.
Thursday, October 17, 2013
Thursday, September 26, 2013
My Classroom is a Hive!
Oh how we talk! When I was in school, the classroom was quiet. In fact, the first sign of good teaching was a silent classroom where only the teacher talked. If a question was asked, and you had the answer, raising your hand was the way to go. The only person anyone wanted to share anything with was the teacher. But, oh have times changed! Thankfully!
My classroom can be compared to a hive. All that buzz is the sound of bees working hard. My room has that productive buzz. Are there side conversations? Yes, but the same or less than in traditional classrooms.
When students enter the room, they are greeting each other and me. We say the pledge of allegiance and discuss the announcements. The warm up is often similar to the math activity I have discussed frequently called Math Bowling. My teams are working hard together to come up with the equations in a little friendly competition. Imagine- excitement about mathematics! We learn our new material while choral reading significant notes, discussing content with team members, reading sentence frames aloud while substituting vocabulary and other relevant information. We think, pair share, and write until the information makes sense enough so we can verbally explain it as well as write it! We celebrate the use of tier 2 vocabulary by hitting the "Easy Button". The information is shared amongst students and they are no longer looking to the teacher to demonstrate their understanding but rather each other. Hands do not fly in the air because why tell the teacher the answer when everyone knows she already knows this stuff. Instead, they are eager to share with their team. When a student does not understand, they look to their teammates for clarification. If I should try to intervene, I often hear something like "I will show him Mrs. Taylor." Wow, my job is now about finding clever ways to present material and then just monitoring the buzz. But, I am not the queen bee! The students are all the leaders of the hive. We also talk about what we have learned each day and we talk on Edmodo about our learning and for further clarification. Rarely, are the posts directed to me for help but for the class. I love my kids actively learning...I love the buzz!
My classroom can be compared to a hive. All that buzz is the sound of bees working hard. My room has that productive buzz. Are there side conversations? Yes, but the same or less than in traditional classrooms.
When students enter the room, they are greeting each other and me. We say the pledge of allegiance and discuss the announcements. The warm up is often similar to the math activity I have discussed frequently called Math Bowling. My teams are working hard together to come up with the equations in a little friendly competition. Imagine- excitement about mathematics! We learn our new material while choral reading significant notes, discussing content with team members, reading sentence frames aloud while substituting vocabulary and other relevant information. We think, pair share, and write until the information makes sense enough so we can verbally explain it as well as write it! We celebrate the use of tier 2 vocabulary by hitting the "Easy Button". The information is shared amongst students and they are no longer looking to the teacher to demonstrate their understanding but rather each other. Hands do not fly in the air because why tell the teacher the answer when everyone knows she already knows this stuff. Instead, they are eager to share with their team. When a student does not understand, they look to their teammates for clarification. If I should try to intervene, I often hear something like "I will show him Mrs. Taylor." Wow, my job is now about finding clever ways to present material and then just monitoring the buzz. But, I am not the queen bee! The students are all the leaders of the hive. We also talk about what we have learned each day and we talk on Edmodo about our learning and for further clarification. Rarely, are the posts directed to me for help but for the class. I love my kids actively learning...I love the buzz!
Tuesday, September 24, 2013
One step Equations
Many parents are uncomfortable with helping their child do middle school math but the Math Dude at Math Dude make learning fun. My 6th graders are learning how to isolate the variable via one step equations and this video is very helpful! There are many cool videos for a variety of Algebra Concepts.
Saturday, September 14, 2013
Orders of Operations
This week I began each class with a warm up called Math Bowling and my students shouted "yes!" when they saw it on my promethium board. ( I acquired this game from the Avid summer institute math strand where I also learned a ton of other fun activities.) this game is based on orders of operations but the kids just think it is a competitive game. The object is to knock down all the pins...I used 1 through 6 but you could really do as many as you want. I have large foam dice that we throw or roll to get our numbers. For example, yesterday we rolled 0, 2, 4, & 5. My students are situated in teams of 4. Each team then works together to use those four numbers and the operators they know as well as their knowledge of the order of operations to make the numbers add up to 1, 2, 3, 4, 5, & 6. For example, 2+4+(5*0)=6. The best part is they work so well together to try and be the first team to knock down all the pins. I award the first 3 teams points but we all enjoy the game and it starts off math class on the right foot!
Saturday, August 31, 2013
Make them estimate logically!
One of the many "take homes" I picked up from my AVID summer institute conference was the need to really get kids thinking and making logical decisions. Each day, we participates in Estimation Station. I have incorporated this into my classroom and my kids ask about it everyday and look forward to Fridays because of Estimation Station. They even do this little chant! First, I find something the kids like for a treat to put inside a random, clean container. I have used skittles, m&m's, Oreos, Mike & Ike's, etc for treats. For containers, I have used disposable, cheap containers from the dollar store. Containers that are unusual get the kids intrigued and excited. For example, I used an unused picnic-ketchup container this past Friday.
The treat and container are only the hook. I ask my students to estimate the number of items, the weight in ounces, the length if connected end to end, and the ratio of red skittles to the entire number of skittles within the container. These are just a few of the estimations I have used but so many more could be utilized. I realize that kids do not have the schema to make an accurate estimation for some stations. As a result, I provide samples to give them some background knowledge. We discuss the weight of a stapler, a baby, a shoe, a desk, etc. Conversion is also incorporated into this activity that students deem "just for fun."
Students put their names and estimations on sticky notes and put them on my doors. Then, I require them to write about the process and their rationale. Frantically, they write about this exciting activity. They know that when they are finished we will be identifying our winner. The time comes and I try to play it up as much as possible. The kids all cheer for the winner and it is a great way to end the class on a Friday. Monday morning, we begin by scrutinizing our writings. Where they over or under in their estimation? How could they have been more accurate? These are just a few of my questions. However, students are eager to be perfect their estimating skills. Finally, students offer future Estimation Stations which is great because they continue to buy-in to the activity, feel a part of the process, and offer some pretty amazing suggestions.
I learned so much at the AVID summer institute but this small little activity really fit into my classroom routine and made it not-so routine!
The treat and container are only the hook. I ask my students to estimate the number of items, the weight in ounces, the length if connected end to end, and the ratio of red skittles to the entire number of skittles within the container. These are just a few of the estimations I have used but so many more could be utilized. I realize that kids do not have the schema to make an accurate estimation for some stations. As a result, I provide samples to give them some background knowledge. We discuss the weight of a stapler, a baby, a shoe, a desk, etc. Conversion is also incorporated into this activity that students deem "just for fun."
Students put their names and estimations on sticky notes and put them on my doors. Then, I require them to write about the process and their rationale. Frantically, they write about this exciting activity. They know that when they are finished we will be identifying our winner. The time comes and I try to play it up as much as possible. The kids all cheer for the winner and it is a great way to end the class on a Friday. Monday morning, we begin by scrutinizing our writings. Where they over or under in their estimation? How could they have been more accurate? These are just a few of my questions. However, students are eager to be perfect their estimating skills. Finally, students offer future Estimation Stations which is great because they continue to buy-in to the activity, feel a part of the process, and offer some pretty amazing suggestions.
I learned so much at the AVID summer institute but this small little activity really fit into my classroom routine and made it not-so routine!
Thursday, August 29, 2013
Writing in Math
I believe that using writing in mathematics not only strengthens a student's writing skills but reinforces their learning because it is sort of a reteaching method. I currently utilize writing in my classroom during warm-ups, quick writes, projects, exit tickets, and various forms of assessments. With the availability of tablets, I plan to have students begin class each day in the same manner with a prompt that includes a small writing component. Through Edmodo, students will see the prompt from me and will respond to the entire class. Just as we did today, students will from time to time be asked to examine another student's writing, highlight the academic vocabulary words in green and the tier 2 vocabulary words in yellow, and prepare a positive-only response. Obviously, I want to create a safe learning environment and encourage students to participate. Similarly, throughout the lesson we will be able to initiate quick writes whenever the opportunity arises and close the lesson with an exit ticket that is assigned and only viewable by myself. This will allow me to check for understanding and grade the formative assessment in a private manner. Students will be able to maintain all their writings, projects, and other assignments in their "backpack" which is like an endless flash drive and since Edmodo's grade book maintains copies of all their assignments, work will never be misplaced. As I prepare to become a paperless classroom, I catch myself stopping in the midst of activities and asking myself how I would change things given tablets in the hands of my students. I have post-its with ideas stuck around my classroom from ideas that are generated. I feel like I could write a book with all my post-its put in chronological order:)
Wednesday, August 28, 2013
Journey to Paperless
Well, when I found out last year that I was one of four teachers given the privilege of piloting a class set of tablets I was thrilled. I did not anticipate however that I would have tablets and be without WIFI. Trying to be positive and a role model for the glass is half full, I have focused on preparing my students for working with such technology. Today, I found out that WIFI is back on track and will be ready in about a month. That is ok because my kids will be ready in about a month. I realize that this technology will bring about challenges but I embrace those due to the many opportunities. My students are eager to use my school website to download notes, assignments, videos, and handouts. They are also able to utilize Quizlet from my site so they may practice academic vocabulary. We will begin utilizing Learning Upgrade this Friday to strengthen math skills on a personalized student path. My students love this software but complain about the "nerdy" music. Yet, I am plagued with hearing them hum those silly tones while they complete their work. So, while we are in the emerging stages of paperless - we are working with what we have. Here is a video I showed for order of operations...I regret ever hearing this tune!
Sunday, August 25, 2013
Tech in my classroom
I am going to be documenting my journey towards becoming a paperless classroom. I have access to tablets for my students however, I am working on the procedures of my classroom and getting my students prepared for integrating tablets into our learning. I want them to be aware of my expectations for their behavior and understand all procedures for use of the device before even touching the tablets. With 6th graders, I am learning that this may take some time. For now, we are only utilizing the following pieces of technology: promethium board with flip charts which are similar to power point presentations, online access to gradebook, Remind 101, class website for assignment information, and coming this week...responders. The only new to me technology is the use of Remind101. I am using this to update parents via messaging of important information. However, only half of my parents are able to use Remind 101 for one reason or another. This means I still have to rely on email. I have created a spreadsheet in Google Docs with students information. So, emailing is much easier.
This week I will utilize the responders so students will be able to do exit tickets and quizzes. I will not be doing a lot of multiple choice this year so I don't know how often the responders will be utilized. I will be blogging soon about my incremental use of additional technology.
This week I will utilize the responders so students will be able to do exit tickets and quizzes. I will not be doing a lot of multiple choice this year so I don't know how often the responders will be utilized. I will be blogging soon about my incremental use of additional technology.
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