12.23.2011 Update

I'm beginning to see why documentation is so important.  With documentation and reflection, conclusions or theories can be made.  The student I am doing a RtI with fell apart with behavior this month.  Then, as suddenly as it started, it was over.  I realized that behavior interfered with her ability to attend reading support and her 1:1 time with me.  When I corrected her unit reading test and looked at her score, I knew it was from lack of curriculum contact time.  But, where was my data in the loss of contact time?  I'm contemplating using a calendar grid for each student, and then I can document absences or behavior/academic status.  I am wondering if it is worth the time and effort.  It could be the beginning of a more organized daily reflection of my students.  I think I will try it for the month of January and see if it is beneficial.  I will ask a coworker if she has a form to use.  Maybe a calendar for each student would work.

A student of mine is moving over the holiday break.  We will all miss him.  On the Monday we return, I will gain a new student.  I have prepped the classroom, his desk, his locker, and my students so he will feel invited and welcome.  I want to be able to offer security and predictability in classroom routines to get him off to a good start.  After the holiday will be a good time to review class rules, recess rules, and the responsive classroom motto "go slow to go fast" to make sure we are all ready to learn in 2012.

Update - December 7, 2011

Research Project - I am working on the second half of my inquiry research project.  I don't have all of the answers for myself and for other teachers on how to do this perfectly.  But, by doing this research project, I have given my students the opportunity to participate in research.  I know other teachers who are not doing the inquiry; it is difficult to find the time and to know how to navigate the messy and muddy waters of research.  I am thrilled to be able to work with our librarian.  She has helped us strategize, pick key words, and find books and web sites.  The curriculum has sites that are helping my students on the second round.  I am learning that I need to use what is available, instead of feeling like I need to personally find all of the resourcesfor my students.

With the second round, my students chose their partners and their topic of research.  I wish I had not told them they would have choice of partners.  I sensed that students were choosing topics just so they would be with their friend.  That is water over the bridge, though.  I think once they get a little farther, some groups will continue to be high maintenance, while others will be fairly independent.  Students seemed to choose partners who are at their same ability level in reading.  I will be helping the lower students with more reading.  On the other hand, it will be interesting to see if they learn more, because they will be totally responsible for the project (instead of giving up control to more academically advanced peers). 

Master's Reflection - I am amazed that I am almost three-quarters of the way into this program.  At the start, I didn't think I would make it.  The program has put demands on me in many ways.  It has challenged me to grow, think, collaborate, lead, research, read, reflect, and define who I am as a teacher.  It has been the catalyst that will make me a successful teacher for the rest of my career.

I remember a very awesome third grade teacher, Mrs. Jenkins, who retired about seven years ago.  She once told me that she tried to put a new idea (or two) into each her lesson plans each week.  Now I think I get that.  If I am reading, researching, and continuing to learn, I will have ideas to try and share each week.  That is the kind of teacher I want to be.

Math Coaching November 22, 2011

I approached TG at the beginning of the year, and asked him if I could observe as a math coach in his classroom this year.  He is a veteran teacher, and I know that I will learn a lot from him.  I could also share best practices with him.  Three times this fall I have asked him if I could observe, but our schedules are busy, and he hasn't felt comfortable with it yet.
In the past week I have met him, TG, twice about two low math students in his room.  At conferences a mom requested that he refer her child for testing as he has been low in math and reading all of his school career.   I checked out a Do The Math Kit and looked it over.  It was too high, so I requested lower level kits.  TG has expressed a lot of frustration over when to do an intervention, what qualifies as an intervention, and how to acomplish this.  I do not claim to have all of the answers, but it has made me step up my game so I can be helpful to this teacher.  He is not certain if a math intervention is the first step, or if a behavior program is needed.  I told him about Intervention Central.  Now, I want to help him identify the behaviors that could be getting in the way of the student's learning, and decide on an intervention if needed.  TG is calming down and appreciates someone to vent and talk to.   I've always respected him as a teacher, and sense that he does not feel appreciated.  I look forward to developing a collegial relationship with him.

First Inquiry Comes to a Close - Nov. 16

Students continued to work on their inquiry posters on November 8, 9, and 10.  Three groups presented on Nov. 15 and two groups presented on Nov. 16.  Students went to the lab and completed the Survey Monkey on Monday, Nov. 21.    My overall impression of the inquiry process is positive.  Using exit slips in the form of a rubric helped to keep students focused and learning.  Students met on chairs in circles, and that also kept them on topic.  The librarian helped to find web sites and books, and other teachers shared web sites, also.  The librarian and I talked about how "messy" the research process is.  This can be difficult for teachers and students.  The reading series set up the inquiry time to be on Fridays, but I've found that students lose momentum and focus if they only meet one day a week.  It is also unrealistic for them to have a project idea after the first week of the reading unit.  Best would be for students to meet within the Daily 5 rotation.  This does not work if the groups are set up with one student from each of the leveled readers.  In this next project students will be able to choose their partners based on interest.  Students will most likely be able to find a time each day to meet.
The La Crosse Conference was great.  I got many ideas from our JAG group.  Hudson 2 members shared more community builders and ideas online to implement.  Sometimes I wonder how I can keep up on all of the ideas.  In reality I can't.  But as the third semester comes to a close, I wonder where I will get all the future wonderful ideas I have gained from my community.  I really love this program!  Without it, I don't think I would be ready for all of the changes that are happening in our district with learning communities, Response to Intervention, and using data to implement changes.

11/7/2011 Research Update

Dear Blog,
  How I have thought about you each week for awhile now.  Why have I stayed away?  At first it was because I didn't get going on my research right away.  My classroom schedule is crazy-busy, and I have been frustrated with so much to do and so little time!  I wasn't getting my research in, and struggled to blog about it.
 
  Our first Inquiry Project meeting was on October 26, 2011.  I was totally impressed with the way the students sat in their groups and asked questions about their topic. They rated themselves and each other high, but I saw it in action.  Our second session was on October 27.  There was almost the same degree of on-task behavior and engagement.  I gave the students some books from my local library to begin with.  Students asked more questions about their topic and began their research.  Our third session was on November 1, in the library.  Students worked with the librarian and myself to find more books to learn about their topic.  After this session, students went to the adjoining computer lab, and used web sites the librarian, a coworker, and I had come up with.  Students were allowed to print the documents they felt would help them.  The research moves ahead!  On November 4, students used the two classroom computers and their book resources, and added sticky notes to their materials.  They did this with a substitute, and some of their ratings are not as high as before.  Today, November 7, we met again.  Students began to compile their sticky notes.  I took a picture of a student as she stuck the notes on her research folder.   I watched her group go through them and decide which ones they wanted to include in their final project.  Some notes had gotten pulled out of a book without a complete thought being written.  I think the lesson was learned.  Two groups worked on the computer to see if they could answer a question that still lingered for them.  Another group thinks they are ready to begin their poster, and the last group thinks so, too. 

I have taken pictures of the students at work.  I want to get some video clips, but forget to request the flip camera when we meet.  I have interacted with students throughout, but find it difficult to write notes on their individual evaluation sheet that I have for each of them.  I also need to be documenting reflections of this process.  I will get the poster board and we will discuss what makes a great presentation.   Students will need to plan out their presentation before beginning their final project.

Update: October 28, 2011

We had our first grade level data share on Tuesday.  We brought our Unit 1 Math Test scores.  We each shared our low and high scores.  We discussed students of concern and added them to the computer file.  We came to a conclusion that our lowest of the low are already getting interventions in reading support and computer math.  Some are also getting a Read Naturally intervention.  We decided to reteach for these students, instead of putting them in another intervention.  Next, we looked at those close to the benchmark.  We contemplated a 30-day intervention, but most of us felt that a reteach within our classrooms will be sufficient to help them grasp the missed skills.  We will each keep extra watch on those students, and will see how they do after the next unit test.
 
I was very pleased with the enthusiasm brought to the table when I asked my group of students to work with the skill they had not mastered on the unit one math test.  I think they had begun to grasp the concept, and there was pride in their work.    It was a big change from some some of the unengaged behaviors I had gotten during whole group instruction.  If I have learned anything these last few years, it is that if students fail to participate in class, it probably means they are unsure about the skill, and need to be checked!

Another teacher shared Unit 1 Math vocabulary labels for our student math notebooks.  I used these, and liked how students could go back to look up vocabulary.  I made labels for Unit 2 Math, and shared these with my grade level.

I reread "The Best Day" post and compared it to this week.  I was gone a day.  On Friday, there was a change in the barameter.  Some student behaviors were not the best.  I wonder if a study has been done on full moons and changes in weather.  It seems to affect some students, but not all.  Anyway, I decided we are still in the first six weeks of school.  Community is still being built.

Update: October 2, 2011

Asking for Help:  I brought up the need for coworkers to step in and help me with making the next reading power points and in updating the next math units, if they thought it was valuable.  Three of the five were right there nodding their heads, so I know I have help.  The other two, I think, just feel overwhelmed with everything.  I am happy to have help on the next units in math and reading.

Thursday we had "The Best Day Ever!".  Kids were off of school on Wednesday.  Tuesday resulted in misbehavior at the lunch table.  We reviewed the classroom rules we all signed, and I commented that no one in our class wrote on their "Hopes and Dreams" that they wanted to hear bad language or wanted to have someone leave them out.  It ended up being just a great day in the classroom; specialist teachers commented on what a great group I have, and the students got to hear the compliment!  We have also had some fun and laughter at Morning Meetings with our games.  I've had to remind myself to be human and let them be human. 

There's a lot of stress in our building and grade level right now because we will be sharing data to inform our teaching, but there's also the fear of exposing ourselves and our weaknesses.  Preliminary conversations have been good, though, and I hope we can keep the focus on best practices and how to improve student learning.  Our first data share will be Tuesday.  So much of what our district is doing blends in well with my master's program.  It is much easier to be on board because I am learning/have learned some of what is needed to be a better teacher and to help my students achieve.

Update: September 25, 2011

After having success in my own classroom with the reading vocabulary word power point, I put it on our shared folder and emailed that the first four weeks have been done.  Another teacher added sound to it, and changed the timing.  I felt badly at first.  I think I wanted it to be good enough for others to feel that they could just take and use it, and not have to improve upon.  Then I realized that it was already very usable, but if a coworker wants to tweak it and make it better, then we all benefit.  My first impression is that the sound is kind of annoying, but I think it might be a fun way to practice the vocabulary words by the end of the week. 

I have had conversations with two coworkers and they both like the changes I made to the first math unit.  Basically, I just added pages to the promethean for vocabulary review and homework pages.  Why it's been on my mind is that we will soon begin the second math unit.  The technology department gave me a pin so I can use the middle school's scanner.  I will take the pages and get them scanned this week.  Why I bring this up is that I was feeling stressed over being the teacher who now needs to update the rest of the math units, and create the rest of our reading vocabulary power points.  It is not difficult work; it is very time-consuming.  My plan is to ask our grade level to share these responsibilities.  I know they will pitch in.  That will help me out significantly with this busy time. 

Day 13

Our little classroom community is coming along.  We played a game at morning meeting called "Elf".  The class liked this game.  We have taken body breaks in the afternoon and they have been helpful.  Today we did not, and I was reminded that we still need to "go slow to go fast".  Tomorrow I will review what it looks like and sounds like for the students while I am teaching small reading groups.

Professional sharing is so good!  I used a first grade teacher's idea to make a powerpoint of reading vocabulary.  I put on the slide show today while the students were transitioning from silent reading to whole group instruction.  They readily joined in reciting.  It was a good use of this transition time.

I made posters of ideas from Ubuntu!, and put them on the wall beside our classroom rules.   They are quotes about community.  I look forward to sharing these with the students and seeing if they will be motivated by the ideas there.  For the most part, my students are supportive and kind to each other.  There is still work to do.   My next idea is to find an African recipe, make it, and share it with my students!

Day 7 - A New Week

I read an article last night about effective teachers.  There were many qualities of successful teachers that I would like to build upon.  1.  Set Big Goals - With only nineteen students right now, I am beginning interventions and testing students in reading.  I set goals of MAP Score growth I would like to see for my class in reading and math.  2.  Convince students that their personal investment does make a difference. - I am using Daily Five language about having a sense of urgency, that one moment can't be lost, and we should be giving our best during instruction and learning time.  3.  Continually Improve - This includes reflecting, and that the most effective teachers talk about their failures.  Unfortunately, I am having trouble putting work away at night.  It seems everything we are talking about in our master's class relates to our building and district goals.  Build a learning community and formative assessments are two of them.

Math homework continues to be a success.  Last Friday I reviewed their work, and this morning I challenged the students with the answers they gave me.  It was evident that some students saw connections that other students did not, and I was able to present this thinking to the entire class.  I used time effectively.  It seems that I must also stay in the mode of urgency.  This enabled me to think on my feet and squeeze in more learning.  Students were standing in line from the bathroom and I shot multiplication questions at them.  As they were standing in line for Spanish, I asked for examples of square numbers and prime numbers.  There were a few misconceptions that 5X5 was square, or 1 X 19 was prime.  It felt good to address these ideas and continue the learning outside of the math block.  I must keep my sense of urgency throughout the day.

Responsive Classroom - Last week I had students calling out of turn.  On Friday, I gave them both three sticky green squares of paper, and told them that if they lost them I would have to take recess time away, because Take a Break wasn't working.  Today, neither student lost even one sticky!  This was excellent improvement in student self control.  I will have to remind them tomorrow that I noticed the improvement!

I was able to put student pictures on my teacher webpage.  Two pictures are on my homepage, and the same two pictures I made into puzzles.  I also added two wordsearches: Subjects and Math.  The students investigated these today in the computer lab.  I was surprised by the number of students who had never visited our reading series epractice online.  It's a great place to listen to the stories, watch the virtual fieldtrip, and practice new vocabulary words each week.

I forgot to use my chimes today.  We did take body breaks, though, and the students liked the games and came back to group more energized.  The year is off to a great start!

Day Four With Students

The first days of school are wearing me out!  There are so many routines to talk about with the students.  Even when I go off the list that I think is complete, other things get added to the list.  I love the potential of this group, though.  Right now I have 19 fourth graders!  It's a dream to have this much floor space in the room.  I keep thinking that we should be able to accomplish so much, and I should be able to help students more in small groups and individually.  I hope this proves true.

One of my goals this year was to review Math homework from the night before and discuss in class.  We have had one day of math homework, and it worked well.  All students but one had their work done.  I liked Abby's idea of an inner circle and an outer circle, and having students discuss their work with other students before discussing whole group.  I will try this later in the year.

Other new initiatives this year are using the Daily 5, CAFE, and implementing more of Responsive Classroom.  I have been using 'Take a Break' for the small interruptions in the classroom, and that has worked well.  The students love the chime, and quiet down well.  We have taken body breaks in the long afternoons.  I am working on my teacher language.  I took pictures of students with my camera, and hope to get them on my teacher webpage.  There's always something new to learn and do.   The year has possibilities.

Sunday, August 28 Preparation for the school year.

I have been in the classroom working quite a bit this month.  My daughter and I cleaned a cupboard and my desk, organized, pulled out books, arranged the room, put up bulletin boards, ripped out nine math units for math, and more.  I spent time reading and creating displays for The Daily Five and Cafe; I will use these to introduce reading skills, our classroom routines, and academic choice the first six days of school.  I purchased and have read quite a few picture books to use with Cafe. 

"Joy" will be a priority this year, and there are certain elements in my room like "Everybody Books", poetry folders, and a nice chunk of time for my read aloud that will support this goal.  I have organized and reviewed the Responsive Classroom elements, and now just need to weave these into my lesson plans.  Lesson planning is the next big thing on my list.  Organization will be the key to getting this year off to a good start.  We are officially back to work tomorrow.  There's always more to do, but I think I have a lot in place.

Promethean Work, July 2011

July was a hot month to be out working in my flower garden, so I spent time organizing my jump drives.  Last year six 4th grade teachers created promethean flipcharts for reading, writing, language skills, and spelling.  It was a lot of work!  I brought them all home, more accurately renamed them, and reworked the first four weeks of Unit 1.  I also pulled out the language skills from the writing lessons and renamed them; they will be much easier to locate now.  My jumpdrives are organized and ready to go!

I spent time working on my Math prometheans, too.  I added vocabulary to each lesson, and pages to review homework each day.  Reflection has taught me that I don't have to correct each day's homework.  But, we do need to go over it each day in class before beginning the next lesson.  The practice of homework  will remain just that ~ practice.  It will be more beneficial for students to review and clarify skills, and will save me a hunk of time each night.  I still need to add the workbook pages to the flipcharts when my work computer is ready; my other option is to use the document camera to project student work.

June Workshops ~ 2011

It's been a busy summer.  I attended many workshops in June.
Math Academy -  I spent two afternoons with the curriculum director and math teachers in our district.  I printed the CABS from the Milwaukee Math project with Grades 1 through 8 before the workshop, and shared these with grade levels.  I made a promethean of the CABS for 4th grade to share and use at our grade level.  Four of our six teachers were present, and we decided to implement a constructed response with each unit test.  We are hoping that as our students practice and participate in constructed responses, they will become better problem solvers and write better explanations for their thinking.  It felt good to move math forward at our grade level and in our district!

Instructional Coaching - I spent one afternoon with other instructional coaches, sharing and reviewing skills, and discussing ways to develop a learning community within our building.  I know our teachers have much to offer each other in teaching strategies and math knowledge.  I look forward to working with teachers in developing an open door policy where anyone can feel free to walk into another's room to see what great things are going on there!  We have a meeting August 23 to finish our planning for this year.

Writing Academy - For two afternoons in June I attended a writing academy.  We became more familiar with Common Core Standards, decided our three on-demand writing topics, and chose which writing topics will get our attention each unit.  We will limit our process writing to fewer than last year, but need to find time to conference with students, (that's where improvement will show itself) and we will bring back "Life Books".  Life books will work wonderfully as a piece in our Daily 5 "Work on Writing".

Reading Academy - Three afternoons in June were to work on reading.  We reviewed WKCE scores, The Daily 5, CAFE, and made plans for the Inquiry Projects.  One year with Fountas & Pinnell progress monitoring and LEAD21 and we saw wonderful improvement in reading abilities!  Excellent ideas were shared; we have so much to be gained by sharing and being given time to share!  I will be implementing The Daily 5, and all of the skills in CAFE.  We will have the first six days of school to set our routines in order before beginning our reading curriculum.  I purchased  many books to support the skill introductions for comprehension, accuracy, fluency, and expanding vocabulary.  I feel like this introduction to my reading program will help the students learn how to monitor the skills they need to work on.  I am not going to try to do these programs perfectly the first year; I just want to improve my teaching and help my students see their strengths and enable them to work toward reasonable goals.

Compass Learning - I attended two afternoons of training for Compass Learning, our new computer math program.  This program will support student skill levels as shown on their MAP testing.  We discussed setting up lessons in areas where students may need support, such as elapsed time and place value.  More training will come in August.

The Winding Down

May 18, 2011
I am working hard to get to the unit test in math.  Students have been out ill, for funerals, or just absent.  I am spending my preps trying to catch them up; I don't want to test  until we are all ready.  Yet, the new unit awaits, and there's not much time left to the school year.  This has been a frustration.  We are not to let any slip through, yet how long do I wait to give a test because of all of these absences?

The Homework Situation - Are more students not getting their work done, or am I just losing my patience?  Most of my students do turn their work in on time.  Then, there are the habitually late.  Those who need to have recess taken away to complete it.  I suppose the beautiful weather isn't helping.  For the last two days, I have given a lot of work time.  If students use their time well, they can get most of it done.

Poetry Folders - This was my smart goal. I am happy with the products.  Some of my boys really got in to decorating their covers and pages.  A fellow teacher said she didn't get to poetry writing this year because of our reading/writing/language curriculum.  I am hoping students will share some of their writing when we invite parents to come in before the end of the year. 

Making Words - I started a new station during reading called Making Words.  Students take the scrambled letters and make 2-, 3-, 4-, and 5- letter words, and try to come up with the mystery word (the one that uses all of the letters).  I am wondering what other kinds of word work I will be able to add next year.  I am seeing some of my students really struggle in decoding unfamiliar words.  I want to be able to help them more. 

Action Research - My Personal Journal

May 11, 2011   Math Action Research.  I used a teacher reflective journal, exit slips, and a class grid to keep track of student progress during our fraction unit.  I'm thinking the journal belongs in my blog!  After the coaching meeting today, I also feel that I will model a reflective journal for math next year.  One of the most important things teachers can do is reflect on our practice, so I think I'm off to a good start having tried this.  Next year, if I model the journal, and share my successes, I will have a better chance of impacting other teachers.  Find my math action research journal elsewhere in my blog!

Coaching Math in our District

May 11, 2011  I've been asked to be a math coach in our building, and have taken some training this year.  I've attended two workshops at CESA 11 this year.  I have also worked with a math coach, Marilyn Heifner, observed and been observed by other teachers.  I find this exhilarating!  Just the collaboration and talking with teachers who want to improve their practice and "glean" ideas from eachother is exciting.  I am excited about bringing real Learning Community into our building, and seeing the effects it will have on student achievement!   Today was my first day of workshops through a CESA 11 grant called CMLC, Creating Mathematics Learning Community.  We analyzed district data, and learned attributes of a math coach.  We also spent time reflecting on our own strengths, determining if we are collaborators, communicators, contributors, or challengers.  I found out through a team player self-survey that I was a bit of all of them.  I think it depends on the type of meeting I am in.

March and April Updates

April 16, 2011

Computer Troubles.  Our desktop comes back tomorrow.  Four people with two laptops and one internet connection has been frustrating!  But, I have found a new place to work.  Sam is gone to college for three more weeks, and I have a heater in the basement by her desk.  I am toasty, and away from distractions.  With the snow on the ground, it’s a good day to work. 

April 16, 2011

Fourth Grade Slump:  I read an article from the April Educational Leadership that talked about how many students won’t ask for help.  I learned that this was so true!  Some of the students who couldn’t show me physical representations for fractions greater than 1 had not asked for help.  I thought they had it!  This reminded me about the need to be checking in so I know exactly who has the skills needed to move on.  I corrected their fraction tests.  I also found that those who really knew how to find a fraction of a number were solid, even if we hadn’t talked about it in awhile.  But those who never really were solid, didn’t get it in the quick review we did before the test.  I feel I blew this for them, and will need to go back and find another way to get it to sink deep. 

Homework:  The other pondering I’ve been doing with this research is what to do with homework.  I used to collect, grade, and put in my grade book, but is the work an accurate measure of the child’s knowledge?   Some got help on it from a parent.  Some didn’t have it done.  I am thinking now about focusing on one assignment a week, an important assessment piece that could become part of a unit portfolio to show student knowledge and growth.  I’m not sure how to organize this.  I also think that the multitude of worksheets then could be used as at-home practice, review the next day, and wouldn’t need to bog me down correcting it every night.

April 15, 2011

Smart

Goal Community Circle

:  Today we circled at the end of the day/week.  Students had been sharing on Fridays about the activities they enjoyed.   They have had positive feelings about things such as Phy Ed, art projects, poetry book writing, Taste Wisconsin program, no homework, or an extra recess.  This week I asked students to think of someone who helped by doing something for them. A few were very sweet.  Students shared on others helping/support them when they needed help learning something or with emotional support.  Two others, boys who have struggled with behavior and enjoyment with reading, thanked the twins in my room for sharing their Bone books.  I’ve never seen them read so much!  One of my gifted reading girls caught my eye, and her expression said, “They are finally seeing what’s so great about reading books!”  I am contemplating an end of the week game, or trying to incorporate more community building activities within our week.  With the weather turning warm, except for this weekend, I wonder if we couldn’t spare 10-15 minutes to energize, and gain that back in work time.  At the same time, it might help us feel more positive about school, so we end with good feelings about our year.

April 12, 2011

Smart Goal Technology:  I have enjoyed gathering data on the students’ learning in the computer lab.  Unfortunately, I didn’t get to assess their knowledge on Power Point before we began.  I thought I had an evaluation, but couldn’t find it, and off we went to the lab.  Some students are working on their book report Power Point at home with a jump drive.  They have brought back new tips for classmates, and we had one of the best lab times last week.  They were on task, helping, and the feel of the room was great.  One thing I learned was never to assume anything.  I thought they all felt comfortable with saving and retrieving from their personal file at school. (They should have.  It was a goal when we worked with Microsoft Word Documents.)  In fact, many had to start over on our second day, as they couldn’t find their file!  Sometimes we learn through mistakes.

March 31, 2011

Unit 6 Reading Test Results!  I corrected Unit and Benchmark Tests from my students.  Students scored well on the unit test.  All eleven of my advanced readers were strong in vocabulary and comprehension, most at 100% and 95-100% respectively.  Eleven more students (six at grade level and five who were just moved up to grade level for this unit) all scored 80% or better in vocabulary and comprehension on this test.  One more student scored 75% on both.  I was so encouraged about their growth, and feel the extra effort I put into their small group lessons and the extra work I was demanding from them contributed to that success.  We all went over test questions, and I focused on which questions they should have gotten but didn’t.  The Benchmark Test scores were not as good, but there was even improvement there.  It was the third given (one benchmark every quarter) and for the first time I felt that they should have done so much better!  So, we went over these questions and talked about how to answer the open-ended questions, and how they could have found the other answers, too.  There were two questions on the test that I took responsibility for.  One was on Greek and Latin roots, and the other was a summary question.  There is power in looking ahead to see which skills will be tested, and making sure I don’t miss those.  (That is a reading instruction goal for me.)  I was able to leave all of my lower kids at benchmark, even though the level has moved from an R to an S.  Two of those students aren’t quite there, but have support at school in Reading Support and one parent who is reading the material at home with him before he comes to group.  Talk about great family support!

March 29, 2011

Mini Action Research:  I am to journal my observations, collect one assignment each week, and read student math journals and exit slips to improve instruction and learning.  I am so surprised at the insight journaling can give me!  One of the concepts that gave students the most trouble was learning to visualize a fraction.  Their journals showed good understanding of fractions equal to ½, less than ½, equal to 1, but many struggled on fractions greater than 1.  Students definitely needed more time to investigate improper fractions.

March 28, 2011

Mini action research not off the ground.  I found it hard to take the time to journal during my prep or after school.  I took my journal home, and never got it going.  I decided that to begin something new, one needs not only a plan of how to but also a plan of when to.

Beginning of March, 2011

Not a good “busy” person.  I can only tackle so much at once.  With all of the promethean making, new curriculum, math coaching, and other demands at work, along with family demands at home, my only way of survival was to continue with what was most important at the time. 

1.  Energy to my family.  I needed to regain some eye contact and positive conversations with my kids at home.  Sam, at college, really only had time for a few emails (mostly with my husband) and a phone call or Skype with me on the weekend.  The two left at home know how to push each other’s buttons, and there’s stress in feeling like I have to fix it.

2.  Classroom – I focused on being prepared with my small reading groups.  I organized six parent volunteers to assist my students in the classroom three days a week from 1:00 – 2:10, the time that I am leading small reading groups.  I loved how this freed me up to focus on my readers, instead of monitoring student behavior or assisting with difficult workbook pages. 

February/March, 2011

News in Madison.  It overtook me.  I watched in joy as the democratic senators took flight to Illinois in defense of the proposed Walker bill.  I reacted in pride at the peaceful rallies in our state capitol.  I felt defiled as Letters to the Editor in local newspapers bashed teacher unions, and teachers.  This was a very emotional time for me.  I was told that my master’s degree would probably never pay back, as our school district would not have to honor my work and education with a pay raise.  I was tempted to throw in the towel following the completion of my second semester. My family said to finish.  My friends said that my education can never be taken away.  I felt paralyzed and frustrated.  I proceeded with those tasks I felt I could finish and continue with, but my work on my paper and research felt too much. 

Living with the Energy Bus in Mind

February 4, 2011:  After being at workshops for two days, I am struck with Rule # 8, Love Your Passengers.  It’s been a busy year, and I have been overloaded at school with the master’s assignments, new curriculum, testing, and behaviors of a few.  I worked purposefully today to give each student some positive eye contact, a listening ear, and a nod or sideways hug.  I have some students that smile and are positive no matter how things go each day.  I am blessed and want to let them know more often that I appreciate their positive energy! 

February 3, 2011:  I attended a common cores standards workshop with some math reps. gr. 3-5 along with our principal and curriculum coordinator.   That night I was reading through some of the weekly postings from Jon Gordon.  I forwarded one on being a leader to our curriculum coordinator, because she truly has a vision and is leading our district to more quality instruction.  I forwarded one on positive climate to my principal, because he works to stay positive himself, and to keep everyone in our building positive.

February 2, 2011:  At a coaching workshop many teachers were suggesting that other teachers will not have a positive attitude about having a coach come in to their classrooms to give feedback.  I suggested using “The Energy Bus” as a read for them and in their building.  Many were interested.

Positive Language from Home and Energy Vampires

January 24, 2011:  I talked to my principal about my energy vampires.  He had told me months ago (when I asked what to do) that I should send the one most likely to change to the office to see him, and the other to the hallway.  I wasn’t willing to do this.  I felt that they were better off in the classroom than out of the classroom.  Interesting thing:  their MAP math scores showed limited or negative growth.  All of my putting up with off-task or lethargic behavior did not do them any good.  I announced to both boys that they are out next time they are not working.  (I am kicking them off my bus!)

January 20, 2011:  I have a student who seemed to be tagging along with misbehavior with his friends at the beginning of the year.  He has made some gains in behavior and in reading and math this year.  He is quiet, but working hard.  When his mom wrote about him when he was Star Student this week, she wrote that he has goals and a vision for his future!  I was wondering where those words came from?  I was delighted to see them in her writing about him.

Sunday, January 23 - Thoughts on Fluency Partner Practice

I have about 8-10 students practicing 3.5 or 4.0 level fluency passages every week, and testing with me.  About a week ago, I realized that several students were only gaining a few words a week.  What could be the problem?  They probably were not practicing.  So, I assigned a more fluent reader to listen to these students.  They were to listen to the passage one time each day, keeping their eyes on the text to make sure the student was reading accurately.  I was impressed by the improvement of 20 - 30 words improvement after practicing with a peer for 5 days.  One student said he could "hear" a difference in his oral reading.  Repeated readings work, but students have to practice!  Reader responses were positive, and no negative comments about reading to a peer or listening to a peer have been made.  I think it's a great way for classmates to support each other in their learning!  Why didn't I think of this before?

Our Kindness Chain is growing, little by little.  I have very "mature" students, who don't seem to want to engage in this and other classroom activities.  I've also implemented Poetry Folders with my class, so they all have fun and engaging text to reread with a partner during work time.  Again, some students seem to withdraw.  I know that I can't let that stop good practice.  I will have to insist that they participate and do their job.  Stay positive, I tell myself!

Kindness Chain

January 14 - About 4 more links were added on Friday.  That is a far cry from our 24 students!  It reminds me to have the students who have completed a link to share with the class.  Hopefully, that will encourage the rest!  So many things to keep going in the classroom each day. I just can't remember to do it all!

Kindness Chain January 13, 2011

Today students were given a strip of paper to add a link to our school's kindness chain.  Students have two days.  The only requirements:  be kind and make it something you have never done before for that person.  Two students made links today.  My message was to flow positive energy through their thoughts, words and actions.  The positive talk is keeping our classroom positive!

The Energy Bus - Focusing and Finding a Vision for School 1/12/2011

Today I referred to the energy bus in my morning message.  I asked students to think about their future, their classroom. Rule #2:  Desire, Vision, and Focus Move Your Bus in the Right Direction.  Some of my students don’t have a focus or goal.  I think that’s why they “float” through the day in a noncommittal way, constantly crossing the rules line.  They completed a visions sheet for their behavior, academic success, friendships and classroom.  I'm not sure just writing it down will change anything for them, but I think I am gaining understanding into some of my student behavior problems.

The Energy Bus Tuesday, January 11, 2011

I finished The Energy Bus last night.  In a desire to create more positive energy I got motivated to share it with my class.  I introduced the first rule.  Rule #1:  You’re the Driver of Your Bus.  I read a bit of the reading to support it.  Students seemed somewhat interested.  I asked students who weren’t focused to think about where their bus was.  I light-heartedly told them they were in the ditch, and needed to get back on the road.  Almost every transition or every 30 minutes to an hour, I’d ask the kids to think about their bus.  What would they need to do as they walked down the hall, walked to the bathroom, worked with a partner.  I was motivated by the positive way students responded.  There was more positive energy in the room.  We were gaining focus.

New Year's Goal - January 4, 2011

My New Year’s resolution for the master’s program is to reflect more.  Yesterday was a good day back.  Students seemed eager to learn.  They were engaged during the polygon activities/discussions.  They were also engaged during the reading and discussion of our technology and space learning.  Yet, the reading lesson gets long; I need to find ways to break the afternoon up, and get the kids up and moving.  So, today students acted out our vocabulary; gravity, rotate, and revolve.  Tomorrow they will spend time in groups on a vocabulary game I made.  I just read another small article about the need for hands on, authentic activities, and I am working to create more meaningful learning.  I still have disengaged boys.  Today one told me he got in trouble in Spanish and Music because he was “bored”.  I feel society’s lack of good TV, students’ belief that they don’t need to work hard/plan for their future, and the single parents’ busy lives on their lethargy.  I desire to set the bar high and demand performance; I wonder if they will see/feel a difference, make a connection, and see a purpose in school. 

Classroom Help

January 9, 2011  I visited with my principal last week about a few boys who won't work for me.  It doesn't seem to matter if the activiy is more learner centered or curriculum centered.  I don't see them staying engaged in learning, and he gave me some suggestions that I am ready to implement this week.  Because they are neighbors and spend a lot of time outside of school together, I will probably request that they not be in the same classroom next year.  It was a struggle for me to ask for help.  I've taught a lot of years, but realize some changes in our schedule this year don't allow me to handle things as I would have last year.  I hope that his ideas will help.  I also asked for advice from a coworker about my reading groups.  She will come and observe my classroom on Wednesday and help me problem solve.  She also gave me a promethean chart that she uses during small groups.  I spent a fair amount of time today filling in student choices.  I believe that by providing clearer choices this work time will be more successful and conducive to learning.  Tomorrow we will make a T chart outlining student and teacher jobs during small groups.  I will have students practice what it looks like and sounds like.  We will hopefully give it a go on Tuesday.