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.
Tuesday, November 22, 2011
Sunday, November 20, 2011
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.
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.
Monday, November 7, 2011
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.
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.
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