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.
Friday, December 23, 2011
Wednesday, December 7, 2011
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.
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.
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