April 8, 2012 Updates

Classroom Ordering for 2012-2013 -  April 5                 Best Practice, Learning in Community

My classroom order was due on April 5.  We were told that the money is getting tight, and we should order conservatively.  We are required to rate our supplies as a 1, 2 or 3, based on need.  I put on a standing desk, and even though I can live without it, would like to offer this to students who would rather stand during instruction and work times.  I have purchased 6 comfy circle and camp chairs in the past, and students enjoy alternatives to their desks.  Watching Mary’s video of her action research affirmed that I made a good decision to ask for this piece of furniture. 

After visiting The Sisters website for The Daily Five, I also ordered baskets, so all of the books on my shelves can have book jackets facing out.  They claim that students are more engaged by this arrangement.  In talking to a coworker, though, I believe it is sometimes teacher recommendation, or even a read-aloud that can encourage a student to try a certain book or author.  I know that different strategies work with different students.  It is good to have a basketful of ideas at all times!  One think I’ve learned through the master’s program is that it is worth the time to read from a variety of sources and use what I can to impact my classroom.  Never stop learning will be my motto.

Report Cards and Student Behavior - April 2                Best Practice

Third quarter report cards went home.   Was I too generous with marks?  I work very hard to be accurate.  Is it spring fever?  Did my feeling poorly affect my ability to be responsive to student behavior?  I have reflected a lot this weekend.  One thing I know for sure.  I will use the Responsive Classroom motto, “Go Slow to Go Fast” when I go back to work tomorrow.  I was surprised that students seemed to forget our classroom rules.  We have much to learn before the end of the school year, so I will get us back on track quickly!

Cloud Update  – March                            Technology, Teacher Leadership

I met with Breanna from the tech department and she walked me through using the cloud for sharing files.  I was able to share with my grade level successfully and learn a few tips to using the cloud.

Video Conferencing  with the HPLL Cart, March 26         Technology, Teacher Leadership, Best Practice, Learning in Community

My class held a video conference with graduate students from Texas.  These  students are all going to school to work in museums.  They had never seen a video conference and wanted to experience what it looked like.  We set up the conference and learned about the artist, Georgia O’Keeffe.  My superintendent came, along with the local newspaper.  It’s not every day that fourth graders are called upon to assist graduate students!

March Updates

Getting to Know my Students - March 25, 2012            Best Practice
When I first began teaching, it was all about teaching the kids to strive for 100's on tests. Now I have a better sense of reality. They won't all get 100's! I do more with helping students set goals for that area they will have to work hard at to improve, but one that will build their confidence. We talk about the different kinds of smarts: interpersonal, intrapersonal, academic, physical, musical, etc.
One student who called me names in the hallway twice at the beginning of the year has become a student I've spent a lot of time trying to understand. Some of his behavior stems from his lack of confidence with a couple academic areas. As I've worked with him on academics, his confidence has grown, his satisfaction with school increases, and the name calling ceased.

Cloud Update - March 22, 2012                    Technology, Curriculum Development
I shared the math files with my coworkers, but didn’t share at the right account (@live account), so they didn’t get the files.  I called in tech support, and met with Brianna to trouble shoot Skydrive.  I feel more confident, but know that I will need to follow these same steps a few times for them to be automatic.  I will share the last reading units today.  Hopefully, I will remember how.

Principal Retiring - March 14, 2012       A Good Principal for the Past Ten Years!
Our principal announced his retirement to us today.  It wasn’t totally unexpected; he’s been hinting for a while.  His motto has been not to micromanage, but to do everything possible to support teachers.  Here are a couple things I will remember him for.  *Taking the boy who came to me angry off the bus, to the gym and throwing a basketball with him at the start of the day.  This boy always came back smiling and was mostly fine after that.  *Processing with students and helping them to own up to their mistakes.  He was honest that changing behavior was tough, but it could be done.  *Supporting me by printing off any technology report I needed.  He could always do that quicker than I!  *Having an open door policy. 

We held our Lumberjack Day – March 9, 2012   Teacher Leadership, Best Practice, Curriculum Development
Pam set up the breakfast area, and worked with our principal for the funds and the cooks.  120 students ate quietly, and then got up and went to work!  I worked with the custodians to set up tables for making paper and for the space for the homemade paper to dry.  I also encouraged all teachers to shred paper and make slurry with their students.  Four of the five teachers did this, and I was glad that so many students had this opportunity.  The past few years, my students were the only ones to have this experience.  My husband fixed a stand to put wood on, and I brought wood in, a peavey, cant hook, crosscut saw, handsaw, a ripsaw, and an axe.  With the pictures and artifacts from CESA that I ordered, students had enough to keep them busy while they waited to saw through some lumber.  We all cleaned up at the end of the day, and we had a successful day!  I am sure we will do this again next year, and it saved us $240.00 bringing in an outside presenter.  It does take a village, though!

March 6, 2012 Update

Goal Setting Update  3/5                             Best Practice

After two weeks of goal setting, I asked the students how this was going.  I am trying make this easy management for me, and also beneficial for them.  Some students didn’t see the need for the goal.  Others felt it was helpful.  One student who recently improved in math was in favor of having the goal.  Another student who is working on accurate, fluent reading was also in favor of the goal.  Both have improved.  The reader had the top reading test score in the class.  I can tell both students have been working on their goals.  To be a little more helpful, if students do not have goals this week, I will brainstorm with them a goal they can work on.  This seems to be a good practice for those who have named a doable goal.

Cloud Update  3/5                     Technology, Teacher Leadership

I have no more data storage space left on our district site.  This shows how much I have contributed to the team this year!  So, over the weekend, I uploaded the last three math units to the cloud.  None of us teachers in fourth grade feel that comfortable with accessing and using information out there.  So, I’ve given everyone about three weeks to begin figuring it out.  That’s when they will need access to the files out there!

Math Prometheans      3/5                      Technology, Teacher Leadership, Best Practice

Last weekend I finished adding the student worksheets to the last three math units.  This was a goal of mine this year, and it is finished!  I am so glad that I have done this!  I find it very beneficial to go over the homework assignments in class together.  I can still find those students who did not finish it, and ask them to stay at recess to show me they understand the concepts.  It continues to free my evening time; I correct very few math pages.  Yet, I feel that I can point out any students who need support with math this year, probably better than any other year.  In fact, instead of spending my time correcting homework, I have more time to prepare for the next lesson.   I am using data from unit tests and checking in on questionable skills during Response to Intervention time.  With the adoption of Common Core this fall in math, we will go through some training this summer.  Guess what I will be doing?  Updating all nine units of math with the instructional lessons and new student worksheets!  I already know one way I can lead within my grade level for next year!  This job is not done yet.

Lumberjack Day     3/5                          Teacher Leadership

Together the fourth grade team has put together a Lumberjack Day for our students.  I ordered a lumber kit from CESA #11 so students can look at artifacts ( pictures and tools) from the early 1800’s.  I have gathered tools and logs to cut and roll.  We have passed the shredder to all classrooms so all students can shred paper, soak it, and make slurry.  On Friday all students will dress like lumberjacks, eat like a lumberjack, and participate in a lumberjack poem, reader’s theater, make paper, and do other activities.  This will be a fun and educational event.

February 26 Update

Organizing for SOC Meetings 2/24/2012 Best Practice, Teacher Leadership

When we began SOC (Students of Concern) Meetings our grade level wrote protocol for behavior. One of our agreements was to come to each meeting prepared with any data we need. I have succeeded, but always feel like I am gathering those documents that I need throughout the day. I labeled a folder “SOC Meetings” and put in my class data in math and reading, and results of our recent math test, along with its data analysis that is on the agenda for our meeting this week. I will be more organized.

Do The Math Intervention 2/24/2012 Best Practice

A fourth grade teacher has finished implementing a 30-day multiplication intervention for about 6 fourth graders. I was able to share through email the growth that 2 of my 3 students have shown in recent unit test scores and in multiplication rocket math, and positive attitude change toward math. Sharing students is a new practice that I hope we will continue after seeing results like this.

Goal Setting       2/13, 2/20, 2/27                                                Best Practice

Students have been setting goals each Monday morning.  If it is a goal they have not reached yet, they can keep the same goal into the next week.  They wrote their goals and taped them onto the top of their desk.    We will continue to work on this for a month and then evaluate its worth.

Student Led Conferences 2/13, 2/15 Best Practice

Nineteen fourth graders spent 25-30 minutes after school sharing their growth with their parents during student led conferences. This practice began when a coworker was in her master’s program and made this topic her action research. All fourth grade teachers and many third and fifth grade teachers continue to prepare students and guide this practice. It continues to be a success for all involved.

Using the Cloud 2/13/2012 Technology, Teacher Leadership

Our grade level is keeping our agenda for our SOC Meetings on the cloud. Any one of us can update the agenda. Meetings will be saved and archived. One of our teachers stepped up to set this up, and it is great to see more teachers sharing leadership.

February 12, 2012

January/February Data Collection (continued from January 1)                     Best Practice   

I wrote on January 1^st that walking and talking to the speech clinician helped me to get a grip on collecting data on two of my students.  I have been using the form I developed to document the student behaviors of one of my students each day for the past month.  I am emailing her mom each day, so I copy and paste into this document.   I now have a history of behaviors and parent contact.  I have met with the guidance counselor, school psychologist, and last year’s teacher.   I think this documentation will be beneficial as we head for a needed behavioral referral.

Lumbering                Planning for Lumberjack Day in March                    Teacher Leadership   

For the past ten years or so we have had a State Park Interpreter come into our school and talk to fourth graders about  lumbering (bringing a photo slideshow, song, and tools for students to try).  This used to be free, but now we need to charge each student $2.00.  We are brainstorming how we could do this event ourselves.  I ordered some lumberjack resources (a video and a kit) from CESA #11.  I have gotten the supplies ready the last few years for students to make paper.  I also have access to a cant hook, a pike pole, a cross-cut saw, and wood chunks for sawing.  Along with another teacher’s concentration game and a Wisconsin Makes Paper Great video, I think we can make this fun and educational.  We also have the students dress up like lumberjacks, and provide a lumberjack breakfast (budgeted for this year).    I am going to work on the schedule for the morning, and hopefully lead this event for my group.  It is not my forte to work out all of the kinks in rotations and supplies, but I am willing to try.  I will value other teacher input as I present this to my team.

Data Day – February 10                Best Practice                                                                                                    Fourth grade teachers met for two hours with reading support, special education, curriculum coordinator and guidance counselor to review our math and reading data for January.  We highlighted scores 95% or higher, and looked to see that everyone below grade level was being supported.  It was a true testimony to how far we have come in the few years.  We actually saw that students who were in the lowest 20% and those between 20-30% were provided services to support their needs.  To me, this was data and teaching at their best.  We are using the scores and being responsive with instruction, re-teaching, and/or interventions.  I am proud to be contributing to my students and our school in this valuable way.

Roller Skating in Phy Ed Class        February  1 - 13    Social Justice       Responsive Classroom              My fourth graders are now finishing a roller skating unit in gym class.  After the first class students came back and complained how rude some of the students were as they were skating.  In response we made a chart for gym class to determine what gym class should look like and sound like.  Students had great ideas; most used the word “positive”.  We carried it to the gym at our next class and posted it on the wall as a reminder.  That class went great.  The next class period, we forgot to review the poster and left it in the classroom.  There were new complaints.  I have a student who struggles with motor activities.  We discussed that gym class is for everyone, at every skill level.  We problem solved on how to help this student.  If they wanted to pass him, they needed to let him know from behind by calling out “Passing”, so he would not fall down.  We reviewed the chart, hung it in the gym during roller skating, and again had a terrific class.  This experience reminds me that I need to help the students in every aspect of the school day to learn to behave respectfully to their peers, and I cannot just expect it to happen on its own.   I am believing that as a class we may need to make another poster for another troublesome area outside of our classroom, namely, the lunch room. 

January SOC (Students of Concern) Meetings     Learning Community, Teacher Leadership,        Curriculum  Development , Best Practice                                                                                              

Our guidance counselor came back from an inservice and taught our building how to make data boards.  It has four levels, although I cannot remember the programs names for them.  I would call them above grade level, at grade level, one year behind, and two years behind grade level, based on MAP scores in reading.  We worked together to label our students with attendance issues, MAP scores, special education, behavior, other health impaired, 504, etc.  It was interesting to get this visual of these students.  I think activities like these unify us and remind us that we are working together to raise achievement for all students.  We are learning how third grade is sharing students during RtI to lighten each individual teacher’s workload.  Our differing schedule hasn’t allowed us to do this to the extent of third grade,  although two of us have stepped forward to serve those in need across the grade level.  One teacher is doing a 30-day intervention called Do The Math – Multiplication for those behind in rocket math.  She is doing this during her prep time.    I am currently spending about 8 days reworking area, perimeter, angles, and naming polygons for those students who struggled with these concepts on the last math test.  I am doing this during our Response to Intervention time.   I see sharing students as the next step to being effective teachers, and am looking forward when we are all more vested in this practice.

A Professional Learning Community Begins

January 16, 2012

I had a coaching opportunity to observe two math classes in third and fourth grade.  I saw some very good teaching and got a couple ideas to bring back to my own classroom.  As one teacher stated, reflection and preparation make for a great lesson.

January 20, 2012

I was able to chat with the fourth grade teacher and give her a couple ideas.    I think what she needed to conclude on her own was that preparation makes for a great lesson.  I shared how observing the same lesson I just taught had sparked a couple ideas for making it better and for helping students think deeper.

January 25, 2012

I found it pretty easy to conference with the third grade teacher.  He is so open to trying new things to help manage his very busy class.  I gave him some listening activities, a chime, the call and response ideas I got in La Crosse a year ago, and a few quick math focus activities.  I will also look into CESA 11 resources and see if I can find a Me Moves video.  A couple other teachers are using them for about five minutes a day to help calm and focus students.  

January, 2012

1/2/2012  Student of Concern Meeting

I am grateful that we are collaborating at our weekly grade level meetings.  Attending with us is a special education teacher, school counselor, reading support teacher, and speech teacher.  The special education teacher suggested taking a student with behaviors to the next step.  I am glad that she has been at each meeting this student’s name has come up.  She sees a need for a behavioral referral.  As I was completing the form, I realized that some of her behaviors are probably happening because the reading material is too difficult for her.  Reflection pulls the curtains back from the window so I can see clearer.

1/2/2012 Update on Collaboration and Reflection

After our Students of Concern meeting today I went walking with our speech pathologist.  We processed a student we shared, and she helped me brainstorm ideas to help the student succeed in homework.   I was able to call the parent and share these ideas.  My call was received positively, and I got to experience the positive effects of collaboration.  It benefited me and my student, and it encouraged me to make home contact. 

Walking with the speech pathologist also helped me learn more about data collection. She keeps data every day with every student, and talking to her was very helpful.   I hadn’t been able to come up with a great way to keep track of student behaviors.   My Response to Intervention (RtI) folder is in the back of the room, and I use it at Team Time for academics, but during the rest of my day, I am nearer to my desk in the front of the room.  A supervisor had suggested to write behaviors down in the same RtI folder.  But it is not convenient.   Keeping track at my desk has not worked well.  At the end of the day I find some notes in my notebook, on a scrap of paper, or I cannot find my form that I started at an earlier date.  Through our talk, I developed a form on the computer that is easy to update from a form I have on my desk.  Since I have two students to monitor behaviors for, one has a blue tag (boy) and the other has a pink tag (girl).  Each form has room for a week.  I handwrite on these at the time of the incident, and then update at the end of the week on my computer.  When I completed a problem solving referral over the weekend, I was able to attach the computer form without having to worry about sloppy handwriting or incomplete thoughts.  I am hopeful that this new procedure will continue to be easy, effective, and efficient for me. 

1/10/2012 Participation in the Classroom

I am working on being fair when calling on students in the classroom.  I believe that participation increases opportunities to learn.  Lately I have been using name sticks so everyone gets a chance to be called upon.  It is holding me and my students accountable.  I am also having the students turn and talk and interact more during class discussions.  This also increases participation and learning.   I think having a Best Practices Go-To Sheet will be a good thing!