May 7, 2012 End of Master's Program Reflections

The UW-LaCrosse master's program is coming to a close now.  I wanted to finish very strong this semester, but know that having my husband gone for six weeks derailed my work.  I am hoping that I have updated everything well enough, even though it won't be completed perfectly. 

Work has never consumed me more than the last two years.  I have also never felt so rewarded in my work as I have with this program.  I know it was a necessary step for me to grow as a professional, and for me to feel viable as a contributing teacher for the years to come.  I do not expect the growth to be over, only the master's program.  One of the most valuable assignments and pieces of work for me was to constantly be thinking about my practice and how I could grow and add to that growth through the seven strands.  I remember when I didn't really know what social justice was.  Today, I have a pretty good handle on what it takes to be the best educator possible.

Next year I will be reading and sharing magazine articles.  I will continue my work as a math coach, and open my classroom for others to observe engaging lessons.   Plans are already made for my updating the promethean math lessons this summer after we get our new curriculum updates in June.  I am wondering if I should continue this blog, or begin another.  I am leaning toward a new blog, keeping the seven strands, SMART goals, and updating resources that I read.  I have a few summer reading ideas from our PLC presentation.  For a small moment sometime this semester, I wondered if I would be done growing and give less to this job next year.  I realize that I do not want to be anyone but the educator I have become, and to finish the last years of my career as an educator, as a contributor, knowledgable and up to date on everything educators should know about and do.  Another thing I have learned is that I would rather be on a team, working together, than working by myself.  I will continue to value being part of a professional learning community at my school, as much as I have valued being a part of our master's professional learning community.

April 26, 2012 Action Research Presentation

Inquiry Project Presentation Reflection          Wednesday, April 25, 2012       

Osceola Elementary School (OES) and Osceola Intermediate School (OIS)

I presented my project during an in service to the OIS and OES K-5 staff and principals.  Specialist teachers were there, including teachers of art, music, physical education, and special education.   The total number was probably between 50 and 60 adults.

I had revised the presentation a few times, and practiced it at home.  My power point was organized with the main headings of Introduction, Literature Review, Methodology, Results and Implications for my classroom.  I used the post presentation checklist to be sure I met the criteria for a successful presentation.  I was nervous, but stepping up into the role of sharing wasn’t as scary as it would have been two years ago.

This presentation was valuable to all special education and regular classroom teachers.  These teachers are currently involved with inquiry projects.  There is the realization, in our second year of implementation, that the work we do with students will look different at different grade levels.  Different teachers and grade levels are doing different things, and it would be good to know what skills, projects, text coding, and units everyone works on.  The media specialist and I are working on a shared document, so I also talked about that.  I am hoping to fill the document by summer workshop in June, and then share.  Teachers will be encouraged to update it after that.

Following the presentation, there was time for discussion and questions.  I answered questions from my experiences, but other teachers also shared what their practices have looked like.  The sharing was beneficial to all, and the conversation meaningful.  Teachers are really working to hone their skills and make the process of inquiry most beneficial to students.  We are gleaning ideas from each other, and this was the perfect setting to continue the conversation.

After this discussion, we became familiar with the Common Core Speaking and Listening Skills, and needed to answer questions as to how well we are meeting these skills with the inquiry projects.  The sharing continued. My presentation was a good fit to this afternoon.  I am glad that our curriculum director asked me to present, and I am glad that I did. 

April, 2012

April, 2012 Update

April 27  Math League Contest           Teacher Leadership           

I will take our top 33 students tomorrow morning.  They will participate in a 30 minute test.  I will score the papers, and report data to our principal.  This year I will also report our results back to the Math League.  I checked into using the computer lab, but we do not have 33 working computers, and the lab is booked with classes and MAP testing this time of year.  Maybe next year students will be able to test this way, so I don’t have to hand-score each test.

April 26    Math Coaching                  Best Practice, Teacher Leadership, Educational Research

I observed a third grade teacher and his class today.  I saw his students behave much differently than when I was in before.  On the positive side, I feel like I have lots of coaching questions for him this time to help him reflect on his practice.  I also have some suggestions, should he ask for my opinion.  I liked seeing the curriculum in the grade before mine; it informs my practice.

April 26   Whoever You Are, by Mem Fox             Social Justice

I read this book to my students today.   It emphasizes that no matter where we live, what we eat, what language we speak, or the color of our skin, we all laugh, hurt, cry, love, and matter.   It went well with our celebration of a school-wide Read to Feed program.  Our students read 219,161 minutes in March, and collected $7849.12 from their reading.  This supports our OHS Empty Bowls initiative, and will be given to Heifer International. 

April 26   Data Analysis – Math             Best Practice, Teacher Leadership

Fourth graders are currently on Unit 8 in math.  I copy the unit tests so we can preview them at our SOC (Student of Concern) meeting, and also make a data analysis sheet.  We tally student errors, and bring them to the meeting for discussing.  The “laying it all out there” of our professional learning community is not evident yet.  Two of us are on board, and we need to lay a very trusting relationship so others will share.  Then we will be able to learn from each other. 

April 25    Presentation of Research             Teacher Leadership, Best Practice, Educational Research, Learning in Community, Technology in Education

I presented my research to K-5 staff and principals today.  I was nervous, but I’ve grown a lot in confidence in the past two years.  I really believe that if each teacher takes one thing from it, then it was worth it.  In reflecting on my research, I remember how I grappled with the constructivist approach two years ago.  I see how I have changed as a teacher, changed into a leader, and I know it is because I invested myself into this master’s program.  It has been a lot of work, but I have gained new practices and habits that make me a valuable employee and effective teacher.

April 23  HPLL Cart     Technology, Teacher Leadership

I signed up for the video conference entitled “To the Arctic” with photographer Florian Schulz.  I invited another fourth grade class in because they study the Iditarod each year.  We previewed some great photography by going online at http://welcometothearctic.org/multimedia .  We also Googled To The Arctic Imax, and watched a few minutes.  Fifty Imax theaters are currently running this presentation.  Students were struck by the floating ice and watched a polar bear with her two cubs jump from ice chunk to ice chunk. It was great way to remind ourselves to take care of our Earth!

April 19   Math Coaching                 Best Practice

I taught a fifth grade math class for 30 minutes so the teacher could observe in another classroom.  I was happy to see how the fifth graders were using algebraic concepts and seeing patterns with area and perimeter.  It was a good chance to step into another classroom.

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.  

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.

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 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!

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.