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.
Saturday, October 8, 2011
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.
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.
Sunday, October 2, 2011
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.
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.
Sunday, September 25, 2011
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.
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.
Tuesday, September 20, 2011
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!
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!
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