End of Year Reflections

We made it through year 2 (almost)! I just thought I'd throw a few questions out there to help us reflect on how the year went. Feel free to answer all or one or none of them :)

1. What was your greatest success this year?
2. What goal did you set at the beginning of the year and do you feel that you met it?
3. What do you want to improve for next year?
4. Did you discover a new classroom management technique or teaching method that you think works really well for you?

I guess I'll start by answering #2...
The goal I set for this year was to research new classroom management techniques, choose a few to try out, and see what works. I feel like I tried a lot of new things this year when it comes to classroom management. I think overall I definitely improved in this area, and what I found was that certain techniques worked best for certain classes. I think that one thing I was better at this year and made a difference was being proactive about calling home. As a first year teacher last year, I didn't have a lot of confidence when it came to calling home, but now I feel a lot better about it and really like working with the parent to come up with a success plan for their student.

MCA Reflection

I don't know about all of you, but I am feeling a bit of a relief that MCA reading tests are over. What kinds of strategies were any of you thinking you should have done? I was feeling like I did the usual of going over the practice paper tests with students with the usual strategies: read the title and box first, then questions and answers, and highlight key words in questions. Then go to reading and highlight key words if you think they have something to do with the answer. The teacher I co-teach with had an additional strategy of pausing after each paragraph to see if you can answer any of the questions. I always thought they should read the whole thing first--but I actually agree with the pause after each paragraph approach. Then students don't forget what the questions are, and there is maybe less back and forth. My coteacher also went over key question words to see if they could remember what those were. There was also WAY more vocabulary than in previous tests--with word nuances. I almost think vocabulary games throughout the year would be really useful--where students need to come up with nuances--like Apples to Apples--with lots of interaction and discussion. I was afraid of the electronic format--that it would throw some of the students--but I didn't really see evidence of that. Since my kids are lower level ELs, I did see some clicking that seemed to be random, but I tried to stay by those students and reassure them to take their time and read thoroughly. Any other thoughts/reflections out there?

50 Must-See Teacher Blogs from Edumedic

http://edudemic.com/2011/12/teacher-blogs/

Laziness!

As I sit here on a Friday (late) afternoon...

I'm getting ready to go home and just reflecting on the past few days. I was working with a student this afternoon on doing some quiz corrections so he can do a retake. It took us 30 minutes to do two problems. We were working on volume and surface area, but this student still did not know the formulas for triangles, rectangles, and circles, so everything was taking a long time. Now this is the type of student who I would describe, for lack of a better word, as lazy. During class, it's like pulling teeth trying to get this kid to do work.

Now we all have them. There's always that student who just wants to sit there and "take it all in." Aka doodle, daydream, anything really to avoid working on what should actually be done. I feel like I've pulled out all the tricks in the bag I know - "kill him with kindness", talk to his parents, work with his support teacher, work with him one on one after school, give him lists of missing assignments... all to no avail. Has anyone found something ... anything... that works for kids who just don't have the work ethic?

Bullying resources on Teaching Tolerance Website

I have found some good resources on bullying on the Teaching Tolerance Website--if you haven't checked out the Website, I would encourage you to do so. Teaching Tolerance is part of the Southern Poverty Law Center, and they have great curriculum for any teacher. I have an advisory, so I am using some of the bullying resources for advisory. You could incorporate it into any class. I get their magazine and their weekly email updates. Is anyone else using bullying resources in their curriculum? Just curious. I know East Junior High has been talking about incorporating it into advisory formally, but we haven't yet. Ann

PLC "Singletons"

I am hoping for some thoughts/feedback on the role of "singletons" in PLCs. (i.e., Sped. Teachers/Specialists/Speech/ELL). I do know that many of these teachers have PLCs that meet to discuss common instructional strategies/identify pacing and essential skills across district. I am not sure, however, if these PLCs are the weekly, data discussion/common assessment, type of PLCs. I feel, sometimes, that when a "singleton" joins a grade level PLC, it can be a dance to figure out their role and how best they can collaborate/contribute to the process.

Any experiences you could share about grade level teams that incorporate these teachers into the PLC process/learning cycles? Thanks!  

Taking Chances

I'm piggy-backing on Mara's post. I like what she posted about error-proofing the student work. If we really reflect on our own learning practice, we learned through figuring things out for ourselves--albeit with teacher help. I have this error-proofing danger when I try to teach ELs and low-level students about how to write proper sentences. I model perfect sentences on the board, and then have them try and write with a partner, using the GRR (gradual release of responsibility) then independently with support, and then independently. That's all well and good, but I feel that I kind of "mother hen" them to write a little above their level--rather than letting them try at their level, and then assess and figure out the independent piece. This last time I did a writing assignment, I tried a smaller amount at a time, and then tried to conference with them. That was more effective than the "error proof" approach of writing their corrections and then have them copy. That works for modeling, but they need to take the next step and be uncomfortable in their process a bit. They do need to struggle, and I have to give time to the class to allow for that struggle and learn process.

Productive Struggle

At our morning meeting, our principal shared with us an article about "productive struggle." It emphasized the importance of making mistakes in the learning process. In it, David Ginsberg says, "students' grasp of new concepts and skills is often better when they struggle through the process of learning those concepts and skills than when teachers error-proof that process."

I find myself error-proofing often for students and I know that I need to work on allowing students to trouble-shoot on their own. However, it can be hard to put this idea into practice. My colleagues and I wondered this morning about helping unmotivated students, the issue of time, and the possibility that a "wrong" idea sticks in a student's head instead of the correct one. How do we deal with these issues?

The article can be found here: http://blogs.edweek.org/teachers/coach_gs_teaching_tips/2012/01/dont_prevent_students_mistakes_prepare_for_them.html

What do you think? Do you have "no help days" or productive struggle activities? If so, how have you made them work?

MCA Prep

MCAs are right around the corner! Well... ok, in two months, but in the math world that is pretty close! My PLC has been trying a lot of new things to get math scores up. I just wanted to share what we are doing and also see if anyone else has good ideas!

Our students took the OLPA test, which is basically a practice MCA. We were able to get a ton of data from it. We have grouped our students into six different groups based on their scores. We are using these groups to pull students for SWAT (school-wide enrichment/intervention time). As we are able to see whichstrands were strengths and which were weaknesses, we can focus in on one or two concepts during a SWAT to reinforce specific skills. We have only done this once so far, but we did it last year and it had good results. Another thing we are doing differently this year is putting more MCA type questions on assessments and in our daily lessons. At the end of each unit, we will devote an entire day to going over the types of questions students may see on the MCA using the concepts we have just learned. We are also trying to build in more test prep questions into homework assignments. I am excited to see how far our students can get before the test at the end of  April.

What kind of activities or interventions will you use to prep for the MCA?

Bullying

Hi Everyone!

This is an article that my principal forwarded to our staff.  The article provides some interesting points to keep in mind as educators, so I thought I would share it with you.

http://www.mynewsletterbuilder.com/email/newsletter/1411641979

7 Reasons Teachers Should Blog

http://steve-wheeler.blogspot.co.uk/2011/07/seven-reasons-teachers-should-blog.html?m=1

Co-teaching

This semester, I am fortunate enough to be co-teaching one hour of English 7 with an ELL teacher. This is my first experience with co-teaching. Do any of you co-teach and have advice/suggestions to share?

Cursive Writing

A friend forwarded this article to me about cursive writing.  It is disappearing from most state standards as we move into an age when computer keyboarding skills are much more valued.  Still, some people think that cursive writing helps with brain development. It is almost like a foreign language - without it we couldn't read the Declaration of Independence! My second grade students are excited to learn it, but there are so many pressures to prioritize and maximize instruction time that I can see why cursive would be sidelined.  What do you think?

http://online.wsj.com/article/SB10001424127887323644904578272151551627948.html

Beth

PBIS-Positive Behavior Intervention Strategies...

I've always been a huge advocate of rewarding students for doing the right things. As opposed to punishing students for doing the wrong things. For, instance, having a marble reward jar for students who make it on time to class with their supplies ready to go for the day's lesson. Do you have any other neat positive ideas to assist in student motivation both academically or behaviorally?

Literacy Pilot

Today we had our elementary training for the fourth curriculum in the literacy pilot.  As the grade-level language arts rep, I've been to all of the trainings and have been facilitating the pilot in my grade level.  It has been an interesting and in-depth process.  I was the science rep last year for my grade, and so had the same opportunity to engage with the science pilot.  I've found the piloting process to be quite a bit more extensive this year for language arts.  I have found it to be helpful to have the entire year to pilot the different materials, rather than one quarter.  The trainings have also been more in-depth and informative.

Have any of you been working with the literacy pilot?  What have your experiences been?  Do you have any thoughts on the materials?

PLC Reflection and Process

Reflecting on Monday's PLC workshop, I am looking to see to what extent we are commonly experiencing the learning "cycle" (i.e., identify essential learning, commonly assess student knowledge on it, teach to a smart goal, reassess if students met the goal, and differentiate instruction to meet needs.......within 2-3 weeks). Is this a common experience for PLCs across the district? Or are teams approaching this process differently depending on context and understanding; what is your eperience quarters 1 and 2?

Article on Student Engagement

Our IC sent us this article that outlines a Gallup poll on student engagement. It says that in elementary school, 8/10 students are engaged, whereas in middle school it's 6/10 and high school is 4/10. What do you think are the reasons for this?

http://blogs.edweek.org/teachers/teaching_now/2013/01/gallup_student_engagement_drops_with_each_grade.html?utm_source=twitterfeed&utm_medium=twitter

Semester Finals

My students have a math final next week which we started preparing for this past Wednesday. So far we've completed stations, had review packets as homework, done practice problems in class, looked at lists of topics on the final, etc. I've struggled to come up with an awesome way to review for a final. It seems like I always do "same old, same old." Does anyone have a great idea for reviewing for such a large test? I know the students must feel overwhelmed that there are so many concepts on one test, and I'm definitely feeling it too. It's quite daunting to have to review an entire semester's worth of material in one week!

Skits with reading, tie with writing

Hello Everyone and Happy New Year! I was just perusing through the recent new year posts, and I see that several people are posting about reading fluency or getting students engaged with a reading classroom activity. I came up with a way to get students excited and intrigued about characters in their literacy circle books. If they write a skit about a character that shows the character's physical traits and personality, then they will be engaged with how to portray the person's traits--both types. And it also ties in with reading closely to find out what kind of scene they need to portray. for lower level students, this could be a scene with the dialogue from the book. For higher level or honor students, it could mean a parody or some higher level thinking of creating a scene with more challenging parameters. Either write the skit with them or have them create it--just even a short one will get them engaged if you make it fun enough. Then you've covered reading, writing, listening, speaking, and if you skew it to whatever standard you are covering, you have it made! Have fun! Ann

Reading Fluency

The break gave me some time to reflect on areas that I would like to focus on for the second half of the year.  My second graders have made great strides in reading, but many still struggle with the fluency piece.  I am going to do Readers Theater with them, as I found that to be really helpful last year.  Does anyone have other suggestions for fun ways to help students boost their reading fluency?

Where has the time gone?

Happy New Year!

Wow our first week back and 2^nd quarter is almost done I still can’t believe we have been in school for 73 days.  How is everyone finding the time to get their assessments, report cards, meetings, and now getting ready for conferences?  Is there any magic tricks you can share?

PLC SMART GOAL and Intervention Results

My PLC group has gone fairly smoothly with the process and outcomes of the learning cycle. We were able to look at the data from our first formative assessment, identified the students who did not meet the goal (90% of the students will get 100% correct on the test), and created an intervention for them to target the skills they "missed." After a week of intervention, we gave them the assessment again. (Here I would like your thoughts) The students in the intervention got all of the questions right for the target skills. However, they also got wrong answers that they previously had right! (this means that the students still did not meet the goal).

My team felt that since the skills were no longer being taught (the lessons had moved on), the info was not still "fresh" in the students' minds over the week of intervention. When we are looking so closely as student learning, its becoming a little clearer the way that students don't retain all of the learning needed to meet the identified skill - This also messes with any percentage we set for our smart goal, as the students who receive intervention time needed to "hold on" to the information longer before the retest. 

Reading grouping strategies?

Hello All,
I was curious if you all had some creative ways to make inclass reading assignments not only more beneficial but more entertaining for the students as well. For example, assignming each group memeber a job or role etc. I'm always up for mixing it up in my reading assignments. So, feel free to provide me your ideas.
Thanks,
Shawn DeBoer