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

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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?