Along with the middle of the year in my district, comes midpoint diagnostics. Since fifth grade gets state wide testing for reading, math, and science, our midpoints are in these three areas as well. My biggest fear starting teaching in my own room this year was that my students would not show much, if any, growth in any content area. I really lacked confidence in my own teaching.
Well, I was so surprised and excited when I completed the grading of these diagnostics because my class average in all three content areas showed growth. In some content areas more than others, but growth nonetheless! I could not be happier. I am finding myself celebrating this little success and anxious for the next one to come around the corner.
I found it to be funny that I showed this growth because lately I have been feeling like there are so many things I want to change in how I run my classroom daily. I have talked about my Daily 5 structure during reading workshop time, and have really been wrestling with this concept. I loved it when I taught 4th grade last year in two long terms (4 months and 3 months). I loved it when I started the school year, but now am feeling like it is not sufficient enough for my students. It almost seems too easy for them and like a boring routine that we continue.
All of that being said, I want to change this part of my day, but am nervous to do so because it took us so long to set up this structure. Some things I do know about what I want to keep: the workshop model, lots of reading and content practice during this time, and of course small and individual student work time with me. What are some things you are doing in your classrooms? I am anxious to begin thinking about this, but also want to put a lot more thought into this part of my day than I currently do.
Math is another area that I am finding myself wanting to really make changes. As part of my resident educator program, I had to write a unit plan and my first one was on a math topic: decimals. I took our current math program and re-wrote the entire unit. What did I find? My students did so much better than they have ever done! The scored the highest on our unit assessment today than they have ever done, but more importantly, they can explain to you how decimals work and why they work that way. They have a deeper understanding of the concepts! I could not be happier, but I want all of my math units to be this way.
This makes me super nervous, because it has taken me forever to re-create that unit and put all of the pieces together. To do this with every remaining unit (13 to be exact), seems so daunting. I know the end result will make it so worth it, but finding the time seems almost impossible. I am going to have to re-read my balancing time post from much earlier this year!
On top of all this newness running around in my head, I am taking part in a new technology pilot program in my school. It starts in about a week. I am excited about parts of it and a bit skeptical about other parts. I am anxious to see how my teaching changes for the better from this and anxious to see what I find works with my teaching style and my classroom routines. Some things seem like they will be very challenging for me, particularly because of my having to give up some control and that is not a strong suit for me. I will have so much more to share on this in the near future. But, in the meantime, how do you use technology in your classroom with your students daily?
Friday, January 25, 2013
Thursday, January 17, 2013
The Midpoint
Today officially marked the end of the first half of the school year. I think that it has finally set in that this is my classroom. Over winter break a few weeks ago, I found myself excited to go back to my classroom and students. Now that we have been back for the last few weeks, I have finally felt a bit more settled in for the year. I feel like I know my students well and I know ways that I can support them in the classroom to help them learn the most they can.
As part of being this far into the school year, I am deep into my first year resident educator work (a mentorship program required for four years to earn a full five year teaching license). At this point in the year I have to plan, conduct, and reflect on three lesson cycles (mini units). I have fully completed one entire cycle and have been so thrilled with the deep learning that all of my students have had. I have been even more thrilled with how much my more challenged students have not only learned but retained. It was a definite proud teacher moment. :-) This has really inspired me to continue this work with the remainder of my math instruction this year. The only challenge: it was a lot of prep work and planning. I want to do this, but I am not sure where I am going to find the time on top of my already busy schedule with all of my other job to dos. I am going to have to get super creative.
To mark the end of the first half of the school year, my team had a release day to work on data review and planning from here. I was so happy that we completed so much work and planning. We created an assessment to continue to track student growth and planned a series of 8 lessons that we will conduct as a team in the 8 weeks leading up to our state testing. Today was so productive and I have a work day again tomorrow. I am hoping that tomorrow can be just as productive.
I certainly did not think that I would be feeling this calm at this point in my first year teaching full time. I certainly did not think that I would have been learning so much this year either. If you had asked me at the start of the school year if I thought I would grow a lot as a teacher and learn a lot about being a better teacher, I would have said no, but I am finding that I am a much better teacher than I ever was 4.5 months ago. I cannot wait to see what the next half of the year brings!
As part of being this far into the school year, I am deep into my first year resident educator work (a mentorship program required for four years to earn a full five year teaching license). At this point in the year I have to plan, conduct, and reflect on three lesson cycles (mini units). I have fully completed one entire cycle and have been so thrilled with the deep learning that all of my students have had. I have been even more thrilled with how much my more challenged students have not only learned but retained. It was a definite proud teacher moment. :-) This has really inspired me to continue this work with the remainder of my math instruction this year. The only challenge: it was a lot of prep work and planning. I want to do this, but I am not sure where I am going to find the time on top of my already busy schedule with all of my other job to dos. I am going to have to get super creative.
To mark the end of the first half of the school year, my team had a release day to work on data review and planning from here. I was so happy that we completed so much work and planning. We created an assessment to continue to track student growth and planned a series of 8 lessons that we will conduct as a team in the 8 weeks leading up to our state testing. Today was so productive and I have a work day again tomorrow. I am hoping that tomorrow can be just as productive.
I certainly did not think that I would be feeling this calm at this point in my first year teaching full time. I certainly did not think that I would have been learning so much this year either. If you had asked me at the start of the school year if I thought I would grow a lot as a teacher and learn a lot about being a better teacher, I would have said no, but I am finding that I am a much better teacher than I ever was 4.5 months ago. I cannot wait to see what the next half of the year brings!
Sunday, December 9, 2012
Hustle and Bustle...
It seems as though the hustle and bustle of the holiday season carries over into the classroom. Report cards (round one) are done, conferences (round one) are done, and teaching seemed like it could once again be the only focus in the classroom. Just when I thought that, I found my calendar telling me that I was terribly wrong. This week marks conferences round two and the holidays quickly approaching.
Not only is all of that happening, but I may have done the craziest thing to myself recently. I decided to co-present at our districts literacy conference in February. I am excited, nervous, thinking I may have lost my mind, and unsure about this decision all at once. I am sure I will share more in the coming weeks and months, but I will be presenting on the concept of argumentative writing within the math content areas. The focus will be on math and the common core standards and linking them to the writing common core standards.
So, this week seems awfully busy when I look at my to do list from meetings, conferences, planning, teaching, grading, writing Christmas cards, Christmas parties (3 in three days!), and spending time for myself. I am thinking that it may not all get done. So if you are on my Christmas card list every year, I apologize if your card comes at the new year! Teaching seems to change your personal deadlines an awful lot! :-)
But, in the midst of all of this hustle and bustle, I am finding time to stop and look at what I have done this year already. Just the other day, my students felt the need to inform me that I have become a much better math teacher in their eyes. I was not sure if that was a compliment or not, but I choose to look at it and think about how even my kids feel as though they are learning more now and the work I have been putting into their learning is paying off. As is true Angela fashion, I am always looking for where to focus my attention next and what to improve on. It seems as though I want to focus on small group instruction.
Last week, I spent a lot of time working one on one with many of my students on things they really needed some extra attention. I didn't get to meet with as many small groups as I would have liked, but the time spend with these 7 or 8 kids last week was so valuable. I had the chance to really see what they are struggling with and get a deeper understanding of where they are in their learning. I am looking forward to more time spent working with these kids this week as we work to improve their writing in math, reading and understanding, and overall confidence in their wonderful abilities to learn and view the world around them each day.
I hope that you have a chance in the midst of the hustle and bustle of the next few weeks to take a step back and look at your amazing teaching and yours students individually.
Not only is all of that happening, but I may have done the craziest thing to myself recently. I decided to co-present at our districts literacy conference in February. I am excited, nervous, thinking I may have lost my mind, and unsure about this decision all at once. I am sure I will share more in the coming weeks and months, but I will be presenting on the concept of argumentative writing within the math content areas. The focus will be on math and the common core standards and linking them to the writing common core standards.
So, this week seems awfully busy when I look at my to do list from meetings, conferences, planning, teaching, grading, writing Christmas cards, Christmas parties (3 in three days!), and spending time for myself. I am thinking that it may not all get done. So if you are on my Christmas card list every year, I apologize if your card comes at the new year! Teaching seems to change your personal deadlines an awful lot! :-)
But, in the midst of all of this hustle and bustle, I am finding time to stop and look at what I have done this year already. Just the other day, my students felt the need to inform me that I have become a much better math teacher in their eyes. I was not sure if that was a compliment or not, but I choose to look at it and think about how even my kids feel as though they are learning more now and the work I have been putting into their learning is paying off. As is true Angela fashion, I am always looking for where to focus my attention next and what to improve on. It seems as though I want to focus on small group instruction.
Last week, I spent a lot of time working one on one with many of my students on things they really needed some extra attention. I didn't get to meet with as many small groups as I would have liked, but the time spend with these 7 or 8 kids last week was so valuable. I had the chance to really see what they are struggling with and get a deeper understanding of where they are in their learning. I am looking forward to more time spent working with these kids this week as we work to improve their writing in math, reading and understanding, and overall confidence in their wonderful abilities to learn and view the world around them each day.
I hope that you have a chance in the midst of the hustle and bustle of the next few weeks to take a step back and look at your amazing teaching and yours students individually.
Monday, November 19, 2012
Time Flies!
In my school district we split the year into three trimesters. Friday marked the end of the first trimester! I cannot believe that my class and I have made it through 1/3 of the year already! I found myself reflecting on all that we have done and what improvements I have seen in my kids as well as my classroom set up.
One of the biggest improvement I have seen in my kids this year is in their writing, both stories and in math. I have spent a lot of time focusing and planning for my math instruction every day. As a result, my kids are consistently explaining their work and labeling their work as they solve problems. I have seen my most struggling mathematicians improve dramatically from this instruction. I have a student who went from no explanation and labels to always explaining what they do to solve a problem, labeling their work, and even sharing out in class without fear of being incorrect. After repeated small group and one-on-one instruction with another student in subtraction with regrouping, I can confidently say that he can do this independently and no longer needs my support in that area of math. The list of improvements I have noticed and reflected on continues. I can easily say that I am a proud teacher.
But, my classroom set up needed some attention. After living with it for a trimester, I decided that there were some changes needing to happen on Friday. Take a look at the pictures below of my room set up for the first 1/3 of the year.
I have found that there were too many "blind" spots for me during independent work time. I allow the kids to work around the room. I have found that many of them are more comfortable when not sitting in their desk, but at the same time, many find it as an opportunity to "hide" and talk to friends instead of getting their work done. As a result, assignments were not being completed, and I was having trouble teaching in small groups without having to interrupt them to correct a choice. My new set up has split the Daily 5 choice boxes around the room (used to all be in one general area of the room). My kids now have several open areas that they can work in around the classroom. Take a look below at some of the pictures with the new set up.
Overall, the first trimester has been a growing experience. I am excited to see the changes that will occur over the next 1/3 of the year. At the end of this first trimester, I have realized how quickly time flies! I have accomplished a lot in these 13/14 weeks, but not as much as I would like. Maybe next year?
One of the biggest improvement I have seen in my kids this year is in their writing, both stories and in math. I have spent a lot of time focusing and planning for my math instruction every day. As a result, my kids are consistently explaining their work and labeling their work as they solve problems. I have seen my most struggling mathematicians improve dramatically from this instruction. I have a student who went from no explanation and labels to always explaining what they do to solve a problem, labeling their work, and even sharing out in class without fear of being incorrect. After repeated small group and one-on-one instruction with another student in subtraction with regrouping, I can confidently say that he can do this independently and no longer needs my support in that area of math. The list of improvements I have noticed and reflected on continues. I can easily say that I am a proud teacher.
But, my classroom set up needed some attention. After living with it for a trimester, I decided that there were some changes needing to happen on Friday. Take a look at the pictures below of my room set up for the first 1/3 of the year.
I have found that there were too many "blind" spots for me during independent work time. I allow the kids to work around the room. I have found that many of them are more comfortable when not sitting in their desk, but at the same time, many find it as an opportunity to "hide" and talk to friends instead of getting their work done. As a result, assignments were not being completed, and I was having trouble teaching in small groups without having to interrupt them to correct a choice. My new set up has split the Daily 5 choice boxes around the room (used to all be in one general area of the room). My kids now have several open areas that they can work in around the classroom. Take a look below at some of the pictures with the new set up.
Overall, the first trimester has been a growing experience. I am excited to see the changes that will occur over the next 1/3 of the year. At the end of this first trimester, I have realized how quickly time flies! I have accomplished a lot in these 13/14 weeks, but not as much as I would like. Maybe next year?
Tuesday, November 13, 2012
Developing a Workshop: Math
The last two weeks I have spent a lot of time focusing my attention on and thinking through how to transform my 80 minute math instruction time into a valuable math workshop. This has been quite the process.
Most of this thinking started when I attended the first of four professional development opportunities with Joan Smith. In these sessions, she is working with the fifth grade teachers in my district on helping our students to understand the basics of math (what numbers are, mean, and how they work in the world), begin using this knowledge to problem solve real life problems, and taking a hands off role to allow students to make mistakes (after all, that is where the most concrete learning occurs).
Last week, I jumped right in by setting the stage for what we would be learning and how we would do this this year.
We then worked on our first real life problem solving activity. This is where I had to take a complete hands off role. I provided students with the problem, manipulatives, the time, and I watched, took notes, and made observations about what students fully understood and where their "missing links" were. My how surprised I was! This was a two day event. On the second day, we charted all of the thinking and math processing we had been doing for two days. Take a look at our work below.
This experience was so valuable for my students and myself. They learned from one another, they had a chance to practice what they knew and understood, and I learned where "missing links" were, how I should begin grouping the kids for "guided math, "and where to begin with each student. Ultimately, I did a second lesson in a similar fashion since this one went so well.
My focus for this second lesson was lesson on the concept we were working with and more on the practical use of manipulatives and tools. In the process, the students surprised me with their connections to new math rules we had not learned or discussed. Take a look at the chart we created together based on this lesson and learning below.
A little more than a week later, I have begun thinking about pulling students into "guided math" groups. I am excited to dive into this with my students. My developing plan for my 80 minute math block is below.
Problem of the Day (still thinking about this one)
Mini-lesson (using my current district program)
TIME work (check out more details here)
Sharing from our TIME work
As I begin to implement this and other developing ideas in the classroom, I am excited to share them. What are your thoughts? Where should I go next? What have you tried that worked well?
Most of this thinking started when I attended the first of four professional development opportunities with Joan Smith. In these sessions, she is working with the fifth grade teachers in my district on helping our students to understand the basics of math (what numbers are, mean, and how they work in the world), begin using this knowledge to problem solve real life problems, and taking a hands off role to allow students to make mistakes (after all, that is where the most concrete learning occurs).
Last week, I jumped right in by setting the stage for what we would be learning and how we would do this this year.
We then worked on our first real life problem solving activity. This is where I had to take a complete hands off role. I provided students with the problem, manipulatives, the time, and I watched, took notes, and made observations about what students fully understood and where their "missing links" were. My how surprised I was! This was a two day event. On the second day, we charted all of the thinking and math processing we had been doing for two days. Take a look at our work below.
This experience was so valuable for my students and myself. They learned from one another, they had a chance to practice what they knew and understood, and I learned where "missing links" were, how I should begin grouping the kids for "guided math, "and where to begin with each student. Ultimately, I did a second lesson in a similar fashion since this one went so well.
My focus for this second lesson was lesson on the concept we were working with and more on the practical use of manipulatives and tools. In the process, the students surprised me with their connections to new math rules we had not learned or discussed. Take a look at the chart we created together based on this lesson and learning below.
A little more than a week later, I have begun thinking about pulling students into "guided math" groups. I am excited to dive into this with my students. My developing plan for my 80 minute math block is below.
Problem of the Day (still thinking about this one)
Mini-lesson (using my current district program)
TIME work (check out more details here)
Sharing from our TIME work
As I begin to implement this and other developing ideas in the classroom, I am excited to share them. What are your thoughts? Where should I go next? What have you tried that worked well?
Thursday, October 11, 2012
Observations: Key to Success
As part of my required work for being a first year teacher this year, I have to observe teachers who are doing good things in area's that I want to work on and improve in. My focus for improvement this year is primarily math. I say primarily because at the end of the day, I really think I can improve in so many different ways, but I need to focus on one at a time to be the most successful.
So, on Monday, I went and completed my first two (of many) observations that I needed to do. I went with the attitude that I just need to get these done and over with so that I can check the box and get back to the craziness of things that need to get done in my own room (and preparing for my own fall observation and evaluation by my principal this week).
What did I find from these observations? A quick realization that I like little to nothing that I am doing in math. What seems like forever, teaching math for 80 minutes a day, flew by and we went OVER in time after trying some of what I learned! My kids were more engaged after I tried what I learned and I am certain were far more successful than they have been in this unit thus far.
Up to now, my math lesson has been to follow the teacher guide to help me think about the lesson because I was convinced that I couldn't do it all this year and had no idea where to start thinking about "creating" my own math lessons. I went to observe a fourth grade teacher in my building today who uses the book titled Number Talks by Sherry Parrish to guide her own "number talks" in the classroom. After 15 minutes of watching her and taking notes constantly, I was so excited to get back to my classroom, pick up my kids and dive right in. I changed my math lesson the minute the kids walked in and did a variation of these "number talks."
What I found to be different? My kids were more engaged than they have ever been in math, my instruction was more focused than ever before, and the result at the end of the lesson was that the kids got the concepts and information I needed to get to them. I typically have 6 or 7 students working with me as I re-instruct them from the lesson that day, but today, I had 2! I am so excited about this lesson and how it went, that I cannot wait to try it again tomorrow and see how it goes.
So in the end, I found that observing other teachers, no matter how time consuming or tedious it seems, it really is one important key to success in the classroom. The two teachers I observed (one fourth grade and one first grade) gave me so many great ideas to try and work with in my classroom this week and in future weeks that I cannot wait to teach 80 minutes of math tomorrow!
So, on Monday, I went and completed my first two (of many) observations that I needed to do. I went with the attitude that I just need to get these done and over with so that I can check the box and get back to the craziness of things that need to get done in my own room (and preparing for my own fall observation and evaluation by my principal this week).
What did I find from these observations? A quick realization that I like little to nothing that I am doing in math. What seems like forever, teaching math for 80 minutes a day, flew by and we went OVER in time after trying some of what I learned! My kids were more engaged after I tried what I learned and I am certain were far more successful than they have been in this unit thus far.
Up to now, my math lesson has been to follow the teacher guide to help me think about the lesson because I was convinced that I couldn't do it all this year and had no idea where to start thinking about "creating" my own math lessons. I went to observe a fourth grade teacher in my building today who uses the book titled Number Talks by Sherry Parrish to guide her own "number talks" in the classroom. After 15 minutes of watching her and taking notes constantly, I was so excited to get back to my classroom, pick up my kids and dive right in. I changed my math lesson the minute the kids walked in and did a variation of these "number talks."
What I found to be different? My kids were more engaged than they have ever been in math, my instruction was more focused than ever before, and the result at the end of the lesson was that the kids got the concepts and information I needed to get to them. I typically have 6 or 7 students working with me as I re-instruct them from the lesson that day, but today, I had 2! I am so excited about this lesson and how it went, that I cannot wait to try it again tomorrow and see how it goes.
So in the end, I found that observing other teachers, no matter how time consuming or tedious it seems, it really is one important key to success in the classroom. The two teachers I observed (one fourth grade and one first grade) gave me so many great ideas to try and work with in my classroom this week and in future weeks that I cannot wait to teach 80 minutes of math tomorrow!
Sunday, October 7, 2012
Balancing Time: Is it Possible?
I am finding myself feeling so overwhelmed the last few weeks. Is there ever going to be enough time to complete everything?? I have found papers getting back logged in grading, planning not being considered until last minute, and a constant list of meetings to plan for daily.
I am realizing in the midst of the craziness that I really need to sit back and think: What is most important and beneficial for my kids at school? Is planning a week in advance really beneficial? Or should I focus more on getting my kids their feedback back on their work? I want the piles to disappear in my room and the "To Do List" to get checked off, but that does not seem to be benefiting my students. After all, my desk being full of papers to get to has earned the nickname "Tornado Ally" from my class this year. Is that really a bad thing? They are using analogies in a practical way!
I am quickly realizing that it is the intentional planning based on our previous learning and class discussions that day or the day before that is more important than sticking to my original plans made a week ago. I am finding that checking in with my students and giving them feedback on their practice is more valuable than making my practice pages "pretty" or putting everything away in my classroom everyday. What is valuable and worth my time and focus is what impacts the kids and their learning the most.
Time is unfortunately not infinite and I am having to learn the balance of that in such a real way. I can't work on school work 24/7. My kids will never have a teacher that understands the world they live in or can discuss the current events that affect them now and later if I don't balance. I will burn myself out of the profession before I know it if I keep it up. I have to have time for the things in life that are more important to me like family. This is modeling it for my class. They will need to have the ability to balance their time someday and I need to model that life skill for them.
I love my job and I want to be the best I can be at it (and the perfectionist in me is convinced that more time will make that happen :-)), but I will have to accept that I will never be perfect. After all, who ever met a teacher that said he/she was perfect at his/her job and he/she was done learning and improving his/her practice?
I am realizing in the midst of the craziness that I really need to sit back and think: What is most important and beneficial for my kids at school? Is planning a week in advance really beneficial? Or should I focus more on getting my kids their feedback back on their work? I want the piles to disappear in my room and the "To Do List" to get checked off, but that does not seem to be benefiting my students. After all, my desk being full of papers to get to has earned the nickname "Tornado Ally" from my class this year. Is that really a bad thing? They are using analogies in a practical way!
I am quickly realizing that it is the intentional planning based on our previous learning and class discussions that day or the day before that is more important than sticking to my original plans made a week ago. I am finding that checking in with my students and giving them feedback on their practice is more valuable than making my practice pages "pretty" or putting everything away in my classroom everyday. What is valuable and worth my time and focus is what impacts the kids and their learning the most.
Time is unfortunately not infinite and I am having to learn the balance of that in such a real way. I can't work on school work 24/7. My kids will never have a teacher that understands the world they live in or can discuss the current events that affect them now and later if I don't balance. I will burn myself out of the profession before I know it if I keep it up. I have to have time for the things in life that are more important to me like family. This is modeling it for my class. They will need to have the ability to balance their time someday and I need to model that life skill for them.
I love my job and I want to be the best I can be at it (and the perfectionist in me is convinced that more time will make that happen :-)), but I will have to accept that I will never be perfect. After all, who ever met a teacher that said he/she was perfect at his/her job and he/she was done learning and improving his/her practice?
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