I haven't blogged about how things have been going because it has been going downhill lately. I have a handful of students who continue to make choices that demonstrate that they really are taking responsibility for their education. Unfortunately, only a handful. The others just make sure they are sitting with their friends and doing the bare minimum. That will need to change!
It is Christmas Break, okay officially Winter Break, but we have it so we can celebrate Christmas, so I call it what it is. Anyway, I am revamping things so when we go back to school they will either make the choices to responsible for themselves or I will make the choices for them.
I have rearranged the room. There are no three person-desk arrangements anymore. There are single seats still. I have a number of students who like them because they get their work done with less distraction. There will also be two person-desk arrangements and four person-desk arrangements. The big change for them is who can sit at them. There will have to be an even number of boys and girls at each. This will help break-up some of those "friendship groupings" that were becoming a problem.
Another change will be in how I teach Math and Reading. I already made some changes in Reading and the students have embraced them. They went from having complete choice during "May" time to have a limited amount of selections. Actually, that was what I had originally planned to do. They may choose to be part of a student-led group one day a week for example. At this point, the student-led group choice is a strategy study group. I have online and paper-pencil activities already set up that they can do in a small group. There are also activities that they can do up to two days each week, and also activities that can be done up to three days. Obviously, the three day activities are the ones that focus the most on reading skills and strategies.
I also have added a weekly folder that they keep all their papers in that we are working on that week. We still use the cow notebook for some of the work, but shrinking everything was getting impractical. They will still take home the notebook at the end of the week for their parents to review and sign, but now the folder will go home as well. Each Monday, they will take the papers in the folder and place it in a binder to keep everything for future reference. Unless of course we are still using it, then it will stay in the folder. We used the folder for two weeks and the students actually were excited about it.
In Math, I have a few ideas rolling around in my head. The notebook we have been using has not been working for most of them, so I need to rethink that. Also the daily availability of using laptops to review videos and play games will go away. That will be allowed once a week, after the weekly review quiz. Students will also no longer be able to copy notes during class. I had originally planned for that to be homework, and now it will be. I have a few other ideas that I plan to put into place.
I do plan to write more often as I continue to create a responsibility classroom. Wish me luck!
Thursday, December 26, 2013
Thursday, October 10, 2013
Check Out Our Classroom Door
I have been wanting to show off my students' Personal Responsibility Awards for awhile, but I kept forgetting to take the photo. Today I finally remembered!
It's not the best photo, but I think you can see we have a lot of them. Actually, there are some more on the wall outside the door as well. They were starting to get a little too low to be able to read the names on them.
How does one get such an award? Well, by doing something that shows personal responsibility. Yesterday, two of my girls got awards because they came to me and asked for help with writing decimals in expanded notation. Two days ago, two other girls got awards because they were writing summaries of what they read during I May Time in reading. They weren't required to do that, but they both took the initiative to do that. Over the last two weeks nine students got awards for signing up to be part of main idea strategy groups.
What else? Picking a seat away from friends in order to get work done has been awarded. Deciding to review math videos and take notes when everyone else chose to play online math games has resulted in an award. Getting up and moving away from a distraction so that work is getting accomplished has been noticed and an award has been posted. Really the list of awards given out is much more extensive and the possible ways that they can show responsibility could go on and on.
I look forward to adding more and more awards, even if they do eat up my ink. :)
Thursday, October 3, 2013
Shaking Things Up and Seeing Change
There are certain students in each of my classes that always pick the same group of seats or people to sit by. Once a week or so, I ask them to pick a new seat that they have never sat at, or I ask them to pick a new person to sit with. It is getting harder for them to accomplish this because there are only so many options. So, I decided to shake things up.
After school today, I moved the desks around. I still have individual desks, groups of two, three, and four desks, but they are in different places and configurations that before. I am looking forward to seeing how the students take the new seating options.
I wrote previously that I liked the carefully arranged groups of desks, and I am shocked at how quickly I have come to love the loose arrangement of desks in various group sizes. I see students making the best choices for themselves. One of my favorite things to see, on an almost daily basis, is students who are quite social picking a seat away from friends so they can focus.
Yesterday, one of my math students asked if he could move because another student was talking to him. Now, this student would be described by many a former teacher of his, as a talker, and I would have agreed a week or two ago. This student, however has embraced the idea that he is responsible for how he does in math class. Sure, he still talks, the point isn't to make a class full of mutes, but he controls it so he can do his work. I look forward to seeing which seat he picks tomorrow, with the new arrangement.
After school today, I moved the desks around. I still have individual desks, groups of two, three, and four desks, but they are in different places and configurations that before. I am looking forward to seeing how the students take the new seating options.
I wrote previously that I liked the carefully arranged groups of desks, and I am shocked at how quickly I have come to love the loose arrangement of desks in various group sizes. I see students making the best choices for themselves. One of my favorite things to see, on an almost daily basis, is students who are quite social picking a seat away from friends so they can focus.
Yesterday, one of my math students asked if he could move because another student was talking to him. Now, this student would be described by many a former teacher of his, as a talker, and I would have agreed a week or two ago. This student, however has embraced the idea that he is responsible for how he does in math class. Sure, he still talks, the point isn't to make a class full of mutes, but he controls it so he can do his work. I look forward to seeing which seat he picks tomorrow, with the new arrangement.
Friday, September 20, 2013
Apologizing
Today I had to have a conversation with my class. They have been quite silly the last three days, and I needed to reign them in. In the past the conversation would have focused on their behavior, and how they need to change it. That is not how today's conversation went.
They all sat down, ready for the "teacher" talk that they are used to. I sat there for a minute wondering how to start. I looked around at them and realized that I needed to apologize. I needed to take responsibility.
I started with, "I have to say that I'm sorry." Silence.
"I should have been stricter. I starting letting up too soon. I should have spent more time training you. I usually spend more time doing that and I apologize that I didn't do that." Silence.
It went on like this for the rest of the conversation. I talked to them about the swag walk in the hall. That all started innocently enough. One of my girls was walking in our hall, almost strutting, and I started walking like it too. It was a funny moment between her and I, but over the next few walks in our hall other students started doing it. At first that was fine, but soon a few started to get loud and walking all over the hall, rather than in line. I told them that if they were going to do it they had to be quiet. Of course, they said they would be, but Wednesday they so weren't. They were loud and a teacher closed her door because of it. I banned the swag for the next day, and told them they could only do it again if they proved that they could walk correctly.
Well, today they were nowhere near a correct line. People talking, playing around, turned around, and leaning on the wall. That was the last straw before the talk mentioned above. But like I said, I take responsibility for their behavior.
So back to the conversation, I told them if I was going to have a personal responsibility classroom, then I needed to take responsibility for what was happening. Silence.
I told them that specials' teachers compliment them, because they are good kids. I told them that I genuinely enjoy them; that they are great kids. I told them that I love having fun, but not if it disrupts the learning of others, not if it gets out of control. I asked them if they understood. Of course, they all replied, "yes".
One girl raised her hand and when I called on her, she said, "but it's not your responsibility that we don't walk right."
I smiled, "yes, you should all know how to walk in the hall as 5th graders, but it is my fault that the swag got out of control. That I am responsible for."
"Are we good?"
"Yes!"
"Good, let's go show off the best line as we go to specials." And you know what? They did!
They all sat down, ready for the "teacher" talk that they are used to. I sat there for a minute wondering how to start. I looked around at them and realized that I needed to apologize. I needed to take responsibility.
I started with, "I have to say that I'm sorry." Silence.
"I should have been stricter. I starting letting up too soon. I should have spent more time training you. I usually spend more time doing that and I apologize that I didn't do that." Silence.
It went on like this for the rest of the conversation. I talked to them about the swag walk in the hall. That all started innocently enough. One of my girls was walking in our hall, almost strutting, and I started walking like it too. It was a funny moment between her and I, but over the next few walks in our hall other students started doing it. At first that was fine, but soon a few started to get loud and walking all over the hall, rather than in line. I told them that if they were going to do it they had to be quiet. Of course, they said they would be, but Wednesday they so weren't. They were loud and a teacher closed her door because of it. I banned the swag for the next day, and told them they could only do it again if they proved that they could walk correctly.
Well, today they were nowhere near a correct line. People talking, playing around, turned around, and leaning on the wall. That was the last straw before the talk mentioned above. But like I said, I take responsibility for their behavior.
So back to the conversation, I told them if I was going to have a personal responsibility classroom, then I needed to take responsibility for what was happening. Silence.
I told them that specials' teachers compliment them, because they are good kids. I told them that I genuinely enjoy them; that they are great kids. I told them that I love having fun, but not if it disrupts the learning of others, not if it gets out of control. I asked them if they understood. Of course, they all replied, "yes".
One girl raised her hand and when I called on her, she said, "but it's not your responsibility that we don't walk right."
I smiled, "yes, you should all know how to walk in the hall as 5th graders, but it is my fault that the swag got out of control. That I am responsible for."
"Are we good?"
"Yes!"
"Good, let's go show off the best line as we go to specials." And you know what? They did!
Tuesday, September 17, 2013
So Pleased With Our Progress
A little over three weeks in and I am loving my year! My class has taken the whole idea of taking personal responsibility so well. Well is not strong enough a word, they are doing wonderful! I really thought it would take a whole lot longer to get to the point that they are at now.
My students will get up and move away from their friends if they need a quiet place to learn, or if they just need to sit with others who are more on task. Now, not every time and not everyone, but most of the time they do.
My Math students have "choice time" when I am meeting with small groups. They have at least two individual choices each day and at least one group/partner choice. I have a couple of students who still pick the "fun" choices only, but most make the choices that involve "work". Today we talked about how they got anxious when they took their test. They were able to tell me that they do get stressed when doing something for a grade rather than just doing it for practice. It took a bit to get to that point, but it was good for them to vocalize it.
My Reading students are learning how to make choices during independent reading time. Last week we spent time doing an assessment that would help them know which comprehension areas they need to work on. I told them next week during "I may time", yeah I don't know why we call it "choice time" in math and "I may time" in reading, they would start having options to help them with those skills. One student said, "I choose? No one's ever let me choose before. They've just put me in groups." She is very excited to have the choice. I still have a few finishing up the assessments due to absences, but it'll be nice to get it going next week.
Do I still have off task behaviors? Yes. Do some students choose the wrong seat? Yup. Do some students rush through their work instead of taking their time? Oh yeah.But the behaviors have diminished more with each passing week. Today one student, who literally cried when I made him choose a seat closer to the front, actually chose one of the closest seats to the front of the room. (I had too, he is very little and was complaining of not being able to see.) Yesterday, I had a student take over an hour to take a 10 question test because she was taking the time to check over each and every question. They are really showing great progress!
I am so happy with the progress my personal responsible class is making!
My students will get up and move away from their friends if they need a quiet place to learn, or if they just need to sit with others who are more on task. Now, not every time and not everyone, but most of the time they do.
My Math students have "choice time" when I am meeting with small groups. They have at least two individual choices each day and at least one group/partner choice. I have a couple of students who still pick the "fun" choices only, but most make the choices that involve "work". Today we talked about how they got anxious when they took their test. They were able to tell me that they do get stressed when doing something for a grade rather than just doing it for practice. It took a bit to get to that point, but it was good for them to vocalize it.
My Reading students are learning how to make choices during independent reading time. Last week we spent time doing an assessment that would help them know which comprehension areas they need to work on. I told them next week during "I may time", yeah I don't know why we call it "choice time" in math and "I may time" in reading, they would start having options to help them with those skills. One student said, "I choose? No one's ever let me choose before. They've just put me in groups." She is very excited to have the choice. I still have a few finishing up the assessments due to absences, but it'll be nice to get it going next week.
Do I still have off task behaviors? Yes. Do some students choose the wrong seat? Yup. Do some students rush through their work instead of taking their time? Oh yeah.But the behaviors have diminished more with each passing week. Today one student, who literally cried when I made him choose a seat closer to the front, actually chose one of the closest seats to the front of the room. (I had too, he is very little and was complaining of not being able to see.) Yesterday, I had a student take over an hour to take a 10 question test because she was taking the time to check over each and every question. They are really showing great progress!
I am so happy with the progress my personal responsible class is making!
Tuesday, September 3, 2013
A Simple "Thank You"
Last week I did something that took my class by surprise. Let me set the stage for you.
I teach the "low" math class. It consists of 23 students, 7 of which receive EC services. These are the kids who usually don't get it and feel "stupid" if they ask questions. I told them I have super powers, well I do, but I can't read minds. I told them that if they didn't know that they need to let me know, they need to ask.
Yeah, 5th graders are on the verge of being too cool to do a lot of things, and raising your hand and admitting that you don't know is definitely uncool. I honestly didn't know if anyone would dare raise their hand. I jumped into the lesson and used my math phrase that I haven't used in a few years, "questions? comments? wonderings?" The kids laughed and said, "wonderings!" Yes, I know spell check will say that isn't a real word, but it is my word.
After every problem that we discussed and solved together, we were creating algebraic expressions based on clues, I said my phrase. I probably said it nine times and then the miracle happened. A little girl raised her hand and said, "I don't get it." Yes, the heavens opened and a smile crossed my face. I then preceded to go through what we had done, step by step. After each one, I checked to see if she understood. In the end I saw the light of knowledge flash in her eyes, and I knew she now understood. I was about to continue onto the next problem, but I paused and said it. "Thank you, insert student's name, for asking."
I saw a few heads come up and kids looking around the room. "Did she really just thank her?" was on more than one face. I smiled again and preceded to problem number ten. It wasn't long before another question was asked and a "thank you" was given. By the end of class I had said "thank you for asking" five or six times. Not bad for a class that usually wouldn't even think of asking a question.
I found it to be so successful that I did the same thing the next day and again today. So my new favorite phrase, besides "questions? comments? wonderings?" is "thank you for asking". Well, I have one other one that the kids love, but that's just between me and them. ;)
I teach the "low" math class. It consists of 23 students, 7 of which receive EC services. These are the kids who usually don't get it and feel "stupid" if they ask questions. I told them I have super powers, well I do, but I can't read minds. I told them that if they didn't know that they need to let me know, they need to ask.
Yeah, 5th graders are on the verge of being too cool to do a lot of things, and raising your hand and admitting that you don't know is definitely uncool. I honestly didn't know if anyone would dare raise their hand. I jumped into the lesson and used my math phrase that I haven't used in a few years, "questions? comments? wonderings?" The kids laughed and said, "wonderings!" Yes, I know spell check will say that isn't a real word, but it is my word.
After every problem that we discussed and solved together, we were creating algebraic expressions based on clues, I said my phrase. I probably said it nine times and then the miracle happened. A little girl raised her hand and said, "I don't get it." Yes, the heavens opened and a smile crossed my face. I then preceded to go through what we had done, step by step. After each one, I checked to see if she understood. In the end I saw the light of knowledge flash in her eyes, and I knew she now understood. I was about to continue onto the next problem, but I paused and said it. "Thank you, insert student's name, for asking."
I saw a few heads come up and kids looking around the room. "Did she really just thank her?" was on more than one face. I smiled again and preceded to problem number ten. It wasn't long before another question was asked and a "thank you" was given. By the end of class I had said "thank you for asking" five or six times. Not bad for a class that usually wouldn't even think of asking a question.
I found it to be so successful that I did the same thing the next day and again today. So my new favorite phrase, besides "questions? comments? wonderings?" is "thank you for asking". Well, I have one other one that the kids love, but that's just between me and them. ;)
Sunday, August 25, 2013
Multiple Intelligences and Learning Styles
I believe that a significant part of a person responsibility classroom is knowing it how you learn. It is very important for each student to know what works best for them, and whenever possible to learn that way.
Each year we start with a quick test, a learning styles and multiple intelligences test. Each student is given a two-sided test with a section for each of the four styles and the eight intelligences. Students rank the statements in each section from 0, never, to 4, always. Students then add up the 0's-4's and the totals are compared to see which learning styles and which intelligences are their strengths.
We then talk about what each style and intelligence is like, the strengths and the weaknesses of each. I have sheets with tips for each that I share with the students as well. I do tell them that as important as it is to know their strengths and to try to work in them, I also inform them that they need to learn to function in any style or intelligences.
Why? Because teachers also have their own style and intelligence. Some teachers will teach in as many of each as possible to meet the needs of their students, yet some will not. That is why it is important to know all the styles and all the intelligences.
Being a responsible student means knowing how you learn, making choices based on that, and learning how to function even if the teaching is not in your style or intelligence. Hopefully, this year I can help my students know how they learn and how to be responsible to make choices that help them learn.
I have each student write their name on a sticky note for each style and a sticky note for each intelligence and then we place them on little posters. These posters are a great visual reminder to help me plan for my students, helping me plan based on their needs.
Each year we start with a quick test, a learning styles and multiple intelligences test. Each student is given a two-sided test with a section for each of the four styles and the eight intelligences. Students rank the statements in each section from 0, never, to 4, always. Students then add up the 0's-4's and the totals are compared to see which learning styles and which intelligences are their strengths.
We then talk about what each style and intelligence is like, the strengths and the weaknesses of each. I have sheets with tips for each that I share with the students as well. I do tell them that as important as it is to know their strengths and to try to work in them, I also inform them that they need to learn to function in any style or intelligences.
Why? Because teachers also have their own style and intelligence. Some teachers will teach in as many of each as possible to meet the needs of their students, yet some will not. That is why it is important to know all the styles and all the intelligences.
Being a responsible student means knowing how you learn, making choices based on that, and learning how to function even if the teaching is not in your style or intelligence. Hopefully, this year I can help my students know how they learn and how to be responsible to make choices that help them learn.
I have each student write their name on a sticky note for each style and a sticky note for each intelligence and then we place them on little posters. These posters are a great visual reminder to help me plan for my students, helping me plan based on their needs.
Saturday, August 24, 2013
My Whiteboard
I am so going to be one of those teachers who posts pictures of their babies. You know, those classroom babies! This post is devoted to my whiteboard.
I have a Promethean Board, and interactive whiteboard, so I rarely needed to write on my whiteboard. I have Promethean pens that allow me to write on the interactive board. So I divide my whiteboard into sections to write information for my classes. I have been doing that for the last couple of years, and each year I like it a little bit better. This year, I LOVE it!
First I went out and purchased some washi tape. I picked one that had two shades of blue dots, little dots. It is just enough to be seen without overshadowing anything else on the board. I have had bulletin board around the edges and sections for years now. I put magnet strip on the back. It was a good idea, but students knocked it all over the board. I decided I wanted to try some kind of tape instead this year. I love the washi tape!
Then I was shopping at Joann Fabrics and Crafts, considering how to do the wording on my board. I have just written most of it up there, with some headers done on laminated card stock. It works, and is fine, but I was looking for a change. I came across these magnetic letters and I fell in love with them. They are about $4 so I know I couldn't write out many full words. I purchased a "R" for reading, a "M" for math, two "S's making "SS" for Social Studies, and a "W" for writing. Then I spelled out the word "DAY" and bought an "A" and a "B" to put up for A Day and B Day. I also bought a "H" and a "W" to make "HW" for homework. The last ones I bought spell out "I WILL" for my I Will statements. I don't put up "I Can" statements. I Can means I am able to, but I Will means I am going to. Semantics.
I hope you like my board! Regardless, I LOVE it!
I have a Promethean Board, and interactive whiteboard, so I rarely needed to write on my whiteboard. I have Promethean pens that allow me to write on the interactive board. So I divide my whiteboard into sections to write information for my classes. I have been doing that for the last couple of years, and each year I like it a little bit better. This year, I LOVE it!
First I went out and purchased some washi tape. I picked one that had two shades of blue dots, little dots. It is just enough to be seen without overshadowing anything else on the board. I have had bulletin board around the edges and sections for years now. I put magnet strip on the back. It was a good idea, but students knocked it all over the board. I decided I wanted to try some kind of tape instead this year. I love the washi tape!
Then I was shopping at Joann Fabrics and Crafts, considering how to do the wording on my board. I have just written most of it up there, with some headers done on laminated card stock. It works, and is fine, but I was looking for a change. I came across these magnetic letters and I fell in love with them. They are about $4 so I know I couldn't write out many full words. I purchased a "R" for reading, a "M" for math, two "S's making "SS" for Social Studies, and a "W" for writing. Then I spelled out the word "DAY" and bought an "A" and a "B" to put up for A Day and B Day. I also bought a "H" and a "W" to make "HW" for homework. The last ones I bought spell out "I WILL" for my I Will statements. I don't put up "I Can" statements. I Can means I am able to, but I Will means I am going to. Semantics.
My whiteboard.
Reading and Math and I Will and HW stretch across the board.
Social Studies and Writing and under A/B Day is my schedule.
I hope you like my board! Regardless, I LOVE it!
Sunday, August 18, 2013
New Atmosphere of Excitement
Tomorrow is the first optional work day of the year, and I'm actually excited about it! It's been a couple of years that I've been so excited to start a school year. Actually the last year or two or three I have not been all that excited to start a school year. I thought it was teacher burnout, but now I don't think it really was.
What could it have been? Well, let me tell you what I saw the few times I went into work in the last two weeks. I saw smiles. I suppose smiling teachers isn't such a strange thing, but the smiles this year have been bigger, lasted longer, and seem to be more genuine. Now the state has made some poor decisions of late that would make it hard for any teacher to smile, but I have seen these real smiles.
You know what I heard? I heard laughing. I heard conversations about all sorts of things, and in no voice have I detected any stress or strain. It was pleasant to just listen. I can't think of even one complaint in any of those conversations.
What did I feel? A sense of calm. A sense of joy. A sense of peace. All of which feel like a breath of fresh air.
Even when I was being told that I would have to teach Math, I was at peace. I don't love the decision, yet it's alright.
I am pretty sure I know why the change has taken place, and no, I will not put it in print. Yet every teacher who I have worked with over the last few years or so will probably know why. This is not a subtle bash-on-someone post, that is so not the point. I just felt that I needed to post about how I am feeling about the new school year, or I might just burst. I am truly excited! :)
**Update. I am adding this part, because the atmosphere at work isn't the only thing that makes me excited to go back to work. It is a pretty significant thing though. I am excited to be working with one of my BFFs. She and I make a great team, if I do say so myself. I know that I'll get some "little challenges" this year, like I always do, but for some reason that's okay. At least right now it is. I am very excited to see how this whole Responsibility Class is going to work out. I am excited, and nervous about the idea of community seating. How do I explain that to the overly anxious parent at Open House? I am excited for year 19, maybe because I am doing things differently this year. Maybe it's because things are changing. The state is getting harder to work for, so maybe this'll be my last here and that is freeing. Maybe I'll stick around and thumb my nose at the state and continue to do a great job regardless of how they treat teachers. I don't know, but I am very excited!
What could it have been? Well, let me tell you what I saw the few times I went into work in the last two weeks. I saw smiles. I suppose smiling teachers isn't such a strange thing, but the smiles this year have been bigger, lasted longer, and seem to be more genuine. Now the state has made some poor decisions of late that would make it hard for any teacher to smile, but I have seen these real smiles.
You know what I heard? I heard laughing. I heard conversations about all sorts of things, and in no voice have I detected any stress or strain. It was pleasant to just listen. I can't think of even one complaint in any of those conversations.
What did I feel? A sense of calm. A sense of joy. A sense of peace. All of which feel like a breath of fresh air.
Even when I was being told that I would have to teach Math, I was at peace. I don't love the decision, yet it's alright.
I am pretty sure I know why the change has taken place, and no, I will not put it in print. Yet every teacher who I have worked with over the last few years or so will probably know why. This is not a subtle bash-on-someone post, that is so not the point. I just felt that I needed to post about how I am feeling about the new school year, or I might just burst. I am truly excited! :)
**Update. I am adding this part, because the atmosphere at work isn't the only thing that makes me excited to go back to work. It is a pretty significant thing though. I am excited to be working with one of my BFFs. She and I make a great team, if I do say so myself. I know that I'll get some "little challenges" this year, like I always do, but for some reason that's okay. At least right now it is. I am very excited to see how this whole Responsibility Class is going to work out. I am excited, and nervous about the idea of community seating. How do I explain that to the overly anxious parent at Open House? I am excited for year 19, maybe because I am doing things differently this year. Maybe it's because things are changing. The state is getting harder to work for, so maybe this'll be my last here and that is freeing. Maybe I'll stick around and thumb my nose at the state and continue to do a great job regardless of how they treat teachers. I don't know, but I am very excited!
Tuesday, August 13, 2013
Math Teacher
So now I'm teaching Math too. Today my grade level meet with the principal and assistant principal and because of the way the state has decided to evaluate teachers we either have to teach Reading and Math or we have to take a MSL (measure of student learning) Test. It's not like the other state tests, where the score matters for both the students and the teachers. Rather this test only matters for the teacher. I would okay with that, but that isn't the principal's preference. Of course there's a BUT. But we might get another 5th grade teacher and if we do my team would become a team of three which would mean that I wouldn't teach Math and my students would have to take the MSL.
Now it's been two years since I've taught Math and the standards changed during that time. I'm not scared of teaching Math. I actually like Math, but don't like teaching it. I can get over that though. I will probably teach the low Math students of mine and my partner's. I prefer that. I actually enjoy teaching the "low" kids best anyway.
I guess my concern is that I'm trying this whole new idea of the Responsibility Classroom for Reading, which is going to be a lot of work. Then I am teaching Social Studies, which doesn't have to change much, but this year I am incorporating Writing into Social Studies. I actually like teaching Writing, which is pretty amazing because I used to HATE it! By 5th grade they have the basics of writing down so we get to focus more on digging deeper with our writing. My concern is adding on another subject that and I have no idea what the standards really are. I honestly didn't bother looking at them in any depth the last two years. I have them. They are in my binder with all the other standards, but I really have no idea the major focus of them.
I know it'll be fine, and no I am not stressing over it. But I would rather not. Oh well, at this point I will be and I will embrace teaching it. This just makes the year that much more of more of an adventure.
Now it's been two years since I've taught Math and the standards changed during that time. I'm not scared of teaching Math. I actually like Math, but don't like teaching it. I can get over that though. I will probably teach the low Math students of mine and my partner's. I prefer that. I actually enjoy teaching the "low" kids best anyway.
I guess my concern is that I'm trying this whole new idea of the Responsibility Classroom for Reading, which is going to be a lot of work. Then I am teaching Social Studies, which doesn't have to change much, but this year I am incorporating Writing into Social Studies. I actually like teaching Writing, which is pretty amazing because I used to HATE it! By 5th grade they have the basics of writing down so we get to focus more on digging deeper with our writing. My concern is adding on another subject that and I have no idea what the standards really are. I honestly didn't bother looking at them in any depth the last two years. I have them. They are in my binder with all the other standards, but I really have no idea the major focus of them.
I know it'll be fine, and no I am not stressing over it. But I would rather not. Oh well, at this point I will be and I will embrace teaching it. This just makes the year that much more of more of an adventure.
Wednesday, August 7, 2013
Room Arrangement Craziness
I went to work on Monday and Tuesday and put in a few hours working on arranging the room and decorating it. I have to say that I am struggling a bit with the set up in my room. Like so many other teachers, when I set up the room I want it to look a certain way. I know this is true because I popped into five classrooms that were already set up and saw neatly formed desk groups.
What always makes me laugh is watching commercials or movies where the classrooms are always set up in neat rows. I remember neat rows when I was in school, but you don't find many elementary classes set up like that anymore. For awhile now, groupings of desks are what are found in most classrooms because of cooperative learning. So here I go and try to break the current mold, and I'm not really liking it.
I like my room to be set up with zones. The classroom library zone. The teacher desk zone. The table for groups zone. The students' desks all-neatly-grouped zone. Trying to set up a classroom that allows students to sit in groups, pairs, or by themselves is making me crazy. I want to put those desks in neat little groups so badly. On Tuesday when I went in I didn't touch a single desk. I wanted to but I didn't. The room just felt full of desks.
I have been trying to think of different ways of doing it without it feeling like a desk warehouse but still give them the freedom to sit in the arrangements that work best. That hasn't been easy. When I go back to school again I have a few minor changes that I think I'll make. One thing is to cut my carpet into two pieces. I have a very long carpet and it takes up quite a bit of room. I think that if I cut it and make the main section of carpet smaller I can move some desks closer to my Promethean Board and they won't seem to stretch from the front of the room to the back. Then I can use the smaller piece of carpet for a work area for small groups. Today I decided to hang out in my PJ's rather than work, so in my mind it should work, but I'll have to see it if it works next time I go in.
The next change is making one the pairs and one of lone desks into a group of three. I currently have five sets of pairs and five lone desks. I think going from five of each to four still works. I have no idea how many students will want regular solo work desks, but five does seem like a lot to me. Of course, desks are just one option for working alone or with groups. I do have four comfy nooks set up in the room so a desk isn't always necessary.
I really hope these changes help my craziness and still work well for the atmosphere that I am trying to create. Some might wonder why I don't just set it up the way that I want, but it isn't about me. It drives me crazy when teachers say they won't do something because it is inconvenient for them. Um, it's not about them. It's about the kids. Okay, mini rant is over. :)
What always makes me laugh is watching commercials or movies where the classrooms are always set up in neat rows. I remember neat rows when I was in school, but you don't find many elementary classes set up like that anymore. For awhile now, groupings of desks are what are found in most classrooms because of cooperative learning. So here I go and try to break the current mold, and I'm not really liking it.
I like my room to be set up with zones. The classroom library zone. The teacher desk zone. The table for groups zone. The students' desks all-neatly-grouped zone. Trying to set up a classroom that allows students to sit in groups, pairs, or by themselves is making me crazy. I want to put those desks in neat little groups so badly. On Tuesday when I went in I didn't touch a single desk. I wanted to but I didn't. The room just felt full of desks.
I have been trying to think of different ways of doing it without it feeling like a desk warehouse but still give them the freedom to sit in the arrangements that work best. That hasn't been easy. When I go back to school again I have a few minor changes that I think I'll make. One thing is to cut my carpet into two pieces. I have a very long carpet and it takes up quite a bit of room. I think that if I cut it and make the main section of carpet smaller I can move some desks closer to my Promethean Board and they won't seem to stretch from the front of the room to the back. Then I can use the smaller piece of carpet for a work area for small groups. Today I decided to hang out in my PJ's rather than work, so in my mind it should work, but I'll have to see it if it works next time I go in.
The next change is making one the pairs and one of lone desks into a group of three. I currently have five sets of pairs and five lone desks. I think going from five of each to four still works. I have no idea how many students will want regular solo work desks, but five does seem like a lot to me. Of course, desks are just one option for working alone or with groups. I do have four comfy nooks set up in the room so a desk isn't always necessary.
I really hope these changes help my craziness and still work well for the atmosphere that I am trying to create. Some might wonder why I don't just set it up the way that I want, but it isn't about me. It drives me crazy when teachers say they won't do something because it is inconvenient for them. Um, it's not about them. It's about the kids. Okay, mini rant is over. :)
Sunday, August 4, 2013
Setting Up the Room
Tomorrow I plan on going in to school and start setting up my classroom, well at least I'm going to try. This year I plan to use the desks, tables, and such are community space rather than students having assigned seats. Now here's the kicker, I plan to do this for Reading only. I will also have two Social Studies/Writing classes each day and since we do an A/B schedule for Science and Social Studies that means four classes. Those classes will have assigned places, at least initially. If each class demonstrates that they can handle choosing their own seats then I will give them a chance to.
So how do I set up a room with group spaces, partnership places, and leave-me-alone-while-I-work spaces for Reading and yet have it set up for my other classes. I want to make nooks of space for comfy spot reading, that's reading with a pillow, and more relaxed spaces for book clubs to meet. So not only do I need to create desk and table spaces, I need to make comfy spaces. That is the challenge I will try to address tomorrow.
The other problem with community spaces is where does everyone keep their stuff? The cubby spaces are nice, but just not big enough for all their supplies. Plus 5th graders tend to have a slob or two or twenty per classroom and I don't want to see stuff hanging out of cubbies everyday. Last year, every day ended with me telling them we weren't leaving until the stuff by the cubbies was picked up. That is not an exaggeration, I really did, and they actually had a desk to keep all their stuff in.
Today, I ventured out to the stores on the last day of tax-free weekend (I will miss them since this is NC's last one) and look for some storage solution to this challenge. Boy, are storage things expensive. I started at Big Lots, figuring I would find them at the best prices. Um, no! I was surprised at how pricey they were. Next I hit Target and then Walmart. I found that the prices were pretty much the same at all three places, with Target being the most expensive.
I found these rolling carts with ten drawers each, that are a good size for folders and notebooks. I would need three of them to accommodate all the students and at around $25 a piece that is a lot of money for a poor teacher. At this point I plan to ask my parents to donate either $5 or $10 gift cards to Walmart and hopefully I will get enough to pay for one and maybe some toward another one. I would then take care of covering the rest. I'm hoping that works because they really would be the ideal solution.
I am looking forward to seeing the room come together and start our Year of Responsibility.
So how do I set up a room with group spaces, partnership places, and leave-me-alone-while-I-work spaces for Reading and yet have it set up for my other classes. I want to make nooks of space for comfy spot reading, that's reading with a pillow, and more relaxed spaces for book clubs to meet. So not only do I need to create desk and table spaces, I need to make comfy spaces. That is the challenge I will try to address tomorrow.
The other problem with community spaces is where does everyone keep their stuff? The cubby spaces are nice, but just not big enough for all their supplies. Plus 5th graders tend to have a slob or two or twenty per classroom and I don't want to see stuff hanging out of cubbies everyday. Last year, every day ended with me telling them we weren't leaving until the stuff by the cubbies was picked up. That is not an exaggeration, I really did, and they actually had a desk to keep all their stuff in.
Today, I ventured out to the stores on the last day of tax-free weekend (I will miss them since this is NC's last one) and look for some storage solution to this challenge. Boy, are storage things expensive. I started at Big Lots, figuring I would find them at the best prices. Um, no! I was surprised at how pricey they were. Next I hit Target and then Walmart. I found that the prices were pretty much the same at all three places, with Target being the most expensive.
I found these rolling carts with ten drawers each, that are a good size for folders and notebooks. I would need three of them to accommodate all the students and at around $25 a piece that is a lot of money for a poor teacher. At this point I plan to ask my parents to donate either $5 or $10 gift cards to Walmart and hopefully I will get enough to pay for one and maybe some toward another one. I would then take care of covering the rest. I'm hoping that works because they really would be the ideal solution.
I am looking forward to seeing the room come together and start our Year of Responsibility.
Thursday, July 25, 2013
Homework Turn In
I think one important way for students to demonstrate responsibility is to turn in work on time. However, how to collect the homework in the best way is a struggle for me.
Every year I try to figure out the best way to for students to turn in homework. I tried one basket to put everything in, but that was too unorganized. I've tried baskets for each subject, but there is always someone who puts the homework in the wrong basket. I tried a pocket chart that ha 24 spaces for file folders, but the students would just shove the papers in and it ended up a mess. So I tried to come up with a new way.
In the last few years I have assigned each student a number so when they turn in their work I can just go through the numbers to see who hasn't turned in their work. In theory that should make it easy. Well, it is easier, but it still isn't easy.
Then I saw something on Pinterest that I thought would be a good idea, at least the start to a good idea. A teacher took binder dividers that have pockets in them and attached them to the wall. She numbered them and assigned students a number. It would be quick to see if a student hadn't turned work in. You would still need to gather it all out of the pockets, and I do not have wall space to hang up all those dividers. So I decided to tweak it.
I bought the binder dividers and found a binder that I wasn't using. That in itself is pretty amazing because I love binders. I have to get numbers, calendar numbers should work, and tape them to the front of the binder dividers. I will also put their names on the tabs, and those can be changed out each year. I put a nice cover on the binder that says "Reading" since that is what my kids turn in for homework. If I taught other subjects then I would make similar binders for those subjects.
When I need to check to see if there is any missing work I can just flip through and if the pocket in the divider is empty then I know it hasn't been turned in. I can look on the tab an see whose divider it is. The best part, at least I think it is, I can just grab the binder and I have all their homework in one place. I can take it home (I hate taking home work to grade but it happens) or to my desk or wherever to correct their work.
I hope this idea works out as well as I think it will.
Every year I try to figure out the best way to for students to turn in homework. I tried one basket to put everything in, but that was too unorganized. I've tried baskets for each subject, but there is always someone who puts the homework in the wrong basket. I tried a pocket chart that ha 24 spaces for file folders, but the students would just shove the papers in and it ended up a mess. So I tried to come up with a new way.
In the last few years I have assigned each student a number so when they turn in their work I can just go through the numbers to see who hasn't turned in their work. In theory that should make it easy. Well, it is easier, but it still isn't easy.
Then I saw something on Pinterest that I thought would be a good idea, at least the start to a good idea. A teacher took binder dividers that have pockets in them and attached them to the wall. She numbered them and assigned students a number. It would be quick to see if a student hadn't turned work in. You would still need to gather it all out of the pockets, and I do not have wall space to hang up all those dividers. So I decided to tweak it.
I bought the binder dividers and found a binder that I wasn't using. That in itself is pretty amazing because I love binders. I have to get numbers, calendar numbers should work, and tape them to the front of the binder dividers. I will also put their names on the tabs, and those can be changed out each year. I put a nice cover on the binder that says "Reading" since that is what my kids turn in for homework. If I taught other subjects then I would make similar binders for those subjects.
When I need to check to see if there is any missing work I can just flip through and if the pocket in the divider is empty then I know it hasn't been turned in. I can look on the tab an see whose divider it is. The best part, at least I think it is, I can just grab the binder and I have all their homework in one place. I can take it home (I hate taking home work to grade but it happens) or to my desk or wherever to correct their work.
I hope this idea works out as well as I think it will.
Bad Responsibility Dreams
Last night I had one of those dreams. Teachers know the ones "the school nightmare". They usually start a little before school begins, but this summer I have had them a lot already. I actually had one the day after school got out and that's never happened before.
Usually the dream involves a strangely shaped classroom that is the size of a college classroom.You know the one that is an auditorium. Since the room is strangely shaped you can't see all the kids and they can't possibly see you, and it seems hear you either. My students of 5th graders are usually full of boys, nothing wrong with boys, but their the sizes of NFL linebackers. There are girls too, but they tend to be loud and reminded me of a certain girl I had the um, privilege of teaching twice. Those of you who know me probably have figured out which one already, but if your not sure her first name started with a "S".
Well last night's dream was a little different. The room was small but very narrow, with posts everywhere. The room was packed with kids, but they were not linebacker size. No these 5th graders were the size of 2nd graders, which means you can pack a few more of them in their. My new principal was there to observe what a responsibility classroom looked like, on the very first day!
Needless to say, those little people were a mess! They talked non-stop and I had to keep stopping to tell them to be quiet. I was trying to convey the idea of what a responsibility classroom would look like, but all I wanted to do was shout "SHUT UP!"
So I woke up and like all the other bad school dreams realized that it was just a dream. The positive take away was that I did wake up and think of some ideas of how to approach the first day of school with my kiddos. :)
Usually the dream involves a strangely shaped classroom that is the size of a college classroom.You know the one that is an auditorium. Since the room is strangely shaped you can't see all the kids and they can't possibly see you, and it seems hear you either. My students of 5th graders are usually full of boys, nothing wrong with boys, but their the sizes of NFL linebackers. There are girls too, but they tend to be loud and reminded me of a certain girl I had the um, privilege of teaching twice. Those of you who know me probably have figured out which one already, but if your not sure her first name started with a "S".
Well last night's dream was a little different. The room was small but very narrow, with posts everywhere. The room was packed with kids, but they were not linebacker size. No these 5th graders were the size of 2nd graders, which means you can pack a few more of them in their. My new principal was there to observe what a responsibility classroom looked like, on the very first day!
Needless to say, those little people were a mess! They talked non-stop and I had to keep stopping to tell them to be quiet. I was trying to convey the idea of what a responsibility classroom would look like, but all I wanted to do was shout "SHUT UP!"
So I woke up and like all the other bad school dreams realized that it was just a dream. The positive take away was that I did wake up and think of some ideas of how to approach the first day of school with my kiddos. :)
Wednesday, July 24, 2013
Reasons to Start Getting Excited!
I have to admit I was worried. We got a new principal and decisions about what grade we were teaching wasn't decided until this week. Well, he might have decided before this week, but we didn't find out until we went in for a meeting with him. Some teachers are meeting with him today so, in theory, we all should know by the end of today. A few teachers are away and did theirs through email, so I don't know if they know or not.
I am still teaching 5th, yea!!! Our team shrunk from five teachers to four. We haven't been just four teacher since the first year our school opened. Each year our grade level changed in number and teachers, but three of us have been there since the beginning. Once we knew for sure it was us the text messaging started.
We team teach so we started texting ideas of how to do it. I think we've come up with a good plan, now to run it by the new principal. So far, he has been very receptive to our ideas so hopefully he'll like it. Not that we have a final plan yet, but we are putting the ideas together.
Now that I know what grade I'm teaching, once again yippee, and my team is roughing out a plan I feel like I can get working. Honestly, I was a bit stuck. I wanted to move forward and plan,which I did a lot of in June, but once July rolled around I started to wonder. I wondered if it was worth doing all the planning and then find out that I was moving grades. Also, since I wasn't sure if he would let us continue team teaching, he isn't really a fan, I started getting math and science ideas since I haven't taught those. Now, I am excited to get started working on the upcoming year. Ideas are just rolling around in my head.
Of course, it's still July and I consider it the one and only really month of vacation, so I'm trying to restrain myself until August. Not sure if it'll work or not. :)
I am still teaching 5th, yea!!! Our team shrunk from five teachers to four. We haven't been just four teacher since the first year our school opened. Each year our grade level changed in number and teachers, but three of us have been there since the beginning. Once we knew for sure it was us the text messaging started.
We team teach so we started texting ideas of how to do it. I think we've come up with a good plan, now to run it by the new principal. So far, he has been very receptive to our ideas so hopefully he'll like it. Not that we have a final plan yet, but we are putting the ideas together.
Now that I know what grade I'm teaching, once again yippee, and my team is roughing out a plan I feel like I can get working. Honestly, I was a bit stuck. I wanted to move forward and plan,which I did a lot of in June, but once July rolled around I started to wonder. I wondered if it was worth doing all the planning and then find out that I was moving grades. Also, since I wasn't sure if he would let us continue team teaching, he isn't really a fan, I started getting math and science ideas since I haven't taught those. Now, I am excited to get started working on the upcoming year. Ideas are just rolling around in my head.
Of course, it's still July and I consider it the one and only really month of vacation, so I'm trying to restrain myself until August. Not sure if it'll work or not. :)
Friday, July 19, 2013
Teaching Children
Sorry if this posts seems to wander. One thought leads me to another, but I'll try to cut it off. :)
A few years ago I made a statement to my class that I don't work for their parents. It was a moment of frustration, but it is true. I have always believed, and will state if it comes up, that I don't work for the state; I don't work for the district; I don't work for the school; and I don't work for the parents. I work for the children!
Yes, I have responsibilities and accountability to the state, district, school, and parents, but if I teach from that mind set then I miss out on the real reason for teaching. It is all about the children. Otherwise, why should I bother!
With that in mind I teach the children, not the standards. They have to take tests at the end of the year that show that they learned something, that they've shown growth. I can decide to teach my students to pass the test, which honestly is less important now, because of the emphasis on growth. The test can become the biggest focus of our year together, but I can't do that. I can't twist children into knots over a test that measures more their testing stamina than their actual knowledge of the subject matter.
Do we talk about the test? Yes, but not much. What do we talk about? We talk about goals and successes and how-we-got-theres. We talk about what interests us and how to interact with each other. We talk about our families, our pets, and our hobbies. We laugh and help each other and we become more responsible. I say we because each year I certainly want to grow and become more personally responsible as well. That shouldn't stop just because I am grown. Will that change because of new tests, based on national standards? Ummm...no!
Interestingly I was doing some pinning on Pinterest and came across some interesting information. It seems that they are coming under scrutiny. There are states that held out and never adopted the standards and there is a growing number of states that may be pulling out of them. There are bills before some state legislatures to do just that. A few weeks ago I even received a survey from a group in my state about my thoughts on Common Core and the idea of slowing them down or stopping them. I kind of wished I know then what I know now before filling out the survey. Oh, well.
Yes, there are plenty of things that I like about the Common Core, but there is also some things that I don't. I do not the idea that I am focusing on preparing my students for the future as the main goal. These standards are based on being college and career ready. The truth is not all students want to go to college. They don't usually say that in school. They usually will give you the name of a college and a job that they want to do, but sometimes that is just because everyone else is. If a girl in my room dreams of being a domestic goddess I want to encourage that in her. If a boy or girl wants to be a farmer or rancher they can go to college for that but don't need to. Should I push them to go to college rather than choose the school of experience option?
I believe that if I encourage my students to be responsible in the here and now then they will continue to be responsible in the future. Being consistently responsible for what they say and do and their work should lead them to make being responsible a habit. Once it becomes a habit than it should stick. If responsibility is taught and expected when they are young then it will continue in them as they grow. Standards and educational approaches will change. Teachers from one year to the next and one class to the next will vary. Circumstances and experiences will change throughout their lives. If students are responsible then they can adjust to the changes because it will be about them, not about their circumstances. With that in mind, I worry less about their futures, and more about how to help them learn to be responsible.
So I teach the children, and I teach them how to be responsible.
Like I said this post did ramble from one idea to another, but in my mind they go together. :)
Monday, June 24, 2013
Creating MAYS Plans and Reader's Notebooks
Yesterday I started the big job of starting to focus on what some of the MAYS will be for the year. This is a daunting task! I decided to start with the old standby "main idea". It seems that there are always some 5th graders who still struggle with main idea.
Talk about daunting tasks! There are so many resources for main idea and trying to decide where to begin was a bit nerve wrecking. At first I was writing down resources I was finding online and then thought that was crazy. The last thing I need is more paper. I sort of have problem with organization, although my AP calls a desk like mine evidence of genius. :) So I decided to open a Google Doc and put all the information there.
Now that I was organized with the Doc I could really dig into finding resources online and think about what I already had on hand. I found a video on SchoolTube that I could use for homework or morning work for those without Internet access. Sort of stole the idea from a colleague, Elizabeth Clarke, who is on her own adventure to change the way she teaches. Here's a link to her blog, this post is about flipping her classroom. http://fourthlevelofel.blogspot.com/2013/06/flippin-out.html After that I started coming up with group work activities as well as individual activities.
Since these activities are MAYS my students will decide if main idea needs to be something they focus on. I will use CARS as one way for them to make that decision. Also, I hope that regardless of the CARS results they decide if they need to work on it.
The other part that I worked on was setting up an example of the Reader's Notebook. I have deviated away from the notebook over the last few years. I had students keeping everything in their binders and considered that the notebook. For most students that worked out fine but for the disorganized and doodlers it was a nightmare. They could never find anything when they needed it, except a large collection of drawings scattered throughout. It didn't seem to really bother them as much as it did me and their parents.
So I decided that I would set up the RN the way that I wanted it to look. It will include space for them to write down something from everything they do. It starts with a title page for the marking period that they can decorate as they wish and the next page will be for data during that marking period. For the daily pages, it will include space for a daily and/or weekly goal; a homework log; whole group work notes or work we do together; group work notes and activities; and what they do for independent work. The parts will change from day to day depending on what we do together and they choose to do. Each day has two important parts that they will need to do. The first will be to give themselves an Effort mark, which they will do using a rubric that I have posted in my room, and the other section is for a peer review. Each day a peer will review that work and write one encouraging note and sign it. This keeps everyone accountable and hopefully will make them aware that they can't just waste the day.
The final section is done on the last day of the week. It will include a written summary, by the student,to their parents of what they did that week. This way students can reflect on what they did and parents will know as well. Of course parents can look back over the week and see what has been done, but hopefully this will reinforce the need to be responsible. I will ask parents to sign this as well.
Of course, I can look at a student's RN at anytime as well. This way we can have discussions about their work, their choices, and their effort. Ultimately, I hope the RN will be the best way for them to demonstrate responsibility for the learning in ELA.
Talk about daunting tasks! There are so many resources for main idea and trying to decide where to begin was a bit nerve wrecking. At first I was writing down resources I was finding online and then thought that was crazy. The last thing I need is more paper. I sort of have problem with organization, although my AP calls a desk like mine evidence of genius. :) So I decided to open a Google Doc and put all the information there.
Now that I was organized with the Doc I could really dig into finding resources online and think about what I already had on hand. I found a video on SchoolTube that I could use for homework or morning work for those without Internet access. Sort of stole the idea from a colleague, Elizabeth Clarke, who is on her own adventure to change the way she teaches. Here's a link to her blog, this post is about flipping her classroom. http://fourthlevelofel.blogspot.com/2013/06/flippin-out.html After that I started coming up with group work activities as well as individual activities.
Since these activities are MAYS my students will decide if main idea needs to be something they focus on. I will use CARS as one way for them to make that decision. Also, I hope that regardless of the CARS results they decide if they need to work on it.
The other part that I worked on was setting up an example of the Reader's Notebook. I have deviated away from the notebook over the last few years. I had students keeping everything in their binders and considered that the notebook. For most students that worked out fine but for the disorganized and doodlers it was a nightmare. They could never find anything when they needed it, except a large collection of drawings scattered throughout. It didn't seem to really bother them as much as it did me and their parents.
So I decided that I would set up the RN the way that I wanted it to look. It will include space for them to write down something from everything they do. It starts with a title page for the marking period that they can decorate as they wish and the next page will be for data during that marking period. For the daily pages, it will include space for a daily and/or weekly goal; a homework log; whole group work notes or work we do together; group work notes and activities; and what they do for independent work. The parts will change from day to day depending on what we do together and they choose to do. Each day has two important parts that they will need to do. The first will be to give themselves an Effort mark, which they will do using a rubric that I have posted in my room, and the other section is for a peer review. Each day a peer will review that work and write one encouraging note and sign it. This keeps everyone accountable and hopefully will make them aware that they can't just waste the day.
The final section is done on the last day of the week. It will include a written summary, by the student,to their parents of what they did that week. This way students can reflect on what they did and parents will know as well. Of course parents can look back over the week and see what has been done, but hopefully this will reinforce the need to be responsible. I will ask parents to sign this as well.
Of course, I can look at a student's RN at anytime as well. This way we can have discussions about their work, their choices, and their effort. Ultimately, I hope the RN will be the best way for them to demonstrate responsibility for the learning in ELA.
Thursday, June 20, 2013
Word Study Ugh!
I've been working on two projects; word study ActivInspire flipcharts and vocabulary "units". Last summer I made flipcharts for all of the SA sorts since I knew the bulk of my students would fall in the SA category. I knew I'd have a few in WW and DR too, but I knew I could do theirs during the school year. I completed a lot of each but didn't finish them. So now I have been working on finishing them up. I have done quite a few of the WW sorts, but am spending most of my time in DR sorts. 5th graders really shouldn't be in the WW category anymore, but I understand why some of them still are.
Last year was the second year that I had done word study, well at least the way my district does it. I had previously done Sitton Spelling, which I personally love because it is really word study, not just spelling patterns, although it is part of it. Anyway, the first year was a learn-on-the-job experience and I managed to keep my head above water. Last year, I set up an 8 day cycle, with Fridays off, for each unit. Students worked with me only on the first day of a new sort and then on the eighth day for their test. The other days they made sorts in various ways, including using the game UpWords, speed sorts, and of course, the flipcharts I had made. What I noticed was students, well most of them, really learned the sorts....for the test.
All the practice allowed most students to remember which words went under each header, but they didn't really learn how to spell. Okay, a few of them actually did learn them, but most didn't. If they had to write the same words a week later they spelled them wrong. That was frustrating!
When I teach I teach to bring about learning, not just rote memorization. So word study has been a complete waste of time for me. So, why keep making flipcharts? Well, because that was one of the activities that they really enjoyed. And of course, I'm required to teach it. But I do need to figure out how to do it so they are actually learning something and can then apply what they've learned to any writing they do.
I really do need to figure out a way to accomplish that. I had to learn to spell by memorization. Not only because that was how it was done back in the day, but because I struggle with spelling. Spell check is my best friend. The reason I have trouble spelling is because I have trouble distinguishing between sounds. Short vowels are killers for me; they all the same to me. Hard g and c also are hard for me too. When I spell certain words I go through a rhyme that helps me figure out how to do it.
I can't be the only one in the world like this. There are many reasons why people can't spell and my difficulty is just one of the reasons. By that way, it affects how I read too, so if I mispronounce a word it's because I truly have no idea what the sound is supposed to be. Yup, and I teach children to read. Actually, I teaching has helped me learn too. When a 5th grade student struggles with reading I realize that it might be a problem with letter sounds, like mine.
So once again, I need to figure out how to do this. Any suggestions will be greatly appreciated!
Last year was the second year that I had done word study, well at least the way my district does it. I had previously done Sitton Spelling, which I personally love because it is really word study, not just spelling patterns, although it is part of it. Anyway, the first year was a learn-on-the-job experience and I managed to keep my head above water. Last year, I set up an 8 day cycle, with Fridays off, for each unit. Students worked with me only on the first day of a new sort and then on the eighth day for their test. The other days they made sorts in various ways, including using the game UpWords, speed sorts, and of course, the flipcharts I had made. What I noticed was students, well most of them, really learned the sorts....for the test.
All the practice allowed most students to remember which words went under each header, but they didn't really learn how to spell. Okay, a few of them actually did learn them, but most didn't. If they had to write the same words a week later they spelled them wrong. That was frustrating!
When I teach I teach to bring about learning, not just rote memorization. So word study has been a complete waste of time for me. So, why keep making flipcharts? Well, because that was one of the activities that they really enjoyed. And of course, I'm required to teach it. But I do need to figure out how to do it so they are actually learning something and can then apply what they've learned to any writing they do.
I really do need to figure out a way to accomplish that. I had to learn to spell by memorization. Not only because that was how it was done back in the day, but because I struggle with spelling. Spell check is my best friend. The reason I have trouble spelling is because I have trouble distinguishing between sounds. Short vowels are killers for me; they all the same to me. Hard g and c also are hard for me too. When I spell certain words I go through a rhyme that helps me figure out how to do it.
I can't be the only one in the world like this. There are many reasons why people can't spell and my difficulty is just one of the reasons. By that way, it affects how I read too, so if I mispronounce a word it's because I truly have no idea what the sound is supposed to be. Yup, and I teach children to read. Actually, I teaching has helped me learn too. When a 5th grade student struggles with reading I realize that it might be a problem with letter sounds, like mine.
So once again, I need to figure out how to do this. Any suggestions will be greatly appreciated!
Wednesday, June 12, 2013
New Principal and Vocabulary
Today I met the new principal and had to ask how he felt about switching classes. For the last four years my fifth grade team has been switching classes. We have had a lot of success, including test scores but mostly in that our children and their parents come back and tell us how well prepared they are for middle school.
Well, his response was that he was open to it, but in the past he hasn't been a supporter of it. He said he would like to talk to us as a grade level and as individuals about it. I hope that he decides to keep things as they are. If he doesn't then I will need to learn a lot of science by August and refresh myself on math. A little part of me would be okay with not switching, a very little part of.
Regardless, I am going ahead and planning literacy. One of the big projects is a vocabulary "program" that 4th grade teachers and 5th grade teachers can use. Today our county literacy curriculum coordinator was talking to our team and I told her about it. She was very interested, so I emailed her one of the "units". I look forward to hearing back from her.
The "program" is not about learning a list of words but rather learning about how parts of words work together. Each unit is based on a root and then making words using that root with prefixes and suffixes. Students use definition clues to try and figure out words that use the root and fit into puzzles and sentences.
This past year, I used my class as guinea pigs to try out three "units". They were willing participants and told me that they really liked it. Now, this class tended to like a lot of things we did and tried so I'm not sure how reliable they were as test subjects. Anyway, within the three weeks that we did the units I noticed an increase in student involvement and students taking more risks in making words based in the roots. They would get excited when they had time to work as a group to make words, on the first day, and solve puzzles on the second and third day. By the fourth day they showed confidence as they figured out what words to use to fill in missing places in sentences. On the fifth day they were excited to share the sentences that they wrote using any of the words they learned over the previous four days. I considered it a complete success.
So now I will spend some time making up the "units". Wish me luck!
Well, his response was that he was open to it, but in the past he hasn't been a supporter of it. He said he would like to talk to us as a grade level and as individuals about it. I hope that he decides to keep things as they are. If he doesn't then I will need to learn a lot of science by August and refresh myself on math. A little part of me would be okay with not switching, a very little part of.
Regardless, I am going ahead and planning literacy. One of the big projects is a vocabulary "program" that 4th grade teachers and 5th grade teachers can use. Today our county literacy curriculum coordinator was talking to our team and I told her about it. She was very interested, so I emailed her one of the "units". I look forward to hearing back from her.
The "program" is not about learning a list of words but rather learning about how parts of words work together. Each unit is based on a root and then making words using that root with prefixes and suffixes. Students use definition clues to try and figure out words that use the root and fit into puzzles and sentences.
This past year, I used my class as guinea pigs to try out three "units". They were willing participants and told me that they really liked it. Now, this class tended to like a lot of things we did and tried so I'm not sure how reliable they were as test subjects. Anyway, within the three weeks that we did the units I noticed an increase in student involvement and students taking more risks in making words based in the roots. They would get excited when they had time to work as a group to make words, on the first day, and solve puzzles on the second and third day. By the fourth day they showed confidence as they figured out what words to use to fill in missing places in sentences. On the fifth day they were excited to share the sentences that they wrote using any of the words they learned over the previous four days. I considered it a complete success.
So now I will spend some time making up the "units". Wish me luck!
Sunday, June 9, 2013
Three Blogs Might Be Too Much but Here Goes My Third!
I write two other blogs, one that is based on the lessons God is taking me through and the other is devotions. This one is dedicated to the other passion in my life, teaching. I am finishing up my eighteenth year of teaching and have been pondering changes I'd like to make. This blog will be my journal along the way.
I am starting off the summer with the idea that I will be teaching my reading class using a combination of what I call "MUSTS" and "MAYS". Each week we start off with a class meeting with what we will be working on as a class. Students will know what they must accomplish during the week. Some of these will be done in a whole group setting. The others will be done in small groups that they may be assigned to be a part of. Then there will be flexible groups and individual learning opportunities. Students can decide whether to do it in the group setting or on his or her own. This will allow them to still complete what must get done but be responsible to choose how that happens.
The MAYS are completely choice. They will be able to choose to complete these in a group that involves me or ones that they form on their own. Or they will be able to choose to do these on their own. Some of the MAYS will be review items, some exposure to future MUSTS, and others will be based solely on their interest.
I know this will take a lot of planning and monitoring on my part. I have already created a way for students to document everything that they do through out the week, including setting goals, ranking their effort for each aspect, having a daily peer review of their work, and writing weekly summaries to their parents about their work. This is heavy on the personal responsibility part of everything.
So this summer I will be working on preparing for the first few weeks of school. I know I really have about three weeks that I will be very motivated to do this and then my summer brain will slowly take over. That means that it'll probably be August before I get motivated again, so here's to planning this great adventure.
I am starting off the summer with the idea that I will be teaching my reading class using a combination of what I call "MUSTS" and "MAYS". Each week we start off with a class meeting with what we will be working on as a class. Students will know what they must accomplish during the week. Some of these will be done in a whole group setting. The others will be done in small groups that they may be assigned to be a part of. Then there will be flexible groups and individual learning opportunities. Students can decide whether to do it in the group setting or on his or her own. This will allow them to still complete what must get done but be responsible to choose how that happens.
The MAYS are completely choice. They will be able to choose to complete these in a group that involves me or ones that they form on their own. Or they will be able to choose to do these on their own. Some of the MAYS will be review items, some exposure to future MUSTS, and others will be based solely on their interest.
I know this will take a lot of planning and monitoring on my part. I have already created a way for students to document everything that they do through out the week, including setting goals, ranking their effort for each aspect, having a daily peer review of their work, and writing weekly summaries to their parents about their work. This is heavy on the personal responsibility part of everything.
So this summer I will be working on preparing for the first few weeks of school. I know I really have about three weeks that I will be very motivated to do this and then my summer brain will slowly take over. That means that it'll probably be August before I get motivated again, so here's to planning this great adventure.
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