January 3

5 Simple Questioning Techniques that Transform Classrooms

“Anyone? Anyone? Bueller?!”  That iconic line from the movie Ferris Bueller’s Day Off demonstrates the futile nature of asking unanswered questions to a group of disinterested students.  But, we’ve all been there, haven’t we?  We wonder if it’s the question, our instruction, the students?  Whatever it is, it is not the Dead Poet’s Society classroom we had envisioned when choosing teaching as a profession.  We’d like to craft the questions that draw students to engage in lively debate.  How do teachers do that?  What is the magic spell they cast over their students?

While I can’t promise to make your classroom performance Oscar worthy, there are some strategies that WILL get your students talking.  Here are five:

  1.  Ask questions worth asking.   Oftentimes our questions aren’t that interesting or just rote drill.  Ask questions that require students to explain concepts, their thinking or personal connection to the content.  Questions that include verbs at a higher Depth of Knowledge level typically are “discussion worthy” and will lead to greater debate, discussion and engagement.   Also, asking more open ended questions, for example, instead of asking “What is the first step here?” you might ask “How might you solve this problem?” which provides students the opportunity to make their thinking transparent to the class.
  2. Prime the pump.   After asking a question, require ALL students to respond to the question with a partner, on paper, or in some way in order to commit to a response, and THEN pose the question for class discussion.  You’ll find that your students will be MUCH more eager to respond.
  3. Declare a minimum.  Wait time is important for students to formulate an answer (6-10 seconds is ideal), but saying something like “I need at least 8 hands” OR “Raise your hand when you know,” which implies that everyone should raise their hand at some point, often yields great results.
  4. Catch and release.  When a student responds to a question, avoid the urge to either approve or disapprove of the response.  When a teacher declares something right or wrong, the conversation is over.  Rather, ask the rest of the class if they agree or disagree with that student’s response and explain their reasoning.  You can also ask, “Does anyone want to add on to that or amend it?  If so, in what way and why?”  That keeps the discussion flowing and engages the class.
  5. Declare no student off limits.  We want all students to formulate an answer to our questions, not just a select few.  If it’s worth asking during class time, then it is a valuable exercise for all students.  One of the areas that new teachers, in particular, struggle philosophically is calling on students who don’t volunteer.  Often they share that they are worried that they might embarrass a student who doesn’t know the answer.  I will encourage them with this, “If you allow students to prime the pump and ask open ended questions worth asking, students will be much more comfortable responding.”  If you find a student answers, “I don’t know.” You can respond with, “What did you and your partner discuss?” or “Tell me what thoughts you had when thinking about the question.”  If we create an environment that only tolerates correct answers and does not make transparent the conceptions and misconceptions around ideas, then students won’t risk sharing ideas at all.  It’s up to teachers to make sure students know that it is natural part of learning to process to expose and refine ideas.

Like all new routines in classrooms, these questioning shifts will take a few days to a week to hone.  But, if you are faithful in implementing them, you WILL transform your classroom discussions!  If you have an instructional coach in your building, invite him/her to observe you and help you tweak your mad questioning skills.  A second set of eyes always helps.

Let’s do it, “O Captain, my Captain!”  Get them talking!

As always, I’d love to hear what works for you (and might for me 🙂 ).

Resources:

Depth of Knowledge Wheel Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006.

 

 

 

October 7

Equipping Students in the Era of Fake News

The term “fake news” was introduced to every day vernacular by our current president.  Since then, it has been assigned to just about any reporting that was unfavorable or news that did not support one’s personal world view.

Rather to dismiss these claims, however, we can teach students what constitutes “Fake News.”  Let’s focus primarily on web sources, since our students will typically begin their research there.

Determining what news is fake or real is harder than we think.  I read an article by Tennessee Watson entitled “To Test Your Fake News Judgement, Play this Game.”  The game, Factitious allows you to test your fake news radar.  Sadly, not even this educator (two thumbs pointing at self) could successfully detect real from fake news.  Go ahead, you give it a try!  See if your fake news radar is better than mine.  Difficult?  I know!  My thoughts began to center around the danger this posed for students in what seems to be a post-truth world of information.

If YOU don’t teach them, who will?  Oftentimes, I think research skills are dismissed by content area teachers outside of English or Social Studies.  If your students use the internet to gather information (and they SHOULD), this falls on your shoulders as well.  We tend to over-scaffold our students, sending them to sources that have already been vetted.  While that will provide them with reliable information for now, it will not prepare students for life beyond the classroom.  Without the appropriate skills to equip students with discernment, the internet is the modern day equivalent to the Wild, Wild West.  We are sending them unarmed, vulnerable to sites that appear factual, but present “alternative facts” upon which they will build their beliefs and world views.

Media Bias  and Fact Checkers  After playing Factitious, I realized that I could not discern fact from fiction based on the title alone, rather the reliability of the internet source was much more likely to influence whether the information was reliable.   Since then, I’ve used Media Bias/Fact Check  which offers researchers a rating on two key indicators: bias and factual reporting.  While every source typically has some bias, the factual reporting can help readers to determine the factual reliability of the source.  Since the website seemed difficult for me to navigate, I found the quickest way to check a source like, for example CNN, would be to type “media bias fact check CNN” in the Google search bar, where you’d see this report which rated CNN a left bias with mixed factual reporting, similar to it’s conservative counterpart FOX News.  What is particularly helpful is that propagandist news sources such as the Conservative Daily and it’s liberal counterpart, the Democratic Review, are reviewed and clearly deemed “Questionable Sources” by the site.

A Powerful Exercise in Media Review  If students are always given texts that are reliable by teachers, they will come to the conclusion that all text is innately reliable.  To convince students otherwise, you might engage in research on a topic in which there is an abundance of research on all sides of the issue.  Assign students different articles from all along the spectrum.  Create a horizontal line placing opposing views on either extreme.  Have students determine where to place their assigned article based on what they deem is it’s appropriate place based on evidence from the article.  This exercise would not only allows students the opportunity to reflect on bias and opposing viewpoints, but also would prepare students to make well-informed claims on the topic based on a plethora of evidence from all points of view.  For teachers to quickly access texts representing multiple views all along the spectrum they can use a web resource called All Sides which allows users to search a topic and sorts web resources by left, center and right.

Another Powerful Exercise in Media Review  In order to help students to reflect on how they search, ask them to engage in this meta cognitive exercise.  Here’s what this might look like.

The teacher asks students,  “Which is better, to study in the morning or at night?” and then, follow up with these instructions:

  1.  Quick write a few personal thoughts in response to the question.
  2. Search the internet for an answer.
  3. Write down ALL the steps you took to find your answer.

Students can share each step and categorize it is a good or questionable practice for internet searches.  After that, the teacher engages students in a conversation about how each of the topics can influence how they might search for information on the internet.

  • URL Common Sense  Which sites are typically more believable:  those ending in .org or .com?  Students think that .org is typically more believable. After all, pbs.org is a fabulous, altruistic site that students enjoy.  I wonder if they would maintain that opinions if they knew that Neo Nazi  websites would also typically carry a .org URL?  Also, they typically believe .com must be unreliable since it is typically associated with commercial use, therefore sites bearing it’s name are trying to sell us something, right?  Keep in mind that most mainstream news sources carry that domain extension.  This is certainly a conversation worth having with our students.
  • First is Not Always Best  The website that tops the list of our Google searches is chosen not because it is the best or most reliable source, rather it is the most popular source.  That is, it has received the most “clicks.”  With concern about bots and political activism, we cannot rely on the fact that what is most popular is also most reliable.
  • Authority of Source  When students research for answers, they may stop the search at the title.  In order to access the evidence and reasoning upon which the claim was built, students must read, or at least skim, the article.  Is the conclusion based on the work of an expert in the field?  What makes someone an expert in a field?  Was quantitative or qualitative data used to reach that conclusion?  All of these questions must be answered before a student can accept the claim upon which the title was built.

Early and Often  In order for students to learn how to discern facts from fake news, we’re going to have to start teaching students digital literacy the moment they begin to use the internet to obtain information.  And, like most learning, teaching students to be wise consumers of the internet will have to be a recurring theme throughout their academic career.  We (I teach Math) content area teachers can’t place all the responsibility on literacy teachers.   For example, science teachers might have additional concerns about search results.  For example, scientists would want teachers to consider if the research is peer reviewed.  All educators must own and prioritize wise internet use as a skill that will empower students far beyond their years with us.   #Kidsdeserveit

I’d like to thank Patricia Tylka for the two very practical strategies in this article.  She presented a fabulous session entitled Coaching Digital Natives through Research in the Age of Google at the Illinois Reading Council’s Annual Conference this weekend.

July 30

My 8 Pillars of Assessment–for now…

I am instructional coach and challenging thoughts about practice because “that’s what we’ve always done” is part of my job.  I start with my own.  I’m a product of 16 years of traditional US education and, let me tell you, I was GREAT at it.  I loved grades.  They were part of my identity:  hard working, law abiding, bright girl.  How many of my views about grading came simply from my experience?

Assessment is a hot topic at school.  People are asking good questions, but change is scary–and we don’t want to change things for the worse!  It’s time for a thoughtful look at assessment.  To that end, I spent the summer taking an online course on assessment.   My last assignment was to develop my personal philosophy of assessment.

  1.  Grades should measure student performance towards achieving the standards and not behaviors.  To that end, standards must be made clear to students and should be an integral part of the instructional process.  Students learn best what they are expected to learn is clear and they can assess their own progress towards the goal.  That being said, grades should be assigned at the end of learning, that is, for summative assessments, alone.  In addition, since behaviors have nothing to do with the standards, including them in the grade would taint the accuracy of the measure.  Such behaviors include, but are not limited to, late work, absenteeism, and cheating.  Those behaviors deserve a behavioral consequence.
  2. Students should be given ample opportunities to demonstrate their learning.  The shop for learning should remain open as long as is feasibly possible for the teacher and student.  That is, I believe in retakes at any time.  I believe students must earn the right to retake by showing they have done sufficient work to be able to demonstrate mastery for the standard that they were unable to perform previously.  I believe in using a four point scale over 100 since there is greater inter-rater reliability.
  3. Frequent, clear and positive feedback and student reflection are essential to learning.  Formative assessment should be ungraded, provide feedback that a student can act upon, and positive in nature.  It is our instinct to find errors and correct them, and that is important.  However, feedback, particularly in standards that are demonstrated best by writing or presentation, can actually be more powerful when a teacher highlights the strengths of the student’s performance and then make suggestions towards improvement.  Formative feedback may be simply a conversation between teacher and student (conferencing) or can be written feedback on a formative assessment.  Providing time and a structure for student reflection towards his/her own progress towards the standard is a powerful tool for the future, teaching students how to monitor their own learning throughout their lives.
  4. When it comes to standards, less is more.  US math text books contain 175% of the number of German standards and 350% of what Japanese texts cover.  Both countries outperform the US in math (Schmoker).  That being said, we should carefully select which standards are essential for student learning and report on those standards alone.   If time is prioritized to treat each standard with due diligence, students will be able to access the standard at a level of greater understanding and rigor.
  5. Standards should be assessed at an appropriate level of Depth of Knowledge.  If the standard is “to make inferences,” for example, simply identifying a correct inference from a select response item is not asking students to perform the standard as intended.  Rather, asking students to read a passage and then, make an inference providing evidence for their reasoning from the text, is better suited to the standard.
  6. Assessment is best when it is authentic.   For example, asking students to compare and contrast two different systems of government is best done in either a presentation or written form, not a standardized multiple choice test.  When assessing speaking and listening skills, students should be assessed performing those skills in a manner they might be expected to in the future—before a real audience outside the classroom would be even more powerful and would motivate students.   Standards should be assessed more than once and by a variety of means.  In fact, a standard assessed by three different means is ideal and is referred to as a “triangulation of data.”  In addition to written exams, portfolios, blogs, videos, essays, presentations, projects are all viable methods of assessment.
  7. Growth mindset goes hand in hand with standards based assessment.  Students must know that all formative work is to prepare them to master the target.  The focus should be on learning and not on “point getting.”  Initially failing to meet a standard while learning, is expected and normal.  In addition, allowing students to retake assessments in order to improve their performance provides hope and motivation for them to continue to learn.
  8. Differentiation is important for student learning.  That being said, students who are working toward standards that are above or below his/her grade level standard is appropriate, but should be denoted when reporting out to universities.   High school level students who are working towards grade school standards should be measured against those standards alone.  However, it should be noted that they are working at grade 6 standards, for example, on their report card.  Likewise, students taking courses that require students to master more difficult or additional standards should be rewarded as well.  This has traditionally happened through a GPA bump.   **Note:  I’m not sure how grades for special needs students are reported at my school.  This are my thoughts alone.

This is my CURRENT philosophy on assessment.  It is organic and a work in progress.  I’d love to hear from you–feedback?  Questions?  Thoughts?

Bibliography

Schmoker, M. J. (2011). Focus: elevating the essentials to radically improve student learning. Alexandria, VA: ASCD.

June 3

3 Simple Suggestions: Growing as a Team–without derailing it!

“Without continual growth and progress, such words as improvement, achievement, and success have no meaning.”  – Benjamin Franklin

Growing isn’t easy.  Thus, the phrase “growing pains.”  Yet, we work in a field that is a highly interpersonal, social experiment in learning.  In fact, teams of teachers are assembled to improve teaching and learning, creating opportunities for students to live their best lives possible.  It is noble and important.  That being said, teachers certainly don’t walk out of our teacher training programs and into the classroom as the best version of our teacher selves.  We have to grow!  But, as I mentioned early, growing is painful–especially for groups.  There are several reasons why this is the case.

In the last 10 years, the greatest decisions for change were legislated at the state and federal level  (No Child Left Behind, Response to Intervention, CCSS, NGSS, C3, PBIS, etc).   These sweeping changes cannot be simply adopted overnight.  After all, in order for meaningful change to occur, teachers need to understand the desired change, believe it is what is best for students,  and then be provided time and training to implement the change.  This is no easy feat!

While many districts do their best to provide what is necessary to accomplish those things, what often is not addressed however, is how the stress of change affects a group.  Studies show that people will respond to change in different ways.  A select few will be “Innovators” or “Early Adopters,”  also a small number will be considered “Laggards.”  Most likely your personality will determine where you’ll land.

Imagine now, that these people are all in the same room tasked with change.  The Late Majority and Laggards are often traditional and skeptical.  It takes time to for them to internalize the need for change and make important shifts.  That being said, if they adopt them, they will do so judiciously.  Innovators and Early Adopters are often frustrated with the apparent “unwillingness” to change on the part of Late Majority and Laggards.  This will influence their Image result for early adopted cbamperceptions towards one another negatively and add to the stress of group change.

Innovators and Early Adopters will most likely be eager to get the ball rolling.  After all, why not?  However, to the Late Majority or Laggards, Innovators and Early Adopters can appear “rash or daring.”  The (often necessary GENTLE) pressure to adopt change can be a great source of anxiety to this group, and can manifest itself in anger towards or negative judgments against their colleagues.

Think about it, you can probably graph the faces of your colleagues on this graph right now!  Reflect on how it influences your opinions of one another and how you interact.  So, what now?  How can your group survive the next change that comes their way (Face it!  You’re a teacher–the faster you realize it’s part of the gig, the happier you’ll be!)?  A few things:

Acknowledge it!  Before the next curriculum review or district initiative, admit that change is hard and have a chat about being sensitive to people on both extremes.  After all, we can all understand being frustrated by someone who refuses to budge OR being pushed into something we weren’t comfortable doing, right?  This would be a great time for a pep talk, “Our goal is for all of us to understand, be comfortable with and implement this change–not just a few of us.  We’re in this together!”

Recognize the feelings behind the behavior.  If teachers seem angry or frustrated, there is a reason behind it.  Is it because the teacher is not convinced that the change benefits students?   Are teachers avoiding work because they hope the pressure to change will just disappear if they ignore it?  Are they just overwhelmed by the stress of change?  All of these are normal reactions, but certainly need to be addressed for a group to work effectively and move collectively towards the goal.

Provide time and training to reduce group stress.  As mentioned before, teachers need to understand and believe the innovation is good for students.  I don’t know any teachers who, when convinced that there is a better way to serve students, refuse to do so.  To be convinced, teachers will need to see the innovation in practice and data that supports the need for change.   Meaningful professional development will clearly outline the innovation, rationale for change, and practical strategies towards change.  Also, instructional coaching can play a role in group change.  Instructional coaches can partner with teachers, making the innovation feel less intimidating as teachers bring the change into their classrooms.  Without time and training, the pressure associated with change can feel like a turning vice for a group.

Change in education is inevitable, and need not break your group.  Acknowledging personality differences and group dynamics will help you all to keep your sanity in the pursuit of a better way to serve students.  At the end of the year, take some time to acknowledge all you accomplished and, though difficult, discuss how you are all better for it!

For more information and resources for dealing with stress of change on your PLC, see this fabulous Learning Forward newsletter.

 

 

January 8

These are a FEW of my Favorite Things… I’ve used in my math classroom. Thank #MTBoS!

I am a member of the #MTBoS (Math Twitter Blog-O-Sphere).  If you are a math teacher, you are too!  To find them, you need only jump on Twitter (@ExploreMTBoS) or search the #MTBoS hashstag and enjoy all that is available to you.  #MTBoS teachers share everything from their philosophy on what is BEST Math Teaching PRACTICE to the details of the lesson they did TODAY. The #MTBoS has challenged its members to blog once a week for the next month.  This week, the challenge is to blog about our favorite thing(s).  Here are some of my FAVORITE THINGS I’ve learned about/stolen from this group.

  1.  WODB (@WODB) or “Which one doesn’t belong?” has been a fabulous resource for eliciting high level discourse with students.

    This puzzle can be found on the WODB website and also on Chris Hunter’s “Reflection in the Why” blog.

    These WODB K-12 puzzles are low entry/high ceiling problems that will meet your students exactly at their level of understanding.  Your job is to push their thinking by asking questions.  I’ve shown an Algebra example to the right, but there are graphs, number, shape puzzles, etc.  Enjoy them!

  2. Class Norms Signs – If you’re looking for GREAT classroom signs and resources, Sarah Carter (@mathequalslove) is your girl!  She makes some SNAZZY stuff!  But, these signs definitely served

    Here you can see “Class Norms” above my board in my classroom.

    two purposes in my classroom.  ONE:  They are darling and decorated my room nicely and TWO (and most importantly):  They served as principles that guided the collaborative work in my group.  I only had to say “Helping is not the same as giving answers!” or “Can you read the green sign I am pointing to?  What does that mean?  Please be a respectful group member and do that now.”  I LOVED having them to point to!

  3. Sum ‘Em Up – This is a game/activity that requires both individual and group accountability from your math students.  The idea is from #MTBoS’s Kate Nowak’s (@k8nowak)
    “Function of Time” blog.  For each skill, you make four problems of various degrees of difficulty and for students you’ve placed in a heterogeneous grouping.  Each student works individually and then, students sum up their totals.  At that time, they can ask the teacher if they are correct.  If they are NOT correct, the students have to decide which student(s) made the error and why.  This leads to great mathematical discourse and “critiquing the reasoning of others.”  You can find more details to this fabulous activity in the link above.

Obviously, this is just a taste of what you can find from teachers on Twitter, but I wanted to whet your appetite for more.  The treasure of #MTBoS is yours (and mine)…enjoy!  Go, search #MTBoS and see what happens…

 

January 1

6 Steps for a Second Semester Reboot

Okay, it’s time to face reality.  Your winter break is just about over and in a few days you’ll be looking into the faces of your sweet students.  If you’re like me, you’ve been dreaming about how you might do things differently next semester.   Ah, where to start…

  1. Reflection is one of the most difficult but helpful practices for teachers.  Nonetheless, a teacher who wants to make positive changes towards growth, should make it a regular practice.  If you’re looking for a second semester change, ask yourself a few reflective questions about the first semester.          Reflect on WHAT?   How about… 
    • Classroom Management–This is easy!  Ask yourself: what behavior is the most annoying?  Is  it students distracted by cell phones?  Is it language?  Is it off task behavior?  Can you get students undivided attention when you need to?  Do you have a “quiet signal?”
    • Classroom Climate–Does your room have a positive or negative vibe?  Do students want to or even look forward to coming to your class?  Are students kind to one another?
    • Student Collaboration–Are they really collaborating or just seated closely?  Is there individual and group accountability?  Do students hold each other accountable?
    • Instruction–Are you bored by your own lessons?  Is your instruction teacher or student- centered?  Do your lessons require students to go beyond note taking?  Are students invested enough to debate and argue?   Are students given the opportunity to grapple with tough questions and space to problem solve?
    • Assessments–Are your students given opportunities to think critically?  Do your tests reflect higher order thinking?  Is everything on your test “Googleable?”  For more advice on creating questions that are not “Googleable,’ click here.  Do your assessments give students opportunities to demonstrate what they really do know and understand?  Are your assessments tightly aligned to your standards/targets/objectives?
    • Curriculum–Are you “covering” too much?  Does it feel like your students are only getting a superficial understanding instead of a rich understanding?  Is it time to consider removing content that you’ve typically covered?
  2. NEWSBENJIVERTS.  I’m not even sure how that’s spelled.  I was introduced to this acronym while watching this episode of  the Middle where Brick, the little brother, tries to coach his sister, Sue, for her audition for the school newscaster position.  Brick starts with this small acronym to help her to remember key newscaster skills:  NEWS; Natural, Eye contact and Winning Smile. But, Sue needs so much help it grows to NEWSBENJIVERTS.  During her audition, she is so overwhelmed by her the huge acronym that she performs with huge eyeballs, an awkward smile and, frankly, looks ridiculous!  All this to say we often look ridiculous to our students when we tackle more than we can handle.  We end up back-tracking on our commitments, which only breeds a lack of confidence in our words and actions.  Choose ONE, maybe two, things to tackle.  Larger, sweeping adjustments can come next year.  
  3. Ask yourself probing questions to problem solve.  After you determine what you’d like to change, ask yourself how this student behavior, instructional approach, classroom culture, etc.  has become a pattern in your classroom?  What is the root of those behaviors?  Come up with at least several causes beyond student motivation or administrative mandate to these problems. After all, you have no control over them.  Look for causes within your circle of influence.  Make a plan to address them.  This is where the internet and your colleagues are great resources.  If you have instructional coaches in your building like I do, you might want to elicit their help in brainstorming solutions or processing root causes.
  4. Everyone needs a pep talk.  Okay, it’s your first day back.  Imagine your classroom is a locker room full of athletes and they are looking eagerly to you, their coach, as you prepare to give them an inspirational half time pep talk.  Don’t let them down, Coach!  Remind students that you are there for them, care for them, and want them to be successful.  Tell them what they, as a class, did well last semester and point out areas where they are growing but aren’t quite there yet. Tell them second semester offers a fresh slate. Tell them that you expect that second semester will be challenging, but that you’ll get across the finish line together.  However you word it, speak it from your heart.  Kids can smell insincerity a mile away.
  5. Take a moment to reconnect.  Show pictures of how you spent your break.  Give them an opportunity to share about their adventures.  When we do this, we are creating a safe space for students and communicating that we care about them.  It also allows them to open the doors of communication with a topic that is comfortable for them.  This will make it easier when you ask them to engage in content related discussions.
  6. Honesty is the best policy.  Okay, time to get real.  It’s time to make a change.  You don’t have to pretend with students.  Unlike administrators they are there every day and know exactly what it is like to be in your classroom — for real!  Share how you’ve reflected over your break and your plan to reset for second semester.  One caveat:  if you say you are making a change, you have to stand by it.  Telling your students means they WILL hold you accountable–as they should.  When choosing a solution to your problem, choose a plan that you can carry out. Avoid developing systems that will be difficult to manage.  You’re too busy for that!

Who doesn’t love a fresh start?  Let’s make a resolution to keep making resolutions.  After all, the key to our growth as educators (and people) is reflection, plan, change, REPEAT.  Keep fighting the good fight, my friend!  The fruit of growth is always joy.  

September 18

Blogging and My Reflections of the First Month as an #instructionalcoach

One of the best things I’ve ever done as an educator was join Twitter.  I really didn’t understand it at first, but the connections I made over time have impacted my classroom more than any other face to face professional development.  The teachers of the #mtbos (Math Teacher Blog-O-Sphere) have had the greatest impact.  They’ve recently started a blogging initiative and I thought I’d participate, which might be challenging consider that I’ve moved to an instructional coaching position this year.  But, I’ll try to do my best to adapt the questions to my new role.

Blogging helps teachers to be reflective–honestly, a luxury for which few teachers have time.  Nonetheless…important for teacher growth and satisfaction.  If you haven’t started a blog–maybe now is the time!

1) Teachers make a lot of decisions throughout the day. Sometimes we make so many it feels overwhelming. When you think about today, what is a decision/teacher move you made that you are proud of?  What is one you are worried wasn’t ideal? 

In my new role, the most important thing is for me to grow in listening and helping teachers to reflect on their own practice.  My temptation is to say “what I would do” is…  I’m working on that.  At times this week, I’ve done a good job of keeping this is the forefront of my mind.  Other times, I’ve failed.  I am praying that the wonderful teachers I work with will remember I’m a rookie at this and extend grace when necessary while I work to hone my skills.

2) Every person’s life is full of highs and lows. Share with us some of what that is like for a teacher. What are you looking forward to? What has been a challenge for you lately? 

Transitioning to this role was a risk.  After all, I KNOW I LOVE teaching.  Will I enjoy coaching?  I’ve second guessed myself quite a bit in this first month.  Teachers, who I considered my friends, are starting to treat me differently.  While I was told this would be true and would be hurtful, the fact that it was expected doesn’t make it any less hurtful.  If they knew my heart and my intentions, they would never question that they are for the good of all teachers and all students.  I am here for support and encouragement.  I want teachers to love their job, love their school and feel so supported and encouraged that there is no other school they’d rather serve.  None the less, people question my motives and it makes me sad–flat out sad.

3) We are reminded constantly of how relational teaching is. As teachers we work to build relationships with our coworkers and students. Describe a relational moment you had with someone recently.

This has been the biggest challenge for me–relationships are messy!  I have to admit I don’t have the best “filter” when it comes to sharing my thoughts.  What I do have going for me is that I am well-intentioned.  A proverb says “Out of the heart the mouth speaks.”  Since I know I have very little control over my mouth, I’ve committed to work on the nature of my heart.  Are there issues of conflict that are unresolved?  I best resolve those lest something dangerous sneaks right out of my mouth.  Ugh!  For that reason, I’m quick to fix things with others.  I’ve had one misunderstanding this week that I was quick to resolve with a co-worker face to face (I’ve also learned to be careful with e-mail and that some conversations are meant to be face to face).  Another co-worker, where I asked for grace and a second shot.  Both were received gracefully and I’m so grateful that I work with people who can extend forgiveness so generously.

4) Teachers are always working on improving, and often have specific goals for things to work on throughout a year. What is a goal you have for the year?

I have several goals.  Probably my greatest goal professionally is to learn my new job.  I am reading a book called the Art of Coaching by Elena Aguilar.  This has been a great inspiration.  I want to help teachers reflect on their beliefs about students, learning and innovation and not just coach teachers to do “what I would do.”  This is definitely an ART and I am only an apprentice.

My personal goal is to achieve a greater work/life balance.  My daughter left for college this fall.  She isn’t far but she isn’t here either.  I have only three years left with my youngest and I want to make those years count.  In addition, my husband and I will be empty-nesters in 3 years.  I want to pour into us as we reinvent this relationship post-kids in the home.  These are without a doubt my MOST precious priorities.

5) What else happened this month that you would like to share?

I am a person who thrives when given positive feedback.  While I am definitely open to constructive criticism, especially in my new position, the words of encouragement I’ve received from a few teachers has helped to keep me going through this transition.  Perhaps I have made the right move.  Ask me in January :).

August 15

A Co-Teaching “First Date”

Last year was the first time I co-taught Geometry with a Special Ed teacher.  While originally hesitant to share my classroom (I definitely have control freak tendencies), I LOVED it!  It was wonderful to have two professionals in the room to instruct, assess and care for our room full of kiddos. You can read a bit about my co-teaching reflections here.

While my experience was extremely positive, that might not always be the case for all co-teachers.  For some, relationships between co-teachers can seem like an awkward partnership.  Some are just “playing nice for the kids.”  We can do SO much better than that!

Co-teaching workshop 3 - Copy

In an attempt to get a jump start on establishing solid co-teaching relationships, the instructional coaches provided a Co-Teaching workshop on the first inservice day of the new school year.  After a brief presentation given by my co-teacher Jeff and I, and our new instructional coach Emily (who is a huge advocate for co-teaching) we provided an opportunity for a co-teaching “first date.”  The “first date” consisted of  a list of conversational topics from personaCo-teaching workshop 1lity type to classroom management styles.  The main objective was for teachers to find a common, workable ground for their classrooms.

I’ve included both the presentation and the “first date” discussion sheet.  Perhaps you and your co-teacher might want to have a “first date” as well?

Best wishes to all those co-teachers out there partnering to provide the best possible experience for those sweet faces in their classrooms!  Make this the #bestyearever .

August 13

Being a Rookie Teacher is Not for the Weak!

Change is Challenging

My role at school has changed this year and it has me feeling like a rookie all over again. I’ve already made a few mistakes and I haven’t even officially started!  That hasn’t dimmed my excitement; however, but it does have me feeling reflective about my rookie years in the classroom.  Part of my new role is serving teachers new to the field or just new to our school.  I want them to know that I remember…it’s hard!  But, it’s SO worth it!

 23 and Teaching in the 90s

My first teaching job was a challenge.  I graduated in December and was teaching in January in a small rural school.  The department chair had, like many other educators, decided to leave the field altogether to join the private sector.  I took over a few of her classes and they traded out her Calculus classes with another teacher and I took over a few of his classes.  After all, I was just fresh out of the gate.

They handed me an Algebra book and said, “get as far as you can get.”  That was the curriculum, I guess.  The tests were written by hand and each teacher wrote his/her own tests.  I tried to partner with another young teacher who has since moved on to teach at another school (as did I).  She was experimenting with cooperative learning, to the point that students received group grades on all things, etc.   It was the 90s after all!

Easy Prey 

I had one student who saw this tiny (I’m 5’2″ on a good day) little insecure teacher and would have a field day with me.  I’d get anxious and sick to my stomach before that class everyday.  He’d see every chink in my armor–every inconsistency.  His class had been transferred from the teacher who still remained at the school.  He was a baseball coach and well liked.  Kids didn’t mess with him.  He’s still there.  

I remember one student saying, “I don’t even remember Jake* being in the other class.  But he’s all we talk about in this one.”  I distinctly remember that girl.  She was tiny and athletic.  Had a tom boy mannerism about her that gave her a toughness that was intimidating as well.  She had a buddy in the class who was a farm boy.  He also played football and his appearance embodied both those things.  He was tired on days they were seeding or harvesting because he woke up early.  I felt that they were both judging me for not having all together.  And I didn’t.  

Tried my Best

I did everything I could to manage Jake.  I called mom and she said he had no other issues with teachers.  I talked to the dean.  She said just write everyone up and she would deal with it.  Really?  I was just glad I only had him for a semester.  I would start over next year and never let myself get wrangled into such a negative relationship with a student again.  Ugh!

It Gets Better  

Not to say I haven’t had issues with students.  But, honestly, I’ve never felt they were out of my control or that I was helpless in solving them.  I’ve come up with some tried and true methods that have yet to fail me.  Through it all, though, I never doubted that I wanted to be a teacher.  Not even once.  I was born for this.

*Name has been changed to protect the not-so-innocent.

Your thoughts?  Did you have a rough first year?  A student you went rounds with?  Were you able to connect with that student for a positive outcome?

December 31

This Teacher’s 5 New Year’s Resolutions

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This post could also be entitled:  “Stuff I learned from Twitter over Christmas Break.”  One of the things I love about break is the chance blog binge and peruse twitter for ideas.  I have a folder in my g-mail entitled “Read over break” and LOVE when I get to crack it open.  I bore easily and without new ideas, (gulp!) even teaching might become stale for me.

1.  Wingman  I watched a great little video regarding a strategy called Wingman from the Teaching Channel.  Here the most pensive and quiet student is asked to engage by observing  the group and giving feedback later.  I highly value student to student communication in the process of learning.  That being said, I know that my class must be an introvert’s nightmare.  This will allow the introvert to be an observer and  still participate in the learning.  The video demonstrated the Wingman strategy in an ELA class but I would give it a little twist in my HS Math classroom.  I’d most likely hand the “wingman” a sheet to keep a record of when students apply one of the 8  mathematical practices and encourage groups to make sure they touch on at least four or five of them.  At the end the “wingman” could give a report to the group on their progress and point out individual strengths.

2.  Closure Strategies  I found this great article on Edutopia on 22 Powerful Closure Activities by Todd Finley.  While quite of few of them were either ELA or elementary in nature, here are a few I’d like to try:

High-Five Hustle

Ask students to stand up, raise their hands and high-five a peer — their short-term hustle buddy. When there are no hands left, ask a question for them to discuss. Solicit answers. Then play “Do the Hustle” as a signal for them to raise their hands and high-five a different partner for the next question. (Source: Gretchen Bridgers)

Exit Ticket Folder

Ask students to write their name, what they learned, and any lingering questions on a blank card or “ticket.” Before they leave class, direct them to deposit their exit tickets in a folder or bin labeled either “Got It,” “More Practice, Please,” or “I Need Some Help!” — whichever label best represents their relationship to the day’s content. (Source: Erika Savage)

3.  Kick me.  The first rule of “kick me” is NO KICKING.  Good to know.  I found this great strategy on the Teaching Channel as well.  I teach Geometry and this strategy allows me to help them solidify their understanding of the plethora of vocabulary associated with the topic.  I would probably create a sheet that includes several figures that demonstrate the vocabulary word.  Students would have the vocabulary words taped to their backs and would have to search out the matching vocabulary.  This might be a great “beginning of the school year” activity that would allow them to mingle AND give me some idea what geometry concepts that they brought with them from middle school.

4.  Better Quiz Corrections  Okay, this one I THUNK up myself…well, sort of.  It started when I began only highlighting errors on quizzes and giving students 5-10 minutes to make corrections after they were returned as a result of watching this fabulous video from…the Teaching Channel (have I mentioned how much I LOVE this Twitter follow?).  I thought that I might make a half slip that students can fill out that might give them (and me) more feedback: You can view that here.

5.  Reflecting on Student Work.  This idea came also from a video from Teaching Channel but I can’t seem to find it.  The idea is to take two students from the class and follow their work throughout the year.   I would love if several of my colleagues could join me in this.  We can see the types of errors our students are making and what antidotes we have, as a team, to counteract them.   Since PLCs seem to be a major goal in our district and school this year, this sounds like a good place to start.

Well, here’s to a fabulous 2016!  Wishing teacherdom all the best!  What are your resolutions?  Please share! 🙂

September 13

Jumping aboard the Co-Teaching Train

 

This is my first year that I’ve had the privilege to co-teach a class.  After reflecting on the first 2 1/2 weeks, here are some thoughts:

Things going well:

1.  Formative Assessment – My co-teacher and I have freedom to regulaIMG_2283rly require students to do a problem on a 1/2 sheet and turn it in.  One of us can walk around to make sure students are on task and available for students with questions.  The other can collect the sheets and offer quick feedback.  We do this, typically at the beginning and end of class.

2.  Yin and Yang – My co-teacher has a great calming affect on our classroom.  This is especially good for students who panic when they don’t understand.  I can think of one student, in particular, who needs regular reassurance.  I, on the other hand, can best be described in three words, “too much caffeine.”

3.  Foldables – I think these have been helpful to all of my students for taking down key information and/or formulas.  In addition, students with IEPs may be allowed to use them on quizzes and tests.

4.  Planning – We have a common plan!  Though my co-teacher is often running around meeting with students during this period, he usually makes time to meet with me briefly to go over the next day’s lesson.  That’s been fabulous!

  Under Construction:

1.  Differentiation – It is still a difficult balance to not overwhelm some and bore others.  One day, as an exit slip, we gave a more challenging problem to about 5 students that I had printed out earlier.  It’s progress, but we’ve got a ways to go.

2.  Grouping – Though it is nice to be able to group students who are stronger with some who are weaker in order to explain misconceptions etc., some of the stronger students are leaving the weaker in the dust.  Should we group our weakest students together with either my co-teacher or I to coach them?  Not sure.

3.  Collaboration – There is not enough collaboration in this group yet.  I’m not sure if weaker students are intimidated by the stronger or just have lost interest.  I could also do more to encourage the communication.  I thought about doing some brain-based instruction.  Thoughts?

As I mentioned, this is my first year as a co-teacher and I’d love some feedback.  Those who have been doing it forever, fill me in! 🙂

 

 

 

 

August 6

Why I hate the first week of school (and other positive thoughts)

Typically, I would say that I am a POSITIVE person–cup half full.  You know the type…annoyingly so.  In fact, I’m absolutely sure that there are some teachers that are curmudgeons by nature at my school that find it difficult to even be in the same room  as me.  That being said, last year I finally admitted it:  I HATE the first week of school!  It’s not that I lack excitement about new possibilities or methods I might try.  I do!  That makes me excited about the school YEAR.  I’m talking about the first WEEK.  Here’s why:

They don’t know me.  My students, that is.  We haven’t established trust and rapport–we aren’t family yet.  I’m some stranger to them.  They may have heard about me.  I don’t know…they just seem cynical at first.  Like they’re saying, “Sure you care…prove it!”  That’s exactly what I go about doing day in and day out until the work of trust is firmly established.  But it’s hard work and it is just a given later in the year.  I remember, on the third day of school last year, one of my students said (read in teenage girl voice), “Are we going to do any lessons?  Like, will there be PowerPoints?”  I thought to myself, “Have I not been teaching for the last three days?”  It takes time for them to get to know me and how I operate–which is often different from their previous teachers, which only makes them even MORE skeptical of me.  Most importantly, I have to convince them that what I do is good.  I start to doubt myself and think, “By the end of the year, they’ll get me and, hopefully, math! RIGHT?”

A lost puppy.  Just as much as being positive is my nature, I’m a girl of routine.  I need to know where to be to be productive during prep and lunch periods.  I spend the first week, looking for those places–access to copier, not too many people so that I get caught up in nonsense chatter (which I am also VERY good at!).  I’m like a lost puppy and each night I go home saying, “I got nothing done at school today!”  Augh…Can’t wait!

Unrealistic expectations.  I think it’s a “mom thing,” but each new year I tell myself that I’ll be able to still make dinner nightly, workout, have quiet time, etc once school starts.  For the first week or so, I try to make sure that is the case.  By late September, I’ve long given up the dream.  My children return to their self-proclaimed status as “dinner orphans” and honestly, we’re all happier for it!  But that first week, I kill myself trying to add in an after school workout, making dinner and doing school work I neglected to do while wandering the building looking for a place to work.

No worries, though.  I know that the first week in each new year is like a newborn baby.  I will get to that happy place where they KNOW me…no more proving myself, I’ll stop spinning my wheels and, maybe this year, I’ll leave dinner up to my kids on that first week.  You’d think I’d learn after all these years!  Here’s to realistic expectations and a great SECOND week :).

December 30

Stop the Politicking–The Supreme Court of Education

While I’m no expert on politics, I feel their impact daily with the new federal and state mandates that trickle down into my classroom.  Each new president is the “education president” and has a plan that will turn around a fledgling American education system.  No Child Left Behind, Race to the Top, Common Core, VAM for teacher evaluations, charter schools–all valiant efforts to be the equivalent “get rich quick scheme” of public education.  What anyone who works in a classroom knows, is that the problems are too deep, too complicated, too sweeping to be fixed so easily.  Each President and appointed Secretary of State has, at best, 8 years to return the US to its former educational glory. He/she must present his/her education agenda du jour before he/she enters office and must stand by it even if, after time in office, one has a change of heart, for fear of flip-flopping (see Peter Green article linked for more on that).

What I propose is a new decision making body for education in Washington.  What if we didn’t move the cheese for teachers and administrators across the country every 4-8 years?  It may sound crazy to you but it makes perfect sense to this teacher in suburban Illinois:  A “Supreme Court” of Education.  Like the Supreme Court, presidents could appoint men/women (hopefully educators–perhaps each National Teacher of the Year?) to a body that would right the ship of public education that would serve 10 years?  15 years?  life?  The implications of each important, but worth a discussion.  Let’s think outside the current constraints of the political box.

What has each successive regime brought us (both democratic and republican)?  Heavy standardized testing, school closings that (in Chicago) break the hearts of students and have families taking to the streets in protests, public funding going to private for profit schools that show not to be any more effective except for those who champion their for profit cause,  teacher shortages due to teacher disillusionment and distrust…Should we continue the course?  Top performing schools on PISA exams (International Exams) like those in Canada and Finland are doing the exact opposite!  Read more on that in the link attached.

From one of the greatest minds in the 20th Century:

“Insanity: doing the same thing over and over again and expecting different results.”    –  Albert Einstein

August 21

“You, You all, We”

I have to tell you–light bulbs are going off here!  My mantra for math instruction this year is “You, You all, We” and I’m amazed at the response from students.  It’s absolutely fabulous!  It’s amazing how many years of mathematical knowledge is inside those minds–yet, for many years, I approached my lessons as though they’ve never seen the concepts before (i.e. right triangles, Pythagorean Theorem, radicals, slopes).

For years I’ve followed the “Me, You all, You” mentality.  By that, I mean I would model for students the appropriate technique (Me), have them practice with a partner or a group (You all), and then expect them to perform the skill on an exit ticket (You).  While I’m still entirely a fan of exit tickets, I do think my philosophy of instruction may have yielded to a great paradigm shift.

It’s not that I haven’t take advantage of Professional Development–I have!  I’ve gotten a masters degree in Teaching and Leadership, went to many conferences, but it is all coming together for me after I read this recent article about “Why American’s Stink at Math” in the New York Times. That simple phrase “You, You all, We” connected some of the pedagogical dots between my training in problem based learning (PBL), STEM and courses on collaboration and engagement.

The past two days I’ve posed difficult problems, knowing (okay, hoping) that there was some foundation my students could draw from.  They amazed me!  I gave them 1-2 minutes to work on the problem individually (You).  I told them it was okay if they weren’t able to solve the problem, but to draw as many conclusions as they possibly could (for example, I asked them to write the equation for the perpendicular bisector given two endpoints–they could perhaps find the slope of the line, or find the midpoint, etc).  Then, they were to spend 2-3 minutes sharing with their partners what they concluded (You all).  I was thrilled at how quickly they engaged (even though it has only been days 1 and 2!).   When the conversation seemed to die down, I brought their attention to the board and asked students to share what they could about the problem (We).  In the end, I did very little more than facilitate.  It was fabulous!  The fact the some students were able to solve portions of the problem, but were stumped on others, highly motivated them to listen to the solution.

In year 10 of teaching–I think I’m finally connecting the dots–“You, You all, We.”  That’s all it took!

Hope you are all having a great start to your year!  So pumped to make this my #bestyearever!