Our Master's group started a book study this week. We are reading Entertaining an Elephant by William McBride. It's a great book and an easy read. I am really enjoying it!
Think back on one day this week or last week, what is your right and left hand count?
Mr. Reaf, the main character in the book assessed each day using a finger count. Fingers on the right hand were "wins" and fingers on the left were "losses". It is different for me because I don't have set class periods with different groups coming and going. I just looked at the events of the day. I ended up with a 4:2 ratio for the day.
Right/Wins: Got a box of pears for a Christmas present from a student (a sure sign of a GREAT day to come!), nice conversation with a challenging student, great trip to the nursing home, How-To presentations were a ton of fun
Left/Losses: 3 office referrals for a student, Christmas gifts for student parents didn't go as smooth as I had hoped
What other assessment techniques do you see Mr. Reaf using?
Mr. Reaf assesses students based on their verbal and nonverbal cues. Some of these are accurate but others give him a false sense of the type of students he has in his class. Mr. Reaf is also so set in his ways that he uses his day-to-day assignments as benchmarks for students.
What type of reward or consequences do you have? Who are they for or who do they benefit?
My students have rewards of extra recess and dance parties. My most recent reward (which is actually really lame) is to go on "field trips". We take the round-about way to our specials classes- it's amazing how excited kids get to see other parts of the school! Consequences are missing recess, sitting out of activities, writing a note home, or going to the counselor or office. The students certainly benefit from the rewards. I also benefit from them because the kids are so excited to get to do something special with me. Students benefit from the consequences because they have time to think about their choices. I selfishly benefit when a student is unable to stay in our classroom; other students benefit as well.
Complete a “Y” Chart for Mr. Reaf’s classroom.
What does it look like?
- very structured
- I picture rows of desks
- orderly
- bland/boring look to it
Sound like?
- monotone
- no laughing
- students talking back
- more discussions starting to take place
Feel like?
- cold/not inviting
- boring
- detention
- students dread coming
Friday, December 19, 2014
Wednesday, December 17, 2014
Where I'm Heading...
This past weekend we took some time to assess how our Action Research and Review of Literature is coming together. I realized that I have quite a bit of analyzing to do in the next few weeks. Leading up to Christmas is hard to have time for my usual rotations with our wacky schedules and needing to finish up so many things here and there. Personally, I feel the effect of being so in the groove with small group math that I struggle with getting back into whole group for more than just a day here and there. There is a noticeable change in the atmosphere when we get back to whole group; more kids seem to be confused and I have a hard time getting around to everyone. Maybe, as the teacher, I have gotten out of practice of teaching math to the entire class. It's kind of an odd feeling because everything else I teach whole group feels normal but math is throwing me off.
Today I entered my data from our weekly math fact tests for both addition and subtraction. I am still deciding how exactly to share the information but here are just the overall class results. These numbers are the total number of correct facts done in 2 minutes by the whole class.
Addition Subtraction
10/8 361 266
10/22 448 318
11/5 484 327
11/12 521 359
11/19 518 381
12/3 520 331
12/17 492 336
I am planning look at specific students with their weekly breakdowns since I am seeing some trends with how they responded to my surveys. For example, a few kids who were honest about not liking math and not practicing at home are not making the gains that others are making.
I will also enroll both second grade classes in the Winter NWEA session. While this isn't the perfect control group, it is as close to one as I can get. There will hopefully be some comparisons... maybe look at kids in each class that had similar RIT scores for the Fall session and how they performed for the Winter.
From my personal observations and reflections it is becoming evident that I don't have everything figured out yet... AND THAT'S OKAY! I am learning so much more about the best way to do this through trial and error. There are some changes that I will make in our rotations/instruction during January and February. I will then be able to address those changes in my paper and at the conference. It will be here before we know it!
Today I entered my data from our weekly math fact tests for both addition and subtraction. I am still deciding how exactly to share the information but here are just the overall class results. These numbers are the total number of correct facts done in 2 minutes by the whole class.
Addition Subtraction
10/8 361 266
10/22 448 318
11/5 484 327
11/12 521 359
11/19 518 381
12/3 520 331
12/17 492 336
I am planning look at specific students with their weekly breakdowns since I am seeing some trends with how they responded to my surveys. For example, a few kids who were honest about not liking math and not practicing at home are not making the gains that others are making.
I will also enroll both second grade classes in the Winter NWEA session. While this isn't the perfect control group, it is as close to one as I can get. There will hopefully be some comparisons... maybe look at kids in each class that had similar RIT scores for the Fall session and how they performed for the Winter.
From my personal observations and reflections it is becoming evident that I don't have everything figured out yet... AND THAT'S OKAY! I am learning so much more about the best way to do this through trial and error. There are some changes that I will make in our rotations/instruction during January and February. I will then be able to address those changes in my paper and at the conference. It will be here before we know it!
Tuesday, December 9, 2014
Shackleton Strength Update
My "Shackleton Strength" is starting to pick up some steam. Last week I did my example of how to pass a volleyball. I explained them why I picked this strength, the how-to steps, and then had them try it. We had a blast! Students then wrote two or three How-To ideas on a piece of paper. I had a chat with each student while I looked them over to see how realistic they were. Most of them were fantastic! I few needed to be whittled down to something that we could actually do at school. I also needed to weed our a few (wrestle, play Minecraft, run fast, have good handwriting). I said they were great ideas but that other things on their lists would be easier to teach and have the class practice. Everyone seemed pleased and excited to start planning.
This week students are going to begin planning what they will need and how they will teach. They will sign up for a day when they will teach the class. I am hopeful that next week will work to have a How-To week. I am excited to see students take pride in their How-To skill and also the positive responses that kids will have to their 'student teachers'. Stay tuned...
This week students are going to begin planning what they will need and how they will teach. They will sign up for a day when they will teach the class. I am hopeful that next week will work to have a How-To week. I am excited to see students take pride in their How-To skill and also the positive responses that kids will have to their 'student teachers'. Stay tuned...
Sunday, December 7, 2014
Adding Technology
Over the past two weeks I have been able to incorporate the use of iPads into our guided math rotation. I am having students play math games 2 out of the 3 days each week. The various levels available on the games allow students to be challenged at their own ability level. The kids are so excited to get to use this technology and also know it is a huge piece of responsibility as well. It was fun to see them help each other a bit with getting started on the iPads. Now they are old pros :)
I still have students play partner games at least one day each week, or when the iPads are not available. Having learning experiences with a partner is a piece a want to keep in this program. It is certainly a challenge for some to incorporate this social piece with some of my strong personalities. We talk about how to coach each other and how things may come easier to some people more than others.
There is another piece of data that I hadn't planned on using but now am considering it. Each week in the computer lab students complete 2-minute fact tests (one addition and one subtraction) before we start our activity for the day. A good amount of students have made some dramatic increases. Others are not improving at as high of a rate so that is something I could address and looking into more in the weeks to come.
I still have students play partner games at least one day each week, or when the iPads are not available. Having learning experiences with a partner is a piece a want to keep in this program. It is certainly a challenge for some to incorporate this social piece with some of my strong personalities. We talk about how to coach each other and how things may come easier to some people more than others.
There is another piece of data that I hadn't planned on using but now am considering it. Each week in the computer lab students complete 2-minute fact tests (one addition and one subtraction) before we start our activity for the day. A good amount of students have made some dramatic increases. Others are not improving at as high of a rate so that is something I could address and looking into more in the weeks to come.
Building Culture
After reading "The Culture Builder" by Roland Barth, I chose to respond to the following three questions:
1.) According to Barth, what is an Instructional Leader? How do you view yourself as an Instructional Leader?
Barth describes an Instruction Leader a couple of different ways. One way he explained such a leader as someone whose job is to change the current culture of a school. Another description mentioned that this leader must continually assess the habits present in a school culture and organize them into what should stay and what need to be addressed. I tend to think of an Instructional Leader as someone who has a good understanding of the ebb and flow of a particular school climate. This person is then able to monitor the culture and suggest positive changes when necessary.
I like to think of myself as an Instructional Leader in the sense that I am pretty good at reading different situations and the nonverbals that people tend to display. I can get a sense of when someone is ready to try something new and when someone isn't quite there yet. I feel that I can offer fresh insight to those that are stuck in a rut from doing the same thing for so many years. I also think my approachable personality makes people more willing to ask questions about the changes I have been making in my classroom. This year I am trying to set an example for my coworkers that it doesn't hurt to just try someone for a few weeks. Give it a shot... you don't have anything to lose!
2.) What are the challenges of being an Instructional Leader?
I think there are more challenges for younger Instructional Leaders. Being in Instructional Leader as a still relatively new teacher is sometimes easier said then done. It is a challenge to suggest changes to things that have 'always been this way' to those teachers that have been at my school for 20+ more years than I have been. Being in this graduate program has given me the extra confidence to approach these situations and the background knowledge of best practices.
3.) How would you describe the culture where you currently work? Did any of Barth's stories ring true for you?
My school culture, for the most part, is a relatively positive one. [Hmm.. or maybe I just choose to focus on the good things??] When Barth talked about the "nondiscussables" I definitely found myself agreeing with his thoughts. My school has a lot of these that are discussed in the teacher's lounge but rarely are taken through the proper routes to make any changes. For some teachers, they continue to let the tension build and then they end up blowing their fuse. At these moments you can feel the entire morale of our staff shift. I hope that the students would say wholeheartedly that our school has a positive culture. I think our staff does a great job of helping kids learn in an environment that they enjoy being a part of.
1.) According to Barth, what is an Instructional Leader? How do you view yourself as an Instructional Leader?
Barth describes an Instruction Leader a couple of different ways. One way he explained such a leader as someone whose job is to change the current culture of a school. Another description mentioned that this leader must continually assess the habits present in a school culture and organize them into what should stay and what need to be addressed. I tend to think of an Instructional Leader as someone who has a good understanding of the ebb and flow of a particular school climate. This person is then able to monitor the culture and suggest positive changes when necessary.
I like to think of myself as an Instructional Leader in the sense that I am pretty good at reading different situations and the nonverbals that people tend to display. I can get a sense of when someone is ready to try something new and when someone isn't quite there yet. I feel that I can offer fresh insight to those that are stuck in a rut from doing the same thing for so many years. I also think my approachable personality makes people more willing to ask questions about the changes I have been making in my classroom. This year I am trying to set an example for my coworkers that it doesn't hurt to just try someone for a few weeks. Give it a shot... you don't have anything to lose!
2.) What are the challenges of being an Instructional Leader?
I think there are more challenges for younger Instructional Leaders. Being in Instructional Leader as a still relatively new teacher is sometimes easier said then done. It is a challenge to suggest changes to things that have 'always been this way' to those teachers that have been at my school for 20+ more years than I have been. Being in this graduate program has given me the extra confidence to approach these situations and the background knowledge of best practices.
3.) How would you describe the culture where you currently work? Did any of Barth's stories ring true for you?
My school culture, for the most part, is a relatively positive one. [Hmm.. or maybe I just choose to focus on the good things??] When Barth talked about the "nondiscussables" I definitely found myself agreeing with his thoughts. My school has a lot of these that are discussed in the teacher's lounge but rarely are taken through the proper routes to make any changes. For some teachers, they continue to let the tension build and then they end up blowing their fuse. At these moments you can feel the entire morale of our staff shift. I hope that the students would say wholeheartedly that our school has a positive culture. I think our staff does a great job of helping kids learn in an environment that they enjoy being a part of.
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