Amy's Reading Corner
Writing Corner
Reading Workshop Bulletin Board--for Charts
Peace Corner (Missing the fountain--it was empty)
Friday, April 4, 2014
Books!
Rather than typing an email about my books for Reader's Workshop, I'll send you here instead:
http://perriensworkshop.blogspot.com/2013/08/read-alouds-first-few-days.html
It's a post I wrote about books I use for the first few days as well as novels I use in the fall.
I can also recommend, Donuthead (Sue Stauffacher), A Long Way from Chicago (Richard Peck), Love that Dog (Sharon Creech), and The Watsons Go to Birmingham (Christopher Paul Curtis). These are all excellent books to teach your workshop lessons.
This post has a list of books I've recommended for learning more about Reader's Workshop:
http://perriensworkshop.blogspot.com/2012/08/back-to-school-and-back-to-blogging.html
http://perriensworkshop.blogspot.com/2013/08/read-alouds-first-few-days.html
It's a post I wrote about books I use for the first few days as well as novels I use in the fall.
I can also recommend, Donuthead (Sue Stauffacher), A Long Way from Chicago (Richard Peck), Love that Dog (Sharon Creech), and The Watsons Go to Birmingham (Christopher Paul Curtis). These are all excellent books to teach your workshop lessons.
This post has a list of books I've recommended for learning more about Reader's Workshop:
http://perriensworkshop.blogspot.com/2012/08/back-to-school-and-back-to-blogging.html
Sunday, March 23, 2014
Maggie 3/23
As lead teaching comes to a close, I have been thinking ahead to next year. I have spent a lot of time (and will spend more, I'm sure) thinking about how I want to set up my classroom next year in order to be successful. I know that there isn't one "magic formula" for classroom management, but I know that there are definitely some techniques that work better than others.
I do know that I need to be fully prepared with what I want to do before going into my classroom on the first day of school. I am so excited to start visiting other schools and classrooms to see a wide variety of management systems, teaching styles, and ways of teaching content. I also hope to observe teachers/classrooms within Burton when I can, to see how things can differ within one school.
I too, am not looking forward to the end of our student teaching year, if just for the fact of leaving behind the students we have spent so much time and effort on this year. I have learned so much from them as students, but also as people. I have encountered difficult situations that have better prepared me to take on those situations on my own next year. It has been a long, difficult, but fulfilling year at Burton.
I do know that I need to be fully prepared with what I want to do before going into my classroom on the first day of school. I am so excited to start visiting other schools and classrooms to see a wide variety of management systems, teaching styles, and ways of teaching content. I also hope to observe teachers/classrooms within Burton when I can, to see how things can differ within one school.
I too, am not looking forward to the end of our student teaching year, if just for the fact of leaving behind the students we have spent so much time and effort on this year. I have learned so much from them as students, but also as people. I have encountered difficult situations that have better prepared me to take on those situations on my own next year. It has been a long, difficult, but fulfilling year at Burton.
Norah's 3/23 Reflection
This week had its ups and downs, but it ended on a good note. It feels so crazy that we are at the end of our lead teaching. I've learned so much during lead teaching that has changed me as a teacher and person. It has opened my mind to different ways of teaching, what works, what doesn't, and how I need to react to students to allow for the best situation. I've also learned that I can only do so much, to not always put the blame all on myself.
Overall classroom management has been going very well in my classroom. Until recently I've been having more frustrating moments. My students seem to be pushing their limits with me as their teacher. I've created great friendships with my students and they've let me into their families and experiences. I feel a great bond with many students in my class. Something happened this past week that impacted me more than the student will ever know. The student and I were having a conversation about his dad, that I had never met. I asked him numerous questions, and the student was very excited to share things about his dad. The next dad, his dad came to the school to meet me. His dad doesn't speak English, but I used as much Spanish as I know. This student's mom is very involved in the school, but the dad informed me that this was his first time coming to the school. He hasn't felt comfortable in the past. I told him that he is welcome to come in at any time and sit with his son in class. From this experience it reminded me why I became a teacher. I want to reach not only the students, but their families too.
Teaching a full science and social studies unit has been a very interesting experience. I planned great lesson with Maggie during our MSU classes and then when the unit began weeks later we felt unattached from those ideas. It was hard to switch back and forth between the two subjects. Towards the end of the unit I finally felt like I had gained understanding on how to maneuver between the two subjects. I also learned that not the teacher doesn't have to bring fireworks to every lesson, but if the teacher give ownership to the students they can be in charge of the fireworks!
I've made amazing friendships with my fellow interns and my students. I get very emotional thinking about leaving all of this in 5 weeks. The students at Burton have forever changed me and my outlook on life.
Overall classroom management has been going very well in my classroom. Until recently I've been having more frustrating moments. My students seem to be pushing their limits with me as their teacher. I've created great friendships with my students and they've let me into their families and experiences. I feel a great bond with many students in my class. Something happened this past week that impacted me more than the student will ever know. The student and I were having a conversation about his dad, that I had never met. I asked him numerous questions, and the student was very excited to share things about his dad. The next dad, his dad came to the school to meet me. His dad doesn't speak English, but I used as much Spanish as I know. This student's mom is very involved in the school, but the dad informed me that this was his first time coming to the school. He hasn't felt comfortable in the past. I told him that he is welcome to come in at any time and sit with his son in class. From this experience it reminded me why I became a teacher. I want to reach not only the students, but their families too.
Teaching a full science and social studies unit has been a very interesting experience. I planned great lesson with Maggie during our MSU classes and then when the unit began weeks later we felt unattached from those ideas. It was hard to switch back and forth between the two subjects. Towards the end of the unit I finally felt like I had gained understanding on how to maneuver between the two subjects. I also learned that not the teacher doesn't have to bring fireworks to every lesson, but if the teacher give ownership to the students they can be in charge of the fireworks!
I've made amazing friendships with my fellow interns and my students. I get very emotional thinking about leaving all of this in 5 weeks. The students at Burton have forever changed me and my outlook on life.
Saturday, March 22, 2014
Sam Reflection 3/23
I can hardly believe that six weeks went so fast! I know looking back that I have grown a ton through this experience and feel a lot more confident in taking my own classroom next year. There were definitely big highs and big lows, but I think this lead teaching experience was essential in preparing me to be a prepared graduate.
This week was pretty successful overall. My Readers Workshop mini-unit and my Writer's Workshop unit came to an end; finality always feels good. The Reading Street test I don't think was an accurate assessment for how the Readers Workshop unit went; it didn't really have the kids applying the skills I taught them. I also think that a lot of changes throughout the year throws them off a little bit. I really want to come up with a plan about how I am going to do literacy instruction from the beginning of of the school year and set clear expectations, procedures, and lessons for that. It is crazy to be going from Reading Street to Daily 5 to Reader's Workshop. I also feel like all the curriculum took me farther away from the Common Core Standards than I would have liked to. In my creation of a curriculum map, I want to be looking at the standards, as well.
We had a Wax Museum for the final presentation for Writer's Workshop and my class got to share their Famous African American speeches with the other 5th grade class. It was so cool! I was so proud of my kids and they were proud of the work they had put into it, as well! It was a really great experience teaching two units of Writer's Workshop; I really have learned the value of an authentic audience and presentation!
I can hardly believe that we only have four more weeks; there is so much packed into those weeks! I am looking forward to observing other classrooms and finishing up grad school and the convocation video! Perseverance and endurance starts now!
This week was pretty successful overall. My Readers Workshop mini-unit and my Writer's Workshop unit came to an end; finality always feels good. The Reading Street test I don't think was an accurate assessment for how the Readers Workshop unit went; it didn't really have the kids applying the skills I taught them. I also think that a lot of changes throughout the year throws them off a little bit. I really want to come up with a plan about how I am going to do literacy instruction from the beginning of of the school year and set clear expectations, procedures, and lessons for that. It is crazy to be going from Reading Street to Daily 5 to Reader's Workshop. I also feel like all the curriculum took me farther away from the Common Core Standards than I would have liked to. In my creation of a curriculum map, I want to be looking at the standards, as well.
We had a Wax Museum for the final presentation for Writer's Workshop and my class got to share their Famous African American speeches with the other 5th grade class. It was so cool! I was so proud of my kids and they were proud of the work they had put into it, as well! It was a really great experience teaching two units of Writer's Workshop; I really have learned the value of an authentic audience and presentation!
I can hardly believe that we only have four more weeks; there is so much packed into those weeks! I am looking forward to observing other classrooms and finishing up grad school and the convocation video! Perseverance and endurance starts now!
Sunday, March 16, 2014
Norah's Reflection 3/16
This past week was probably the most stressful week yet as an intern. As the units come to an end I've been reflecting on my assessments throughout and the how my lessons played out over the weeks. A couple of my students have been giving me a hard time, and I broke up my first fight. It's been frustrating to see them act out for attention.
My social studies unit, has not gone as planned so I've felt guilty not giving my students lesson that engage and excite them. On friday my lesson went much better. For the lesson we started out in another review where I pulled sticks to have students participate. Overall students did a good job recalling information. We created a book in which each page is dedicated to a specific idea. Students were responsible to write the definition and an example for each word. Half way through the review I played an interactive video on supply and demand. To finish out the lesson I had coupons clippings, advertisements, and a receipt with a coupon to represent positive incentives. Students had a chance to share other incentives they've seen.
Science also went much better this week. Each student is creating a book in science with each page dedicated to the sun, moon, and or Earth. I went through the end of the unit test again, to reflect on the big ideas that the district wants students to know. It was good to see the type of wording students will see on the unit test. I started the lesson out with a student led discussion on what they've already learned about the moon. I wrote down what students said and everyone followed by writing it on their own book. I made sure that all the big ideas were written down. Next we reviewed the phases of the moon, drew it on the book and then students participated in small groups with a phases activity. In groups of four students created the phases with Oreos. They were very excited and engaged in the lesson. It was great to have a successful lesson.
I'm feel in frustrated with the
My social studies unit, has not gone as planned so I've felt guilty not giving my students lesson that engage and excite them. On friday my lesson went much better. For the lesson we started out in another review where I pulled sticks to have students participate. Overall students did a good job recalling information. We created a book in which each page is dedicated to a specific idea. Students were responsible to write the definition and an example for each word. Half way through the review I played an interactive video on supply and demand. To finish out the lesson I had coupons clippings, advertisements, and a receipt with a coupon to represent positive incentives. Students had a chance to share other incentives they've seen.
Science also went much better this week. Each student is creating a book in science with each page dedicated to the sun, moon, and or Earth. I went through the end of the unit test again, to reflect on the big ideas that the district wants students to know. It was good to see the type of wording students will see on the unit test. I started the lesson out with a student led discussion on what they've already learned about the moon. I wrote down what students said and everyone followed by writing it on their own book. I made sure that all the big ideas were written down. Next we reviewed the phases of the moon, drew it on the book and then students participated in small groups with a phases activity. In groups of four students created the phases with Oreos. They were very excited and engaged in the lesson. It was great to have a successful lesson.
I'm feel in frustrated with the
Maggie 3/16
WOW! Only one week of lead teaching left. It is really hard to believe how this year has gone by. I am seeing my units start to wind down as we approach unit tests and spring break.
As I have been running daily 5 by myself for the last few weeks, I have found more and more what I like and don't like about that system. I don't know if it is because we aren't really doing Daily 5, or something else, but I am starting to lean more towards using a different reading program next year in my own classroom. I find that often, the students are not fully engaged in the centers, (because it is centers, not really daily 5) and I have a lot of classroom management issues because of that. It is confusing for the students that it should be "very quiet to silent" in the room, when they are supposed to be working with a partner or a small group. When it isn't quiet though, students who are trying to read or listen can't do that without being interrupted.
I have found comfort and success in Writer's Workshop, and I would really like to try out reader's workshop next year, in place of Daily 5. Like Sam, I know I will be doing a lot of reading and researching this summer about different ways to teach reading and writing (and other subjects) in order to figure out which might work best for me.
I, too, am excited to get a lot of work done for 800 classes and to prepare for interviews by finishing my portfolio and applications.
As I have been running daily 5 by myself for the last few weeks, I have found more and more what I like and don't like about that system. I don't know if it is because we aren't really doing Daily 5, or something else, but I am starting to lean more towards using a different reading program next year in my own classroom. I find that often, the students are not fully engaged in the centers, (because it is centers, not really daily 5) and I have a lot of classroom management issues because of that. It is confusing for the students that it should be "very quiet to silent" in the room, when they are supposed to be working with a partner or a small group. When it isn't quiet though, students who are trying to read or listen can't do that without being interrupted.
I have found comfort and success in Writer's Workshop, and I would really like to try out reader's workshop next year, in place of Daily 5. Like Sam, I know I will be doing a lot of reading and researching this summer about different ways to teach reading and writing (and other subjects) in order to figure out which might work best for me.
I, too, am excited to get a lot of work done for 800 classes and to prepare for interviews by finishing my portfolio and applications.
Saturday, March 15, 2014
Sam Reflection 3/16
Overall, this was probably my most favorite week so far! It seems like there were less lows than normal and the kids are finally responding to me and working together more as a classroom community. My behavior problem students had their ups and downs this week, but I did get to see some successes with them, as well. There is one student in particular that destroys the climate of the classroom on a regular basis and I got to see him take control of himself a little bit more on Friday. I was so proud of him and my class!
One thing that I tried this week with a behavior problem was sending him into the hall. This might have been a tactic I heard in 800s as well as the Fired Up Conference. I gave him a few minutes to think about why he was out there and then I asked him, "Do you know why you're out here?" He got argumentative with me again and started arguing and blaming me, so I didn't say a word and walked back into the classroom. A few minutes later, I tried again with the same question and he told me exactly what he was doing, "I was being a distraction to the class." I then asked him what he was going to do to change that, he told me, and then we walked back in the classroom. He was great for the rest of the lesson! Instead of engaging in an argument with him, I gave him time to think, me time to cool off, and we proceeded from there. He even made me a special green and white cupcake for his birthday party on Friday, so I know that there was no break of our relationship!
Another thing I tried this week was a form of Reader's Workshop. I had been talking about how I disliked the Reading Street stories and how my 5th graders hadn't read a single novel other than SSR for the entire year! My MT is awesome and lets me try things, so we talked about what I could do and she suggested one of her book sets, Hatchet. I used the same vocabulary, spelling words and skills for the Reading Street story, but I chose to teach them through Hatchet. I then assigned them three journal entries for the unit (a 2 week unit) to start them off. The journal entries would demonstrate their ability to use each of the three skills I taught, "context clues," "sequencing," and "summarizing." I think they surprised themselves with the stamina they displayed this week. They were able to read for over 30 minutes uninterrupted. I was able to pull my low students and work through Hatchet with them, and I was able to walk around and check on their progress. It was incredible!
My MT likes it so much that she is continuing it this way and even changing the vocabulary words to relate to Hatchet rather than the Reading Street ones. She is also changing the text that the RACE is covering to one that relates more to Hatchet, an informational text about the Canadian wilderness. I know that I know very little about Reader's Workshop, but a book about it is definitely on my summer reading list. I am glad that I decided to take this risk, even though we only had two more weeks of lead teaching left.
I can't believe that lead teaching is almost over. I am excited to finish up and have time to complete 800 stuff, work on my portfolio, and spend more time with my colleagues doing the convocation video. I have learned so much!
One thing that I tried this week with a behavior problem was sending him into the hall. This might have been a tactic I heard in 800s as well as the Fired Up Conference. I gave him a few minutes to think about why he was out there and then I asked him, "Do you know why you're out here?" He got argumentative with me again and started arguing and blaming me, so I didn't say a word and walked back into the classroom. A few minutes later, I tried again with the same question and he told me exactly what he was doing, "I was being a distraction to the class." I then asked him what he was going to do to change that, he told me, and then we walked back in the classroom. He was great for the rest of the lesson! Instead of engaging in an argument with him, I gave him time to think, me time to cool off, and we proceeded from there. He even made me a special green and white cupcake for his birthday party on Friday, so I know that there was no break of our relationship!
Another thing I tried this week was a form of Reader's Workshop. I had been talking about how I disliked the Reading Street stories and how my 5th graders hadn't read a single novel other than SSR for the entire year! My MT is awesome and lets me try things, so we talked about what I could do and she suggested one of her book sets, Hatchet. I used the same vocabulary, spelling words and skills for the Reading Street story, but I chose to teach them through Hatchet. I then assigned them three journal entries for the unit (a 2 week unit) to start them off. The journal entries would demonstrate their ability to use each of the three skills I taught, "context clues," "sequencing," and "summarizing." I think they surprised themselves with the stamina they displayed this week. They were able to read for over 30 minutes uninterrupted. I was able to pull my low students and work through Hatchet with them, and I was able to walk around and check on their progress. It was incredible!
My MT likes it so much that she is continuing it this way and even changing the vocabulary words to relate to Hatchet rather than the Reading Street ones. She is also changing the text that the RACE is covering to one that relates more to Hatchet, an informational text about the Canadian wilderness. I know that I know very little about Reader's Workshop, but a book about it is definitely on my summer reading list. I am glad that I decided to take this risk, even though we only had two more weeks of lead teaching left.
I can't believe that lead teaching is almost over. I am excited to finish up and have time to complete 800 stuff, work on my portfolio, and spend more time with my colleagues doing the convocation video. I have learned so much!
Sunday, March 9, 2014
Norah 3/9 Reflection
After reading through Maggie and Sam's posts I can definitely relate to this past week being a bit more exhausting. After not being in the classroom on Monday, Tuesday was very eventful. My students were not listening to my expectations and treating more like a student teacher and less like lead. This internship continues to be a humbling experience where I continually have to reflect on my decisions.
On Wednesday I had a conversation with my students about how much longer I had left at Burton. We talked about how much I still had to teach and experience with them. They seemed to really respond to the conversation and the rest of the day went really well. I've been focusing on students making sure they're respecting their own learning and those around them. It feels like I am constantly saying, "respect your friend by listening to them." There has been some personal issues with some boys in my classroom so I've had a lot of one on one or one on two conversations with them about my expectations for them and what their personal expectations are. I'm hoping that it will make this week go smoother.
One of the many things I've learned so far in lead teach is the importance of having things to do in case of extra time, or to fill the 15 minutes before lunch or at the end of the day. As I fill in my lesson plans, I make sure to write down activities to do or things that need to get down throughout the week. Classroom management is connected to what the students have available to do at any given time. Students now keep a book on the top of their desks throughout the day to make sure they read during any down time or in transition. I agree with Sam that it would be great for the students to know what is going on during the day, week, month and year. I think they should be able to see what they are going to learn in the upcoming month and year.
As lead teaching comes to an end I find myself becoming more frustrated with not having my own space and knowing that I will have to give the classroom back soon. It's hard to implement new ideas when you know they will end in a couple weeks. I'm making sure to reflect on how I will bring these ideas into my classroom next year.
On Wednesday I had a conversation with my students about how much longer I had left at Burton. We talked about how much I still had to teach and experience with them. They seemed to really respond to the conversation and the rest of the day went really well. I've been focusing on students making sure they're respecting their own learning and those around them. It feels like I am constantly saying, "respect your friend by listening to them." There has been some personal issues with some boys in my classroom so I've had a lot of one on one or one on two conversations with them about my expectations for them and what their personal expectations are. I'm hoping that it will make this week go smoother.
One of the many things I've learned so far in lead teach is the importance of having things to do in case of extra time, or to fill the 15 minutes before lunch or at the end of the day. As I fill in my lesson plans, I make sure to write down activities to do or things that need to get down throughout the week. Classroom management is connected to what the students have available to do at any given time. Students now keep a book on the top of their desks throughout the day to make sure they read during any down time or in transition. I agree with Sam that it would be great for the students to know what is going on during the day, week, month and year. I think they should be able to see what they are going to learn in the upcoming month and year.
As lead teaching comes to an end I find myself becoming more frustrated with not having my own space and knowing that I will have to give the classroom back soon. It's hard to implement new ideas when you know they will end in a couple weeks. I'm making sure to reflect on how I will bring these ideas into my classroom next year.
Maggie Reflection 3/9
What a long, crazy week! Like Sam said, it was difficult to be out all day on monday, and to come back in on Tuesday to be "in charge" again. Although I really felt like I was making progress with being in the lead teacher role, I found that being gone for even a day "reset" their brains. By the next day, however, I felt like I got things back on track.
One struggle I've had this week was finding the balance between it being "my classroom" and it not being my classroom. Lead teaching is in some ways meant to mimic what it would be like to have your own classroom and students. I have found that it is difficult to have this experience with everything else going on, and the fact that lead teaching is only six weeks long. Knowing that in a few short weeks, my mentor teacher will be taking things over again, it is hard to make claims for things I want to try in the classroom, or systems that I want to change. In the end, it is not "my" classroom, and I'll be giving it back soon, and then I will be leaving.
The bright side is that I know I will get to try these things out next year. I've gotten the itch to start planning for what routines, procedures, and systems I want to have in my class next year, and that makes me excited. I enjoyed seminar last wednesday because it got me thinking about "life after Burton" and what my new school might be like, and how I can try out different things in my classroom (such as reader's workshop) that might work better than what I am doing now. All in all, I'm excited for what the future will bring as this school year wraps up.
One struggle I've had this week was finding the balance between it being "my classroom" and it not being my classroom. Lead teaching is in some ways meant to mimic what it would be like to have your own classroom and students. I have found that it is difficult to have this experience with everything else going on, and the fact that lead teaching is only six weeks long. Knowing that in a few short weeks, my mentor teacher will be taking things over again, it is hard to make claims for things I want to try in the classroom, or systems that I want to change. In the end, it is not "my" classroom, and I'll be giving it back soon, and then I will be leaving.
The bright side is that I know I will get to try these things out next year. I've gotten the itch to start planning for what routines, procedures, and systems I want to have in my class next year, and that makes me excited. I enjoyed seminar last wednesday because it got me thinking about "life after Burton" and what my new school might be like, and how I can try out different things in my classroom (such as reader's workshop) that might work better than what I am doing now. All in all, I'm excited for what the future will bring as this school year wraps up.
Saturday, March 8, 2014
Sam's Reflection 3/9
This week was hard in the fact that Monday and Tuesday were focused on my future career and the job search that needs to be starting and then having to dive back into my present situation with my fifth graders. I feel like I am being pulled in 100 different directions and it is hard to stay focused!
Nonetheless, this week had its ups and downs as well. Once again, it took time for my students to re-adjust to me lead teaching, even though I was barely out of the classroom. It has really shown me that my students need structure and they need the day to be predictable to them so that they aren't worried about what is next and are focused on what they are learning. This is hard to do with the many switches and extra things that are thrown into our day. I think something that I want to do in my future classroom is having someplace where they can see the schedule and know what to expect. I also really want to spend time this summer laying out what procedures, expectations and mini-lessons need to happen in the first month of school for them to get used to a good structure and have tools to help them succeed.
It has also been extremely eye opening for me to see the amount of testing that we have to do with our students. It is almost like the students are desensitized to the importance of these tests because they are so frequent. Once again, test scores did not come out in the way that a teacher would be happy with. I am feeling discouraged as well with this. I am continuously thinking about different areas that I can improve my practice to make these students succeed and connect with them, but it is very difficult. Something that I really am going to focus on in my future classroom is stamina in general: stamina for writing, reading, math, and just figuring something out. I think that stamina has a lot to do with it. I also think lacking "common sense" testing skills has a lot to do with it, as well. While strategies to take tests seems obvious to me, these students need more time to be explicitly taught them.
It was helpful in seminar this week to get some more resources to be able to acquire skills to incorporate best practices into the classroom and impact these students. I do not want to get in the rut where "well, this is how these students perform, I don't know what else to do." I want to be part of a district and community that never gives up on their students and knows that using best practices is the best way to affect these students, not the latest and greatest "program."
Nonetheless, this week had its ups and downs as well. Once again, it took time for my students to re-adjust to me lead teaching, even though I was barely out of the classroom. It has really shown me that my students need structure and they need the day to be predictable to them so that they aren't worried about what is next and are focused on what they are learning. This is hard to do with the many switches and extra things that are thrown into our day. I think something that I want to do in my future classroom is having someplace where they can see the schedule and know what to expect. I also really want to spend time this summer laying out what procedures, expectations and mini-lessons need to happen in the first month of school for them to get used to a good structure and have tools to help them succeed.
It has also been extremely eye opening for me to see the amount of testing that we have to do with our students. It is almost like the students are desensitized to the importance of these tests because they are so frequent. Once again, test scores did not come out in the way that a teacher would be happy with. I am feeling discouraged as well with this. I am continuously thinking about different areas that I can improve my practice to make these students succeed and connect with them, but it is very difficult. Something that I really am going to focus on in my future classroom is stamina in general: stamina for writing, reading, math, and just figuring something out. I think that stamina has a lot to do with it. I also think lacking "common sense" testing skills has a lot to do with it, as well. While strategies to take tests seems obvious to me, these students need more time to be explicitly taught them.
It was helpful in seminar this week to get some more resources to be able to acquire skills to incorporate best practices into the classroom and impact these students. I do not want to get in the rut where "well, this is how these students perform, I don't know what else to do." I want to be part of a district and community that never gives up on their students and knows that using best practices is the best way to affect these students, not the latest and greatest "program."
Sunday, March 2, 2014
Norah's Reflection 3/2
This past week, I had a great week in math class. Students did a great job sharing and explain their thinking with fractions. On Friday, we ended up having about 30 minutes for math class so I decided to have a reflection day and explore how students would react to seeing improper fractions on the board. The discussion took off quickly and I had a student that in previous months was not involved in math class, start off the discussion by announcing that the fraction was improper. This was a term that we only talked about in passing, so I was excited to hear that she was able to remember. About 5 minutes into the discussion I realized that my back row was not as involved, so I encouraged them to come sit in the front of the classroom if they felt like they weren't participating. My quietest student was the first to stand up and walk to the front, and 5 other students followed. It was a great moment. From there my students pushed each other in their thinking and I was able to sit on the floor while two students led the problem on the board. It was a moment that I know will stick with me and helped keep my fire going during stressful times.
Over the weekend I read my students homework folders and it was great to see their reflections about the sun, moon and Earth. I asked students to have a conversation with their parents or sibling about the sun, moon, and Earth and then write about it. One of my students talked to his parents and they were able to share the importance of the moon to the Mexican culture. The student was so excited to show me what he had written.
This upcoming week I want to be better on having rigorous tasks ready for my students to work on when they finish their first task. Also, I want to make sure to bring in my iPad to school for a few of my students use the Dulingo app to practice their English during Daily 5.
Over the weekend I read my students homework folders and it was great to see their reflections about the sun, moon and Earth. I asked students to have a conversation with their parents or sibling about the sun, moon, and Earth and then write about it. One of my students talked to his parents and they were able to share the importance of the moon to the Mexican culture. The student was so excited to show me what he had written.
This upcoming week I want to be better on having rigorous tasks ready for my students to work on when they finish their first task. Also, I want to make sure to bring in my iPad to school for a few of my students use the Dulingo app to practice their English during Daily 5.
Reflection 3/2
This was a pretty good week for me. It finally seems like I can do this whole planning and teaching thing! I felt like I couldn't breathe and see how I could keep up the planning and the implementation before, but now I am able to kind of have a routine of how I plan best and how I can shift things around to make it all fit into a week efficiently.
I have learned that there is never going to be a "normal" week where you get all of your academic blocks. While this is kind of frustrating because our kids need all the academics that they can get, it is also good to not have a consistent routine that will get boring for teacher or kids alike.
Reading Street has started to make less and less sense of me and I have asked Jen if we could scrap the Reading Street stories and try to incorporate the skills into a novel. We will be starting Hatchet in the next couple of weeks and I am so excited! I am hoping that it will either maintain or improve test scores. After having students read a Reading Street story that they knew nothing about and that was above their level, I know that this is not helping them improve their reading skills. I am hoping that reading something that is more on their level, more motivating, and more than just a silly story that is a couple pages long will help my students.
I will also be starting a new math and science unit this week. For math, I am hoping that they will do alright on the test. I know how hard fractions are, but my students have been doing a decent job. I am glad that we will be continuing to work with that. I know that I am learning so much by looking at fractions in different ways and having to break down the skills; I hope that some of this knowledge is sticking with my kids, as well!
I will finally be starting my unit for Science this week. Students did horrible on their tests again, and I am hoping that changing up how information is delivered in class will improve their engagement and achievement. I am going to try to make it as inquiry as possible and as less teacher-focused as possible.
Excited for Fire Up and the Job Fair tomorrow, as well. Spent so much time researching, hopefully it will be a good experience!
I have learned that there is never going to be a "normal" week where you get all of your academic blocks. While this is kind of frustrating because our kids need all the academics that they can get, it is also good to not have a consistent routine that will get boring for teacher or kids alike.
Reading Street has started to make less and less sense of me and I have asked Jen if we could scrap the Reading Street stories and try to incorporate the skills into a novel. We will be starting Hatchet in the next couple of weeks and I am so excited! I am hoping that it will either maintain or improve test scores. After having students read a Reading Street story that they knew nothing about and that was above their level, I know that this is not helping them improve their reading skills. I am hoping that reading something that is more on their level, more motivating, and more than just a silly story that is a couple pages long will help my students.
I will also be starting a new math and science unit this week. For math, I am hoping that they will do alright on the test. I know how hard fractions are, but my students have been doing a decent job. I am glad that we will be continuing to work with that. I know that I am learning so much by looking at fractions in different ways and having to break down the skills; I hope that some of this knowledge is sticking with my kids, as well!
I will finally be starting my unit for Science this week. Students did horrible on their tests again, and I am hoping that changing up how information is delivered in class will improve their engagement and achievement. I am going to try to make it as inquiry as possible and as less teacher-focused as possible.
Excited for Fire Up and the Job Fair tomorrow, as well. Spent so much time researching, hopefully it will be a good experience!
Thursday, February 27, 2014
Maggie Reflection 2/28
One of my take-aways for this week is that in order to be effective, I need to focus my energy into making one or two subjects great, rather than trying to save the world with every lesson plan.
I have been putting a lot of time and thought into my math lessons and I have seen some great improvements in what my students understand about fractions from lesson to lesson. Before changing to the interactive math notebook format of lessons, I found that the majority of students were just getting by in each math lesson and not really retaining information over a period of time. When the math unit test would roll around, we would re-teach all of the math from the unit and basically tell them how to do each problem on the test, but with different numbers. Even doing this we found that the majority of students were still not scoring well on the tests. I am hoping that the way in which I've broken down the fractions unit into smaller, simpler chunks and provided a ton of practice will help my students retain the math.
I also changed the format of homework from individual "busy work" worksheets to a homework notebook. Each night's homework involves students finding some way to practice spelling words, and the other part is a short math task. The math homework is essentially a mini-version or extra practice of the math we learned that day in the lesson. If students paid attention to the lesson and did the problems in the lesson, they are 100% able to do the problems on the homework. I have found that this has made homework more clear and straightforward, and I have seen a huge increase in the number of students who actually do the homework.
Moral of the story: I have found success in focusing on just one subject and making it "great" rather than trying to make every lesson every day a life-changer.
I have been putting a lot of time and thought into my math lessons and I have seen some great improvements in what my students understand about fractions from lesson to lesson. Before changing to the interactive math notebook format of lessons, I found that the majority of students were just getting by in each math lesson and not really retaining information over a period of time. When the math unit test would roll around, we would re-teach all of the math from the unit and basically tell them how to do each problem on the test, but with different numbers. Even doing this we found that the majority of students were still not scoring well on the tests. I am hoping that the way in which I've broken down the fractions unit into smaller, simpler chunks and provided a ton of practice will help my students retain the math.
I also changed the format of homework from individual "busy work" worksheets to a homework notebook. Each night's homework involves students finding some way to practice spelling words, and the other part is a short math task. The math homework is essentially a mini-version or extra practice of the math we learned that day in the lesson. If students paid attention to the lesson and did the problems in the lesson, they are 100% able to do the problems on the homework. I have found that this has made homework more clear and straightforward, and I have seen a huge increase in the number of students who actually do the homework.
Moral of the story: I have found success in focusing on just one subject and making it "great" rather than trying to make every lesson every day a life-changer.
Wednesday, February 26, 2014
Monday, February 24, 2014
Sam Reflection 2/23
This week went much better than last week. I was less exhausted and felt
like I was starting to get more used to being the lead teacher in the
classroom. I even subbed on Wednesday, where Jen was out of the
classroom the whole time and it was a much better day than when I subbed
last week! I've started following through on consequences more and
having a tougher skin with that, and I think that has helped.
It was also my first time teaching a whole Reading Street Unit. The test results from this unit will definitely help inform what I need to be focusing on next unit. Math and Science will be wrapping up next, and I will begin the Science unit that I planned soon.
I learned a lot from my Social Studies lesson from Wednesday. There were a lot of concepts that I was trying to pack into one day, and the kids were sitting for too long. I needed to break things down more and get my kids moving around. I have really found that they sit down and focus on independent work after they are able to move around and do something kinesthetic or collaborative. I need to use this fact to inform my teaching and planning.
I am out Monday for PLC/planning, and it was great to have the Sub Folder that we made last semester to be able to use and make sub plans easily. I am looking forward to this week and will get the rest and planning done that I need this weekend to be ready to go Monday!
It was also my first time teaching a whole Reading Street Unit. The test results from this unit will definitely help inform what I need to be focusing on next unit. Math and Science will be wrapping up next, and I will begin the Science unit that I planned soon.
I learned a lot from my Social Studies lesson from Wednesday. There were a lot of concepts that I was trying to pack into one day, and the kids were sitting for too long. I needed to break things down more and get my kids moving around. I have really found that they sit down and focus on independent work after they are able to move around and do something kinesthetic or collaborative. I need to use this fact to inform my teaching and planning.
I am out Monday for PLC/planning, and it was great to have the Sub Folder that we made last semester to be able to use and make sub plans easily. I am looking forward to this week and will get the rest and planning done that I need this weekend to be ready to go Monday!
Sunday, February 23, 2014
Norah's 2/23 Reflection
This past week went well. I felt myself becoming even more comfortable with transitions and knowing how to move with the unknown changes a day can bring. Friday evening I spent time in my classroom, making sure I felt organized and had the week ahead planned out with activities for students to do in case they've finished early. I have new math groups posted, and also new expectations to cover Monday morning. Students will have a reading book for the day on their desks at all times, new turn in areas, math group folders, and options for students that finish tasks early.
Over the weekend I focused a lot of time on how to fix Daily 5 in my classroom. Over the past month, I haven't seen any positive changes or growth. Therefore this past weekend I've looked over MAP scores and re-created groups based off of my students scores in foundational skills and vocabulary. I did this because my students seem to be struggling with comprehension and I wasn't seeing full participation in my groups. I also added a new station, writing. This allows for 5 different groups, lowering the group size number. Next, it would be helpful to eliminate the fact that students choose the way they rotate, and just have a choice in what he or she does at the given station. They may cut down on talking in transition and waste less time in the long run.
Over the weekend I focused a lot of time on how to fix Daily 5 in my classroom. Over the past month, I haven't seen any positive changes or growth. Therefore this past weekend I've looked over MAP scores and re-created groups based off of my students scores in foundational skills and vocabulary. I did this because my students seem to be struggling with comprehension and I wasn't seeing full participation in my groups. I also added a new station, writing. This allows for 5 different groups, lowering the group size number. Next, it would be helpful to eliminate the fact that students choose the way they rotate, and just have a choice in what he or she does at the given station. They may cut down on talking in transition and waste less time in the long run.
Maggie Reflection 2/23
I feel like I am finally becoming "the teacher" in my students' eyes. Or at least most of the time. I have had more opportunities to be on my own in the classroom this week (without my MT there) and I have seen a positive change in my students behavior and in their response to my way of doing things. One of my goals when I started lead teaching, was to try and think of a way to manage my classroom without "yelling" at my class. I felt that this method created a hostile and negative environment and it wasn't working as a long term solution to behavior in the classroom. I have been using the color card system to reward positive behaviors (such as stopping talking and looking at me when I say 3, 2, 1, voices off) rather than as much for negative behaviors. On the same hand, there were times when a behavior kept occurring in the same few students, and at that point I would use the color cards to flip those students to a "lower color". When I see a student working really hard, staying on task, and not distracting those around them, I say "NAME you can flip to blue card". The reaction of most of the students to this is that they quickly start working and not talking. I don't know about the longevity of this system, but so far, so good.
Saturday, February 22, 2014
Sam's Blog Reflection
This week went much better than last week. I was less exhausted and felt like I was starting to get more used to being the lead teacher in the classroom. I even subbed on Wednesday, where Jen was out of the classroom the whole time and it was a much better day than when I subbed last week! I've started following through on consequences more and having a tougher skin with that, and I think that has helped.
It was also my first time teaching a whole Reading Street Unit. The test results from this unit will definitely help inform what I need to be focusing on next unit. Math and Science will be wrapping up next, and I will begin the Science unit that I planned soon.
I learned a lot from my Social Studies lesson from Wednesday. There were a lot of concepts that I was trying to pack into one day, and the kids were sitting for too long. I needed to break things down more and get my kids moving around. I have really found that they sit down and focus on independent work after they are able to move around and do something kinesthetic or collaborative. I need to use this fact to inform my teaching and planning.
I am out Monday for PLC/planning, and it was great to have the Sub Folder that we made last semester to be able to use and make sub plans easily. I am looking forward to this week and will get the rest and planning done that I need this weekend to be ready to go Monday!
It was also my first time teaching a whole Reading Street Unit. The test results from this unit will definitely help inform what I need to be focusing on next unit. Math and Science will be wrapping up next, and I will begin the Science unit that I planned soon.
I learned a lot from my Social Studies lesson from Wednesday. There were a lot of concepts that I was trying to pack into one day, and the kids were sitting for too long. I needed to break things down more and get my kids moving around. I have really found that they sit down and focus on independent work after they are able to move around and do something kinesthetic or collaborative. I need to use this fact to inform my teaching and planning.
I am out Monday for PLC/planning, and it was great to have the Sub Folder that we made last semester to be able to use and make sub plans easily. I am looking forward to this week and will get the rest and planning done that I need this weekend to be ready to go Monday!
Saturday, February 15, 2014
Monday, January 20, 2014
Burton Seminar Survey
This shouldn't take too long for you to complete. Thank you; it will help me identify burning questions we need to cover before the end of the school year.
https://docs.google.com/forms/d/1El-7bTgsaILTuyYM_iL_VcWYlRr2Kapp0ecu14Qub64/viewform
https://docs.google.com/forms/d/1El-7bTgsaILTuyYM_iL_VcWYlRr2Kapp0ecu14Qub64/viewform
Reflection on Delayed Consequences
Please post your own response to the concept of "Delayed Consequences." Did you use the strategy and was it successful? What would do differently again?
I'm also sharing a link to a survey for you to take regarding overall management questions or concerns. See the second posting to take the survey for me. Thanks!
Wednesday, January 8, 2014
Portfolio Examples
Here are a few I found while browsing the Internet:
https://www.msu.edu/~hawkin79/
https://www.msu.edu/~hawkin79/
Weebly Teacher Portfolio: http://
Another Portfolio on Weebly: http://darceynoska.weebly.
Another on Weebly, from a former Burton Intern: http://www.
Portfolio developed on Wix: http://kumparki.wix.com/
A portfolio/online resume on WordPress: http://msblazo.wordpress.com/resume-2/
Subscribe to:
Posts (Atom)