tag:blogger.com,1999:blog-67848447875920611602024-03-13T22:20:54.559-07:00Proof in the CitySarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.comBlogger22125tag:blogger.com,1999:blog-6784844787592061160.post-67784040740874901562012-10-11T15:39:00.005-07:002012-10-11T15:39:55.102-07:00Work DayToday the afternoon was a work day. And I so needed it. I spent the last 3 hours or so grading, and I'm still behind. Ugh. At least I feel semi-caught up - meaning the stuff I still need to grade is all from this last week. Nothing older than 4 days to grade. Yay!<br />
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There are a couple of reasons grading is getting to me this year - 1. I started collecting and grading homework, rather than just checking for completion and marking down a score. I think it's more valuable for the kids this way - but man, it takes a lot of time! 2. I don't have any after school work time. All of my days (M-Th, anyway) got booked up with one thing or another, and so I don't get any planning or grading done between when school ends and when I go home. <br />
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But, I'll get through it. It might mean taking some work home, or maybe just staying 15-30 minutes longer each day, but I'll make it work. That's what teachers do, right? <br />
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On a separate note - this morning was a PD session, and we spent the morning watching and discussing a Webinar by Grant Wiggins on the Common Core. It was some good stuff. I got a lot out of the Webinar, and we had some good discussion around it. It gave me a good format to start thinking about incorporating the Practice Standards into my curriculum, and it was a good reminder to keep making kids think deeper - even in the little things I do during my lesson. <br />
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We also did a close read of the Practice Standards, and I kept thinking of Dan's Ladder of Abstraction. There is a lot in the Practice Standards that asks kids to abstract situations into math symbols. I like the idea of having ways to help kids build up to being able to do that, and do that well. <br />
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<br />SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com0tag:blogger.com,1999:blog-6784844787592061160.post-74006441089860771622012-09-21T16:00:00.000-07:002012-10-11T15:24:47.350-07:00Geometry: Unit One**So, I wrote this a few weeks ago, and just realized that it never published. I scheduled it to publish, but it's just sitting here as a draft. Anyway...here you go. A follow-up of sorts to my Geometry Test post. <br />
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My first unit in Geometry is called Lines and Angles. We are introduced to a lot of vocabulary (lines, points, planes, rays, etc) and a lot of notation. We talk about angle relationships with parallel lines and a transversal and we calculate the midpoint and distance of segments on the coordinate plane. <br />
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Not a lot in this unit, and it's pretty straightforward (at least, I think so). I expected test scores to be overall pretty high. <br />
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So, I've been doing some thinking about the unit, and how I could have improved test scores.<br />
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Here's the good:<br />
<ul>
<li>I made the students take notes. I checked as often as I could that they were actually doing it during class. I made it a part of their grade and allowed notes use on the quiz.</li>
</ul>
<ul>
<li>There was a lot of chances to practice what we learned. I gave homework nearly every class period (every other day because of our block schedule), and we also did some class work.</li>
</ul>
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<li>Homework was (somewhat) spiraled. I did give some homework about transversals when we were studying midpoint and distance in-class.</li>
</ul>
<ul>
<li>I collected and graded nearly every assignment. If I didn't check for correctness, I gave students a chance to check their own work against an answer key.</li>
</ul>
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<li>I gave a quiz and got it back to the students in a timely manner. I encouraged them to fix what they missed.</li>
</ul>
<ul>
<li>I gave out a Study Guide with a list of all vocabulary and skills that would be on the test.</li>
</ul>
Here's what could have been better:<br />
<ul>
<li>Shorter, more focused homework along with more of an emphasis on in-class work, so I can see how they are doing right away.</li>
</ul>
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<li>Two quizzes. The unit was 5 weeks long. Two quizzes would have been more appropriate.</li>
</ul>
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<li>A review day of some sort. </li>
</ul>
<ul>
<li>Fixing mistakes on a quiz is assigned and not optional. Perhaps for students who scored below a certain score. </li>
</ul>
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For the next unit, I am going to put some of these things into place. I am going to continue to make them take notes. I am going to give more quizzes more often, and make kids fix mistakes as an assignment. Maybe kids who score below a 70%? 80%? I am still debating on the review day. I just don't like them. I'll probably do one anyway. </div>
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Here's to great scores next time around! </div>
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As for these current tests, I still haven't figured out what to do. </div>
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<br />SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com0tag:blogger.com,1999:blog-6784844787592061160.post-38453915331891533552012-09-19T18:45:00.001-07:002012-09-19T18:45:20.800-07:00Tests this week and preliminary resultsSo, I gave a test this week. Two, actually. One in Algebra and one in Geometry. <br />
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In Geometry, I felt really good when I handed the test out. I felt like I had given the kids plenty of feedback on their work, and lots of practice. I didn't do a review day (which I dislike anyway), but I felt that we had still spent time learning and practicing what we needed to learn and practice. I felt good about the test I wrote. It seemed fair and that it would provide a good reflection on the students' understanding.<br />
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When I handed out the test the next day in Algebra, I didn't have the same feeling. I'm teaching a new unit that I just created, and it's iffy. I knew exactly what I wanted the kids to end the unit knowing and doing. I wasn't sure about how to teach that and even less sure about how to assess that. I wrote and gave out a test anyway. We'll see how they do. <br />
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I paused grading the Geometry exams to write this post. So far, scores are either really high or really low, mostly even split. I'm not sure what to do with that. I'm not sure I'm willing to spend class time re-teaching when half of them have it, and I'm not willing to move on if half of them don't have it. Ideally, I could re-teach half of my class, while the other half stayed home or something. Wouldn't that be great?<br />
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I am more than a little disappointed with those Geometry scores. Post coming soon about how class time went during this unit, and my ideas about what to change/fix/keep. Also a post on Algebra results. <br />
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<br />SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com0tag:blogger.com,1999:blog-6784844787592061160.post-91064888526413898222012-09-10T16:59:00.000-07:002012-09-10T16:59:16.173-07:00Small change with a big payoffAlright, so I'm a little slow, but something I've realized this year is that kids don't remember what we did in class last time. At least not without a little reminder. I've been getting much better about building that into the beginning of my lessons, and it is so paying off!<br />
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What I've realized is that I spend a lot of time planning and thinking about the flow of my lessons, both in each class, and from class to class. I'm also the one teaching and the one who is already good at math. As a result, I am hyper-aware of what happened last class period when I go into today's class period. I've been assuming my kids are also aware of what happened.<br />
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But, they aren't. They don't hang on my every word, they don't look forward to what new math knowledge they can get today, they don't take a moment to reflect on where we are and what we are learning before class starts. So I have to make them pause and reflect at the beginning of class. <br />
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I've been noticing that kids seem to understand more. I feel as though I'm able to move forward instead of spend the class time reviewing things that "they should know by now." All because of 1-2 minutes that I take at the beginning to refresh their memories.<br />
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It can be as simple as saying and asking, "Remember last time, we were talking about parallels and transversals? Can you look back in your notes and remind yourself what a transversal is?" "List the 5 relationships between angles we talked about." I've mainly been calling on a few kids (randomly...I don't pick volunteers for this one!) to answer my questions, but I also have the idea of having them write it down at the beginning of today's notes. <br />
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I really like this small change, even though it makes me feel a little dense that I didn't figure it out sooner.<br />
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<br />SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com2tag:blogger.com,1999:blog-6784844787592061160.post-43249080921156351312012-09-04T19:17:00.001-07:002012-09-04T19:17:14.752-07:00Math Quotes<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">One of my hobbies is collecting quotes. I love it. I even found a quote to explain why I love quotes:</span><div>
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br /></span></div>
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">"I love quotations because it is a joy to find thoughts one might have, beautifully expressed with much authority by someone recognized wiser than oneself." -Marlene Dietrich</span></blockquote>
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: small;">Here is one that is among my favorites:</span></span></div>
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: small;">"The simplest schoolboy is now familiar with truths for which Archimedes would have sacrificed his life."</span></span><span style="font: normal normal normal 16px/normal Times;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: small;"> </span></span></span><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: small;">Ernest Renan </span></span></blockquote>
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: small;">I like this quote because it reminds me about what I am teaching my kids. I have a whole long list of facts for them to memorize, and if I wanted to, I could just spout them out and make the kids write 'em and learn 'em. </span></span></div>
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: small;"><br /></span></span></div>
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: small;">But, the truth is, that list of facts represents years and years of real mathematics work. Math work that is relevant and interesting, not just created to make high school kids groan. </span></span></div>
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: small;"><br /></span></span></div>
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: small;">So, when I read this quote, it reminds me to let kids 'experience' math and come to their own understanding of why math is the way it is. I want to let them learn from trial and error what the most efficient way to solve an equation is. I want them to decide that arrows and tick marks and such on geometric diagrams are worth learning and using, because they make things so much easier. I want them to decide that we need a word for "the side of the triangle that isn't next to the angle" I want them to know that true math knowledge is hard earned, but so worth it. I don't know if that was it's intention, but this quote reminds me of that. </span></span></div>
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SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com1tag:blogger.com,1999:blog-6784844787592061160.post-69372492959451491842012-08-29T16:51:00.002-07:002012-08-29T16:51:38.062-07:00Upcoming Project I am Super Excited AboutSo, later in Algebra 1, when we get to Functions (probably around early November), I am going to have the kids do this super awesome project! <br />
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The current title is, "Is It Linear?", but I am hoping to change it. That's just what I've been calling it in my head.<br />
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I haven't typed anything up or hammered out all the details yet, but the basic idea is that kids will make a hypothesis about a relationship they think is linear. For example, the temperature of water vs. time in the microwave or the distance of the water vs the number of pumps on my Super Soaker. Then, in their science class (I'm already in cahoots with the 9th grade Science teacher!) they will develop an experiment, perform it and collect data. Lastly, in my math class, we'll use the data to create a scatterplot, find the line of best fit, determine how "linear" the relationship is, etc. <br />
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I'm stoked! I love that they will get to work on this project in two classes. I love that we will start it relatively early in the unit, before they really have a grasp of what functions are, and use it to help them come to that understanding. I love that it will (hopefully) clarify and deeply define what "linear" is, in a way other than "it makes a line."<br />
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I've been working on it here and there since the middle of the summer, and will keep doing so until we do it, so I hope it turns out to be as valuable as I am imagining. <br />
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Anyway, what I'd love from you are some ideas for students to test. I'd like to have my own list to prod kids along if they are having troubles coming up with something. Truthfully, it doesn't even have to end up being linear, just something kids might think is linear beforehand. That actually might be pretty cool if someone gets results that aren't linear. SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com0tag:blogger.com,1999:blog-6784844787592061160.post-26728572027024884282012-08-19T20:33:00.000-07:002012-08-19T20:33:21.367-07:00First week and new ideas for the yearOne week down! The first week of school went by so quickly, and it was pretty fun. I enjoyed getting to know the new Freshman class. A few of us 9th grade teachers decided we have a crush on them. The sophomores did their first homework assignment! As a class, they really struggled with homework last year. I made tearful remarks to the Juniors about how I won't get to have them in my classes anymore.<br />
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Classes went well the first week. All of that planning and preparing over the summer paid off. I thought a lot about how I wanted my classes to run, and how to introduce that to the students, and I think it is going to work out! I've never felt this way at this point in the school year - super-confident, pleased about how the year started, and more excited to keep it going than ever. I mean, I've had good starts to the year before, but something about this year feels different. Of course, this is the most experienced I've ever been, but I think this year will be so much better than previous years, more than just typical "I've got another year under my belt this time around" better. <br />
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A couple of things I'm going to do differently. Or just plain do. <br />
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1. Homework Sets. In my Algebra classes, I am going to give the same amount of homework, but make it due less often. I still plan on assigning nightly homework, but I will just hand out and collect a week to a week and a half's worth at one time. That's actually another change - collecting homework. In the past, I've checked for completion, and given a kid a grade without ever collecting his work. Less paper I have to deal with, right? But I found that it made kids start to slack a bit on their homework. And not care as much if they didn't get things right. I think 9th graders are still pretty young, and need some more accountability. So, I'm collecting and grading homework. (Just a few problems from each assignment.) But I also like the idea of giving them more than a night to do it, so that they have time to come and ask me for help before it's due. And, truthfully, I'm not good with organization and keeping track of papers. So I decided that I would give them a packet, and give them lots of time to complete it. One possible drawback: The kid that waits until the day before it's due to attempt a week of homework. To prevent this, I'm still going to assign nightly homework ("Do page 3 tonight...") and get parents on board. And I'm sure I will also have to make some accommodations for some students. ("Your homework is due everyday.") Last year's Freshmen were not good at doing homework, so I've decided to not try this system with the Sophomores. I'll keep you posted on whether I like it or not. <br />
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2. More Problem-Solving. I want to make kids think! I've been wanting to include more problem solving days in my classroom, making kids figure things out and then share their solutions. I am going to do it this year! I found quite a few ideas over the summer, and I'm getting better at "being less helpful." I started out my Algebra class with a problem-solving lesson and it was a hit!<br />
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3. Common Core (-ish) I didn't dare touch Geometry this year, but I am doing a cross of current Arizona standards and Common Core standards in Algebra 1. I feel like the kids won't be prepared for a full-on Common Core curriculum, as they'll be missing quite a few pieces. But I tried to get some of the major ideas in, and took out Arizona stuff that will not be on Common Core. <br />
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4. Super Good Projects. My school is a believer in Project-Based Learning. Last year, I tried to do a few projects, and they were mediocre. They didn't have a lot of meaning or purpose, and weren't executed well. But I learned a lot, did some research and planning over the summer, and have some great projects coming this year. I'll be sure to blog about all of them. One involves students doing an experiment to see if two quantities have a linear relationship. I can't wait!<br />
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5. Blog more. Duh. SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com2tag:blogger.com,1999:blog-6784844787592061160.post-50937345448902261892012-08-09T17:18:00.000-07:002012-08-09T17:18:05.675-07:00Professional GrowthAt the end of this school year, my goal is to be able to say that I've grown in my role as an educator. I want to be able to say that I am a better teacher than I was when the year started. Even more than that, I want to say that that growth was significant. I didn't just improve a little, but I made big changes in my teaching. <br />
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On Tuesday, when teachers were back at school but not kids yet, we spent a short time talking about evaluations and what they are going to look like this year. One administrator said, "I'm more interested in your growth over the year, and your evidence of that growth, then where you end up on some rubric." It was refreshing. It was like she was saying, "I don't want you to do all the right things so that you get a good score on the evaluation. I want you to actually grow and improve and be able to talk about that." I liked the idea of not only growing over the year, but also being able to present evidence of that growth. She talked about the idea of keeping a binder of our growth, to include reflections on our practice. I decided to do it. Then I thought how it could really help me write my blog. Then I realized it was the same thing as my blog. But, my blog is more high tech. And sharable and feedback-get-able.<br />
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Still, there is something about the paper and pencil reflection that I like. I am a journal-er by nature, and I know that writing about things is good for me. I also have noticed that I journal in a completely different way that how I blog. When I'm journaling, I'm not worried about the final product <i>at all, </i>just about getting my thoughts down. I've gone back and read journal entries and sometimes they don't make sense. There aren't actually grammatically correct sentences or full thoughts. Just writing. And there is something about that that I really like. It feels organic and real. When I'm blogging, though, I do think of the end product. There is a thought in the back of my mind that someone else will read what I write, so I at least need to keep some semblance of order and structure. It needs to be readable. Even when I try to ignore that, and pretend I'm just journaling, I can't really shake the thought. Typing is different than paper and pencil writing. I need to go back and fix the spelling because that red line drives me nuts. And I need to write in complete sentences and use the correct punctuation. <br />
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So, I don't know what I'll do. I'm not willing to stop blogging. I love the idea of being able to show someone my blog and say, "Look - I've grown, and you can read about the whole process. It's not just a before and after, it's all the middle parts, too. You can see all my struggle and effort and not just the final result." I'm just deciding if blogging alone is enough, or if some paper and pencil reflecting might make this more valuable. I don't know yet. SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com1tag:blogger.com,1999:blog-6784844787592061160.post-24606342285138630152012-08-06T13:20:00.001-07:002012-08-06T13:21:17.476-07:00First Day! (Kinda)Well, today is my first day back at work. The students won't be here until next Monday. Today is mostly about meetings, and we're currently on a lunch break. <br />
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We started off the morning reconnecting. We spent some time playing games. The same game which our incoming Freshmen played a week ago during our Summer Bridge program. It was awesome. Have you ever seen 25 adults playing Fruit Salad? It's a blast. We also got into small groups, were given props, and had about 10 minutes to come up with a skit about what we did over the summer. <br />
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The skits were hilarious! I laughed so hard. For about a second, I thought in the back of my mind about how much more could be getting done right now. I mean, teachers always feel like they have no time, right? But, that thought didn't last long. I think the connecting and the fun was a great start to the day and a great start to a week of thinking ahead. <br />
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Once we reconvened for some more serious discussion, I pulled out my phone to text my husband (I know, during a presentation, I'm worse than the kids) "I love this school. I work with some awesome people." <br />
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The next portion of our morning we looked at data about the past year, revisited the school goals and our progress, and talked about some changes in the upcoming year. It really made me think of the big picture, and the overall idea about how our school functions. <br />
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My school is a small, charter school that isn't a part of a district. It was founded by 3 teachers who wanted to create something unique. I'm starting my second year, and what a journey it has been. After I graduated, I taught in a big district on the other side of town. Then I decided I wanted something different, and I am amazed at how different this place is. The kids who attend lead different lives. The staff have different ideas about what success is. The overall feel of both schools is like night and day. <br />
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I've decided that neither one is "good," while the other one is "bad." They both have pros and cons, both have things that they do well and things they need improvement on. Both want to provide the best for their students. <br />
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What I like about this school, though, is that I feel like I get to be a part of that process. Almost to a fault. The administration wants to hear my ideas, wants be to contribute to the school outside of my classroom, and wants me to feel valued. I love that. <br />
<br />SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com0tag:blogger.com,1999:blog-6784844787592061160.post-79523247152605598122012-08-02T10:54:00.000-07:002012-08-02T10:54:10.564-07:00First Day PlansI'll be teaching Algebra 1 and Geometry this year, just like last year. (I'm going into my 5th (!) year of teaching, and this is the first year I'll be teaching the same thing as last year.)<br />
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I'm planning on leaving much of Geometry how it is, and I want to try to change up Algebra quite a bit. Part of it is changing over to Common Core. Part of it is that I really like Algebra, and I think I can make it so much more than it was this past year. <br />
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So, to introduce the class, we're going to start off with a problem! Yes, math - math that requires you to think - on the first day. I'm stoked. <br />
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I uploaded the handout I created on Scribd, and <a href="http://www.scribd.com/doc/101860699?secret_password=21d2hbhors3hhmptt5gt">here's the link</a>. I don't know how to embed the document here. Can anyone help me? <br />
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Anyway - I am planning on modeling one example for my students, and then setting them free. I created cards with various patterns, all with simple expressions like 2x + 3, and am going to give a different one to each group. Then I'll have them share their patterns and expressions with the class. <br />
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I'll let you know how it goes. <br />
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<br />SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com1tag:blogger.com,1999:blog-6784844787592061160.post-45062721281644626542012-07-30T13:57:00.002-07:002012-07-30T13:57:27.239-07:00Blogging AgainSo, here I am again - at the start of a new school year with another resolution to blog about it. I did pretty good at the beginning of last year, but stopped before too long. I just didn't make time for it. <br />
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But, let's try again. I believe that blogging and reflecting about my teaching is worth it. Reading "math teacher blogs" has been one of the best things I could have done to improve my teaching, and they all say the same thing - start your own blog! You'll learn even more!<br />
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Anyway - this new commitment to blogging stems from two things. 1) I also was recently inspired to restart my personal blog, and I can't write and reflect about my personal life without wanting to write and reflect on my teaching life. 2) I started poking around on this website: <a href="http://mathtwitterblogosphere.weebly.com/">Welcome to the Mathtwitterblogsphere</a>. Apparently, I can be a part of the math teacher community, too! <br />
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<br />SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com0tag:blogger.com,1999:blog-6784844787592061160.post-74903947265355521902011-11-21T07:51:00.000-08:002011-11-21T07:51:00.584-08:00Algebra TilesI love them!<br />
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I had my Algebra kids color and cut their own set one day. It took a full day (90 minutes!) in the classroom, and then some more at home for some kids. (1) <br />
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But, even with the loss of that teaching time, I think the benefits of Algebra Tiles are so worth it!<br />
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I like having something concrete to refer to when dealing with the abstracted-ness of algebra. I like having something to point to when handing out rules (2) like "5<i>h</i> and -4 can't be added" and "5<i>h</i> and -4 can be multiplied, and the answer has an <i>h</i> in it" and "a number with parentheses next to it means multiply that number by everything inside the parentheses"<br />
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Most kids don't need but one or two examples with the tiles, and then they're good to go with the "symbol version" as we call it. But, I like having them out, and having the kids know how to use them, so a) I can refer back to them when a kid is struggling and b) kids have a way of checking the correctness of their answers without me.<br />
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I spent a <i>long </i>time with these algebra kids doing some basic stuff, like integer operations. When we started working with variables, I was a little worried. But, the truth is, they've done extremely well with it, and we're moving along faster than I anticipated. I love it. <br />
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(1) Mostly, I think kids were milking it, and taking advantage of the non-math time! <br />
(2) I don't actually "hand out" these rules! We spend time making sense of them, Algebra Tiles or not.SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com0tag:blogger.com,1999:blog-6784844787592061160.post-66679075724279438822011-11-18T09:45:00.000-08:002011-11-20T22:15:39.393-08:00Teacher Standards FocusMy principal gave me a list of ten teacher standards. She said she wanted every teacher to focus on standard #7 this year, and she also wanted me to read through them and pick two others that I personally would like to focus in on this year. <br />
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This is part of my annual teacher evaluation, BTW. I really like this approach to evaluations, I'll have to write a post about that soon....<br />
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For this post, though, here are the standards I'll be focusing on this year:<br />
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<b>#3: Learning Environments</b>. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.<br />
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<b>#5: Application of Content</b>. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.<br />
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<b>#7: Planning for Instruction.</b> The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.<br />
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More to follow, including a self-reflection on where I am now, and how I plan to move forward in these areas this year.SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com0tag:blogger.com,1999:blog-6784844787592061160.post-20663305082732334572011-11-15T06:12:00.000-08:002011-11-15T06:12:00.807-08:00ConfessionI asked a student to stay after class the other day so we could discuss her behavior in my class. I ended up getting so frustrated that I yelled at her.<br />
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Stuck with me all day, and I just wanted to confess it.SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com0tag:blogger.com,1999:blog-6784844787592061160.post-12240328598682313772011-11-11T10:00:00.000-08:002011-11-11T10:00:06.511-08:00Teach or Don't Teach?If you ask me if I enjoy teaching, or if I'll stick with it for a while, the answer you'll get depends on the day (or sometimes the hour) you ask me. It's that time of year when I'm tired and worn out, and I don't like my job some days. <br />
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I feel less competent as an educator. My patience with kids is wearing thin. I don't feel like putting in the extra work it takes to make my day successful. <br />
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I find myself asking "Do I really want to do this?" or, "<i>Can</i> I really do this?"<br />
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But, there are those moments and those interactions that make me remember why I ever became a teacher, anyway, and why I'm still doing it four years later. They come. Not often enough, recently. <br />
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How long until Christmas Break?SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com0tag:blogger.com,1999:blog-6784844787592061160.post-52164320104800717462011-11-08T17:56:00.000-08:002011-11-08T17:56:41.460-08:00On Parent ContactI don't contact parents nearly enough. I know by saying that I'm adding one more thing to my gargantuan to-do list, but I think I've minimized the importance and value of keeping in touch with parents.<br />
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If I can't get a student to behave, or turn in work, parents need to know that so we can be battling the issue together. If students are getting pressure from home as well as at school, that makes a difference. <br />
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Also, parents already know their kids. They know what motivates them and what demotivates them. They know their kids' habits, strengths, weaknesses, what's going on in their lives right now. Parents have a wealth of information<br />
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One of my favorite phone calls to make is the positive one. I like noticing something great a student did and being able to call home about it. I like being sneaky and not telling the kid I'm planning on calling his mom. <br />
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I have a slight fear of calling home that I need to get over.SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com0tag:blogger.com,1999:blog-6784844787592061160.post-13565905185233551992011-10-13T16:31:00.000-07:002011-10-13T16:31:49.429-07:00Crunch TimeEnd of the quarter.<br />
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I don't like the busy-ness that comes with this time of year, especially centered around grades. I want to get rid of this end-of-the-quarter crunch the kids get themselves into and expect me to bail them out of. I had so many kids swarm me asking for the assignments they are missing. Then, I have to get all of those assignment put into the gradebook. It just takes so much time, and I don't like it. <br />
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How can I be better at keeping on top of kids with missing assignments throughout the quarter? How can I encourage more getting done on time and less waiting until now? How can I do that while teaching kids to be responsible on their own? <br />
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SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com0tag:blogger.com,1999:blog-6784844787592061160.post-24370934162996265632011-10-12T21:29:00.000-07:002011-10-12T21:29:58.463-07:00In My Classroom...Here is a random offering of some successful and not-so-successful activities I've done in my classes recently:<br />
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1. Algebra is studying the Fundamental Counting Principle - a.k.a Permutations, Combinations and Outcomes. First, I introduced outcomes. Then, I added Permutations. I gave them 10 minutes to complete a practice set in class - it included both outcome and permutation problems, and I had them decide which type it was before solving each problem. Somehow this 10-minute worksheet had kids thinking, talking, sharing ideas and <i>getting it</i>. It was eye-opening for me. I want to do more of that - quick exercises in class to give kids time to practice. Unintended consequence: A bunch of papers with P-O-O-P written down the side. Awesome. <br />
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2. In Geometry, while studying sum of interior angles, I printed up a sheet with a variety of problems related to the topic that kids might come across. For some kids, it worked really well. They were able to use the knowledge they had and apply it in different ways. Most kids, though, were stuck because they didn't have any example to follow. While I don't want to have to teach kids how to solve any and every problem they come across, that's what I ended up doing. My goal is to work on helping <i>all</i> my kids apply their knowledge in new ways. This wasn't the way to do that. <br />
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3. Today was one of my first attempts to through out a problem to the class, have them work in groups to come up with a solution method, and then share what they got and how. (I showed them a 4x4 grid, with the border shaded, and asked how many squares were shaded, without counting. Then a 10x10, then an <i>n</i>x<i>n</i>). I think this type of lesson can be super valuable, and I think I still have a lot to learn about how to make it so. A more in-depth post on this coming soon. I really want to reflect on today, and because I want those types of lessons to be central to my teaching. (You know, the kind where I ask students to think, and talk about ideas, and listen to and think about other's ideas?)<br />
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4. I gave students a sheet with a set of review problems. They worked on slates, with their group if they choose, through each problem. For some, I told them where around the room the answer was posted. When they finished, they were to get up and see if they did the problem correctly. For some problems, I told them to show me their work, instead. I added those because I actually wanted to see how they were doing, and be able to clarify any misconceptions I saw. Also, I just don't trust all of my students to do anything about it if they got the answer wrong! The day I did this went pretty smoothly. Walking around the room, I saw all of my kids working on slates, and getting up and checking answers. I would see students looking at the back side of the door, and say "Yes!" or turn back to their group and give a thumbs up. I also noticed that many students, who later on I determined didn't know the material, would just use their group to get them through the worksheet, and not do much, if any, thinking on their own. I haven't decided yet how much I can do about that. I want each student to take their learning into their own hands, and stretch themselves, and try things out and ask for help (not answers) when they need it. But I can't force them to do that. What things can I do to encourage it?<br />
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5. One day, I gave my students an in class assignment, and then pulled about 3 kids at a time over to the side to do a "skills check." I just gave them one problem to work on, on a slate, right in front of me. It helped me immediately know who really got it, who needs prompting, or kinda got it, and who was totally lost. That part I liked. Not sure how worthwhile it was though. For one, it takes a surprising amount of time to get through everyone. Secondly, while I was working with a few kids, I got mixed results with the rest of the class. The kids who generally work hard anyway, worked hard that day. The kids who generally don't work, didn't work that day. I didn't like that. SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com0tag:blogger.com,1999:blog-6784844787592061160.post-32773288185438562742011-09-24T21:07:00.000-07:002011-09-24T21:07:21.505-07:00My feelings on the teaching professionThis blog won't serve it's purpose if I don't write anything.<br />
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It's not that I haven't wanted to write. or that I don't know what to say. It's just that teaching takes a lot. A lot of time and effort and work. And writing a post about it just seems so...bottom-of-the-list sometimes, you know?<br />
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I can tell you that in the past weeks I've been all over in regards to my feelings about teaching. I've already had the thought, "When will the year be over, and can I find another job for next year?" I've gone days of loving my work, and the challenge it brings. I've decided I enjoy working with high schoolers. I've decided I don't like working with high schoolers. I've been tired. I've been motivated. I've been struggling - in productive ways and defeating ways. <br />
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I keep thinking about how "some people are meant to be teachers and others aren't." I wonder who I am. Am I someone who is cut out for teaching? Or have I found myself in a job that really isn't for me, and that's why I struggle with it so much?<br />
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I guess that's what this blog and this new job are intended to answer. SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com0tag:blogger.com,1999:blog-6784844787592061160.post-65972889641382946352011-09-14T10:43:00.000-07:002011-09-14T10:43:00.809-07:00ConnectionsEvery Friday, the students have an early-release day, and we spend the afternoon in Professional Development. One of the things we do as a staff, (and also with our advisory class) is Connections. We sit in a circle and once Connections is "Open," one person is allowed to speak at a time, and share whatever is on their mind, school-related or not. There is no response. Once they are done, someone else can then share whatever is on their mind. After a few minutes, usually about 10, Connections is "Closed" and we continue on to whatever was planned for the day.<br />
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It can feel a bit awkward, especially when no one is talking, and we're all sitting in silence (you know how people are afraid of silence!) It can also be rough when you want to respond to someone's thoughts, and even more when you want a response to what you've shared. <br />
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But I think it's a great activity. The title is appropriate; I think it has a way of connecting us. It provides each person an opportunity to share something they might not have otherwise shared. It allows us as a group to value each person individually, and allows each person to feel a part of the group.<br />
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Some things that have been shared are: "I'm getting married!" "I made a poor choice during an interaction with a student today" "I had to miss the first week of school because of a family emergency, here's what happened..." <br />
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I really like Connections, because I like hearing what is happening in my co-worker's lives, as I get to know them, and build my relationships with them. I also like it because I know it's going to challenge me to share. Share what's in my classroom and my life.SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com0tag:blogger.com,1999:blog-6784844787592061160.post-46302533281117549482011-09-11T10:42:00.000-07:002011-09-11T10:42:29.983-07:00What I love about my new school<b>1. The small, tight-knit staff</b>. Teaching staff: about 12 Total staff: about 25 It's small. On the very first day of my job, when teachers report back but not students yet, I got to watch everyone filter into the school and see each other again after a long summer break. It was the highlight of my week. Lots of hugs, and heartfelt greetings, and genuine "Glad you see you" filled the room. It made me feel excited about my job, even before I had really begun. A few weeks into the year, I told my husband, "There isn't one person at my job that isn't welcoming and helpful. There isn't one person I'm not glad to be working with."<br />
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<b>2. The lack of unnecessary rules and regulations.</b> As a teacher, the less I have to worry myself about, the better. I already have so much to do, and so much to think about, that I don't want to add even one more small thing. I don't have to here. I don't have to worry about checking to make sure that none of my kids are chewing gum. Once I assign a kid detention, it's done. I don't have to follow up and make sure he attended. My lesson plans don't have to follow a given format. I'm not required to make <i>x</i> number of parent phone calls a month. I am trusted to do what I think is best, and there is such <i>freedom</i> in that.<br />
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<b>3. Math support out my ears!</b> Wow. This school understands the math crisis, and understands that math is a high-stakes subject that needs a little extra attention. If a student is struggling, they have so many options to get help: There is time set aside each morning that I am available for help, there is a before and after school math tutoring session, there are 2 math remediation electives. I love that I don't have to carve out half an hour every time a student didn't understand something in class. I love that that student will still get the help he needs. <br />
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Overall, I get the impression that my work as an educator is valued and supported. What a great feeling that is.SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com0tag:blogger.com,1999:blog-6784844787592061160.post-43321563404047995212011-08-29T20:31:00.000-07:002011-08-29T20:48:14.040-07:00Prove it.Have you heard that quote about math teachers and chocolate milk? <br />
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"Talking to other math teachers is like chocolate milk. Comforting, perfect, and we enjoy it thoroughly. Talking to other teachers is like milk. Plain, but filling. Talking to non-teachers is like having no cow at all."<br />
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I read that one day, somewhere on the world wide web, and did it resonate with me. I had been so frustrated in talking to friends about teaching, none of them seemed to know what I was talking about! <br />
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In my just-over-three years experience in teaching math, I've found that talking to people about teaching has been one of the best ways for me to improve. Math teachers, generally, stand out as people to have a good conversation with, because there is just something <i>different</i> about teaching math and teaching social studies. <br />
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I discovered "Math Teacher Blogs" about a year and half ago, and what excitement it brought me! Here were people who talking about their teaching every day, people who were good at it. I could take their ideas, I could commiserate with them when things didn't go well, I could laugh at the funny things that happened in their classrooms.<br />
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I liked reading these blogs because it made me take some time and seriously think about what I was doing, and how I could do it better. <br />
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I also liked it because it was like sitting on the sidelines, listening to a conversation amongst brilliant individuals. And it really was a conversation. I soon figured out that all of these bloggers knew each other, at least in the blog world. I ventured a comment now and then, but I never really became a part of the community. <br />
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And then, all of a sudden, here I am, joining the ranks. I have my own thoughts about my own classroom that I want to share. I don't know if I'll ever get to know "the group," or if any other math teacher will even read my blog, but I'm convinced now that if I want to continue growing, I need to start talking about my teaching, instead of just listening to what others think about their teaching. <br />
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We'll have to see how this goes. To be honest, any time an adult walks into my room to observe, I instantly have the thought that I must be doing it all wrong, and I don't deserve to be a teacher. I don't like talking about my teaching practice, because I don't feel confident in my teaching ability. <br />
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But that is the point of this blog. I am a good teacher, several people have told me so, and I am writing this blog to prove it. To myself. Here goes. SarahMhttp://www.blogger.com/profile/10775966153478490802noreply@blogger.com0