I am so impressed overall with the efforts of my students this year. It is not that they are perfect by any means, but we are closing in on the end of the first marking period and I have only one student with a D, and no E's. They are working hard to get their assignments done and turned in on time. What can this be attributed to? Not me.. I don't really think I am doing anything differently this year, except maybe being more insistent and riding some of the ones who tend to slack a bit harder.

I think the biggest determining factor is Guided Study class. Those kids who would not get their work finished and would not do homework, have that extra class period every day. It really does make a difference. Most of them work hard those extra 50 minutes. They ask for help, they redo assignments, they really appreciate the opportunity they have. It is frustrating to have to tell students who are not in there and want to be that they cannot join. I wish every kid who wanted it, could have it.

I am looking forward to Friday. We are having our first inservice day, a true in-district PD day, led by teachers/staff in our own school. We are offering a selection of half a dozen or so tech classes, everything from software trainings in SchoolWires and Discourse,to using streaming video and webmail, ClassServer, and PowerGrade and just general tech integration. It is truly a "something for everyone" menu. My only concern is the negativity I fear some may come with. I can only do my best to make my sessions interesting, relavent and realize just as my 7th graders must accept some of the responsibilty for their own learning, so must these adult learners.

Today Mr. Overhiser came to talk to students about their upcoming vist to the museum. THey were soooo well behaved. I was as proud as could be. Now if our Thursday visit goes as smoothly...

It's the sixth week of school and things are moving along quickly. Today was our clean up day at Hamilton Lake. Most of the kids were awesome. I was so impressed with some of them. Lincoln was out there pushing/pulling this heavy huge cart up and down the hills, with it gettting heavier and heavier as other kids put garbage in there. Even with the metal, old tires, etc.. Lincoln insisted on taking charge of that cart. He was dripping with sweat. Dakota was dragging huge trees off the trail. Kara was up in the back of the truck shoveling weeds onto the bonfire pile. John and Josh were picking up the most disgusting stuff I've ever seen.

and then.. the other ones.. who just simply would not listen - swinging from trees, stomping dirt piles, running through the woods, not helping pull weeds or pick up garbage. They were rude to Mrs. Brown from the Soil Conservation District. They did not want to get dirty. They simply were not into the project at all. I was really disappointed in them.

Other stuff at school. We are working on integers. This is their first experience with algebra, variables, exponents, and negative numbers. It seems this group has less prior knowledge than most groups. But they are working hard and seem to be "getting it". We are taking it slow. I am determined that before we move on, they will have the basics down.

Tomorrow Mr Oberhiser from the Historical Society will come talk to them about their visit to the musuem which is scheduled for Thursday. I hope we can instill in those who were incooperative today, the importance of being more so tomorrow and Thursday.

Next week we start MEAPS.... YUCK!! Christine will give Language Arts the first week and then I will give the math the next. I don't feel like the kids are ready at all.. I just have to have faith they can problem solve their way through.

The first day is over. It went by like a whirlwind. With students only beingthere for half the day, it was like herding cattle to get them through theirschedules. I am really excited for a couple of reasons though. The 7thgraders I have this year, I had for tech class last year so no learningnames this year! They already know me and my expectations somewhat. Ialready know them and their temperaments. I think it is going to be a greatyear.Another reason I am excited is our new math program. After 10 years of usingConnected Math, we have gone to a more traditional series, using GlencoeMath 2, Math 3 and Pre-Algebra (eventually Algebra) in a hopes to get moreof our high schoolers ready to take Calculus as seniors. While there wasmuch I loved about Connected, it was difficult for many of our students,parents were unhappy, and it did not meet our Michigan standardseffectively. I feel intrepid about following a text since I have alwayspretty much winged my way through the year, with my classes workingprimarily on project based learning experiences. But with this newcurriculum/text, I will be expected to adhere more to the "norm".The kids were great - so excited to be back. Several of us had gottentogether last week and decorated the halls with posters, crepe paperbanners, and HUGE WELCOME BACK banners with cute little stick peoplerepresenting all the staff. I also hung a banner by the student bathroomsthat said, "Sign your name if you are happy to be back in school." By the time the dismissal bell rang today, it was full of signatures, validating our efforts.

The door has closed on another school year. My room sits closed and stuffy, bare walls, clean desk.... an empty echo of voices long gone. All is all, it was a great year. I am not confident I taught as much math as I should have. However, we did an incredible amount of worthwhile learning this year. Having laptops really impacted my teaching in ways I never thought possible. The students really put the pressure on to us them every day, and I am just not competent enough in tech integration at this point to always have Plan A involve the computers. Still, in the end of year evaluations students fill out, their responses were so positive in regard to the laptops and how helpful they found them.

Today I was looking over the end of year STAR reading test scores, seeing the dramatic improvements made by so many kids. AR, right or wrong... is getting our students to READ!

Our new math program is on order! I am so excited. A bit intimidated as well... I have NEVER taught using a text book primarily and I am not so keen on doing it either. I do think these books will better suit our population. We are going to Glencoe from Connected Math. I love so much about Connected - the higher level thinking skills are great but I have always doubted the effectiveness of it really giving my students the down and dirty skills they need to succeed, in high school math, and in life. I just don't see kids developing NUMBER SENSE anymore. I am hoping the more parent and kid friendly layout of the Glencoe books will help our MEAP scores rise. Our new superintendent really layed it out - if he buys the books, the SCORES MUST IMPROVE.... I understand his point.. I really do.. but kids are unpredicatble.

Now with the imminent threat of the local prison closing, who knows what the next year will bring. If all those kids leave our school.... who knows WHAT I will be teaching....

Busy summer plans... one week was already spent at Digital Design Academy learning Dreamweaver, Flash, and Fireworks. WOW... way cool... way cool...
This week one day working on the Technology through Generations project with my 5 high schoolers who will teach adult ed classes in the evenings about basic online stuff. Two more days working with the Eastern Upper Peninsula ISD Math Intervention Specialist Team developing the new protocol for special ed referrals for struggling math students.
Next week starts tutoring my little incoming 7th grader.... an online Tapped In project with TLN, working on NSDC presentation.... planning for CiviConnections grant conference....

and I really want to read the latest Nicholas Sparks and John Grisham novels before school starts again....

Our geometry unit is pretty much wrapped up. This is always my favorite all year. It is so easy to do hands-on activities that students enjoy. We made tangrams, made 3-D figures, learned how to construct triangles, perpendicular bisectors, designed, made and flew kites, learned all the normal stuff too. It is so rewarding to see students like little Annie who has struggled so all year, blossom in geometry because she can see it and touch it.

Now we are starting into some work on ratios and proportional reasoning which I will tie back into similar triangles eventually. Today students worked in groups to measure various bdoy parts. Tomorrow they will use these measurements to draw life-size replicas of themselves. The next step.... to scale smaller versions of themselves, using proportions to find the measurements.

Looped in all this I am trying to do some sampling activities. We want to count the grass at the football field, and today was our day to take our foot by foot cardboard "window" to count sections, but it was SNOWING so we decided to wait to a warmer day!

Next week is camp... I am so excited. This is the best 3 days of 7th grade without a doubt. THis group of kids will be awesome campers. We have so many new plans - square dancing one night, a campfire sing-along (an idea way past due...) complete with so'mores. Add in the normal stuff - canoeing, hiking, survival, archery, air rifle, photo scavenger hunt, stream, shirt making, woodshop, etc.... what more could a kid (and an overgrown kid... ME!!) ask for for 3 days fun.
I think the best part for me is my own daughter.. my 19 year old lost soul of a child... is going the second year to teach classes - stream is her specialty. To watch her there with those girls especially - digging in the mud and muck, getting them to find critters and touch them... I am so amazed. She is really good with them.. I wish she could see this the way I do!

ahhhh..... life is good.... I love my job... I love my job... and this time... it is a sincere I love my job day!

We started our geometry unit yesterday... my favorite of the year. We always start by cutting tangrams and then using the tans to create shapes. WOW! I love this stuff so much... having the kids cut their own is a trial, no doubt, but we get through so much great vocabulary as we do it. squares, rectangles, parallelograms, trapezoids, similar, acute, obtuse, hypotenuse, etc... it is such a fun lesson for me and them, and they really pick up on it quickly. And I love their enthusiam for making the shapes, and their frustration when they can't.... and the groans, and moans of THIS IS IMPOSSIBLE!!! OH WAIT I GOT IT!! This is what it's all about :-)

Would someone tell me what is SO terribly complicated about writing a letter?? We have spent 2 valuable days of math class writing thank you letters to the governor for our laptops. A worthwhile assignment, yes... but I did not know it was going to be so terribly difficult for my students to handle it.

I set it up so they used a total block style format - DON'T INDENT ANYTHING... I must have said that at least... 1000 times the past 2 days.... not exaggerating in the least... but yet, as the letters came out of the printer, INDENTED lines!!!

Little things like capitalizing MI both letters in the state abbreviation.... Little things like capitalizing their own names...Little things like addressing an envelope. I put a sample on the board, leaving nothing to chance, or so I was naiive enough to think. But where I wrote "your name" for the first line of the return address, one young man actually wrote "your name"... and no, he was not being smart assed... at least I don't even want to think so...

and then another of my charmers, got suspended today for having "a huge ole back of dope" in his pocket.... the same young man who flipped me off in class Friday for scolding him for laughing when a girl was crying because she thought her PowerPoint was erased.

somedays.... somedays... somedays... I am glad this is here so not only can I vent but also so I can look back and read the good days... somedays... somedays... somedays...

If we survive integers, I will be amazed. The most frustrating part is the kids who don't get it. I don't know what else to try, honestly. So many of my lower kids, the ones who usually struggle, are picking up on this so easily now. It is the higher end kids who are lost - who keep saying they don't get it. Part of me just wants to scream - it really is not that complicated!! But the 7th grade teacher in me knows it is so abstract for them at this age, that yes, it is that complicated.

Tomorrow we will take time to write letter to Governor Granholm to ask for her continued support of the FTL program. I hope I get some really good letters that may impact her decisions on allocating budget funds.

The spelling bee was tonight... alas, my little Frank who begged me to be there, went out on his first word. ACHIEVEMENT.... but of course it was not his fault - the judges were blocking his view of his dad, he could not see me, either(although I had a clear view of him...) blah, blah... that poor kid wanted it so badly... and winning would have really boosted his self-esteem but sometimes in life we take the hard licks... he just seems to get more than his fair share.

What an absolutely wonderful day to be a teacher :-) This was one of those days that makes it all worthwhile.... To start the day, another 7th grade teacher and I escorted 28 of our 7th graders out to breakfast. Their homeroom had won the first semester Survivor challenge. They were SO well-behaved. The entire outing could not have gone any smoother.

And then, like frosting on a cake... so went math class. Yesterday I introduced the idea of subtracting integers on a number line. This is by far the hardest, most abstract thing we do all year... I positively dread it. Yesterday was OK, pretty typical for the first day of this new concept. Today though, I gave them blank number lines and problems to put on them... partner problems, where the addition of a negative was the partner of the subtraction of the positive, and so forth. THEY GOT IT!!! I was so amazed, impressed, proud. They finished out the hour online at math.com with their first 2 integers lessons. It was such good stuff....

I was so elated that when my little 6th graders came in begging to go to the high school winter homecoming assembly, I actually took them. And, they behaved like absolute angels....

Some days, I love my job.... I really love it... today was stellar.

grrrr..... It was ONE OF THOSE DAYS....I don't know if it was because it was Monday, because there was a snowstorm raging outside, because I came to school in a very pro-kid state of mind, or a combination of all of the above... but I could have walked away and gone to McDonald's and said HIRE ME... without even giving it much thought today.

The kids were loud, chatty, catty, rude, disruptive, disrespectful.... They did not want to pay attention, and we were doing something new - adding integers using a number line model... so when I expected them to be able to attempt the new skill independently... they could not even give it a valiant effort for the most part. And it was not just those predictable few who were not with me, it was a majority of them. They were either daydreaming, talking among themselves, putting on lip gloss (BIG GGGGGRRRRR......), reading their AR book, most anything but watching me at the board. I was so annoyed and frustrated and ultimately impatient, which really did not help the situation at all....

Why are some days so difficult, and the rest of the time, days go by.. day after day, week after week... things running so smoothly one becomes complacent? And then a day like today, that is so absolutely outside the realm of normality, it makes me question my reasons for being a teacher at all??

But as frustrating as today was, I know... I trust.... I have to believe... tomorrow will start with a clean slate... and my sweet angels will return... RIGHT??? :-)

ahh... the joy of taking 40 middle schoolers to a hockey game... words cannot describe... but I will try...
When you live in Michigan’s Upper Peninsula, hockey is a way of life. In our little town, even in the summer months, hockey dominates. Kids block off entire blocks of streets to play street hockey, and even more amazing, drivers take the long way through town to let the games continue. In the winter, parents drive 60 miles each way to take skaters to the nearest artificial ice so hockey players can practice and play. When winter finally sets in, and the weather permits, the old hockey building in town makes real ice. Our players much prefer to practice here, priding themselves on being the only team around who still does it the “old way”.
With hockey being so important to the Yooper culture, it only seemed natural to want to take our middle schoolers to a college hockey game. Our isolated location means many of our students never travel to new places or see things others take for granted, so a trip to a REAL hockey game is a REAL treat. Not only do you get the thrill of the hockey game, but you get to see things like traffic lights, fast food restaurants other than McDonald’s, and people, lots of them.
So plans were made, tickets were ordered, the bus requested…. 40 middle schoolers and 8 adults were eager for the adventure.
When I drove into school Friday night, I was bundled up on all my warm winter gear, long johns, turtleneck, sweatshirt, hat, gloves, boots, all in hopes I would not to freeze to death on the school bus. The air temps were below zero, the wind chills and treacherously low, in the minus 30’s and 40’s, and blizzard conditions were predicted for our route. But nothing was keeping us from going on this trip!
When I walked into the school, I was greeted by a throng of excited middle schoolers. As the crowd grew to our anticipated number, the excitement also grew. I checked the trip roster, and when the bus finally arrived 15 minutes late, we loaded up and off we drove into the cold and darkness of a snowstorm.
The bus was filled with laughter, songs, the smells of body emissions from those who must have eaten cabbage, beans, and other noxious gas producing foods for months before loading the bus, and the objections of those smelling those gases. But the laughter was the predominant, and the 100 miles passed quickly, with excitement building with every mile.
When we neared Marquette, I passed out hockey tickets, and went over the rules: Always stay with a buddy. Always let an adult know where you are going.
It seemed so simple… until we got to Berry Events Center, and the throng poured off the bus. The excitement was too much. I have been on many field trips, taken students to many events, but I have never seen such chaos ensue in such as short time. Students scattered in every possible direction, some headed to the rest rooms after the 2 hour bus ride; some were desperate for food; others found their seats. But everywhere I turned, there was a student alone!! There were like fleas on the back of a dog, crawling through the arena, mysteriously appearing and disappearing, alluding my attempts to herd them all back together.
By the time the National Anthem started, miraculously, all of them had made it to our section, and were seated, with enough food to feed a third world country’s entire population for a week.
I can’t say I saw a lot of the hockey game that night, with all the ups and downs, the questions, and the laughter, but I do know that I have never enjoyed a hockey game more. During the second period, the Northern Michigan University mascot, Wildcat Willy, came to visit. He was so amazing with my group. He had them in headlocks, he teased, he made them laugh, he had them cheering… Willy made us feel like we were the most important spectators at the game.
My students had made letters to hold up at the game that spelled out NEWBERRY MIDDLE SCHOOL LOVES THE NMU WILDCATS. The letters were in the school colors of green and gold, complete with sparkles. The process of making this message took hours of coordinating, and left my classroom covered in paint and glitter that may always be there. But it looked so amazing! It was spelled right!! They got them passed out in order!! They held the letter high above their heads and CHEERED!! Kids you would never see talking to each other at school, laughing together, working to spell out other words.
And soon, another chant arose from some: G is for Mrs. George… L is for Love… as they held the G and L high above their heads. I knew all the hard work to get this trip together for them was worth it in that instant.
Our team won the game. We managed to get the entire crew back on the bus, and headed home without major incidence. Until they started singing again... some strange song I had never heard that had places to put in people's names... about relationships or something... anyway, initially it was fun, but then of course it got out of hand.. and rude, so we made them stop... which all in all was not too bad I guess...
We got home a bit later than anticipated and it was 10 below when we did arrive... but what a night... what a wonderful night...

Integers are always a baffling thing for my 7th graders and this year's group is no different. While the basics of much of the information we cover is relatively simple to comprehend, that in reality on serves to make the material seemingly that much more difficult for them to "get". Why is that the case? That is the million$ question!

We are working on absolute value.... such an easy concept- whatever the number, its absoute value is simply that number without regard for its sign, the distance the number is from 0 on the number line.. but they turn it into something much more complex....

And mix that with snippets of subtracting negative numbers they have been exposed to here and there and think they know... it is all a tumble of confusion. But they are slowly coming around... and with these kids, I have to believe it will come...

My group of 7th graders I have now... WOW!! What a contrast to the first group. This group works independently... and works... Monday and Tuesday they spent finding links about the tsunami. I was so impressed with their efforts. Then they rotated around the room looking at the sites each other had found. WOW!! again... unbelievable... they are so ON TASK... so mature compared to the last group. I wonder what the last group will be like!

I have been thinking a lot about camp lately.. We are trying to find a person to teach square dancing maybe one evening... I still would like to come up some exciting classes which do nto require so much prep from us ahead of time. It seems we are in such a rush prepping those few weeks before camp it is a whirlwind.

Not a resolution this year to blog... but I will try harder to be a regular... too many other committments... too many people/things/demands on my time...

Another diary entry...
Leadership… the ship… the captain… the journey…

Any successful journey requires a well-built ship and a skilled captain at the helm. An educational journey is no different than a voyage sailed on the high seas.

An ocean crossing requires a ship worthy of the voyage, sound, safe, and comfortable, equipped with the necessary supplies and tools to keep the crew well for the trip.

The vessel for education is the building, the actual physical locale in which we educate students. While in theory, the building cannot make education successful, nor keep it from being so, the physical realm sets the tone for the students. When school buildings feel warm and welcoming, kid-friendly and clean, bright and colorful, upon entering students immediately feel they are important. Contrast this with a sterile, old, smelly, dirty building where little effort is put forth to make the building inviting, those same students know, in a deep almost primal way, they are not what is important here.

The building, the school, the vessel, must also be equipped to make the journey here a safe one. The supplies are simple really – paper, pencil, computers, art supplies, text books, manipulatives… the tools and supplies to keep the crew well for the trip.

A ship, even a well-built ship, stocked with all necessities, set to sail the ocean without a competent captain, will likely have problems completing their journey without incidence. A school without a capable leader will encounter similar problems.

However, defining proficiency in a school administrator is much more complex a task than having a ship’s captain prove his skill.

Exactly what makes an administrator a good leader? For that matter, what makes any leader a good one? Webster’s defines leader as a guiding head. Guide is defined as point out way for, or direct the course of. By that logic, a leader would be the guiding force who directs the way of those under his leadership.

Thinking of Webster’s definition, a school administrator should be the guiding force in the school. He should be the very core of what the school is all about. The administrator should have the ability to lead his staff through good times, helping them appreciate their successes, finding ways to celebrate. And also, perhaps even more importantly, this leader, this administrator must have the capacity to rally his troops in times of adversity.

I have worked for a few different administrators. Some were great leaders. Other were leaders. Still others sat behind the desk with the nameplate proclaiming their “leader role”.

As I think back through what are the defining traits among these individuals I was destined to serve under, most assuredly, I don’t think of the ones I did not admire. Rather in my mind, those strong truly great leaders are the ones I focus on.


True leaders seek and grasp those they feel “fit” their vision. A wise man told me once: it is not always about hiring the person with the best qualifications but rather the “right person” for the job. Truly great leaders have this ability to see their own vision, and see those who fill their needs. They can help those in their flock reach and fulfill their own personal potentials. They surround themselves with positive people who work together towards the common goal, who all have the same map, for the same journey.

True leaders, truly great leaders, true captains of ships, are not intimidated by their crew members who are innovative and find solutions they themselves overlooked. They smile, and say, “Gosh… wish I’d thought of that!” and congratulate the discoverer.

My own experiences parallel these qualities of great leaders. I was hired by a superintendent and principal who overlooked the fact I was not the most experienced person applying for the job, overlooked the fact I was nervous and insecure at my interview, and saw the fit I was with their school. They hired me, and helped me grow, encouraged me in my pursuits, gently guiding, giving constructive criticism and positive reinforcement along the way. They had the courage to give me a chance.

My principal now, another individual, is also what I think of when I think true leader. No matter what harebrained idea I come up with, he is willing to listen, support me in my efforts, and offer guidance when my ship is headed for the rocky shoreline. I feel appreciated for my efforts, acknowledged for my accomplishments, and sustained in my day to day needs for making my job go easily and successfully.

A leader is one who leads by example, one who makes those following his path feel secure, confident, competent, and ready to tackle the journey’s path, wherever it may lead.

A ship…a school…
A captain… a principal…
A voyage across the sea… a child’s education…a teacher’s career…
A great captain… a great leader…
A successful journey…

From a TLN diary entry....
When I tell people I teach 7th grade, often I get the same response, “Oh my gosh! How can you do THAT? Don’t they drive you crazy? That’s such a tough age.”

I just smile and tell them I love my 7th graders. Why do I love them? Some days, I wonder that myself. But then I stop and look back at the fun times we have been through and I have to smile again, realizing I would not be anywhere else. The unpredictable nature of my students, their zeal for life and learning, their laughter and tears, all serve to make my job the best one on earth.

I think back to Bobby, the infamous “got his head stuck in his locker” boy. It was right after student lunch, and a crowd of students was gathering loudly by the lockers. Thinking FIGHT, I pushed into the middle of the crowd. As I neared the center of the mass of humanity, I realized there was laughter, not the typical taunts of a fight. As I finally got through all the bodies to the source of entertainment, here I found Bobby, with his rather large head wedged in the locker on that little shelf at the top.

The young man was trying fervently to remove his head, banging it repeatedly, trying to pull out, but finding himself in a Chinese finger trap situation, with his ears keeping him from being successful in his escape. The sharp edge of the metal locker was cutting into his neck, a bit deeper with every backwards thrust. And all the while, Bobby was yelling, “HELP ME! Get my head out of here! SOMEBODY DO SOMETHING!”

I tried to calm him, but the sound of my voice only served to make him bang harder, which only served to make me start to laugh with the crowd. (Granted, this is not the appropriate TEACHER response but the sight of this huge kid, head stuck in the locker, was like something out of a movie!) So here we are, Bobby head banging in his locker, me laughing trying to find a solution, and the crowd growing, and getting louder.

Finally a bit of sanity escaped its hiding place in my head long enough to tell me, “TAKE A BOOK OFF THE SHELF.” So I reached in under Bobby’s head, grabbing his thick literature book, and tried to pull it out, thinking this would give him enough room to make his escape. But the book did not want to leave the locker where it was safe from completing classwork and homework assignments. So I was forced to pull the book repeatedly, each time hitting Bobby in the chest with it and him yelling each time, “OWWW!!! STOP!! THAT HURTS!! HELP ME!!” Eventually I won the fight with the book, wedging it past Bobby’s chest, which immediately freed his head.

With Bobby safely removed from the locker, the crowd dispersed to class, and I had to ask the teacher question of the young man, “Bobby, why’d you put your head in the locker?”

“To sniff the moldy orange in the back.” A response only a middle schooler could give, and one only a true middle school teacher could understand the logic of.

I think about Jessie, the “MY DOOR” girl. I have Jessie for math right after lunch. As students come back upstairs from the cafeteria, I meet them at the door, standing leaned against my classroom door, chatting with them as they come in. I came a bit late from somewhere one day, and there stood Jessie, in my spot on MY DOOR. She emphatically informed me that it was HER DOOR and she was not moving.

I let her stand there, wondering to myself why this normally quiet studious child suddenly had attached herself to my door. Now, what I thought was a one day oddity, has turned into a phenomenon all its own. Not only does Jessie commander my door after lunch each day, whenever she sees me, whether in the school hallway, in the gym in the middle of her playing a basketball game, or at the grocery store, she yells, “MY DOOR!”

Why she needs MY DOOR every day after lunch, I will never understand, but to Jessie, it is some strange 7th grade ritual, important in her mind. It is a bit disconcerting to her basketball coach, the elderly ladies in the grocery store, and other students, but by my calculation, in the whole scheme of life, Jessie yelling “MY DOOR!” is just one of those things we much accept, like the sun shining in the day, and the moon in the sky at night.

I think about Jerry, the cool 7th grade boy who graced my class with wit and charm every day last year, a bright young man, caring, compassionate, just an absolute model student in most every way for me (unfortunately, the rest of the day, he frequented the office and the detention room). Things were no different the day I came to school with laryngitis. Jerry took over for me, without my even asking, telling students what they needed to know and do all class period, starting by reading the day’s assignment off the board getting students started working. He had me and my routine perfected, right down to “PICK UP YOUR CHAIRS” and “Mrs. George says to have a great weekend,” at the end of class.

This becoming my voice evolved then into a year long ritual for Jerry, where at the beginning of each class period, he’d show up at my door to yell down the hall, “LAST CALL FOR MATH CLASS!” to round up my crew. Without bells and with inaccurate clocks, it is difficult for students to know when class is starting, so Jerry devised this system to get them there on time. IT WORKED!! As soon as he yelled, my crew all scurried to class, leaving other teachers standing in amazement, as once again, my door was the first to close. Jerry then went to his class, having taken care of me. He was proud of his role and his responsibility.

This year, with bells, my students come to class like cattle listening to the dinner bell. I sure do miss that yell….

You see, teaching middle schoolers is all about unpredictability. You just never know what will make them sparkle, what will make them feel safe and secure, what will make their day. You just know that they will ALWAYS make your day.

We have really been using the laptops lately in math class. We are in Variables and Patterns in CMP and my kids can whip off a spreadsheet and graph in such an amazingly short time. I feel we are spending more time analyzing the graphs, getting deeper in their understanding of the why's and what's than ever before.

Of course, there are always a few who totally baffle me as to how to MOTIVATE them to do anything.... but overall the participation of this group is amazing.

Where will we head next in math.... I am really struggling with the Grade Level Content Expectations and making progress through them and still incorporating the computer component. I feel what we are doing, we are doing extraordinarily well, but we will NEVER get to it all this year. My pacing is so off.... I am struggling with finding ways to use the computers meaningfully as we get into other units. I want them to be used, daily if possible...

EXCITEMENT ABOUNDS... We are making plans to attend our first hockey game - I will send home permission slips tomorrow with 7th graders. They are SOOO excited. We can only take the first 40 so I think we will get enough without a problem.

Tech kids here soon... the second group is so much EASIERto deal with than the first was :-) thank you LORD!!!

Math... for 7th graders... ah... the joy of laptops :-) My kids are getting so great at using Excel to make graphs and they are INTERPRETING them well also. I could not be more pleased with their progress, except for those few students who simply will not work... I am at the end of my ropes with several. They fiddle around, waste time... won't work without me right there... and the worst part of that is they do seem to be ABLE to do the work, they understand what is going on, but they just will not/cannot work independently....the same old struggle, every year... just new faces behind the problem...

the following is from a TLN conversation:
http://tln.typepad.com/tln_voices/

Helping Students Keep Pace with a Changing World
Bill posed this question to TLN members:
Have you ever thought about the idea that 'the world is changing -- schools are not?' What are some things that we could do right now to bring schools up to pace with the changing world?
For Cossondra, a math and technology teacher, the answer is "teaching students creative problem-solving."
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My big thing for changing schools to keep up the pace with the changing world: TECHNOLOGY -- using computers to teach curriculum through inquiry. Too often we give our students assignments with one right answer, one possible solution, and expect/demand they all produce the same end result.
If you worked for an advertising agency, and all groups produced the same proposal, how impressed would your client be?
If you are an architect, and all your building designs look exactly like everyone else's, how long will you be successful?
Employers want employees who can work and think independently and creatively to solve problems, create solutions, make good decisions. Yet today’s education system (read "state/standardized testing") pushes us to produce cookie cutter duplicates, all standing straight in a row, with the same pasted-on smile, all facing the same direction, all saying the exact same answer in the same exact monotone voice, filling in the same circle with the same pencil at the same pace.
We need to break that mold and teach our students to think for themselves -- to be creative, productive, responsible contributing members of a larger society. We need to be able to be flexible in our curriculum and our pedagogy. We need to teach kids to do things that cannot be measured on a standardized test.
Is this our fault as teachers/educators?? Not necessarily -- we are often bound by higher powers which we have little or no control over. But we need to make our voices heard.

CRAZY day in 7th grade :-) We started out in the cafeteria with a Survivor challenge between homerooms. What fun... the kids rotated through 7 stations with a variety of challenges. They were absolutely awesome. Behavior was extraordinary. Today is the high school football game - first in playoffs, complete with pep assembly. Also, elementary Halloween parade. Since all schools are in same building... we were wired today. I let my math classes make banners for the football game. I knew very little would be accomplished anyway :-( and we have not had a free day all year - so this was a "structured" free day. They could play online math games I chose or make banners. It was about a 50/50 split in each class. The banners are beautiful, hanging in gym for pep assembly, each carefully labeled FROM 7th GRADE :-)

Things have been going well - we just stepped out of our Data Unit to review decimals. The basic skills these kids are missing is just amazing and terrifying. They are great problem solvers, but they cannot add, subtract, order decimals, don't know place value.... so we spent the past week hitting the high points, and for the most part, I'd say it was beneficial. The predicatable ones still cannot round decimals.... or even find the millions place... I really struggle with what to so with some of them... partof itis low skill level for some of them... others attendance.... others simply do not to work... they don't participate in class, even when we are doing something online, interactive - they do not want to make any attempt to DO IT. It is frustrating and saddening... No child left behind... right.....

The interactive mean, mode, median lab online we started yesterday was fun. The kids could really SEE what changing 1 piece of data did to the mean, median, mode... Even I came away with a stronger understanding of the relationship between these 3 measures:-) Monday will they be able to do it on their own???

AHHHH..it is time for my 6th graders so I must go...

We started Come Fly With Me last week. WOW!! I overestimated their ability to simply measure with a 150 cm measuring tape. One minute I am amazed at my students' abilities to comprehend impressive tasks, and then suddenly, I am shocked into the reality of 7th gradedness again. Each group of 4-6 students had at least 3 measuring tapes. I demonstrated briefly in the classroom how to work together to measure accurately and efficiently but still some groups really struggled. It seems such an easy task in my mind, still... But we had fun!! Their airplanes were amazing. I wish we could have also measured the altitude some of them attained!! Absolutely amazing flights.... tomorrow, the "paperwork" part as they find their individual means, groups means, and ultimately class means. Then the reflection component. I am glad this was built into Brenda's plan since that is one thing I am really trying to focus on - the writing in math part. This was the lowest part for my kids on the MEAP last year so I want ot bring those scores up with this group when they are tested next year.

My pesky little 6th grade tech kids - yikes... they are still driving me nuts but they are kind of growing on me I must admit. I let them play online games Friday and they had a blast. I took digital pics and made a quick slide show so they could watch themselves. THey were thrilled. The one little girl who drives me absolutley crazy - when I dismissed them, she came back into the room because she forgot to give me a hug...talk about a rush of guilt...

My math grades for the first marking period are done - I always analyze the overal grade distribution. This time 52% of my kids earned A's - what does this mean? I hate grades - I wish we could just teach for the sake of teaching, and kids could jsut learn for the sake of learning. Do I grade too easy? DoI demand mastery so that most students achieve and therefore get A's? I had 3 E's and in all honesty, that bothers me WAY more than half the kids getting A's. Why can't I reach those 3? Will their efforts increase over the course of the year? I have talked to the parents of 2 of them, with little success or satisfaction. The other boy lives with grandma but I can never get anyone to answer their phone - I have sent home letters indicating I need to speak with them, but noone calls back... :-(

Our cereal box project is wrapping up - I have been so impressed with how fast most students picked up on using spreadsheets. They are no where near proficient yet, of course, but they ae becoming independent problem solvers and using Excel to create most awesome work. TOmorrow I will discuss at greater detail their final product, a newspaper article. We will see how they can analyze and make conclusions.

Then onto COME FLY WITH ME :-)