Wow.. it really is almost over. Two more half days with the kids and the 07/08 year is gone. It feels like it is ending too soon, like I am not quite ready to let them go. I know I feel this way every year, but as much as I have been gone lately with my husband's surgeries, it is like a disconnect. There is much I wanted to enjoy and share with these kids that just never happened.
Class evals were yesterday and I am always so humbled by the responses, the positive thoughts and comments they have to say. The best one this year was "Mrs. George is a joy to have in class". That is my favorite report card comment about my great students, and one of my young characters wrote that on his paper. How cool... I had more kids than ever write their names on them too. In some ways, I prefer anonymity, I encourage them NOT to write names, but I love it that they are comfortable enough to say whatever to me and sign their name to their thoughts.
Planning for algebra continues to stress me out. I already have a dad wanting his daughter put in there who is not ready. I talked to her at great lengths about why algebra is not the best placement for her, but she is convinced she can do it. I truly hope I am wrong and she zooms through with flying colors next year. I love her to death and she is one of my "favorites" but i have watched her work her butt off this year trying to maintain an A in my class because that is the home expectation. I just don't see that happening next year. She is not ready for the major abstract shift of algebra. But dad and she are determined.... I have no choice.
fun stuff the next 2 half days with awards, watching NUMB3RS, kickball, Survivor challenge, etc... and then, it will be over and I will cry, again....
Tuesday, June 03, 2008
Monday, May 19, 2008
I've been thinking a lot about the arbitrary-ness of education lately. It seems so many of the "professional educational" decisions we as teachers make about our students are more based on gut instinct and personal preferences than anything else.
In these days of increased accountability, the call for standards-based grading/assessment, the constant pressure of high-stakes testing and the ever-present urging of teachers to solve the problems of today's youths, logic would say we are far from arbitrary in our decisions, basing them on data, results, and solid evidence of our original intent and the end result.
Unfortunately, I see the polar opposite in daily practice, my own included.
Grading is volatile topic. Too often, teachers grade students on participation, attendance, cooperation, or simply whether or not the student is "liked". Standards-based grading can eliminate the bias of grades, but the move to these can be complex and confusing for students and parents, as well as teachers. It can also be a time-consuming task for teachers already overloaded.
Other pushes in grades lean towards forgiving missing or extremely low grades and not assigning any grade below a preset cutoff, such as 50%. From this article in the Las Vegas Sun, "Advocates of the more generous policy that makes 50 the minimum F say it is intended to give weaker students a better chance of passing. It is aimed at keeping them from being prematurely doomed by the numbers that are behind report card letter grades," it can be gleaned that even this policy is not hard and fast accurate, at least mathematically speaking. While I agree with the policy in theory, I find it even more difficult to explain to other educators and parents than standards-based grades.
Lucy scores a 52% on her test. Lucy obviously is struggling with the material. In theory, she has mastered 52% of what she should have learned. Pretty straight forward, right? Then comes along Robbie who was less than concerned about his test, knowing the lower grade to be recorded would be a 50% anyway, so Robbie doodles around the edges, attempts a few answers, scores a legitimate 28%, but in the grade program, a 50% shows up. Do we know anymore about what Robbie really can do, what Robbie actually learned than we did before when had he known the true score would be recorded, he might have put forth more effort?
Granted these are extreme cases, but most teachers in today's public schools would shake their heads in agreement of the likelihood of such a scenario.
Past the arbitrary-ness of grades, we can move into the discipline arena. We are planning for our annual 7th grade camp, a 3 day outdoor education experience. Who goes and who gets left behind is always another arbitrary event in education. Most students are going, pure and simple. Camp is intended to be all-inclusive and an honest attempt to allow all to attend is truly made. However, each year there is at least one hard-core, frequent flyer to the office, who simply cannot go along, for his/her own safety or that of others. No one seems to doubt the legitimacy of this decision, not even the student.
But then.... the arbitrary fairies start circling the toadstools. Billy and Joey got in a food fight in the cafeteria. Billy is a model student. Joey, well, not so model, but the decision made must apply to both, so.. OK, let them go. Then Maya and Lacey get into a pushing match in the hall, resulting in Megan getting knocked to the ground and her glasses getting broken. Megan's parents are irate, and Maya and Lacey get suspended. They are both semi-frequent fliers anyway, and the teachers think camp would most likely be more pleasant without them along anyway. And on the story goes, as student by student, decisions are made, without a clean cut plan.
While camp decisions are being made, schedules for next year are being put together also. As the 7th grade math teacher in our district, I am caught up in the drama of which incoming 7th graders should be placed in pre-algebra and which should take simple 7th grade general math. Then I am to also sort and sift my own 7th graders into their 8th grade class, either pre-algebra or algebra.
Too many things way on my mind as I write names in columns. Susie was in pre-algebra this year, and did OK, but is she really ready for algebra in the fall? Mom is a high school math teacher and really expects Susie to be in the highest group, but Susie doesn't like math and would be quite content to coast along in the lower group. Her scores on the placement test are borderline. Knowing Mom's expectations, I feel pressured to recommend her into algebra. But then there is Mickey, who was in regular math this year, not terribly motivated, but extremely gifted in math. His score on the placement test tops Susie by a good 10%, even though he was in a less-accelerated program this year. I know in my heart that Mickey could manage algebra in the fall, but I also know he won't complete his homework regularly, will be disruptive in class, and won't fit into the mold of the 8th grade teacher's idea of an algebra student. I also know there are only so many spots available in algebra. How do I decide Susie or Mickey for that chair?
I don't have a solution; I wish I did. I just feel pulled in all directions by the ever-constant decisions pressed upon me daily. How do I justify my choices to students and parents, and to myself at 2 a.m. while I lay awake contemplating my dilemma? Is it OK that education is not always black and white straight line, but more a gray wavering snail trail through muck?
In these days of increased accountability, the call for standards-based grading/assessment, the constant pressure of high-stakes testing and the ever-present urging of teachers to solve the problems of today's youths, logic would say we are far from arbitrary in our decisions, basing them on data, results, and solid evidence of our original intent and the end result.
Unfortunately, I see the polar opposite in daily practice, my own included.
Grading is volatile topic. Too often, teachers grade students on participation, attendance, cooperation, or simply whether or not the student is "liked". Standards-based grading can eliminate the bias of grades, but the move to these can be complex and confusing for students and parents, as well as teachers. It can also be a time-consuming task for teachers already overloaded.
Other pushes in grades lean towards forgiving missing or extremely low grades and not assigning any grade below a preset cutoff, such as 50%. From this article in the Las Vegas Sun, "Advocates of the more generous policy that makes 50 the minimum F say it is intended to give weaker students a better chance of passing. It is aimed at keeping them from being prematurely doomed by the numbers that are behind report card letter grades," it can be gleaned that even this policy is not hard and fast accurate, at least mathematically speaking. While I agree with the policy in theory, I find it even more difficult to explain to other educators and parents than standards-based grades.
Lucy scores a 52% on her test. Lucy obviously is struggling with the material. In theory, she has mastered 52% of what she should have learned. Pretty straight forward, right? Then comes along Robbie who was less than concerned about his test, knowing the lower grade to be recorded would be a 50% anyway, so Robbie doodles around the edges, attempts a few answers, scores a legitimate 28%, but in the grade program, a 50% shows up. Do we know anymore about what Robbie really can do, what Robbie actually learned than we did before when had he known the true score would be recorded, he might have put forth more effort?
Granted these are extreme cases, but most teachers in today's public schools would shake their heads in agreement of the likelihood of such a scenario.
Past the arbitrary-ness of grades, we can move into the discipline arena. We are planning for our annual 7th grade camp, a 3 day outdoor education experience. Who goes and who gets left behind is always another arbitrary event in education. Most students are going, pure and simple. Camp is intended to be all-inclusive and an honest attempt to allow all to attend is truly made. However, each year there is at least one hard-core, frequent flyer to the office, who simply cannot go along, for his/her own safety or that of others. No one seems to doubt the legitimacy of this decision, not even the student.
But then.... the arbitrary fairies start circling the toadstools. Billy and Joey got in a food fight in the cafeteria. Billy is a model student. Joey, well, not so model, but the decision made must apply to both, so.. OK, let them go. Then Maya and Lacey get into a pushing match in the hall, resulting in Megan getting knocked to the ground and her glasses getting broken. Megan's parents are irate, and Maya and Lacey get suspended. They are both semi-frequent fliers anyway, and the teachers think camp would most likely be more pleasant without them along anyway. And on the story goes, as student by student, decisions are made, without a clean cut plan.
While camp decisions are being made, schedules for next year are being put together also. As the 7th grade math teacher in our district, I am caught up in the drama of which incoming 7th graders should be placed in pre-algebra and which should take simple 7th grade general math. Then I am to also sort and sift my own 7th graders into their 8th grade class, either pre-algebra or algebra.
Too many things way on my mind as I write names in columns. Susie was in pre-algebra this year, and did OK, but is she really ready for algebra in the fall? Mom is a high school math teacher and really expects Susie to be in the highest group, but Susie doesn't like math and would be quite content to coast along in the lower group. Her scores on the placement test are borderline. Knowing Mom's expectations, I feel pressured to recommend her into algebra. But then there is Mickey, who was in regular math this year, not terribly motivated, but extremely gifted in math. His score on the placement test tops Susie by a good 10%, even though he was in a less-accelerated program this year. I know in my heart that Mickey could manage algebra in the fall, but I also know he won't complete his homework regularly, will be disruptive in class, and won't fit into the mold of the 8th grade teacher's idea of an algebra student. I also know there are only so many spots available in algebra. How do I decide Susie or Mickey for that chair?
I don't have a solution; I wish I did. I just feel pulled in all directions by the ever-constant decisions pressed upon me daily. How do I justify my choices to students and parents, and to myself at 2 a.m. while I lay awake contemplating my dilemma? Is it OK that education is not always black and white straight line, but more a gray wavering snail trail through muck?
Tuesday, May 13, 2008
As the school year winds down and the kids get more and more antsy, and I feel the pressures to FINISH everything, the challenge is ever-more present to find ways to engage and motivate students to meet objectives. One of the grade level content expectations I have always struggled with getting across to students is inverse relationships. While I will acknowledge we do not have a firm understanding of the ins and outs of what these are, my kids really "GET" the idea at a basic level.
First we looked at side lengths of a rectangle with a fixed area. This was interesting since we had already looked at fixed perimeters and considering the difference in how fixed area and perimeter affect side lengths forced them to think in ways they usually don't. Our first task was a 48 square foot garden which I had purchased mulch for. We generated a table of possible whole number side lengths and graphed them. Very cool! Students then did the same exercise with a 60 square foot area. That laid the ground work.
Then today, I gave each partner group a card with a service on it and a total amount of money to be earned. (ex. Earn $250 mowing lawns) They then generated a table of possible combinations. (ex. Mow 250 lawns @ $1 a piece, or mow 1 lawn @ $250, or 10 @ $25, etc..) They graphed their combinations on a HUGE piece of graph paper, and then added an arrow at what they thought was their best, most reasonable choice. These were then hung on the board and each partnership explained their graph and choice to class. We finished up by talking about how an inverse relationship would look if negative numbers were included.
I am impressed they were able to write their equations, complete their tables and graph their points. It was overall, a cool activity!
Tomorrow, is GLAD(grade level assessement device) day. YUCK! This is only a 30 question online assessment from our ISD but it really seems like a waste of a day of class. I am curious to compare their pre and post test scores though.
The days are winding down and I am going to be sad to see most of them move on to 8th grade!
First we looked at side lengths of a rectangle with a fixed area. This was interesting since we had already looked at fixed perimeters and considering the difference in how fixed area and perimeter affect side lengths forced them to think in ways they usually don't. Our first task was a 48 square foot garden which I had purchased mulch for. We generated a table of possible whole number side lengths and graphed them. Very cool! Students then did the same exercise with a 60 square foot area. That laid the ground work.
Then today, I gave each partner group a card with a service on it and a total amount of money to be earned. (ex. Earn $250 mowing lawns) They then generated a table of possible combinations. (ex. Mow 250 lawns @ $1 a piece, or mow 1 lawn @ $250, or 10 @ $25, etc..) They graphed their combinations on a HUGE piece of graph paper, and then added an arrow at what they thought was their best, most reasonable choice. These were then hung on the board and each partnership explained their graph and choice to class. We finished up by talking about how an inverse relationship would look if negative numbers were included.
I am impressed they were able to write their equations, complete their tables and graph their points. It was overall, a cool activity!
Tomorrow, is GLAD(grade level assessement device) day. YUCK! This is only a 30 question online assessment from our ISD but it really seems like a waste of a day of class. I am curious to compare their pre and post test scores though.
The days are winding down and I am going to be sad to see most of them move on to 8th grade!
Friday, May 02, 2008
We never did make it outside for Shadow Rendering. Sometimes Mother Nature has other plans. First day I attempted it, the sun was darting back and forth from cloud to cloud, with no predictability at all. Then the weather turned nasty, rain, snow, cold and icky even on the sunny days.
Now I have been gone for 3 days with my husband's surgery and I know I will be out at least one more day. I hate being gone for so long but unforeseen circumstances out of my control. I just hope the kids did what I left, which was easy, very easy, math worksheets on similar triangles, looking at corresponding sides, proving similarity with ASA, SSS, and SAS principles. Had I been in school, we would have done this in a much more fun, hands on approach, but the worksheets will "work" and are "sub proof" which was what I needed. Next week, they will start an end of year project/webquest. Our textbook series(Glencoe) actually has a great set of these I have never used. I decided to not assign a particular one but allow students to choose which of them they thought looked most appealing. I am also allowing them to work with a partner. I am curious to see how things go.
In the meantime, I am sitting in motel room, tired from 3 long days at the hospital, too pooped to even worry about whether kids really worked in my absence, what kind of behavior report to expect, or even what a mess I will have to take care of when I return. It just doesn't matter.....
Now I have been gone for 3 days with my husband's surgery and I know I will be out at least one more day. I hate being gone for so long but unforeseen circumstances out of my control. I just hope the kids did what I left, which was easy, very easy, math worksheets on similar triangles, looking at corresponding sides, proving similarity with ASA, SSS, and SAS principles. Had I been in school, we would have done this in a much more fun, hands on approach, but the worksheets will "work" and are "sub proof" which was what I needed. Next week, they will start an end of year project/webquest. Our textbook series(Glencoe) actually has a great set of these I have never used. I decided to not assign a particular one but allow students to choose which of them they thought looked most appealing. I am also allowing them to work with a partner. I am curious to see how things go.
In the meantime, I am sitting in motel room, tired from 3 long days at the hospital, too pooped to even worry about whether kids really worked in my absence, what kind of behavior report to expect, or even what a mess I will have to take care of when I return. It just doesn't matter.....
Thursday, April 24, 2008
Is it just me, or do each group of students who come through seem less willing to think on their own? We've been working on slope, y-intercepts, linear equations, for forever now it seems. Yesterday, I gave them a problem comparing 2 yearbook companies, one which charged $10 per book, the other, a $50 setup fee plus $8 a book. Pretty basic problem - needed to create table for given amounts of books, graph the 2 lines, and make some conclusions such as which place is better deal, explain what the slope and y-intercepts mean in context of problem, etc. I thought it would be super easy.
No way... most of them couldn't even make the table for the values!! come on... give me a break already. So after getting them started on that, then, they can't graph the lines. Then they couldn't write equations.
grrr.....grrrrrrrrrrrrrrrrrrrrrrrrrr....................... they DO know how to do all that. Why won't they? Why is it sooooo much easier to feign inability, soooo much more appealing to be helpless, than the actually do it on your own and take a risk at being wrong??
Outside today for shadow rendering? think they can do that... please.... let them be able to do that!!
No way... most of them couldn't even make the table for the values!! come on... give me a break already. So after getting them started on that, then, they can't graph the lines. Then they couldn't write equations.
grrr.....grrrrrrrrrrrrrrrrrrrrrrrrrr....................... they DO know how to do all that. Why won't they? Why is it sooooo much easier to feign inability, soooo much more appealing to be helpless, than the actually do it on your own and take a risk at being wrong??
Outside today for shadow rendering? think they can do that... please.... let them be able to do that!!
Tuesday, April 15, 2008
Is there such a thing as a typical day in 7th grade? If so, I guess that is how today could be described. We started with a 6-12 math department meeting which was simply frustrating. I do NOT understand why high school staff are so reluctant to simply use the State of Michigan's version of an exit exam for Algebra 1, Geometry, etc... When I look at the state's curriculum assessment expectations, I can understand how overwhelming it must be to try to cover all those. But truly, is it any different for them than it is for me? It may actually be somewhat easier at that level because inevitably some students drop out or go to alternative school. It was validating to hear that middle school scores are up and the ensuing recognition of our efforts at that level.
Then off to social studies. We watched a couple of newscasts from Jim Lehr NewsHour about the Sudan. I want students to really understand how deplorable conditions in the refugee camps are. They then started their research on diseases that are prevalent in the camps. They were all working quietly, engrossed (or grossed out... ) in their individual pursuits online so I ran to the 8th grade math teacher's classroom to ask about our earlier department meeting. She was just as frustrated as I so we talked longer than I should have been gone. On the way back to my room, I bumped into the principal and he and I chatted a minute or so. All together, I might have been gone 5 minutes. However, on returning to my room, they were off-task, jabbering away and goofing off. I gave my little "you don't need me here to know what you should be doing" speech to deaf ears.
The rest of the morning was quiet, relatively. Math and pre-algebra classes, I quickly reviewed one last time on slope, y-intercepts and linear equations. Then I passed out the quiz. WOW.. some of them ROCKED, some that I never thought would "get it"! and then, some of my normal 'A' kids, bombed it. **sigh** One young man stayed after to see what he missed - why he had gotten a 10%. Without fail, he could answer each question. When I asked him what happened, he said he was just confused earlier. I don't understand at all.... I just do not!!
But we are moving on, writing and solving 2 step equations in math and working on percents/fractions/proportions in pre-algebra.
another day in 7th grade....
Then off to social studies. We watched a couple of newscasts from Jim Lehr NewsHour about the Sudan. I want students to really understand how deplorable conditions in the refugee camps are. They then started their research on diseases that are prevalent in the camps. They were all working quietly, engrossed (or grossed out... ) in their individual pursuits online so I ran to the 8th grade math teacher's classroom to ask about our earlier department meeting. She was just as frustrated as I so we talked longer than I should have been gone. On the way back to my room, I bumped into the principal and he and I chatted a minute or so. All together, I might have been gone 5 minutes. However, on returning to my room, they were off-task, jabbering away and goofing off. I gave my little "you don't need me here to know what you should be doing" speech to deaf ears.
The rest of the morning was quiet, relatively. Math and pre-algebra classes, I quickly reviewed one last time on slope, y-intercepts and linear equations. Then I passed out the quiz. WOW.. some of them ROCKED, some that I never thought would "get it"! and then, some of my normal 'A' kids, bombed it. **sigh** One young man stayed after to see what he missed - why he had gotten a 10%. Without fail, he could answer each question. When I asked him what happened, he said he was just confused earlier. I don't understand at all.... I just do not!!
But we are moving on, writing and solving 2 step equations in math and working on percents/fractions/proportions in pre-algebra.
another day in 7th grade....
Monday, April 14, 2008
We played the board games the kids made about Life in the Sahara. It was so cute to see them trying to decipher each other's rules and understand exactly what they were supposed to do. They had to fill out evaluations of the games they played and they were very honest and helpful in their comments. I was impressed!
One partnership made a very cool Monopoly Sahara Edition but somehow forgot to make property cards! Otherwise, it was an amazing game. 
Overall, most of the games were fun and educational, really turned out to be a worthwhile activity though it seemed like it took forever!
Sunday, April 13, 2008
At school on Sunday, getting ready for the week is always a time of reflection and panic, especially as the end of the year nears. It always seems there is so much I want to do with these 7th graders, so many things to teach them, so many activities to share, but time, time, time is always pressing in on me.
We have 7 more weeks of school left, with one of those spent at camp. So I have 6 weeks left to cover everything the state says I must, and make sure I have covered it well enough they actually retain it until next fall on their MEAP test. I have so many concerns about that when they seem unable to retain info from day to day!
We've been working on balancing 2 step equations in math class this past week. They, for the most part, seem to understand the process but what bogs them down is the lack of knowledge of basic math facts and their inability to remember how to deal with negative integers. It seemed last fall when we covered that, they were doing well and we've used it on multiple occasions since then, but now, too many of them, when asked what -11 - 19 is, cannot come up with the correct answer. It is frustrating to be unable to move on because they have not made those skills their own yet.
It has been fun using the graphing calculators though. By forcing students, especially my pre-algebra kids, to think and work on their own, I have seen so much growth in them. They are always so reluctant to try for fear of being wrong, and these activities have tremendously pushed them outside their comfort zones. I love seeing them THINK!
Tomorrow, we finally get to play the board games they have been making in social studies on Life in the Sahara. It seemed like the day would never come with extension after extension of time to work because they were so engrossed and engaged in their creations. I can't wait for them to share with each other tomorrow.
I cancelled my math curriculum meeting tomorrow, as well as Michigan Mathematics Program Improvement Project meeting on Wednesday. I just do not feel like I can be gone anymore this year. I know all that work is important but my classroom and my kids are my #1 priority.
We have 7 more weeks of school left, with one of those spent at camp. So I have 6 weeks left to cover everything the state says I must, and make sure I have covered it well enough they actually retain it until next fall on their MEAP test. I have so many concerns about that when they seem unable to retain info from day to day!
We've been working on balancing 2 step equations in math class this past week. They, for the most part, seem to understand the process but what bogs them down is the lack of knowledge of basic math facts and their inability to remember how to deal with negative integers. It seemed last fall when we covered that, they were doing well and we've used it on multiple occasions since then, but now, too many of them, when asked what -11 - 19 is, cannot come up with the correct answer. It is frustrating to be unable to move on because they have not made those skills their own yet.
It has been fun using the graphing calculators though. By forcing students, especially my pre-algebra kids, to think and work on their own, I have seen so much growth in them. They are always so reluctant to try for fear of being wrong, and these activities have tremendously pushed them outside their comfort zones. I love seeing them THINK!
Tomorrow, we finally get to play the board games they have been making in social studies on Life in the Sahara. It seemed like the day would never come with extension after extension of time to work because they were so engrossed and engaged in their creations. I can't wait for them to share with each other tomorrow.
I cancelled my math curriculum meeting tomorrow, as well as Michigan Mathematics Program Improvement Project meeting on Wednesday. I just do not feel like I can be gone anymore this year. I know all that work is important but my classroom and my kids are my #1 priority.
Wednesday, April 09, 2008
My social studies class is making games about Life in the Sahara as one of the project choices from the lesson plan I found at NewsHour Extra. (There were other project choices, but all but one student chose to make a game.) They are so amazingly creative in their game boards. I can't wait for them to get to play with each other's games.
My struggle with 2 of the boys though, seems to shadow everything else. They refuse to do anything productive. Both of them are the kind who are frequently suspended and failing all or most of their classes. I was excited to see them draw a game board and actually get started. But of course, they lost interest after that, and have nothing else to go along with the board. They cut up a few pieces of paper but didn't get questions written. I tried to offer help and suggestions and resources, but of course, it was all for naught. It doesn't seem to matter at all what we do in class, easy book worksheets, fun projects, games, computer activities, movies, nothing grabs their attention. I feel at a loss to help them....
If you have never checked out the lessons offered by this website, I suggest you look at them. Many great resources, as well as complete lesson plans with online articles and in some cases, newscasts to supplement the activities.
My struggle with 2 of the boys though, seems to shadow everything else. They refuse to do anything productive. Both of them are the kind who are frequently suspended and failing all or most of their classes. I was excited to see them draw a game board and actually get started. But of course, they lost interest after that, and have nothing else to go along with the board. They cut up a few pieces of paper but didn't get questions written. I tried to offer help and suggestions and resources, but of course, it was all for naught. It doesn't seem to matter at all what we do in class, easy book worksheets, fun projects, games, computer activities, movies, nothing grabs their attention. I feel at a loss to help them....
If you have never checked out the lessons offered by this website, I suggest you look at them. Many great resources, as well as complete lesson plans with online articles and in some cases, newscasts to supplement the activities.
Wednesday, April 02, 2008
Wow.. it's nice to be back to school today after a snow day yesterday. Who wouldn't love the irony of April Fool's Day being a snow day!!
We started the school day with a staff meeting, scheduling concerns for next year. On the one hand, I appreciate being asked what our thoughts and concerns and wants are as far as next year goes. But on the other hand, do we really have ANY say? The budget constraints really decide what happens. The contract decides how many hours we will teach. Our certifications decide where/what we will be teaching. It seems almost as if asking makes it worse. So many staff members make requests from their own perspective, without regard or consideration for the school as a whole, what is reasonable, or what is even best for kids.
I know.. I sound down... maybe just a little. I long for the days when we had enough staff to creatively schedule, do things "outside the box" and experiment. Now, with decreasing enrollment and staff, we are so locked into the only possibilities that it seems overwhelming to even try and think about the what might work better ideas....
**sigh**
Monday, March 31, 2008
YEEEHHHHAAAWWW!!!! What a cool day it was in math! The kids loved the calculators and were so intrigued by the ease of making graphs on the calculators, they kind of got lost in the fact they were writing linear equations, looking at inversely proportional relationships, learning about y-intercepts, and thinking about math in a totally new way. I love my job, I love my job, I love my job :-) I can't wait until tomorrow to do MORE!! We have a few more activities to do together and then I have some copies of things they can try on their own. It will be interesting to see how many of them are willing to push to accomplish all the tasks offered!
Saturday, March 29, 2008
I should title this post You Might be a Geek..... 6th hour yesterday, one of the secretaries from Central Office called to say I had a huge package, something like a suitcase, waiting for me, so I sent a couple of girls to fetch it.
I had totally forgotten requesting a set of calculators from Texas Instruments. When I opened the black crate and saw those shiny TI 84 Plus Silver Editions, I was soooo excited! I brought one home to play with and spent about a couple of hours last night familiarizing myself with the calculator and its functions. I simply cannot wait for Monday to share this with the kids!
In all actuality, I should wait a few days to use them, but I am so totally geeked up I know we are going to use them Monday in all 3 classes. My two math classes have some experience with slope, y-intercepts and linear equations, but not really enough to do much on the calculators but I think just using the graphing function to see how slope and y-intercepts change the graph, looking at non-linear equations, and playing with exponents will be enough to hook them.
My prealgebra kids however, don't have much experience even in slope so they really are not ready to do many of those things. But this is such a bright group of kids, I know they will pick up on the concepts quickly.
The coolest thing.. we just spent Thursday and Friday on Building a Garden Gate where they looked at how a fixed perimeter changes areas and side lengths. Students graphed all the possible side lenght combos for a 60 ft perimeter fence two ways, one comparing side lenght 1 to side length 2, which is actually a simple linear equation, as well as graphed length of side lenght one compared to the area. I am hoping to use this actitivty as a springboard for writing equations and using the graphing calculator. I think since they just made their own graphs, using the calculators will be more meaningful.
My husband is a math phobe as well as a technology phobe. When I was able to have him write the equations as well as use the calculator to make the graphs, seeing the excitement on his face, I KNEW my 7th graders were going to be totally geeked about this.
My biggest concern for Monday is those SLOW laggers who are always a couple of steps behind. This will be a whole class activity, with me walking them step by step through the process, but I can already predict which of my little lovelies will fall behind. I am not sure how to deal with them, other than type out step by step instructions, which most likely they wouldn't follow anyway... and that would give some others a license to forge forward without understanding what we are doing, so I refuse to do that, at least for this intial exposure to the calculators.
TI has so many cool activites posted on their website, I am sure I can find followup activities to use as well. I only have the calculators for a month so I want to make sure I use them as much as possible.
So yes, call me a geek... I love trying something new!!
I had totally forgotten requesting a set of calculators from Texas Instruments. When I opened the black crate and saw those shiny TI 84 Plus Silver Editions, I was soooo excited! I brought one home to play with and spent about a couple of hours last night familiarizing myself with the calculator and its functions. I simply cannot wait for Monday to share this with the kids!
In all actuality, I should wait a few days to use them, but I am so totally geeked up I know we are going to use them Monday in all 3 classes. My two math classes have some experience with slope, y-intercepts and linear equations, but not really enough to do much on the calculators but I think just using the graphing function to see how slope and y-intercepts change the graph, looking at non-linear equations, and playing with exponents will be enough to hook them.
My prealgebra kids however, don't have much experience even in slope so they really are not ready to do many of those things. But this is such a bright group of kids, I know they will pick up on the concepts quickly.
The coolest thing.. we just spent Thursday and Friday on Building a Garden Gate where they looked at how a fixed perimeter changes areas and side lengths. Students graphed all the possible side lenght combos for a 60 ft perimeter fence two ways, one comparing side lenght 1 to side length 2, which is actually a simple linear equation, as well as graphed length of side lenght one compared to the area. I am hoping to use this actitivty as a springboard for writing equations and using the graphing calculator. I think since they just made their own graphs, using the calculators will be more meaningful.
My husband is a math phobe as well as a technology phobe. When I was able to have him write the equations as well as use the calculator to make the graphs, seeing the excitement on his face, I KNEW my 7th graders were going to be totally geeked about this.
My biggest concern for Monday is those SLOW laggers who are always a couple of steps behind. This will be a whole class activity, with me walking them step by step through the process, but I can already predict which of my little lovelies will fall behind. I am not sure how to deal with them, other than type out step by step instructions, which most likely they wouldn't follow anyway... and that would give some others a license to forge forward without understanding what we are doing, so I refuse to do that, at least for this intial exposure to the calculators.
TI has so many cool activites posted on their website, I am sure I can find followup activities to use as well. I only have the calculators for a month so I want to make sure I use them as much as possible.
So yes, call me a geek... I love trying something new!!
Friday, March 28, 2008
This morning was another camp meeting for adults involved in camp. We took care of odds and ends, trying to finalize classes, etc. That is the easy part. The tough part is who do we take to camp and who do we leave behind.
Sometimes, it is obvious a student should not go. Fighting, swearing, insubordination, etc... when they happen persistently and consistently across the board, repeatedly, it makes our decision easy. However, it always seems there are those gray area kids we debate about. The one who stole the teacher's edition of the math book to copy answers, the one who misses at least a day a week, the girls who are so exclusionary with their behaviors it borders on bullying. These are the kids we struggle to make decisions about.
My problem is I want to take them all, each and every one of them... OK, maybe not EVERY one of them ;-) Guess that's why we get paid the BIG $$$, eh?
Thursday, March 27, 2008
The house plan projects are done for another year. Unlike the best scenario, where we go outside to build full scale models, like described in this Education World article, this year we stayed in and out of the deep snow to make to scale drawings/blueprints or to scale models of our houses.
A drawing was required. A model was extra credit. About a third of students chose to make a model. Two of the better ones are shown here. I was amazed, as I always am, at the creativity and dedication to excellence some of my students showed in their projects. Wooden decks, staircases, furniture... wow... How cool these models are!
I wish there were more projects like this that address the Grade Level Content Expectations I am expected to meet, and are fun, engaging and meaningful for students.!
Friday, March 21, 2008
Thursday, March 20, 2008
I am part of the Red Cedar Writing Project from Michigan State University. Recently a controversial topic sparked my interest on the listserve. Here is my reply to one post:
Part of Marcus's list.....
Another perspective:My question is why do we need to set those goals ONLY for black boys? Whynot for Native American males? Why not for the girls in our schools? Whynot for white boys caught in a hopeless foster care system? Why not forHispanic children?
I am not denying the statistics for black males as being dire, however,society is also allowing all our children to fall through the cracks. Wespend more on prisons, war, unemployment and politics than we do oneducation and health care for EVERYONE in this country. Children are no longer taught to respect authority, appreciate education,or even a basic dedication to excellence and a work ethic. It seems everyone and every group is out for themselves, without regard for whatbenefits the larger picture.
The list in the begining of this post should be rewritten and become the MISSION STATEMENT of our country, and every school therein:
Short Term
1) Teach ALL CHILDREN to read at grade level by the third grade and to embrace education
2) Provide positive role models for ALL CHILDREN
3) Create a stable home environment for ALL CHILDREN that includes contactwith their fathers
4) Ensure that ALL CHILDREN have a strong spiritual base
5) Control the negative media influences on Black boys
6) Teach ALL CHILDREN to respect all girls and women
Long Term
1) Invest as much money in educating ALL CHILDREN as in locking up PEOPLE
2) Help connect ALL CHILDREN to a positive vision of themselves in thefuture
3) Create high expectations and help ALL CHILDREN live into those highexpectations
4) Build a positive peer culture for ALL CHILDREN
5) Teach ALL CHILDREN self-discipline, culture and history
6) Teach ALL CHILDREN and the communities in which they live to embrace education and life-long learning
I live in a small rural community with few blacks (This is my 13th year teaching here and I have my first 2 black students this year), a fair number of Native Americans, and an overwhelming sense of despair,unemployment and "there's no reason to get an education because it won't help me anyway" attitude. By refocusing our political and financial priorities in this country to promote the above ideals, wouldn't ALL CHILDREN benefit?
Part of Marcus's list.....
"Short Term:
1) Teach all Black boys to read at grade level by the third grade and to embrace education
2) Provide positive role models for Black boys
3) Create a stable home environment for Black boys that includes contact with their fathers>>>
4) Ensure that Black boys have a strong spiritual base
5) Control the negative media influences on Black boys
6) Teach Black boys to respect all girls and women
Long Term
1) Invest as much money in educating Black boys as in locking up Black men
2) Help connect Black boys to a positive vision of themselves in the future
3) Create high expectations and help Black boys live into those high expectations
4) Build a positive peer culture for Black boys
5) Teach Black boys self-discipline, culture and history
6) Teach Black boys and the communities in which they live to embrace education and life-long learning"
Another perspective:My question is why do we need to set those goals ONLY for black boys? Whynot for Native American males? Why not for the girls in our schools? Whynot for white boys caught in a hopeless foster care system? Why not forHispanic children?
I am not denying the statistics for black males as being dire, however,society is also allowing all our children to fall through the cracks. Wespend more on prisons, war, unemployment and politics than we do oneducation and health care for EVERYONE in this country. Children are no longer taught to respect authority, appreciate education,or even a basic dedication to excellence and a work ethic. It seems everyone and every group is out for themselves, without regard for whatbenefits the larger picture.
The list in the begining of this post should be rewritten and become the MISSION STATEMENT of our country, and every school therein:
Short Term
1) Teach ALL CHILDREN to read at grade level by the third grade and to embrace education
2) Provide positive role models for ALL CHILDREN
3) Create a stable home environment for ALL CHILDREN that includes contactwith their fathers
4) Ensure that ALL CHILDREN have a strong spiritual base
5) Control the negative media influences on Black boys
6) Teach ALL CHILDREN to respect all girls and women
Long Term
1) Invest as much money in educating ALL CHILDREN as in locking up PEOPLE
2) Help connect ALL CHILDREN to a positive vision of themselves in thefuture
3) Create high expectations and help ALL CHILDREN live into those highexpectations
4) Build a positive peer culture for ALL CHILDREN
5) Teach ALL CHILDREN self-discipline, culture and history
6) Teach ALL CHILDREN and the communities in which they live to embrace education and life-long learning
I live in a small rural community with few blacks (This is my 13th year teaching here and I have my first 2 black students this year), a fair number of Native Americans, and an overwhelming sense of despair,unemployment and "there's no reason to get an education because it won't help me anyway" attitude. By refocusing our political and financial priorities in this country to promote the above ideals, wouldn't ALL CHILDREN benefit?
Wednesday, March 19, 2008
Meme:Passion Quilt
I was recently tagged by Nancy Flanagan to be a part of the ever growing Passion Quilt.
My image to the left shows what I am passionate about: kids DOING math. Not worksheets, not rote memorization, but actually making their own meaning of math.
I want students to leave my room with a feeling that math may be, no, make that math IS hard, but they CAN do it. I try to make math meaningful, fun and active.
I hereby tag the following and ask them to submit their posts to the Passion Quilt:
Here are the rules
Passion Quilt Meme Rules:
1. Think about what you are passionate about teaching your students.
2. Post a picture from a source like FlickrCC or Flickr Creative Commons or make/take your own that captures what YOU are most passionate about for kids to learn about…and give your picture a short title.
3. Title your blog post “Meme: Passion Quilt” and link back to this blog entry.
4. Include links to 5 folks in your professional learning network or whom you follow on Twitter/Pownce.
And here's a link to the Original Rock-On Boy, The Tempered Radical, Bill Ferriter.
Wednesday, March 12, 2008
The flu, hacking coughs, cold, etc... have been rampant lately. For some reason, the powers that be at our school decided the way to slow the spread of germs was to not allow students access to the water fountains. In theory, students are to bring their own water bottle, but in reality, many forget, or it is warm, or they drink it all before day's end. It is so pointless to me. Most of these viruses are airborne, and unless we quarantine sick students and staff, we are unlikely to slow the spread until spring break.
In math and prealgebra, we are drawing to-scale models of student homes. Most are working, digging in, enjoying the challenge. However, 5th hour, the majority of students still have not brought in their measurements at all. It is frustrating and I am not sure what to do. Many students in the other 2 classes have chosen to build a model instead of simply drawing the floor plan. Many are using cardboard, but others are building with toothpicks and popsicles sticks. I can't wait to see their final products!
Two more days until break... thank goodness.. we are all sick, tired and in great need of a break.
In math and prealgebra, we are drawing to-scale models of student homes. Most are working, digging in, enjoying the challenge. However, 5th hour, the majority of students still have not brought in their measurements at all. It is frustrating and I am not sure what to do. Many students in the other 2 classes have chosen to build a model instead of simply drawing the floor plan. Many are using cardboard, but others are building with toothpicks and popsicles sticks. I can't wait to see their final products!
Two more days until break... thank goodness.. we are all sick, tired and in great need of a break.
Wednesday, February 13, 2008
Is there a full moon or a storm brewing? (OK, yes there is a snowstorm on the horizon!) Today was a tough day especially 5th hour. It started out with KB without book or pencil as usual. That I can handle. But then, he reached over and tore the page in A's book! Why in the world... she is one of those really nice, but terribly whiny girls anyway. Please do not give her reason to whine more! I sent him out... **sigh** Back to teaching math! Things are going well... until P writes a big red KKK on the back of her notebook and flashes it to MK, one of the only 2 black students on 7th grade. She ends up suspended for 3 days, and that is on the tails of being gone for 1 1/2 and just coming back today. Then TJ sprays cologne all over.
All in 20 minutes or so....... thank goodness the rest of the day went smoother!
Last hour prealgebra played a cool game out of the book called Juniper Green. It was a factor/multiple game and they had a BLAST, begging to play again!! Easy to do, easy to monitor and great practice on these concepts.
All in 20 minutes or so....... thank goodness the rest of the day went smoother!
Last hour prealgebra played a cool game out of the book called Juniper Green. It was a factor/multiple game and they had a BLAST, begging to play again!! Easy to do, easy to monitor and great practice on these concepts.
Tuesday, February 12, 2008
How could I forget MEAP scores??? I know they are not official, and I know they are not public yet.... so shhhhh...... but this year's 8th graders... when they came in 6th grade, 69% were proficent, then at begining of 7th grade, they fell to 61% proficient, but THEN.. drum roll please.... at the begining of 8th grade!! 73% proficient!! Validation comes at a sweet price. I hate high stakes tests.. I am not sure they measure anything accurately... but then again, I love when my scores validate my teaching!!
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