Transitioning from a Traditional Classroom Setting

Traditional Classroom Setting

Because this blog is where I reflect on my teaching practice, you may have found this blog and do not know the my background, you may want to read some of my earlier posts:

A Brief Background and Glimpse into the Future

A Principal’s Goals for Me and My First Goal

As I move forward with my teaching career, I find myself growing both personally and professionally. Never in a million years would I imagined that I would be preparing my classes to transition to work in stations and allowing movement by the students in the classroom. As of now I am thinking it will another 2 – 3 weeks before I try the first activity. The idea is that the students are going to be more responsible for each others learning. As It is supposed to make my job easier. Only time will tell.

As far as the school year is concerned, the second quarter has just started and I am working with a co-teacher in my Algebra 1 classes. My schedule includes 4 sections of Algebra 1 and 2 sections of Accelerated Geometry. The reason for the co-teacher is my Algebra classes include special education students that have been mainstreamed. He is certified in both math and special education. I am in debt to him, because he is organizing computer station for my new engaging classroom.

I imagine the time of the period to managed as such:

  • 5 min – Beginning of Period Stuff
  • 10 min – Direct Instruction
  • 10 min – First Station
  • 10 min – Second Station
  • 10 min – Third Station
  • 10 min – Answer One Question/Closure/Exit Card

Engaging Classroom Setting

Of course, we have to work out the logistics of an actual class and lesson. As I stated earlier, we are still in the planning stages and the finer details still need nailed down.

Just a few days ago, I had a conversation with a PE teacher buddy of mine and how the stations worked in his class and his observations of a teacher he observed. Most of our conversation revolved around his observation. He was impressed with how smoothly the transitions were and how little the teacher had to do during the class. The learning was self directed. Here’s the catch; it was an upper elementary class!! Ha!! Many high school teachers complain there is no model on how to implement this at their level. Well, we are going to be the model for the secondary math classroom.

I hope to find more time to write about my experiences with my new classroom set up.

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More About the Schedule | The Daily Grind

It is later on a Tuesday night. I got a good bit accomplished today, not that any of you care… as I said in my first Daily Grind post, these are mostly for me get my thoughts out there and organized.

It was kind of cute, my wife read and commented on my first post about schedules and she asked me, “what kind of dialogue are we supposed to have?” I kind of laughed and told her I don’t know and she proceeded to note the similarities in our schedules. There is a slight difference in timing and that’s because I sleep later than her. Since my first post on the importance of schedules, I have been thinking about balancing my time for work and family while on summer vacation.

The tough thing will be getting the children away from my wife while we are all home. If she is home, the kids crowd her. To give her the time and space that she needs to put into her school work and new business, I need to engage my children while I have them, not just go tell them to go play. I have to structure our time together so they do not have a reason to scamper of to mommy.

Here’s a look at my schedule for tomorrow.

Wednesday, June 15, 2011

  • 7AM Get Up, bathroom routine, coffee
  • 7:30 Take dog for a walk
  • 8:15 Help with breakfast and kid’s bathroom routine
  • 9:00 Do homework with the kids
  • 9:30 Get ready for tutoring
  • 10:00 Tutor Algebra 2
  • 11:30 Lunch
  • 12:00 PM Play cards with the kids
  • 12:30 Lunch for kids
  • 1:00 Pool – if weather permits
  • 3:00 Quiet time and a show, maybe a nap
  • 6:00 Write 3 rubrics
  • 7:00 Relax with kids, maybe play wii bowling.
  • 8:00 Catch fire flies if out
I know, I know, I am getting silly at the end there, but that is what my day has in store if all goes well. I am a little anxious about meeting my new student for tutoring tomorrow. You never knows how that will go. I hope it goes okay.
One of the main reason I am blogging about schedules and other things in my reflective teaching blog, is to stick to my schedule. I had a discussion with a former student teacher of mine about blogging about your weight loss goals to keep you working on your goals. By making it public on a blog, you are more apt to stick to the plan and that is what I want to do. I have to write at least three rubrics per day to finish all of them in 30 days. I am well ahead of that goal, but I don’t want to lose any momentum. I can write a rubric in about 10 minutes, gettting the rubrics written is only part of the plan. I am putting all of my rubrics online through my state department of education’s website for all my students and parents to use.
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The Importance of Schedules | The Daily Grind

Today marks my first official day of summer break and in my last Daily Grind blog post I started to work out a schedule for me and the family. Now, the funny thing here is I found my wife’s schedule for her and the family. Here’s what’s even funnier: our schedules did not include each other’s schedules! Ha, we did not communicate what we had in mind for the kids. Here are the schedules:

My Schedule My Wife’s Schedule
▪       7AM Get Up, Get coffee, 10         minute tidy kitchen counter and        dining table

▪       7:30 breakfast, walk dog for                 exercise

▪       8:15 bathroom routine

▪       8:45 coffee, 10 minute tidy                   playroom and living room

▪       9:00 write 3 rubrics

▪       10:00 school work with kids

▪       10:45 playtime with kids

▪       11:30 lunch

▪       12:15 PM school work with kids

▪       12:45 write an educational blog           post

▪       6:00 Get Up and exercise

▪       6:45 Bathroom routine and show         for kids when they get up

▪       8:00 Breakfast

▪       8:30 Kid’s bathroom routine and         dressed

▪       9:00 Homework

▪       9:30 Play dough, moon dough,             craft etc.

▪       10:30 Snack and read a book

▪       11:00 Play/crafts

▪       12:30 Lunch

As you can see, we both have time scheduled in to work with the kids and some summer homework. As a teacher and a parent, I realize more and more the importance of keeping your child’s academic skills sharp through the summer. That is one reason I have decided to put more time into my summer planning for the school year too. I want to be as prepared as  my children are for the next grade level. Another similarity between mine and my wife’s schedules is that fact they both stopped at lunch. I guess the afternoon will be worked on at a later time.

So, why all this talk about scheduling? Well, to get through the daily grind effectively and efficiently, you have to have a schedule. Becasue of my schedule, I have gotten more workd done for the next school year done in the first few days of summer break than I ever did. Also, because of my schedule, I am not spending as much time on the computer because I am wasting less time.

It is still early today, so my schedule has not worked out so great. I did not get anything done on my schedule really, but I was able to get some work done related to my wife’s new website and business.

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The Daily Grind

These posts are here for me mostly, but any reader could use them to see how I organize my days to meet all the responsibilities as a teacher, father and husband.  This post is being written on the my first day of summer vacation 2011.

For example, today, I several things that needed accomplished today. I got off to a late start. I slept until 10 AM. Mostly because I was out to a colleague’s house for his annual end of school party. I finally got situated in front of the computer. I had some billing issues to handle,  I wanted to write 3 rubrics for my algebra 1 class next year and I wanted to register a domain and set up my wife’s website.

I know it is summer break and you might be asking yourself; why are you working on school stuff? As my students might say, “That’s how I roll.” I have a challenging year ahead of me and I want to be prepared to give my students no excuses for not being prepared and informed about their progress.

Anyway, how much did I get done today?

Let’s break it down to individual tasks:

  1. Create a rubric
  2. Create a rubric
  3. Create a rubric
  4. Billing Issue
  5. Billing Issue
  6. Register Domain
  7. Set up website

Of the 7 items on the list I got numbers 1 through 5 completely done. As for items 6 and 7, I have points of order to discuss with my wife regarding her website. So, those will go to the top of the list for Monday.

Update: I registered my wife’s domain and set up her webitse on June 13, 2011.

To limit the amount of time I waste when I am

As I wrote the rubrics, I timed myself in 1o minute intervals and it took 60 minutes to write the 3 rubrics for algebra 1. My goals for this summer is to write 3 rubrics per day. It should be done by the end of 30 days. I hope to have year completed in 5 weeks. This means I will be working at 6 days per week. If you do the math, that comes out to about 90 lessons. One thing that takes up time is saving and opening documents. I have to figure something out to make that process quicker.

My Weekday Schedule

  • 7AM Get Up, Get coffee, 10 minute tidy kitchen counter and dining table
  • 7:30 breakfast, walk dog for exercise
  • 8:15 bathroom routine
  • 8:45 coffee, 10 minute tidy playroom and living room
  • 9:00 write 3 rubrics
  • 10:00 school work with kids
  • 10:45 playtime with kids
  • 11:30 lunch
  • 12:15 PM school work with kids
  • write an educational blog post
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How to Incorporate Formative Assessments Into Your Classroom

Formative Assessment: What is it?

Formative Assessment Technique - Thumbs Up/Thumbs DownTo be able to use Formative Assessment in any class room, you must first understand what it is. Formative assessment happens during the instructional process. When formative assessment is used as a classroom practice, it provides data for students and teachers to adjust learning and teaching on the go. As a classroom math teacher, it allows me to determine if students are understanding the specific learning objectives and examples modeled in class. Because of the nature and intent of formative assessment, you should not hold students accountable with a formal “grade book” grade. Because formative assessment is done during the process of instruction, it can take many forms and be implemented in several different ways. Here is how I use one way to formatively assess my students.

 Thumbs Up/Thumbs Down

The Thumbs Up/Thumbs Down technique, though only has two options in the name, I use a total of three options; the third being the thumb in the middle. How you use this in your class is up to you, but here are few ways that I have used the Thumbs Up/Thumbs Down strategy in my secondary math classroom.

I Do/You Do Examples

Being a math teacher, I often model how to solve a particular problem or set of problems, then the students solve a similar problem or set of problems.  At the conclusion of the amount of time allotted for said student examples, I will display my work and final answer for the students to compare their work and answer. Once the students have finished assessing their work, I ask for a thumb up to represent they got the problem right, a thumb down for got it wrong and can not figure out why, and a thumb in the middle if they got it wrong, but were able to correct their mistake.

After the entire group is assessed, the group helps correct the errors and misunderstanding. Once the student to student and teacher to student interaction indicates an overall understanding is achieved, only then can we proceed to the next topic. For this to work effectively, the students must be willing to help and accept help from each other.


The Solve-Pair-Share strategy is adapted from the Think-Pair-Share strategy from the Pennsylvania Department of Education’s Standards Aligned System website:  Now I say adapted, all I really did was change the name, which spells out what happens:

  • The students solve the problem
  • The students pair up
  • The students share their answers

I will use this Solve-Pair-Share with the I Do/You Do examples during the You Do portion of the example. I also use Solve-Pair-Share for classroom practice worksheets. Instead of the having the students quietly complete the worksheet by themselves or in pairs, I will time the amount of time to solve the problem and the amount of time to pair and share. It keeps the class moving and sort of turns into a competition and some great discussion about math. Some students even keep track of which pairs get the most questions right.

Anyway, back to the Thumbs Up/Thumbs Down, after the students pair and share, I ask for thumb up or thumb down? Thumb up means you agreed with your partner, thumb down means you disagreed at first, but now agree and thumb down means you cannot agree.

Thumbs Up or Thumbs Down on Formative Assessment

For me, it is a thumbs up for this formative assessment technique. I have been doing some form of this since I started teaching, but not enough at the beginning of my career. Using the thumbs up/thumbs down cannot be something that you go through the motions with daily, you need this constant interaction to keep the students engaged. You, as the classroom teacher have to get over your fears and get out of your comfort zone to get the best out of your students.

Thanks for Reading. If you feel any type of way about this post, please leave a comment or subscribe.

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Using a Rubric in the High School Math Classroom

Though I am not new to education, I am new to writing and using rubrics. Being that I monitor and write content for the Internet, I have only begun to use the Internet to pass on information to students, parents and administrators. Now that I have written my first honest rubric for the secondary mathematics classroom, I am inclined to post the rubric below and others like it on my classroom website. Do you think this is a good or a bad idea? I have my views, but I am hoping to get some discussion going in the comments section. If you don’t want to have to check back for responses, be sure to subscribe to the comments below.

I do not want to take credit for creating this rubric, I adapted it from Marzano & Haystead, in press. Also, I would like to thank my Supervising Principal for taking the time to listen to me talk out my plans and I guess my fears about writing and using rubrics. Once it is done, it is done.

Anyway, the main reason for this post is share my first rubric for the secondary math classroom with the world. Before you read the rubric below, I will be using this rubric to guide three days of instruction. The first day being at least solving one step equations, the second day solving two-step equations and problem solving and the third day solving geometry based problems with equations.

On the first day I will introduce the students to the rubric and have them self evaluate. With this task, there will be know help. The students will have to read and recognize vocabulary such as: solve an equation, with justification, defining a variable and other phrases. I will remind them it is okay to rate them self low on the scale. There will be two more days to re-evaluate and improve the score. During the last 5 minutes of the period, the student will re-evaluate and record that score on an exit ticket with their name.

A thought occurred just as I wrote the previous paragraph, I will need the students to produce evidence to justify their evaluation. Brain storm: specific problems and observation.

I am open to comments and suggestions on the below rubric and ideas for student evidence to justify their score.

Scale for Lesson 3-1 A Solving Two-Step Equations

Score 4.0

In addition to Score 3.0 performance, in-depth inferences and applications that go beyond what was taught.

Score 3.5

In addition to Score 3.0 performance, partial success at inferences and applications that go beyond what was taught.

Score 3.0

The student demonstrates by:

  • Solving two step equations with addition or subtraction and division or multiplication with justification
  • Solving a word problem by defining variables, writing an equation and solving
  • Using deductive reasoning to justify the steps to solve an equation

The student exhibits no major errors or omissions.

Score 2.5

No major errors or omissions regarding the simpler details and processes and partial knowledge of the more complex ideas and processes.

Score 2.0

The student exhibits no major errors or omissions regarding the simpler details and processes:

  • Solving two step equations with addition or subtraction and division or multiplication without justification
  • Solving a word problem without the use of an equation
  • Solving one step equations with justification

However, the student exhibits major errors or omissions regarding the more complex idea and processes stated in Score 3.0

Score 1.5

Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and processes.

Score 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex idea and processes.

Score 0.5

With help, a partial understanding of some of the simpler details and processes but not the more complex idea and processes.

Score 0.0

Even with help, no understanding or skill demonstrated.
  • Marzano, R.J. & Haystead, M. (In press). Making standards useful to classroom teaching. Alexandria, VA: Association for Supervision and Curriculum and Development
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Lesson Refection: Establishing Learning Objectives and Choral Responses

In a previous blog post, I wrote about improving my teaching practice by reflecting upon and changing how I establish my classes’ learning objectives. In this post I am going to discuss how my 6 classes handled the introduction of learning objectives and the use of choral responses. Let me mention that a choral response is when the class responds in unison. I have never used an organized choral response before today.

I started a lesson on classifying and ordering numbers. I wrote the word objective on the board and underlined it. Below the Objective, I listed the objectives:

  1. IWBAT classify numbers.
  2. IWBAT order numbers.

Before starting the warm-up, I introduce the learning objectives by explaining what the acronym IWBAT stood represented “I Will Be Able To” and had students state the objectives using a choral response. Since choral responses were new to my classes, I took some time to practice completing choral response. First, I said “I will be able to” and then I started the students on their choral response by saying it with them. Once I was satisfied with the effort of the students saying “I will be able to” we added the objective. In all of my classes, I met some resistance in the form of, “this is so elementary.” I justified using this technique by referencing Pennsylvania Department of Education’s (PDE) website and how choral responding is a data driven way to actively engage students in a lesson. We practiced choral responses until we completed a “decent” one for each of the 2 learning objectives. In all classes, it took no more than 5 minutes to obtain a “decent” choral response for each learning objectives. As the students responded, I scanned the room to observe the student participation level. I was amazed at how many students jumped in and participated without any prompting. Also, it was good to see students that were not previously engaged lessons participate in the choral responses and become engaged in the entire lesson.

Once I was satisfied with the statement of the learning objective, I started the lesson by activating prior knowledge with a warm up activity reviewing converting fractions to decimals and converting decimals to fractions. This prior knowledge will be important later in the lesson when addressing the second objective and I stated this fact to the students and restated the second learning objective at this time. I modeled how to use the graphing calculators to complete the tasks in the warm up. ***An idea for the next lesson: Use a choral response to reinforce the key strokes necessary to convert decimals to fractions.***

Classifying Numbers Organizer

Once the warm up was complete the students were required to read a page in the text and fill out a page on their guided notes packet. The information was about identifying natural numbers, whole numbers, integers and rational numbers. Once completed with filling out the information and reviewing it, I stated the first objective and the students stated it using a choral response. I related how that activity related to the first learning objective.

Classifying Numbers Example 1TThe next task was for me to model how to classify numbers through example. To introduce the example, I posed the question, “Which learning objective is this example related to?” The students responded giving me a thumb up for the first objective, a thumb down for the second objective and a thumb in the middle if they did not know. This a very effective formative assessment to make teaching decisions during the course of the lesson. The vast majority of my students were able to identify this example as addressing “IWBAT classify numbers.” The image above is from my presentation and as you can see, at the top it is written in purple font, “Classifying Numbers”.  I modeled how to respond to the question using a think aloud and the previous slide containing the information on the types of numbers.

Using -13, I said, “Is -13 a natural number? No. Is -13 a whole number? No. Is -13 an integer? Yes. Is -13 a rational number? Yes. So, I can classify -13 as an integer and a rational number.” I wrote down integer and rational number next to the -13. Some students were confused as to why -13 is a rational number. I restated the definition of rational number and put it into other words, “a rational number is any number that can be expressed as a fraction” and I model how to make -13 a fraction by putting it over 1. Using the thumbs up, thumbs down formative assessment, I was able to determine that this explanation was cleared up any misunderstanding of why an integer is also a rational number. I used the same process with the parts b, c and d on the slide above. Once I finished modeling the example, asked for any questions and with most of my classes, the period was nearly over. Normally, I would have covered more information in one period, but with introducing the use of learning objectives and choral responses, I was not able to cover as much material. In the long run, using this period to improve my teaching practice by introducing these new techniques will pay dividends with student achievement.

Rating myself on the Marzano scale (see below), I moved from a 1 to a 2 and my goal is to be a 3 by the end of the first nine weeks grading period.

0 – Not Using

1 – Beginning – Using it wrong or with missing parts

2 – Developing – Using it, but not effectively

3 – Applying – Using it and it is effective

4 – Innovating – Adapt and develop new strategies for unique needs and situations

Overall, the lesson went great in all of my classes and I am confident that constantly referring to the learning objectives will help keep my students focused on the learning goals. The students using a choral response to state the objectives not only actively engaged the students, it provided ownership over the learning objectives for the students. I noticed several students that normally would just sit and be disengaged, become involved in the lesson and participate at a higher level. Now that I have introduced these techniques, I need to continue to use them on a consistent basis.

Until next time, be well.

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A Prinicipal’s Goals for Me and My First Goal

During the first in-service meeting of the year, I was introduced to an interesting piece of literature: A Teacher’s Guide to Reflective Practice: Applying the Art and Science of Teaching, by Robert J. Marzano. It is a list of 41 areas to reflect and improve. As a teacher it is a daunting task to think of improving in 41 different areas and my supervising principal asked as me to choose 1. The speaker from the Marzano group suggested 2 – 3 areas to reflect upon and improve. I have decided to work on 4 areas, 1 each marking period.

I will evaluate myself against the Marzano scale:

0 – Not Using

1 – Beginning – Using it wrong or with missing parts

2 – Developing – Using it, but not effectively

3 – Applying – Using it and it is effective

4 – Innovating – Adapt and develop new strategies  for unique needs and situations

The first category is Lesson Segments Involving Routine Events and contains five questions. I read the questions and decided to use the first I will rate myself and reflect on my current practices.

Reflective Teaching Question 1

What do I typically do to provide clear learning goals and scales (rubrics)?

Using the scale above, I would have to rate myself a 1. After reading the teacher and student evidence, it must be concluded that just writing the objectives on the board is not enough to warrant a higher rating. There are five items under teacher evidence and the first relates to a teacher posting objectives. I do this on most days there is a formal lesson other. If the class is working on a worksheet for independent or guided practice, I usually do not write an objective on the board. I really should put an objective on the board on a practice day.

The second evidence piece is to ensure the learning objective is a statement of knowledge and not an activity or assignment. I adhere to this rule. That is why I did not post objectives on assignment days, I forgot that the independent practice does have an objective and that is why I did not post them. From now on, I will be posting an objective every day.

An area that I lack in is referring to the objective throughout the lesson. I did it a couple of times at the beginning of the school year, but I did not make it routine but continuing the practice. I would really like to refer to it and have the students do a choral response. If I could get the kids to complete a decent choral response, I am sure my student’s ability to explain the learning objective for the lesson would improve.

Using a scale or rubric is definitely an area that I am deficient. I have used a rubric with my students in the past and the results were better than the year that I did not have a clearly defined rubric. The only time I have used a rubric is for open ended questions for a test review. I am not sure how I would set up a rubric or a scale for a classroom observation of a student. Another goal of mine this year is to continue actively engaging my students. How can I hold them accountable for not participating in class?

The last way to provide teacher evidence is to refer to the scale or rubric  throughout the lesson. The times that I have used a rubric, I have referred to it during the lesson. That was the point of me showing and referring to the the rubric, so the student would know exactly how the assessment would be graded.

So, my goal is to provide clear learning objectives by writing the objectives for the day on the board, even for independent and guided practice. I will continue to write my learning objectives as statements of knowledge and facts. I will refer to the objective at least four times during a lesson and use a choral response with the students at least twice. I will work with my principal to develop a rubric to help motivate the students to engage in class. I will refer to the rubric at least twice per period.

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A Brief Background and Glimpse into the Future

The 2010 – 2011 school year is into full swing. Grades are being pulled daily for athletics and we are administrating the first round of local assessments. With everything that has happened over the past 3 weeks, I am starting to realize how my new building works. Since this is the very first blog post, I guess I should give you a little background information.

Background – The Last 9 Years 3 Weeks

I have been teaching in the same district since the 2001 – 2002 school year. The first 9 years, I taught at the middle school level and interacted with mostly ninth grade. The first 7 years, I taught Integrated Math, Math 9, Pre-Algebra and Algebra 1. All of the students that were in those classes were on par for their grade level or 1 to 2 years behind. I am sure in some cases, students were even further behind and of course a few students were ahead of the course work. During my last 2 years at the middle school, I taught the gifted classes. With the start of the 2010 – 2011 school year, my tenth year, I find myself at the high school with 6 sections of Algebra 1 containing students with abilities ranging from IEP to GIEP, plus I have to deal with a new set of administrators.

Administrators: Past and Present

As a middle school teacher, I was pretty much left alone. The first 4 years, I was observed 7 times. The feedback was mediocre at best. It was more of a process then an evaluation. Either the administrator read the evaluation or it was handed to you to look over. My evaluations have always been satisfactory, so it was quick, usually less than a minute. During the next 5 years, I don’t really remember being observed. An administrator did come to my room once, but he sat and was intrigued by my Smart Airliner Slate, so I spent the period teaching the class and teaching him how to use the slate. For the most part, I was left alone, because I was handling my classroom.

I am excited and scared about this school year. I am excited because my immediate supervisor is a former math teacher. That has never happened before. He is excited to help me improve my teaching skills. I am good teacher, but I want to be better. One thing that he wants his staff to do is to pick 1 to 2 areas of improvement for this school year.   We were given a list of areas to improve. I left the information at school, so I cannot give anymore details, but I look forward to reflecting on my practice as a teacher of mathematics.

The Year’s First Faculty Meeting

The reason I know so much about my supervisor is because the first faculty meeting of the year took place today. He took time to introduce himself and let us know about his philosophy about being an administrator. We had a chance to share and our positive and negative experiences with administration and regards to observations and supervision. It was good to hear from my peers about their struggles with administration and in the classroom. Their problems are similar to mine. A few of the elective teachers were describing how they have the range of kids from very low to average or even above average. I know what that is like.

Another good point that was brought up, was the “gotcha” technique. I have not experienced it, all the high school teachers that I see everyday told me to get my paperwork done on time, so administration can not “get me”. Last year, teachers were getting in trouble for turning almost pointless paperwork in late. For the most part, I get my paperwork done on time, so I don’t have to worry about it.

Overall, I had a good time at the faculty meeting today. I am encouraged by the willingness of my administrator to help me improve my teaching practice. I have been working on getting my students actively engaged in the lessons. To incorporate a formative assessment, I have used two techniques: small dry erase boards and thumb up, thumb down.  Just today, I received a set of class responders. I am looking forward to using it in class and it is an easier way to gets kids to participate in the lesson, because it is anonymous.

Areas of Improvement

I have been working on actively engaging students in my lessons for a year and a half now. I do not think I need to improve in that area. I do need to improve on how to differentiate instruction. This year is going to be especially tough because my room is so small. The class that could use differentiate instruction the most has 29 students in it and there is no room to move. This takes away the one differentiate strategies I really wanted to try this year. It involved a lot so student movement. I already have an idea of how to get around it. The plan will start with a new seating chart. Secondly, it is going to require me to be more organized, but I think I can handle it.

The modified technique will work:

The teacher will model an example, then the students will complete an example on their own. I call this the I do, You do method.

Using responding devices or another formative assessment, the teacher will determine how many of the students understood the example. The students that understood will be assigned a set of problems to complete.

The teacher will model another example for the students that did not understand the example, then the students will complete another example on their own.

Again, using responding devices or another formative assessment, the teacher will determine how many of the students understood the example. The students that understood will be assigned a set of problems to complete.

After the second example, the teacher will either have no students left and will monitor student progress as they complete the assigned problems or the teacher will be left with a small group of students that will receive more individualized instruction.

Just a thought for now, but with my administrator’s help, it may become a reality.

It is late good night.

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