Monthly Archives: November 2014
I was one of those teachers who was constantly saying “I have to prepare my students for grade 7.” Or “I have to prepare my students for high school.” Then one wise administrator suggested what about preparing them for now. Try getting through grade 8 by using a wide variety of skills that would work for any grade. So guess what? I stopped worrying so much about grade 9 and starting thinking of beyond. I have always focused on their social skills for life after school but needed to also focus on those skills that could get them through academically as well. Yes, I don’t give hour long direct tests but we do short quick assessments where they are expected to show me their level of understanding once we have taken some time to complete a concept. Some might say I chunk my teaching. We don’t usually go through an entire unit without having at least 5 or 6 quick assessments/exit cards (whatever you might want to call them). Two weeks ago about 2/3s of my students showed some misunderstanding on one of our patterning concepts. I realised that I must have not presented the information clear enough or did not give them enough time to practice. So we went back, got out our patterning tiles and physically created those patterns so they could see how their pattern was consistently growing. Good thing I didn’t wait until a unit test to catch this. We do a number of open ended problem solving activities; we share and discuss solutions; we use real life situations to get a good understanding of why the math concept might be relevant, am I not preparing them for high school? I try to get them to understand that:
- there can be multiple answers to a question
- they do not really ‘suck’ at math, they just have to be able to talk though the problems
- most of the math concepts that we are studying in elementary school have relevance
- they need to show working and provide evidence to support their answers or statements
- they need to develop good deep questions to help gather pertinent information
- they need to evaluate different perspectives or viewpoints and identify author bias
- any particular textbook is still subjected to bias from its author (and that’s why we do not have one prescribed textbook in our class)
- and the list goes on.
If I do all this am I not getting them ready for high school, university and life beyond? What about the universities (McMaster, OISE; Queen’s) where some of their professors are doing more inquiry based learning and shying away from traditional tests/university classrooms? Are we not getting our students ready to deal with these types of learning environments? I strongly believe that my students can sit in a testing environment and still do well because I help them to develop skills that allow them to not only transfer their learning from one subject area to another, but from one learning environment to another.
- How do you assess your students?
- Will they be able to adapt the skills you have developed with them from one situation to another?
- What are some things we can do to prepare our students not only for high school but for jobs that do not even exist yet? (I am still a little scared about this? How do I know I’m doing the right thing?)
- How can we make sure that we are reaching all students? (Whether we are testing, doing inquiry, etc.)
Having supportive admin is half the battle in teaching today. I have the privilege of working with two amazing admins @paulclemens5 and @kkeerybi who embrace my teaching style and allow me to try new things. When I approach them with new things to try I know that they will ask me the tough questions (how does it fit in with the curriculum; how does it meet the students’ needs; are your kids going to embrace it; etc.) but once they see the value I will usually get the go ahead. They sometimes just give me the go ahead because they trust me as a professional. They know that I will always try to put my students first.
Today I had the privilege of visiting a school with a principal @ICprin whose thinking is very much like my own principal. He was willing to open his doors and show us the great things that are happening at his school. He noted that everyone is not at the same stage but he was okay with that. We were able to chat with students about their learning, trying new things and things they liked about their school.
Isn’t it a great thing that we as teachers have colleagues (whether in our school, our board, or our province) who we can look at, examine their teaching practices and take away something to make us better. Everyday we display level 4 work in our classroom and ask our students to bump their work up. What is wrong with us also having some level 4 examples that we too can bump our work up. I thank @avivaloca every day for persisting and encouraging me to join Twitter. I get the opportunity to talk to people like @Lisa_Donahue; @mraspinall; @mrbillforrester; @mrsoclassroom; @MatthewOldridge and the list goes on. I get to throw ideas at them; get feedback on lessons, units, activities; suggestions on how to do something better. Yes, I get them to ‘evaluate’ my practice and give me suggestions on how to make it better. My admin allows me to have visitors in my room to see some of the great things my students are doing and I also benefit from this because they can share with me some of the things they like and would like to take away. It is a give give situation. Having visitors from other schools and boards allow me to get feedback from people outside my everyday teaching life. Most of my colleagues see or know some of the things we do in my classroom but having my students share their learning with people outside our school is a privilege.
Because of my supportive admin, I get the opportunity to make my teaching better every single day. I get the opportunity to open up my doors to visitors and say please come in; let us know how we are doing. Not sure if I have told my admin how much I truly appreciate this. Not sure I have told them how much I appreciate the opportunity to grow.
Over the last 2 months I have had a number of meetings with parents for a number of different reasons but I ‘officially’ started parent teacher conferences last week (report cards went home on Tuesday). I like to have my students at our conference as it is really all about them and they should be there to have a voice at the table.
I like to ask my students a number of questions about our classroom.
- What is working well for them?
- What do they think of the way our classroom is running?
- Is there anything they would like to change?
- What do they think of my style of teaching?
- How do they know that they are learning?
- How do they feel about not getting marks on their papers?
- What can we do to make our classroom even better?
I ask students to share their honest opinion with me. I hope that having their parents there as a ‘safety’ net they will be truly honest with me. I have always had one or two suggestions of some things that we try.
The last couple of years I have invited my students to share their feelings about inquiry in our classroom. It is amazing to see their faces light up as they talk about finding out about things that they are interested in. How is that different from me standing in front of the room teaching? Their reply: everyone doesn’t have to learn the same thing. I get to choose something that interests me and someone else can do the same. One student talked about her language inquiry and that she wanted to find out more about how the laws associated with fast foods in Canada have changed over the last 10 years. Another student talked about his history and that he was interested in finding out more about the Chinese Expulsion Act.
I didn’t have to try to convince the parents why inquiry was working in our room; their children were the ones doing it. One student told her mom that she will remember some of this stuff next month because she wanted to learn it and her interest kept her engaged.
Well 12 interviews down, 14 more to go and I still have 9 other parents that I will touch base either by telephone or at a later date. Yes they are long and tiring but it’s nice to get to talk face to face with my parents. For some, this might be the only time I get them in the school until graduation.
How do your interviews work?
My teaching partner and I have a grade level website which we update daily. On it we have every subject we teach and include the lesson we have done that day, most times we include samples of student work and additional websites that the students can use to help supplement their learning. On top of this I usually email my parents on a monthly basis to discuss how their child is progressing both socially and academically. I do not do it in the months that report cards and going home. I also email or call anytime if I have a concern or if the student has done something well that day, that week, etc. I have called on Sunday mornings to tell parents how well their kid has done on an assignment. However it upset me when I overheard a parent talking and suggesting that teachers should be emailing parents weekly. Should I have been annoyed at that parent’s comment? I have 35 students in my homeroom class and another 34 in a grade 8 math class. How much time would it take me each week to email all of them? She suggested that the teacher could send a group email. To me if I am emailing you to talk about your child’s progress a group email is unacceptable. Have I sent whole class emails before? Yes, if I am addressing a whole class issue (or even a large number of students). But not to talk about individual social or academic progress. I do know some teachers who touch base with their student’s parents on a weekly basis but shouldn’t that be their choice? I know of a teacher at a private school who told me that they are expected to email or call each parent weekly so he does 4 or 5 students a night. When we entered this profession we knew it was a demanding one, so am I being unreasonable in thinking that this is an unreasonable request? Sometimes I think, the more we give the more people want. Are demands (or expectations) such as these turning our younger generation away from teaching? My daughter has said she would never become a teacher becomes of the amount of work she sees me doing and she is not prepared to put in the extremely long hours that I do. It saddened me a bit because I think she could be shutting out an opportunity to touch a number of lives in a positive way. (Please note that I’m not saying that this is the only way to do this.) Parents definitely need to be involved and know what is happening in their child’s classroom but how much communication is too much? How much time should we devote to keeping them informed? At any point are we allowed to switch off our teacher button? What are your thoughts on this?
Today, I had the privilege of teaching a math lesson in front of a number of other adults, including a grade 9 teacher from our high school and one of our consultants. Students completed a patterning activity using patterning tiles. I have strongly believed that elementary students need to be doing while they are learning, especially in math. They need to be able to manipulate the materials and get those visuals that help so many of them better understand the concepts that they are studying. This is one of the reasons that I like Marilyn Burns & Van deWalle because they provide you with lots of examples that teachers can use manipulatives with. One of the students was able to articulate how he arrived at his answer but needed a bit of prompting to get a thorough explanation of why his thinking was justified. During our feedback session this conversation with the student was mentioned as one of the other teachers also had a similar conversation with another student. The feedback then shifted to ‘question of process marks’ and how do we take a student’s thinking, conversations with us and our observations of them and equate them with a mark or a grade? We know according to the Growing Success document that these are some of the ways that we are supposed to use to gather student learning but how do we do it? How do we know that my professional judgement on this concept will be the same as yours? Also how do we go about communicating this to parents if we ourselves are not quite sure how to use it, or what the look-fors are, or what a level 3 or level 4 conversation sound like? Do I use process marks, All the time. I see great value in walking around and having those conversations as students are working. I love to see how some of them who struggle with putting their thoughts on paper can clearly and precisely explain their thinking orally. My struggle is how do I know that I am doing it right? How do I know that my teaching partner would assign the same grade or comment to a response from my student? Are any of you having these same experiences, and how are you handling it?
p.s. My fellow teachers were told that the lesson was not supposed to evaluate the teacher but I asked for feedback. It was great to be able to have my peers assess my lesson and provide me with authentic feedback that I could use to improve the next part of my lesson.