Greetings colleagues! This week in my classroom we worked on the Jamestown DBQ. For those of you that may not know, a DBQ is a document-based question. Five years ago, I was trained by the DBQ Project. Ever since then, I have been in love with DBQs. DBQs are very beneficial for students: they are analyzing primary and secondary sources, they look at one's point of view, they create inferences, and importantly (for me) the materials are all pre-made! I have seen success with students using DBQ materials and will use them in any classroom that I ever have.
As I have said in previous posts, my current students do not have the same drive or work ethic that I have seen in past years. I knew that how I have used DBQs in the past would not quite work. The staff was trained in Kagan strategies a couple of weeks ago, so I thought I would attempt some of their strategies with the DBQ materials.
Numbered Heads Together: The students picked a number (1-4) in their groups. They answered their questions individually, then presented their response to the group. They had to explain where they got the answer, and everyone had to agree before they wrote down the answer. Was this successful? The students liked this one the "best," but I think that's because it was the easiest. The students tried to use this strategy every time we answered questions. I didn't care for this approach as much because the students did not put in much effort. It did, however, hold the students accountable for answering at least one question. Every student was engaged in the task, but it was compliance more than engagement.
Team Stand 'n Share: The students picked a number (1-4) in their groups. They answered their questions individually, then met with other students in the class with the same number. They shared out their answer and made sure that they all agreed. One student (whose birthday was closest to that day) shared out to the class. Was this successful? I liked this strategy better than numbered heads together because the students had to share out and ensure they had the right answer. The students had the right answers across the board. Knowing the students had the right answer was a nice change of pace. Again, every student was engaged in the task, but it was compliance more than engagement.
Find the Truth: This was my take on find the fiction. I created a multiple choice quiz on Schoology with possible answers to the question. They had to figure out which one was the right answer and write the answer down. Was this successful? The students also liked this strategy because it provided them with multiple choice answers (SHOCKING!). I liked this method for the document that they were analyzing because it was number heavy/math heavy. There were trick answers built in so it required them to do their math right to get the right answer. I had only one student put the answers into the quiz (the other students had a different task). This strategy led to many discussions with some groups, but in other groups, the quiz taker ended up just taking the quiz on his/her own. The quiz taker was chosen by random, so that was a little frustrating. We just need to keep doing these procedures, and I need to make sure my directions are clear.
Quiz-Quiz-Trade: I created cards with questions and answers from the DBQ materials. Students found a partner, they quizzed each other, traded cards, then found a new partner. I had them repeat five times. Was this successful? I wish all of my classes weren't over thirty! I have two classes over 35, and this strategy was not very successful. They clustered in one spot, and most of the groups did not follow the task at hand (they talked about whatever they wanted). I almost feel like I needed to have dots on the floor where they had to stand (or needed a larger area to work). In my classes of 21-22, the strategy worked fine. The students were spread out and were on task. I did like the strategy as it was a valuable review of the information. The students were outlining their essay, so I was hoping a reminder of the information would be helpful as they worked, plus they got up and out of their seats after working for thirty minutes.
I think the Kagan strategies were a good start, but I still saw some aggravating student behavior that I hadn't seen before. I saw some students completely check out. They were excellent at pretending to work but then waited until we went over the answers as a class and wrote their answers down. It was evident to me that the students have to be held accountable for every question. While talking with a colleague she mentioned uploading the DBQ materials to Actively Learn. This is an intriguing idea that I will pursue on the next DBQ. Now, let's just see how the final essays turn out!
Thanks for reading! I'll be out of town next weekend, so I'll see you two weeks :)
Saturday, September 17, 2016
Saturday, September 10, 2016
Reflections on Unit 1
Greetings colleagues!
I am starting off this morning a little rough as I received bad news last night. A few years ago, I joined a class called Teaching American History (sponsored by a federal grant for history teachers). It met once a month on Tuesday nights. The classes were long and sometimes stressful as I always had school work to do. But, in the end, I met some amazing teachers from throughout the city who have become lifelong colleagues and friends. TAH classes were led by Bill Virden, a former history professor from up north. Bill believed in me as a teacher, which very few people had prior. Bill saw my potential and helped nurture that potential through his classes. The best professional development that I have ever received was through TAH sessions. We have not had class in three (!) years now, and I miss these people all of the time. I last saw Bill this summer, and we had a fantastic chat. But last night, I got a text message telling me he passed away. I am forever grateful, and I will miss Bill.
But on to the rest of my blog post, reflections about my first unit: pre-colonization. I just finished unit 1 on Thursday and felt like I needed to reflect on how the unit worked. To start, I look at what my original plan was. Over the summer, I went to ISTE and GAFE (here in the Springs). I was inspired to give students a choice, use flexible seating in my classroom, and utilize the QFT Process. My first unit was pre-colonization, so I picked two QFocuses: 1) American Indians changed the history of the United States and 2) The Age of Exploration changed the history of the United States. Students would follow the QFT Process and create questions about those two QFocuses. The students would then find their investigation engaging and interesting, and would be inspired to research (though during separate weeks of each other). By examining their questions, they would find interest in the topic and would be engrossed in my classroom. That would lead them to create a "demonstration of learning" using an application on their iPad.
What went wrong? Because I tried something new, I failed to see how horribly this would all go wrong. My usual teacher foresight was missing :( I have different students than last year, and I knew my students would be unlike last year's students, but I did not realize what a difference that would be. My students did not engage with the content, and I think it was due to non-interesting QFocuses and my flexible seating. My students also lack strong work ethic which we were told, now, by many former teachers, counselors, and administrators. My teaching style is also different than most previous classes which led to confusion and frustration.
Even though I feel like that unit went horribly, horribly wrong, there was a silver lining. I got to my students at their almost worst. I saw what happened when they got frustrated, and I got to see, though it wasn't fun at all, how terribly they could treat me when they felt discouraged and defeated. It was pretty dreadful for all of us.
What changes did I make? As the unit went on, I realized I needed more support for my students. I needed clearer transparency in my directions. I also needed to simplify my procedures and structures. I had the students answer two QFocuses separately, so I was able to make some changes from first to second QFocus. I made more handouts with clearer direction. I also forced them to use the same application on the second demonstration of learning instead of letting them pick their iPad app. After going to Day 1 Kagan training, I also realized that I could let my students pick their type of seat, but they did not yet have the maturity to choose the location. I put them into Kagan learning groups which separated many a friend. Grouping helped with my classroom management issue.
What will I do differently with this unit next year? I will not let students sit where they want, and will put the students into groups. I liked how I did the second QFocus better than the first so that I would use the same structure and procedures with both QFocuses. I will find research online for my students to start, to give them an idea of what type of research they would be doing. I will create guided notes for my SPED students, as they struggled with open-ended research. I would also find activities to add into my daily lessons instead of giving them so much free research time. My issue was that my last year's students could handle open-ended research whereas this group of students cannot.
What will I do differently on this next unit? Again, I will not utilize as much flexible research and will try to provide more research links ahead of time. I will add controlled daily activities to break up free research time. In this unit, students are going to create group projects, so that may help some of my lower students as well. I am happy with my Kagan groupings, so I will keep them for this unit also.
What I am struggling with is that how I am transitioning into teaching my students this year is against everything that I learned this summer and wanted to incorporate into my classroom. There is no easy answer, and I have to do what is best for my students. But I know how they need to learn, and they are currently rebelling against it. I just have to scaffold in these "new" ideas slowly instead of creating such a different and rapid transition from their prior learning. Here's hoping that it works.
Thanks for reading! I'll see you next week :)
I am starting off this morning a little rough as I received bad news last night. A few years ago, I joined a class called Teaching American History (sponsored by a federal grant for history teachers). It met once a month on Tuesday nights. The classes were long and sometimes stressful as I always had school work to do. But, in the end, I met some amazing teachers from throughout the city who have become lifelong colleagues and friends. TAH classes were led by Bill Virden, a former history professor from up north. Bill believed in me as a teacher, which very few people had prior. Bill saw my potential and helped nurture that potential through his classes. The best professional development that I have ever received was through TAH sessions. We have not had class in three (!) years now, and I miss these people all of the time. I last saw Bill this summer, and we had a fantastic chat. But last night, I got a text message telling me he passed away. I am forever grateful, and I will miss Bill.
But on to the rest of my blog post, reflections about my first unit: pre-colonization. I just finished unit 1 on Thursday and felt like I needed to reflect on how the unit worked. To start, I look at what my original plan was. Over the summer, I went to ISTE and GAFE (here in the Springs). I was inspired to give students a choice, use flexible seating in my classroom, and utilize the QFT Process. My first unit was pre-colonization, so I picked two QFocuses: 1) American Indians changed the history of the United States and 2) The Age of Exploration changed the history of the United States. Students would follow the QFT Process and create questions about those two QFocuses. The students would then find their investigation engaging and interesting, and would be inspired to research (though during separate weeks of each other). By examining their questions, they would find interest in the topic and would be engrossed in my classroom. That would lead them to create a "demonstration of learning" using an application on their iPad.
What went wrong? Because I tried something new, I failed to see how horribly this would all go wrong. My usual teacher foresight was missing :( I have different students than last year, and I knew my students would be unlike last year's students, but I did not realize what a difference that would be. My students did not engage with the content, and I think it was due to non-interesting QFocuses and my flexible seating. My students also lack strong work ethic which we were told, now, by many former teachers, counselors, and administrators. My teaching style is also different than most previous classes which led to confusion and frustration.
Even though I feel like that unit went horribly, horribly wrong, there was a silver lining. I got to my students at their almost worst. I saw what happened when they got frustrated, and I got to see, though it wasn't fun at all, how terribly they could treat me when they felt discouraged and defeated. It was pretty dreadful for all of us.
What changes did I make? As the unit went on, I realized I needed more support for my students. I needed clearer transparency in my directions. I also needed to simplify my procedures and structures. I had the students answer two QFocuses separately, so I was able to make some changes from first to second QFocus. I made more handouts with clearer direction. I also forced them to use the same application on the second demonstration of learning instead of letting them pick their iPad app. After going to Day 1 Kagan training, I also realized that I could let my students pick their type of seat, but they did not yet have the maturity to choose the location. I put them into Kagan learning groups which separated many a friend. Grouping helped with my classroom management issue.
What will I do differently with this unit next year? I will not let students sit where they want, and will put the students into groups. I liked how I did the second QFocus better than the first so that I would use the same structure and procedures with both QFocuses. I will find research online for my students to start, to give them an idea of what type of research they would be doing. I will create guided notes for my SPED students, as they struggled with open-ended research. I would also find activities to add into my daily lessons instead of giving them so much free research time. My issue was that my last year's students could handle open-ended research whereas this group of students cannot.
What will I do differently on this next unit? Again, I will not utilize as much flexible research and will try to provide more research links ahead of time. I will add controlled daily activities to break up free research time. In this unit, students are going to create group projects, so that may help some of my lower students as well. I am happy with my Kagan groupings, so I will keep them for this unit also.
What I am struggling with is that how I am transitioning into teaching my students this year is against everything that I learned this summer and wanted to incorporate into my classroom. There is no easy answer, and I have to do what is best for my students. But I know how they need to learn, and they are currently rebelling against it. I just have to scaffold in these "new" ideas slowly instead of creating such a different and rapid transition from their prior learning. Here's hoping that it works.
Thanks for reading! I'll see you next week :)
Saturday, September 3, 2016
Changing your Mindset
Last weekend I was scrolling Twitter when I came across a post from Alice Keeler.
So this brings me back to the original question, "How do you know all of this?" It's just that I'm always on or around a computer, and if I don't know something, I look it up and figure it out. Tech is just my thing. I never had to change my technology mindset. I was lucky enough to be surrounded by technology from an early age, I like technology, and I was taught to be a risk-taker teacher in college. But I have had to overcome some roadblocks along the way, and realized while justifying to others about why I wouldn't change that these roadblocks were ridiculous and I just needed to change my mind.
So how do we get other teachers to change their mindset? What advice do I have? There are a lot of websites, blogs, and posts about changing one's mindset, but I thought these six steps (from Myrkothum) provided the best advice. So here is what I have to say about these six steps:
GET THE BEST INFORMATION ONLY
One thing that Alice mentions is not jumping into the deep end (which I am known to do with disastrous results). Within that post, she also talks about changing mindset, which reminded me of a question I get often at Skyview:11 Getting Started for the School Year Blog Posts https://t.co/blhoPIwv68 pic.twitter.com/kuiJCi6Dnt— Alice Keeler (@alicekeeler) August 28, 2016
How do you know all of this?The teachers that ask me this question do not realize how much I love and am invested in tech. This started at an early age. Like many people my age, Apple IIe computers were installed in schools. My small, tiny elementary school had a full lab of computers, and we all LOVED computer time. I still have fond memories of The Oregon Trail, but even more love for the Munchers series. I also enjoyed Where in the World is Carmen Sandiego (although I was terrible at it). As I got older, and the computers changed, I still enjoyed using them, and to be honest, in weird ways. At home, we didn't have the Internet, but I would practice typing on computers and designing banners using old software. Eventually, in high school, we got a new computer and installed AOL. I think computers became an addiction at an early age! I've just always loved being on computers and always wanted to know more about them and work with them. At Luther, which had quite a progressive educational department, I learned how to use computers in my curriculum. It instilled in me to take risks, try new things, and to stay current with my students and the world.
So this brings me back to the original question, "How do you know all of this?" It's just that I'm always on or around a computer, and if I don't know something, I look it up and figure it out. Tech is just my thing. I never had to change my technology mindset. I was lucky enough to be surrounded by technology from an early age, I like technology, and I was taught to be a risk-taker teacher in college. But I have had to overcome some roadblocks along the way, and realized while justifying to others about why I wouldn't change that these roadblocks were ridiculous and I just needed to change my mind.
So how do we get other teachers to change their mindset? What advice do I have? There are a lot of websites, blogs, and posts about changing one's mindset, but I thought these six steps (from Myrkothum) provided the best advice. So here is what I have to say about these six steps:
Where do I get information for best practices and 21st century skills? Twitter and blogs. I have been on my professional Twitter for two years now, and it has been the best place to get best information. I only follow people that are like-minded and are using Twitter professionally. This keeps my Twitter feed clear and ensures that I am seeing the information that I want to see. Once I started blogging, I use Twitter to find blogs of like-minded people. Just recently, Mari, a teacher in California (@MsVenturino) started a #sunchatblogger Twitter group, so I am even more focused on getting the best information!ROLE MODEL THE BEST PEOPLE
Once I followed people on Twitter and blogs to get the best information, I have started "copying" (really role modeling) them. I am taking what they say to heart because I know that they believe that they are using best practices for children. Are they getting results? Yes. So that means I should be using their methods in my classroom.EXAMINE YOUR CURRENT BELIEFS
I had to do that this summer. I kept hearing over and over, "Why aren't you giving students choice?" I had to look at what was stopping me, and when I was able to get over that hurdle, I stopped questioning it. As someone who has always been a bit different in the classroom, it made no sense for me to be hitting these hurdles. I had to examine my current beliefs! (And had to change my mindset!)SHAPE YOUR MINDSET WITH VISION AND GOALS
We have to do this yearly with our evaluation. This year I really took my evaluation to heart as I wanted to focus more on reflection with my students (and myself). That's when I finally decided to write a blog to be more reflective, and to really think about education and my classroom. That then ties into the next piece...FIND YOUR VOICE
I have felt stifled at Skyview for awhile, which I have not kept a secret. That is why I created a professional Twitter, and realized that there are like-minded people around the world! I could say how I felt about education and what I was thinking about a classroom topic... and people agreed with me! Now I am blogging which is still scary to me. But people are reading my blog each week (I see an uptick every Saturday - people are waiting for my next blog post!!!) and they are either interested in what I am thinking or like what I have to say. That is scary and new for someone whose voice was never cared for in the place that she worked.PROTECT YOUR MINDSET
Haters gonna hate. That's just how it is. Do what you think is best for your students. If it works, others will follow. That's when your mindset becomes the culture.
Saturday, August 27, 2016
Thinking Qs.
Good morning colleagues!
As many have figured out (or just assumed), I am having a rough start to my school year. I am still trying to pinpoint what is causing me stress, but something that stands out, that is nagging me at the back of my brain, is "Why is this so hard?" I am still trying to figure it out, but I'm wondering if it comes back to how we get kids to think. I am stepping outside of my box with the QFT Process. In theory, it would make the kids think and process through their thoughts. In action, the kids are frustrated and are somewhat refusing to think. This leads me to have more questions than answers.
Any normal teacher with thick skin would have brushed this off, but I internalized this statement and tried to figure out why she was saying this and how I could make changes so students wouldn't say this. Why were they rebelling against me not lecturing and telling them the answer? Have they never had a teacher do this?
So I reflected on what I've done so far this year, what has worked, and what hasn't. Then I stumbled across another post that said something interesting, and sort of groundbreaking for me.
I'm guessing that more experienced teachers would tell me to survey my students for feedback. The problem is these kids are frustrated, and I worry what they will say. I do not have thick skin and internalize the negative comments, and I struggle with seeing the real feedback. I almost feel like I need a feedback manager who can wade through the comments for me!
I'm still thinking this year through. I like where the QFT Process is going, but I need to figure out how to make it less monotonous and engage the students while secretly making them think. I know that I am doing what's best for students in the long run, but it is a challenge to get them to see the big picture. Let's hope that this coming week is another step forward.
Thanks for reading! I'll see you next week :)
As many have figured out (or just assumed), I am having a rough start to my school year. I am still trying to pinpoint what is causing me stress, but something that stands out, that is nagging me at the back of my brain, is "Why is this so hard?" I am still trying to figure it out, but I'm wondering if it comes back to how we get kids to think. I am stepping outside of my box with the QFT Process. In theory, it would make the kids think and process through their thoughts. In action, the kids are frustrated and are somewhat refusing to think. This leads me to have more questions than answers.
- How can students think for themselves?
- Why don't students care about their education?
- How can we help?
- What can we change?
When grown-ups tell them how something works, kids don't question it. They act as if the adults have told them everything they need to know, and afterwards the children show less evidence of critical thinking (Bonawitz et al 2011; Buchsbaum et al 2011).The crazy thing is that I know this. And I've been trying to make my kids question, and think, and write, but it's sort of been to no avail. They have been taught their entire lives NOT to question, so when they aren't spoon-fed, they rebel. These mini-rebellions this year have been driving me crazy!
Project feedback from a Ss: "And maybe you can teach me something since you are a teacher and I am the student."— Rachel Jeffrey (@historicalipad) August 22, 2016
Any normal teacher with thick skin would have brushed this off, but I internalized this statement and tried to figure out why she was saying this and how I could make changes so students wouldn't say this. Why were they rebelling against me not lecturing and telling them the answer? Have they never had a teacher do this?
So I reflected on what I've done so far this year, what has worked, and what hasn't. Then I stumbled across another post that said something interesting, and sort of groundbreaking for me.
Of course, there are limited ways in which it is possible to learn things from others. Others can often help us get started. They can frequently point to or model the way. They can create environments, which help shorten the "figuring out" process. The anchor point is this. There is no way to teach what requires understanding so as to eliminate the "figuring out" process for the learner. When a teaching mode attempts to by-pass the processes by which each person individually figures things out, a mere illusion of learning takes place. When students do not engage in intellectual labor, they do not meaningfully learn; their learning is falsified. (The Critical Thinking Community)I think the struggles have been due to me creating an environment that is not supportive enough (almost too open-ended) to let them figure out how to think. Students will get frustrated and will struggle, but there has to be a healthy balance, and my classroom is not balanced. I did try to add in more supports while questioning and researching this week, as it seemed to help. It's tough because the students this year are very different than last year, and I am trying new things that I haven't done before, so I don't have any answers and am figuring it out as I go.
I'm guessing that more experienced teachers would tell me to survey my students for feedback. The problem is these kids are frustrated, and I worry what they will say. I do not have thick skin and internalize the negative comments, and I struggle with seeing the real feedback. I almost feel like I need a feedback manager who can wade through the comments for me!
I'm still thinking this year through. I like where the QFT Process is going, but I need to figure out how to make it less monotonous and engage the students while secretly making them think. I know that I am doing what's best for students in the long run, but it is a challenge to get them to see the big picture. Let's hope that this coming week is another step forward.
Saturday, August 20, 2016
#sorry
Good morning colleagues! I am apologizing now for not writing a full blog this morning. I got home last night (i.e. this morning) at 2 am from the Cubs v. Rockies baseball game at Coors Field. My brain feels like it's being squeezed in a juicer, so I'm just going to leave you pictures from last night instead. Go Cubs!
My husband and I before the game (before the temperature dropped to 48 degrees Fahrenheit).
The reason for the 90 minute delay.
Thank goodness for delicious caramel macchiatos at 8 pm. It helped us make the drive back at 1 am.
My husband and I before the game (before the temperature dropped to 48 degrees Fahrenheit).
The reason for the 90 minute delay. 
Thank goodness for delicious caramel macchiatos at 8 pm. It helped us make the drive back at 1 am.Saturday, August 13, 2016
40 hour work weeks???
Good morning colleagues! I was scrolling through Twitter this week when I stumbled across a post about teachers saving time.
Once I started teaching with iPads, my work life balance went completely out the window. I felt like my teaching career was going down the drain (i.e. I had concerns that I was going to get fired), so I put more time and effort into my job to be the best teacher I could be. That meant that I was working 10-11 hours a day through lesson prep, teaching, and grading/feedback. I was trying to do it all, and I was burning myself out quickly. I really had to take a good look at what I was doing to find a healthy balance and cut out what I didn't NEED to be doing anymore. Having 1:1 technology in my classroom worked in my favor to make these changes.
This last week, I was still working 10 hour days, but that was because of meeting with teachers who needed support in their class. Hopefully this next week slows down. But here are some things that I'm doing to support myself in having a life outside of my profession.
Thanks for reading! I'll see you next week :)
I thought the article was quite good, and it made me think about how I've learned to save time over the last ten years of teaching.5 Powerful Ways to Save Time as a Teacher https://t.co/mDgim96y1m #worklifebalance #timemanagement— Jennifer Gonzalez (@cultofpedagogy) August 11, 2016
Once I started teaching with iPads, my work life balance went completely out the window. I felt like my teaching career was going down the drain (i.e. I had concerns that I was going to get fired), so I put more time and effort into my job to be the best teacher I could be. That meant that I was working 10-11 hours a day through lesson prep, teaching, and grading/feedback. I was trying to do it all, and I was burning myself out quickly. I really had to take a good look at what I was doing to find a healthy balance and cut out what I didn't NEED to be doing anymore. Having 1:1 technology in my classroom worked in my favor to make these changes.
This last week, I was still working 10 hour days, but that was because of meeting with teachers who needed support in their class. Hopefully this next week slows down. But here are some things that I'm doing to support myself in having a life outside of my profession.
- This summer, I finalize my flipped learning. Part of this was to get it posted on Teachers Pay Teachers, but part of it was to simplify my life. I realized that I was having the students take quizzes, create sketchnotes, post reading discussions... and I couldn't keep up with all of the grading. The reason I was doing flipped learning was to ensure that students were accessing content information, and a quiz could easily tell me if they were paying attention. Schoology quizzes aren't perfect, but they work fine for what I need and it grades the quizzes automatically. Problem. Solved. Now I just do a quick check every morning to make sure students are completing the quizzes, and then send weekly missing assignment notices and D/F e-mails to keep parents informed (Infinite Campus is not the best, but their messenger functionality is top notch! Such a time saver!). Keeping parents informed is incredibly important as it sets a tone that I communicate with parents and care about my students.
- I've started using Socrative in the classroom a lot! I've heard of Socrative for five years now, but never understood the hype and never really gave it a shot. Last year, I would use Kahoot as a formative assessment, but ISTE and GAFE hit home why Kahoot is not all that great. Yes, it is fun, and I will still use it for fun in my class, but some students are slower processors. Why am I punishing them for not being a fast clicker? Anyway, Socrative is amazing as I can do quick checks or exit tickets, or can do full on quizzes or a Space Race. I can then download reports of their answers, and now I am in the process of moving the information to a massive Google Sheet to show their growth over a unit. I am finally figuring out how to progress monitor, and have data that I can show my evaluator!
The blog post also listed five ways to save time, so I thought I would break those down as well.
1) Eliminate unintentional breaks.I've realized that I cannot have much going on in the background when I work. I definitely CANNOT have the tv on as background noise because I will watch whatever's on tv. The best thing for me (and my coffee addiction, but not my wallet) is to go to a coffee shop and work for 3-4 hours. This also ties in to #5 below as I have a set time where I work.2) Figure out The Main Thing and do it first.
I'm pretty bad at this one as I do all of the simple tasks first to avoid what I really need to get done. The big thing that I procrastinate the most at is grading, so I need to make sure grading gets done at school and use weekend time to plan for the next week of school. I have started to schedule meetings with people, so I don't let them do a "fly by" to my classroom to ask me a question. "Need video, blogging, Google help? Let's find a time this week for you to come by." This way I am using my plan time for what I need. And if a teacher doesn't want to schedule that time, then the question probably was not that important. AND this sets boundaries with my colleagues so they know I am not always available (plus I am not an instructional coach anyway!)3) Work ahead by batching and avoid multi-tasking unless the work is mindless.
I am pretty inefficient with batching work. The best example of this is that I leave my e-mail open all day and reply to e-mails as soon as I can. I need to close my e-mail so that I reply to all e-mails at the beginning or end of the day where I'm focused on the task at hand: e-mailing.4) Look for innovative ways to relax any standards that create unnecessary work.
I am a perfectionist when it comes to my classroom and curriculum, so I need to relax my standards. Step one for this this year was to allow flexible seating and make my students clean up the classroom at the end of each day. I do not need to do this for my students - they can be responsible for moving a chair to a stack in the classroom, or putting a yoga ball under the table. AND not everything has to be perfect at all times; I have to decide what the priority is and focus on that.5) Use scheduling to create boundaries around your time.
I am started working on this last year, and am trying to amp it up this year. I told myself, leave school at 4. 7 am - 4 pm is a 9 hour day. I don't need to work more than 9 hours a day. I will have days where I leave later, but I should not have to take more than 9 hours to get a task done. That requires me to create boundaries with my colleagues, and requires me to schedule weekend time to get extra work done, but I need to have free time myself. I am a teacher, but that is not the only thing that I am.Wow, this was a rather lengthy post, but I felt like it was important for me to think about the changes I am making and how I am growing as a teacher. I hope some of this advice is useful, and some of these thoughts spark some ideas for your own classroom.
Thanks for reading! I'll see you next week :)
Saturday, August 6, 2016
First Week Recap
Good morning! It has been an EXHAUSTING week as it was the first full week of school! Welcome back to Skyview! Because I am so tired, I struggled with coming up for a blog topic this week. I figured a recap of my week would be best, to try to reflect on how everything went.
As I blogged last week, I was quite excited to try flexible seating in my classroom. To NO ONE'S SURPRISE, my students ate it up. The first day, I had them switching seats every 5-10 minutes to try all of the the different seating options. They actually did not care for trying all of the options (because I think they didn't want to move), but in the end, it was better that they did because some of the students are picking new seats every day. I have found that the students like the yoga balls, so I may have to purchase more further down the road. They like the big fluffy floor pillows, and some of them use the pillows with the camping chairs. I need to find a way to get donations, or tell the students that they can bring in more seating options too. Yesterday, I ended up taking 18 desks and chairs out of my classroom (I don't think my janitor was too happy about them all being out in the hall after school). My room looks quite large and rather empty, which is exciting! I kept an extra four desks in my classroom as I am going to lower the legs so they can sit on the floor and use a desk. Many students may prefer that option, so we will see how it goes over the next couple of weeks.
I do think I will have a bit of a hill climb when it comes to using QFT (Question Formulation Technique) with these students. I'm not sure how the students will react to it. My classroom tends to be a bit different than other classrooms at Skyview, and I'm not sure how much choice they've had over the years. I worry that having such an open-ended curriculum will throw them for a loop, and they will react badly. But, if things are not going well, I know that I need to provide structure and support.
I think we do have good students this year. We're both feeling each other out, and I think my students are trying to determine if I am being genuine and sincere. Middle school students usually wait for the inevitable (i.e. bad) to happen, so I think they're waiting for me to "flip".
It has also been a great week for my mentee and myself. I know I haven't talked about my mentee much, but we had communicated a bit over the summer, so I was pleasantly surprised to have him as a mentee. We are communicating very well. I am trying to provide support in any way that I can, and he's great about coming to me when he needs something and he's been asking a lot of questions. Starting your first year of teaching is super stressful, so I'm just trying to help out when he needs it. I don't want to overwhelm him, but I think we already have a good enough relationship that he'll tell me when he just needs time and not help.
I'm also excited for all of the new teachers in the building! We have a number of new staff members and a handful of student teachers. Their excitement and eagerness are spreading through the school and I feel like the culture of SMS is changing (slowly, but steadily). It's exciting for me because I feel like I'm helping change the way. It's a good feeling.
My other big excitement is that my 10 Google Cardboards are on their way to my classroom! They're supposed to be delivered next Saturday (but the building will be closed), so I should get them on Monday, August 15th. When I went to purchase them on Thursday, I noticed that instead of paying $15 each, I could get two for $25! I posted only social media, and got another $75 in donations. That was a nice boost for the end of my work week :) I can't wait for my students to try Cardboard in the classroom. I hope that it's exciting and interesting for them!
I can't think of much else other than that I have a lot of work to do this weekend, and the cat sitting on my lap and the cup of coffee next to me are helping me stay focused.
Enjoy your weekend and Go USA! I'll see you next week :)
- Rachel
@historicalipad
My Teacherspayteachers website
Donate a Google Cardboard to my classroom!
As I blogged last week, I was quite excited to try flexible seating in my classroom. To NO ONE'S SURPRISE, my students ate it up. The first day, I had them switching seats every 5-10 minutes to try all of the the different seating options. They actually did not care for trying all of the options (because I think they didn't want to move), but in the end, it was better that they did because some of the students are picking new seats every day. I have found that the students like the yoga balls, so I may have to purchase more further down the road. They like the big fluffy floor pillows, and some of them use the pillows with the camping chairs. I need to find a way to get donations, or tell the students that they can bring in more seating options too. Yesterday, I ended up taking 18 desks and chairs out of my classroom (I don't think my janitor was too happy about them all being out in the hall after school). My room looks quite large and rather empty, which is exciting! I kept an extra four desks in my classroom as I am going to lower the legs so they can sit on the floor and use a desk. Many students may prefer that option, so we will see how it goes over the next couple of weeks.
I do think I will have a bit of a hill climb when it comes to using QFT (Question Formulation Technique) with these students. I'm not sure how the students will react to it. My classroom tends to be a bit different than other classrooms at Skyview, and I'm not sure how much choice they've had over the years. I worry that having such an open-ended curriculum will throw them for a loop, and they will react badly. But, if things are not going well, I know that I need to provide structure and support.
I think we do have good students this year. We're both feeling each other out, and I think my students are trying to determine if I am being genuine and sincere. Middle school students usually wait for the inevitable (i.e. bad) to happen, so I think they're waiting for me to "flip".
It has also been a great week for my mentee and myself. I know I haven't talked about my mentee much, but we had communicated a bit over the summer, so I was pleasantly surprised to have him as a mentee. We are communicating very well. I am trying to provide support in any way that I can, and he's great about coming to me when he needs something and he's been asking a lot of questions. Starting your first year of teaching is super stressful, so I'm just trying to help out when he needs it. I don't want to overwhelm him, but I think we already have a good enough relationship that he'll tell me when he just needs time and not help.
I'm also excited for all of the new teachers in the building! We have a number of new staff members and a handful of student teachers. Their excitement and eagerness are spreading through the school and I feel like the culture of SMS is changing (slowly, but steadily). It's exciting for me because I feel like I'm helping change the way. It's a good feeling.
My other big excitement is that my 10 Google Cardboards are on their way to my classroom! They're supposed to be delivered next Saturday (but the building will be closed), so I should get them on Monday, August 15th. When I went to purchase them on Thursday, I noticed that instead of paying $15 each, I could get two for $25! I posted only social media, and got another $75 in donations. That was a nice boost for the end of my work week :) I can't wait for my students to try Cardboard in the classroom. I hope that it's exciting and interesting for them!
I can't think of much else other than that I have a lot of work to do this weekend, and the cat sitting on my lap and the cup of coffee next to me are helping me stay focused.
Enjoy your weekend and Go USA! I'll see you next week :)
- Rachel
@historicalipad
My Teacherspayteachers website
Donate a Google Cardboard to my classroom!
Saturday, July 30, 2016
Flexible Seating
Good morning! I woke up this morning quite groggy and exhausted. This has been one long week. I worked on Monday for a mentoring meeting, had Tuesday off, then the entire district came back on Wednesday. It is always tough, as all of you educators know, to go back and sit through "sit and get" sessions. I see what our district tried to do with pumping us up and getting us excited for the year, but sometimes it falls of deaf ears... and that is what happened for me this year. It is partially my own fault, that I only had an hour and a half of work time in my classroom over the three days. I could have gone in earlier... I could have stayed later... but made the choice not to.
One thing that did happen is teachers came into my room and asked me why I hadn't set up my classroom yet. I replied by telling them that my classroom is set up and that I am using flexible seating this year. I was a little bummed with the faces and replies I got back. There was not much support going my way on this, and I am not surprised. It took me eleven years to get here, and I know it might take one week to send me back to seating charts. My mantra for last year was "Whatever", so at least my mantra for this year is "Cautiously optimistic". I am trying new things - I am working towards believing more in student choice, so it only seems fair that student choice with seating falls in with that.
Over and over, I tell people that I'm the "non-traditional" teacher, yet my classroom had only desks, set up in pods or in rows. People... that's not "non-traditional"! I knew that my classroom had to look a little different if I was going to walk the walk. I really liked the furniture from MiEN that I saw in Louisville, Colorado for GAFE, but knew I could never convince anyone to purchase $500 chair/desk combos. So I started to think about what I could use in my classroom cheaply. I was sort of thwarted at every turn, but found some cheap camping chairs from Kmart and a couple of floor pillows from Amazon. (The floor pillows are actually pretty awesome. I wish I could afford more for my classroom.) I also moved all of my desks and chairs to the outside of the room. I am bringing in a long folding table (will purchase a tablecloth since it's rather gross) and will allow the students to use yoga balls or the regular chairs for seating, and will also allow them to stand at any place in the room. I may also purchase yoga mats or bath rugs to add more floor options, and I am intrigued with a low table and floor pillows. I know I have more time throughout the year to add more seating options.
So... from the very first day of school, I will have a Slides presentation in the front of the room telling students that they can pick where they sit. I really don't care. As I said "I really don't care out loud", it cements that it does not matter to me where the students sit. Yes, I will still have to move students for misbehaving (it IS middle school) and some students may lose their privileges and have to sit in a classroom desk and chair. But it's the IDEA that students have choice. I think some of them won't know what to do with this... it's too different and weird.
Again, I am cautiously optimistic. It's these little things that make me want to continue teaching.
Thanks for reading! I'll see you next week :)
- Rachel
@historicalipad
My Teacherspayteachers website
Donate a Google Cardboard to my classroom!
One thing that did happen is teachers came into my room and asked me why I hadn't set up my classroom yet. I replied by telling them that my classroom is set up and that I am using flexible seating this year. I was a little bummed with the faces and replies I got back. There was not much support going my way on this, and I am not surprised. It took me eleven years to get here, and I know it might take one week to send me back to seating charts. My mantra for last year was "Whatever", so at least my mantra for this year is "Cautiously optimistic". I am trying new things - I am working towards believing more in student choice, so it only seems fair that student choice with seating falls in with that.
Over and over, I tell people that I'm the "non-traditional" teacher, yet my classroom had only desks, set up in pods or in rows. People... that's not "non-traditional"! I knew that my classroom had to look a little different if I was going to walk the walk. I really liked the furniture from MiEN that I saw in Louisville, Colorado for GAFE, but knew I could never convince anyone to purchase $500 chair/desk combos. So I started to think about what I could use in my classroom cheaply. I was sort of thwarted at every turn, but found some cheap camping chairs from Kmart and a couple of floor pillows from Amazon. (The floor pillows are actually pretty awesome. I wish I could afford more for my classroom.) I also moved all of my desks and chairs to the outside of the room. I am bringing in a long folding table (will purchase a tablecloth since it's rather gross) and will allow the students to use yoga balls or the regular chairs for seating, and will also allow them to stand at any place in the room. I may also purchase yoga mats or bath rugs to add more floor options, and I am intrigued with a low table and floor pillows. I know I have more time throughout the year to add more seating options.
So... from the very first day of school, I will have a Slides presentation in the front of the room telling students that they can pick where they sit. I really don't care. As I said "I really don't care out loud", it cements that it does not matter to me where the students sit. Yes, I will still have to move students for misbehaving (it IS middle school) and some students may lose their privileges and have to sit in a classroom desk and chair. But it's the IDEA that students have choice. I think some of them won't know what to do with this... it's too different and weird.
Again, I am cautiously optimistic. It's these little things that make me want to continue teaching.
Thanks for reading! I'll see you next week :)
- Rachel
@historicalipad
My Teacherspayteachers website
Donate a Google Cardboard to my classroom!
Saturday, July 23, 2016
#gafesummit recap
Hey guys: I want to be honest with you. I'm scared to death about this upcoming school year. To be even more honest, I have not been looking forward to going back. There are going to be some changes around me that I am not ready for, and because I am the eternal pessimist, I wasn't happy about it either.
But this past Tuesday, I was at a GAFE summit hosted by our own district! Holly Clark was there, and I have been in awe of this lady for awhile. Not only is she an amazing and engaging speaker, she always says it like it is (but really nicely), and her teaching ideas are phenomenal. Her presentation was called The Right Question (with ideas from the Right Question Institute), what I consider an innovative way to add student choice to your classroom.
Holly mentioned that it would be beneficial to read Make Just One Change in order to fully understand how to incorporate the QFT (Question Formulation Technique) into the classroom. I am glad that I did. I finished the book last night, and in order to help myself incorporate this into my class, I created a sketchnote.
Thanks for reading! I'll see you next week :)
- Rachel
@historicalipad
My Teacherspayteachers website
Donate a Google Cardboard to my classroom!
But this past Tuesday, I was at a GAFE summit hosted by our own district! Holly Clark was there, and I have been in awe of this lady for awhile. Not only is she an amazing and engaging speaker, she always says it like it is (but really nicely), and her teaching ideas are phenomenal. Her presentation was called The Right Question (with ideas from the Right Question Institute), what I consider an innovative way to add student choice to your classroom.
Holly mentioned that it would be beneficial to read Make Just One Change in order to fully understand how to incorporate the QFT (Question Formulation Technique) into the classroom. I am glad that I did. I finished the book last night, and in order to help myself incorporate this into my class, I created a sketchnote.
When Holly presented on this topic, she modeled the six components of QFT for us. While it was incredibly valuable to see in action, at the time, I struggled to see how to incorporate the ideas in into my class. Reading the book helped me think through the entire process. I am excited to use these ideas in my class, and I hope that they work with my students.
Step 1: come up with a QFocus. Instead of asking your students questions/prompts to get them excited about learning, you give them a focus that will have the students generate questions. For my American Indian unit, I ask the students How did American Indians change the history of the United States? Now, for my QFocus, I will tell the students American Indians changed the history of the United States.
Step 2: produce questions. I will then have the students work in groups of three to generate questions. They generate questions based on the QFocus. They may come up with questions such as the actual essential question (How did American Indians change the history of the United States? or Who were the American Indians?) The students have 5-8 minutes to write down as many questions as they can. They cannot discuss the questions, judge them, nor answer them. They must write all questions exactly as they say them. If they make statements, they must change them into questions.
Step 3: assign questions as closed or open-ended. The students look at the questions and determine if the questions are close-ended (have a one word answer) or open-ended (needs further explanation). They should also change three questions from open to closed, and from closed to open.
Step 4: prioritize questions. There are options, for this step, to have students work individually or in their small group (or both). They have to decide on the top 3 questions, depending on the focus of their QFocus. In my case, for the American Indian unit, I am thinking I will have the students prioritize the order of the questions based on which questions need to be answered first. I am using these questions to help the students research and gain interest in American Indians. Once the students have prioritized, they have to justify their order to the entire class.
Step 5: next steps. In the case of my American Indian unit, the students will continue to research and create new questions based on their research. They will be working in their groups of three on a unit project, so their research will support them in answering the essential question and making the video project. The nice thing about this is that students get to focus on their own interest with American Indians (i.e. student choice). It is almost like independent research, but with much more support from me.
Step 6: reflection. I still have to think through exactly what this looks like, but I know that the focus will be how the QFT led to deeper learning, developing confidence, and applying new skills. I will likely have the students vlog using the app Recap and posting their reflection and unit project on their digital portfolio.
I know that this is a lot, but I am envisioning (however scary it is), that I will film myself facilitating the QFT in class in order to a) personally reflect and b) give you guys a visual of what this looks like in action. QFT is making me excited for next year (which I was not at the beginning of this week), so at least year 11 won't start off as a bust.
Thanks for reading! I'll see you next week :)
- Rachel
@historicalipad
My Teacherspayteachers website
Donate a Google Cardboard to my classroom!
Saturday, July 16, 2016
Now that I'm a mentor...
...I'm looking for ways to help my mentee. I have not been assigned a mentee officially for this year, but I am excited to move forward in my career into a leadership role. I was doing some research into mentor support when I stumbled across a page from Inc.com. They posted twelve questions that people should be asking their mentor and I thought it would make for an interesting blog post!
1. What do you wish you knew at my stage?
- Rachel
1. What do you wish you knew at my stage?
Pick and choose what you are going to do in the classroom - you cannot do everything. It will take time to add stuff to your bag of tricks, and that's okay! Start with what you are good at, then build from there. For example, I am quite good with integrating technology in my classroom. I integrated tech from the very first day of school. My tech integration has changed over the years, but it's something that I incorporate because I think it is important. Even though I am tech savvy, it took some time for me to use Twitter. I was really resistant to blogging until this summer! For my curriculum, it took me a long time to come to terms with giving students choice. This school year, I will have more choice for my students than ever. But like I said before, start with what you are good at and are comfortable with, BUT, keep growing and keep building your arsenal.2. Who else would you recommend I connect with?
It sounds silly, but you first need to connect with your classroom janitor and with the secretaries in the front office. They will be your go-to people when you need something, and a smile and a please/thank you can go a long way. I have rarely argued with these people because of the foundation I created when I first started teaching at SMS. I would also encourage you to find a mentor whether it's the mentor that you were assigned or just someone that you can go to for advice. I would lastly recommend that you find someone to talk to whether it's a psychiatrist, a friend, a family member - someone who can listen to you and help you work through the problems that you will go through as a teacher. You might think that your spouse or partner is the perfect person for this, but they will get sick of you talking about school all of the time. Find someone that you can blow off steam with that understands what you are going through.3. How can I work smarter?
This will take some time - after 10 years of teaching, I'm still trying to figure this out! Find ways to build in quick, formative assessments. Find ways for the students to provide feedback (*cough* Google Apps!) for each other; even grade each other! And remember that you do not have to grade everything and not everything has to go in the grade book.4. If you could do it all again, what would you do differently?
I wish that I would have studied backwards design from the get-to. I never realized how essential it would be for my lesson planning, and how helpful it would be to better integrate the Marzano tools that our district is implementing. When I started teaching with the iPads, I wish I would have spoken up about how necessary training was. I needed support, and I did not get it. I also wish I would have known about Capturing Kids Hearts training when I first started teaching. These three things could have transformed my teaching from the start instead of me figuring it out as I went.5. What are you trying to accomplish this year?
I want to make sure my classroom Marzano scales are strong from the start of the year. This way, I can have my students "grade" themselves on the scale and reflect much more this year. I was inspired at the ISTE 2016 conference to have students create their own projects and rubrics which I will start second semester. I also want to continue to stay positive throughout the year - I always start strong at the beginning of the year, but it tends to wane second semester. I need to find a way to keep myself going!6. Am I being crazy?
Yes! You're a teacher! But for all of the crazy moments, you will find those special moments that make you smile and laugh.7. What should keep me up at night?
Your job is to not be kept up at night. I've been there, and it's not fun. It's not fun replaying conversations with your colleagues or rereading angry parent e-mails in your head. You are a teacher - it is what you do, but it is not who you are. You cannot do it all. Find something to do and be outside of school so that you can sleep at night - it could be going to happy hour with friends, reading a really good book, learning a new language, or doing yoga. Find something that makes you happy and helps give you perspective.8. What were your biggest failures?
My biggest failure as a teacher was four years ago - the first year I taught with iPads. I had a rough group of students and was completely unprepared to teach with iPads. There were numerous complaints outside and inside my classroom. I honestly thought I was getting fired. While it was the worst year I've had, it was the most growth I've had as a teacher. I learned a lot about HOW to teach. I learned to be less sarcastic, more engaging, and how to smile. I realized that no one was going to train me, and I had to really figure out how to teach with iPads. Now I have a good handle on what I am doing and no longer worry about getting fired - I really reflected and made changes.9. What has been your most rewarding accomplishment?
My most rewarding accomplishment has been becoming the teacher that people can go to. I love having that reputation! I also love it when students come back to tell me that I supported them beyond my class - that means what I am doing is WORKING! It supports my curriculum and tells me that I am not shooting blind.Thanks for reading! I'll see you next week :)
- Rachel
- @historicalipad
- My Teacherspayteachers website
- Donate a Google Cardboard to my classroom!
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