I don’t use manipulatives enough in math. Over the past few years, I have used fewer manipulatives than ever before. I take partial responsibility for this. I should have incorporated more into my lessons. However, other factors contributed to this: my district not providing any manipulatives, adopting a half curriculum (half because the state doesn’t recognize it) that makes no mention of using any, and the pressure to keep moving along the curriculum/pacing guide. Well, this year I am making a conscious effort to do better.
No more excuses. Last week my class explored decimals and multiples of ten. I didn’t think they were really understanding that they moved the numbers a column (base-10 number chart) because we have a base-10 number system. They could do it, but were they understanding the why? The answer was, no. So, I broke out the base-10 manipulatives (rods, flats, etc.) to illustrate this. THEY worked as a group (table groups) to prove that 0.26 x 10 = 2.6. Yeah, that lesson was a total failure! Each group created 10 groups of 0.26, but when they combined them they grabbed everything; including the unused manipulatives.
I did not want to give up the opportunity for them to make a connection. I regrouped after the failed lesson and reflected on what went wrong – management on my part. The next day we tried it again with greater success. Once they had their 10 groups of 0.14 I had them clean up the extra pieces (duh). They still weren’t completely making the connection, therefore, several conversations were had. Several finally saw the connection.
I’m not saying that this lesson hit it out of the park, obviously, it didn’t. I do need to make sure the students are getting more and more exposure to the manipulatives. With practice, we will all get better.
For as much as I write about my successes, I need to also write about my failures. This is a lesson that I am still thinking about nearly a week later. How can I make it better next time? Where did I go wrong? Any and all suggestions welcome.
Today ended the first week of the 2018-19 school year. For the most part, it was a great success. I had fun, the kids had fun, and it was low pressure. I did have the option to give a reading test this week, but I thought, “Who wants to take a test the first week of school?” And honestly, it won’t do any harm to wait until next week (but that’s another blog post altogether).
Along with all of this week’s successes, I did have a few failures. The biggest one was when I, ambitiously, decided that we would do two mini-reports (created by Jon Corippo). I thought two short articles on cats would be doable for a quick mini-report in one day…done as a group…Oh, how wrong I was.
I quickly realized while reading the first article with the class that it wasn’t going as planned. And for some insane reason, I powered on with the second article. What? Yeah, not sure what I was thinking (well, clearly I wasn’t thinking!). I did, however, extend the cat mini-report for a second day and scrap the dog report for next week. I also realized that I need to work up to two articles.
So…Next week we will read one article on dogs. We will take notes together. Together we will begin writing our mini-reports. I will have them do a portion of it on their own. Yeah, I’m learning. All it takes is one painful mistake for me to remember where to start. THEN, the exciting part is watching how far they will grow!
Today was my first day back with students for the school year. I purposefully planned a fun day. I am a ‘different’ kind of teacher. I am definitely NOT your run of the mill, follow the textbook teacher. I want the kiddos to really get that message. We did art, a Breakout, and created TERRIBLE (on purpose) presentations and presented them.
At some point in the afternoon, one of the boys stated that he wanted to write a book. I thought this was great. I told him that I started playing with an app over the summer that created books. He thought that was interesting. Then, I showed him a short book I created on Book Creator.
The book isn’t particularly good. I was exploring the tool and thinking of ways to use it in our classroom. However, when I showed the boy that some of the possibilities: voice overs, inserting your own image and text his eyes nearly popped out of his head. He looked at me, mouth wide open, and said, “I want to do that!”
I got him hooked! I can’t wait to use this in the classroom. The students will have so much fun creating their own books. THIS is going to be an EPIC year!
Last year I failed, miserably, at creating a positive class culture. I could go into all the ‘reasons’ why I failed, but in all honesty, they just sound like excuses when I say them out loud. I mean, this is how bad it got: at the end of the school year I ask students to list positive qualities about their classmates. This led to the majority of my class saying, “she gives good burns,” about one girl. And they meant it in an honoring way. They looked up to her because she could cut others down. Yeah, I don’t want THAT again!
So as a part of my reflection, I asked myself, “How can I do better this year?” I decided that ‘Motivation Monday’ might be in order. I’m sure I read or saw this somewhere. The idea is that each Monday (or Tuesday when we have Monday’s off) I will show a short inspirational video to the class; some ‘feel good’ video. I have begun curating a collection of these videos on YouTube. I will continue to add to them as the year progresses. There are so many wonderfully inspiring people, and in some cases animals, out there. I would much rather my students value the uplifting actions and words of others than the cutting ‘burns’ one spews upon others.
Each year teachers show off their cute rooms on various social media platforms. I am NOT one of those teachers. I don’t do color schemes or themes. It’s just not me.
I hate that teachers spend their hard earned money on their classrooms. And so many companies and sites exploit this trend. One site that pays other teachers (not mentioning the actual name as I’m not a fan) has sales! What? We are all in this together. Yes, you took the time to make a cute worksheet, but many teachers also create lessons, curriculums, and experiences and share it all for FREE. Yeah, I’m in this camp. Last winter I spend over two weeks designing a Hyperdoc for a novel study (Tuck Everlasting), which I shared for FREE. Then there are all the glossy magazines we get that entice us to buy items for our classrooms. I’m over it!
However, it appears that this year I have a theme. It’s my Bitmoji. I started off by creating a few images for signs in the classroom. I figured it gave the room a bit more of a whimsical feel. And well, I just sort of ran with it. The best part is, with the help of Google Slides and Draw I didn’t have to buy anything, which makes me happy!
Not into Bitmoji? No problem. Google can help you find free to use images to fit all your needs. Simply customize your Slide or Draw to 8.5 x 11 in and you’re ready to go!
Name Plate for desk
Cite Evidence Poster
It’s summer and I”m doing what most teachers do; reflecting, researching, and preparing for the upcoming school year. Yeah, I know it’s still June, it’s what I do. Recently, I joined a teacher Facebook group. It’s great. Teachers are asking questions, looking for ideas, gathering resources, and the like. Then there was a run on teachers asking about classroom themes and names. This got me thinking.
You see, I don’t ‘pimp out’ my room with a theme or a cutesy name. I never have. I’d like to say that it’s because of some philosophical reason but sadly, it boils down to sheer laziness. I mean, that’s a lot of extra work. I”m am definitely NOT the type of person who is all on board with creating more work for myself. And so seeing all these teachers being enthusiastic about themes and names (i.e. Ms. N’s RockStars) had me reevaluating my thoughts on the subject.
I came to the conclusion that I’m STILL not going to do that. Why? a lot of the same reasons: I don’t create extra work for myself. But looking at it deeper, why would I want to? Personally, I like to focus my creativity on lessons. I rarely do the same lesson twice. I don’t reinvent the wheel each year, I tweak or change up lessons based on latest research, tools, and needs of my students.
I’m not creating a ‘Pinterest Classroom’; it doesn’t help my students. It might make me feel good to have a cutesy room and others might look at it and think it’s cute too, but that’s not my job. My goal is to help my students learn and succeed. That’s not to say that I don’t try to create an organized classroom; I do. I try to create a safe, calming, relaxing, and a caring classroom. So if your looking for a cute ‘Pinterest’ classroom with a fun name; my classroom isn’t for you. If you’re looking for innovative lessons with successes and failures; look no further.
At the beginning of this school year, I had GRAND plans for sketchnoting. And I failed. My plan was to have 49 Mystery Hangouts where students would learn about the states and keep a journal where they sketchnoted their information. Yeah, that didn’t go as planned.
But sketchnoting is still on my mind. As the year ends it’s a great time to try new things. Experiment. We all do it. That’s when I decided to introduce my students to podcasts. I have a plan to have my students podcast next year, but in order to do that, they have to know what a podcast is. While they won’t get to start a podcast this year, it will help me work out some of the kinks for next year.
I went on a search for an engaging podcast: something fun. After listening to Check This Out podcast with Brian Briggs and Ryan O’Donnell talk about podcasts for kids and tweens, I ‘checked out’ (see what I did there?) Kids Listen. Kids Listen lists great podcasts for kids. The subjects include science, history, stories, and creativity. I settled on The Unexplainable Disappearance of Mars Patel. This podcast is an adventure story about Mars Patel and his friends, some of whom mysteriously go missing and the adults don’t seem to be worried. After listening to one episode, the students were hooked!
This is where I brought in sketchnoting. One complaint I hear over and over from teachers in my school/district is that the kids just don’t listen. I agree. The CELDT scores would also concur. By drawing the story, what they envision, they are forced to use different parts of their brain and listen. At first, a few students liked it but wanted to watch the episode. I explained that there wasn’t anything TO watch. They were not fans of this. However, by the end of the second episode, I didn’t hear any complaints. Some students had no problem drawing. Others listed the events in a note-taking style without any drawings. Others listed events and placed the notes in bubbles.
This has been a great activity. They come in each day asking if we are going to listen to Mars Patel. I have to beg them not to listen on their own and go ahead. Others have settled on finding other podcasts they can listen to. I am thrilled, and excited, by their response and the possibilities. Next year, I plan to incorporate podcasts into my lessons more often.