Back to School night - Review

It was AWESOME!

I felt more successful at reaching parents, sharing our classroom environment, and creating a positive relationship than I have ever before. They participated in the WODB activity - and in my last class, one of the dads even figured out something we hadn't been able to all night. There was excitement, he felt awesome, it was a total win.

I feel so torn between the ideals about classroom management that are set forth in the Wong book and what I've found to be true by ignoring them. I don't know how it's possible, but it seems like creating those standards in an explicit way somehow neglects relationships. But creating them implicitly through relationships is more successful all the way around. I haven't given my students a single rule this year, yet they are on task every second even when I'm distracted by working with someone else. How does this happen? What about the environment from day 1 creates this phenomenon?

Back to School Night

After the GMD webinar on back to school nights last Tuesday, I started thinking about what I do at mine. And I thought about parents trucking along to eight different classes just to hear eight different sets of rules, policies, and generally boring things.

This year I'm going with three slides. I only have five minutes. When the parents arrive, they'll find a WODB activity with directions that ask them to justify their choice. As we move on, I'll give them a very brief, "Hi, here's who I am" while they fill out a Google form that asks who they are, who their daughter is, and if they want me to follow up with them about their daughter since we don't really have time to talk tonight. Then, my last two-ish minutes we'll talk about goals for the class: build a solid foundation for future math courses, develop confidence and a love for math, and enhance problem-solving and justification abilities.

The Power of Student Choice

Today was our first day of really getting into the groove of class. After our warm up and collaborative activities, I said to my girls, "Ok, our objectives for today are simplifying expressions and evaluating expressions. Who wants to sit and do the lesson with me in a small group?" Not a single hand goes up. "Ok, who is planning on watching the video as a refresher?" About five hands go up. I'm utterly perplexed at this point. "So what are the rest of you planning to do for this lesson?" There are some whispers between girls, and someone finally says, "We know how to do it. We just need to practice." Oh. Ok, that we can do. And so we did. They spent the rest of class practicing a series of problems of varying difficulty on MathSpace.

I've been thinking about that conversation for the rest of the day. What if I hadn't had this talk with them? What if I'd just forced them into a lesson? It would have been a waste of all of our time. They've "learned" this for at least three years (probably closer to five). The last thing they need is another lesson. Yet they realize that they need practice.

Let's listen to our kids. They know what they need. Sometimes better than we do.

Digital Sign Out

In study hall this year, I'm using a digital sign out process. I created a Google Form with simple questions (who are you, where are you going, when will you be back), then made a QR code that goes to that form. I posted the QR code on the bulletin board on a sign that says, "Signing out of study hall? Scan here."

My students simply take their iPad, scan the code, and fill out their information. That way I can keep the response sheet open in a tab on my browser so if anyone needs to find them, I can easily say where they are - and I don't have to carry a paper sign out sheet to the classroom where I have study hall every time we meet.

The Power of FitBit

I've struggled to manage time in class, to remember to stop with a few minutes left to close, give announcements, whatever. This is compounded by the fact that our classroom clocks are not synchronized with each other nor with our MacBook/iPad clocks. So I'm never exactly sure when the bell is going to ring.

A few years ago when I was struggling with this, I thought about setting a silent alarm on my FitBit, but I thought it seemed tedious to have to go in each day to turn off or on an alarm for each class because we have a rotating block schedule.

On the first day of school, we spent a while playing Mao. It was really important to me that we had about five minutes at the end to debrief because I did not want them going home on day one saying that they played cards in math and have no idea what the purpose was. I decided to try the FitBit alarm. And I LOVED it. It was absolutely perfect as a reminder in each class. My back was to the clock and we never finished a game, so I certainly would have run out of time without the FitBit alarm.

But could this really work long term? I mean, setting alarms for one day was manageable, but would I really do it each day as the year went along?

I'm mostly concerned about my math classes because I have the timing set up differently in theology. For one day, that means I only need one alarm. For the other day, it's two. As I walk through my class, monitoring progress, answering questions, and checking in with my girls while they work, I don't have to worry about what time it is. I have all of the alarms scheduled but none repeat. That way, each day, I can just go in and "turn on" the ones I need that day. It's going to get annoying when I have to account for schedule change days, but I still think the benefit is greater than the annoyance.

At this point, I am thrilled with using my FitBit in this way and sort of annoyed with myself for not trying it years ago when I first thought of it. It helps that I have the FitBit app on my iPad as well, so for days like today when I realized at the beginning of class that I hadn't turned on the alarm, I can easily go in and do so even though I don't have my phone in class.

The First Day of School!

What a great first day!

One of my biggest goals for this year is to use debate in Algebra, in particular by using the language of "claim" and "warrant." I decided that I would use that same language in all of the warm up activities for the sake of consistency. That way, when we get to a larger scale debate activity, it will already be established.

When the students walked in, I had the expectations for entering and beginning class projected. As soon as the bell rang, we began with prayer and transitioned to the warm up (that will normally be the thing on the board when they walk in). We did Day 1 of Estimation 180 - as I've done for the past three years. This time, I introduced it as, "Look at the picture. You are estimating how tall he is. What is definitely too high? What is definitely too low? What would your estimate be and why? I care much more about your why than about your number." Then they had a minute or so to think and chat with anyone who was around them. I wasn't sure what would happen if I gave them the freedom to chat in the first five minutes of class on the very first day, but I walked around and every single conversation was about the picture! They were completely engaged.

From there, I introduced the language of argument, claim, and warrant - what it means to justify. Afterwards, I asked for estimates. When the first person raised her hand, I gave the instructions for her to stand and for everyone else to turn their bodies to face her. They were excellent about saying, "My claim is..." and pretty good about "and my warrant is..." but needed some reminders. Having done this with at least three classes for the past three years, I was amazed when I got warrants that I had never heard before. I love out of the box thinking.

We then did some course expectations, notebook set up, sort of boring but probably necessary stuff. I capped it at about seven minutes because I do not want that to be their memory of the first day.

Then we moved into a different space and played Mao. I was a little bit unsure about whether it was really a good idea to play cards with 6-8 kids on the first day and make everyone else watch, but I am so pleased with how it went! Those who were playing at at the table with me while the others stood around the perimeter. I made it clear that even though only a few were playing, I would be looking to the others to answer questions about the game at the end.

It was a blast! We laughed a lot. The atmosphere in the room was so overwhelmingly good. They immediately began helping each other. Halfway though, one of them made a comment that this was just like math because... Yep, they got the point, and I didn't even have to say anything. Afterwards when we debriefed the game, they picked up on so many things that they learned by playing/watching others play. We talked about encountering frustration when you try to solve problems and how working together, trying things (even if they fail), and giggling your way through it can help you. There were so many good things that I'm completely forgetting now (first day of school brain...), but I'm so glad we did this today. I would absolutely do it again.

What's Desmos?

Two of my new colleagues were talking to each other about their TI-84s today and trying to trouble shoot some issues. They looked over to me, and I said, "I don't know. I don't use it. I use Desmos." (Granted, I teach Algebra 1, not an AP class where you are more or less forced into the TI world.) They looked at me and asked, "What's Desmos?"

It's sort of crazy to me to think that people still don't know what Desmos is. I love it. Sometimes I graph things just for fun or because I'm curious about something. Since they gave me the perfect opening to evangelize, I launched in to what I love about Desmos. 

I always start with the fact that I can enter an equation in almost any form. I'm not restricted to y= which is incredibly liberating. So I graph a line in standard form. Then I graph one in point slope form. Just because I am. And guess what? They intersect. Do you know how I can figure out the coordinates of that intersection point? Click on it. Very intuitive. That same process on a TI is about 14 button pushes. By the time you get through the "how to do it," they've forgotten why they even want to do it. 

Since I keep hearing about the card sorts, I decided to go there next since I hadn't actually played with one yet. We picked the one about quadratic forms. They were immediately impressed. I showed them the teacher dashboard and what you can see while (and after) the students work on the activity. 

The teacher who has precalculus this year was so excited at the possibilities. And I'm excited to have another math teacher on board :)

Orientation days

I have started several posts, and I just can't finish. My brain is scrambled. Today I met my students in a five minute rotation of classes. I probably can't tell you any names, but I'm excited to work with them this year. Tomorrow the whole school will come for orientation. It's one of my favorite days in the entire year. The ruckus in the gym is a celebration of what it means to go to a school full of girls. For the freshmen, it's the time when they realize that this is a special place. For the others, it's an embracing of the new students into the sisterhood. For all of us, it's a transition from summer to another year, and I, for one, can't wait.

Opening Day

When my dad and I were in Chicago this summer, he bought me a dress at Loft that I decided I would wear on the first day of school. Having worked in professional baseball since before I was born, he refers to "the first day of school" as Opening Day. It makes sense actually, the hype and expectations are the same. The newness of the first day of school brings renewed hope for a year much better than or just as good as the one before. And in a new year, anything can happen.

The Organized Life

Now that I'm officially back from my summer adventures, it's time to get life back in order. Here are the ways I try to make my weekdays as efficient and thoughtless as possible:

Outfits:
On Sundays, I choose all of my clothes for school for the week and hang them in the front of my closet (with jewelry) on hangers labeled for each day. I thought I would miss the spontaneity of choosing clothes to match my mood each day; I do not. On a rare occasion I need to switch outfits because of weather or something, but I just choose another that I already had out for the week.

Lunches:
Normally I pack four or five salads on the weekend and shove them in the bottom of my refrigerator. Then each morning, I just have to grab the salad and a fork. I almost always add an apple and a snack (string cheese, rocket crackers from TJ's, yogurt) to eat during break. On Fridays we have smoothies at school so I don't always bring a lunch.

Gym Life:
I plan my workouts in my planner. The night before, I check to see if I will be going right to the gym from school (sometimes going home first means never making it back out again). If that is the case, then I pack a gym bag to throw in my car in the morning.

Dinners:
I also note my dinners in my planner. I actually plan for the month on a separate calendar I made in a Google Doc. Then I can link the recipes from Pinterest. I shop on the weekends and make myself a note in my planner the day before if something needs to be defrosted. Because I go to a 4:30 class at the gym on Mondays, I almost always crockpot something that day so that I can eat right away when I get home at 5:45 or 6.

Creating systems to organize my life helps me to be a better teacher because my mind is focused on my class rather than on what I will eat, wear, etc.

Interactive Notebooks

INBs were sort of the theme of my day. This is my fourth year of using them, and I've always used composition notebooks. One of the new teachers in our department also uses them (in Geometry - which is an awesome follow up to my using them in Algebra). So today, while we had a thousand other things to be doing, we launched into a discussion about the pros and cons of each style.

Composition Notebooks:
    PROS
-everything is contained
-copying everything two per page ensures a decent fit (and half the copies!)
-cheap

    CONS
-page size is awkward
-all the cutting/gluing
-running out of pages
-must decide order ahead of time/pre-plan

Binders:
    PROS
-add as many pages as you want
-can re-order as desired
-less cutting/glue

    CONS
-hard (but not impossible) to include foldables
-papers might not get put in
-holes rip through
-binders can be destroyed


In the end, I think we both decided to use composition notebooks. However, in an effort to save class time, we're going to pass out the papers for the next section at the end of class on test day for the unit before and create a video showing students how to insert them into their notebooks. Then they'll be good to go on test day. With our population, this is a viable option, but it might not be in other environments.

I'm kind of excited to see how she likes it - and maybe next year I'll consider using a binder if she can convince me that it's a better system.

So, what do you think? Which is better? What factors affect your decision?

Realified

It's time to walk my talk. This afternoon I met with admin about my goals for this year. It's so nice for someone to ask about my goals and be able to give authentic answers. For better or for worse, I am opening my classroom. It's a thing. I'm committed now.

How is it possible that every year I forget how hectic pre-planning is? In the summer I think, "We have a week, I'll accomplish so much." Two days in, I've actually accomplished nothing on my list save for sending a few emails. I've accomplished ZERO things. In two full days of work. Welcome to teaching. It's a good thing I love it. :)

Expectations and levels

Last night during the Global Math Department webinar, Annie made a comment that (paraphrase) "You can't only teach a (struggling) kid multiplication tables and expect that he will make progress." It's so obvious, and yet so seldom done.

Enter today. I'm in the hallway waiting for one of my admins and end up chatting with an English teacher friend. She tells me about these two American Lit books that they are reading and how she will juxtapose the two stories so that her students can answer this essential question about American literature and their identities. It sounded really cool and complicated, so I said, "Oh, this is in your AP class?" She said, "No, it's my college prep." My first instinct was to say, "But it sounds too hard for them." Then I remembered Annie's comment. If you don't give them any challenging work, they will never have the opportunity to grow, to improve.

In our faculty meeting today, we were asked to identify two or three things that we want to work on this year in our teaching. High five to TMC16, I already have a list. But I've been thinking of my own fears as well, am I shying away from doing something because it seems scary or hard? I will never grow unless I take on the challenge.

So long to summer

It's hard to believe that my alarm will go off at 6am tomorrow, and the routine of the school year will be back. We have a great welcome back with Mass and breakfast before heading off to meetings.

Where has this summer gone?

School ended on June 8, and I mixed relaxation with future class planning for two weeks before hitting the road.

For three weeks, I was volunteering in Connecticut as is typical for the summer. This year I was lucky enough to be there for the orientation week and came away with some great icebreaker activities and games that I hope to use as needed. I also go to know some amazing Notre Dame students who shared their learning from the Summer Service Learning Program with me to the benefit of my social justice classes.

From there, I went to Twitter Math Camp in Minneapolis. I'm so excited to see everyone in my department tomorrow since I have been emailing and texting them repeatedly as I learn more and more.

After Minnesota, I spent a couple of days in Chicago with my dad. I made my first trip to the Field Museum which was incredible. I can't believe I've never made it there before. I also visited the Pauline Sisters book store and grabbed a copy of I Forgive You that I've been wanting since Nicole published it. I'll use it in my classes and share it with my goddaughter.

I flew from Chicago to Providence and spent the day with an old friend while waiting for my mom to arrive. We visited my grandma in Massachusetts for a day before traveling into Boston to meet up with my dad again. The most interesting thing we did in Boston was the Freedom Trail. I've been thinking a lot about the idea that history is written by the "winners" and the foundational principles of our nation. In three games at Fenway, I found myself "wondering and noticing" all sorts of fun and random things. Does Fenway have more foul balls because of the lack of on-field foul territory down the lines? How did they decide upon the height of the Green Monster? How are pitch speed, bat speed, and the speed of the ball off the bat related? How much must your bimonthly paycheck be if you make $24 million in a year?

My mom and I went to Bar Harbor for a wedding. What a beautiful little town. It's so interesting to me to live in a place where you don't need air conditioning, where outdoor activities (in the summer!) are the primary focus, and where lobsters sell for $2.75/pound.

I had one day to unpack, focus my thoughts, pack up my school bag, buy groceries, and get ready for the new year to begin. Other than that 6am alarm, I am so ready. I'm anxious to share ideas with my new department members, to meet my lovely freshmen ladies, and to hopefully be a bit better of a teacher than I was last year.

It's August!

August 1 – the official end of my summer and beginning of the transition back to school. As my travel wraps up, I figured the optimal time to write my first post for the MTBOSBlaugust challenge was on my flight home.

I’m suddenly very thankful that I spent the first two weeks of summer doing some planning, creating, and copying for the fall. I’ve sketched out some rough dates for units in each of my classes and have my basic framework in place. All that’s left is the fun part!

My experience at TMC16 was phenomenal, and I left with so many good ideas. Moderating when and how to implement each is now the challenge. Having followed the MTBOS for so long, I was familiar with a lot of the amazing things people are doing in their classes and have tried a lot of it myself. This year though, I’m focusing on structure. It’s primarily a behind-the-scenes organizational framework for myself, but I’m hoping that it will enhance my students’ classroom experience by creating a better flow.

The most obvious structural change is going to be the use of the words ‘claim’ and ‘warrant’ (from #TalkLessAM) to create viable arguments. I would like to embed that framework in all of what we do discussion-wise to make expectations clear and increase cohesion between topics.

Because I teach freshmen, I get a “preview” day with them as they walk through their schedule at orientation. I think it’s only five minutes, but I know that I want to use it more effectively than I did last year when we sat around looking at each other and chatting awkwardly. I think I’m going to play a game that teaches some growth mindset and is silly, fun and encourages interaction.

Beyond that, I’ve decided what Day 1 will look like:

Introduce claim and warrant while working on Estimation 180.

            Very basic course information/pass out expectations to be signed.

            Use a video (to be watched at home) for notebook set up so that I don’t have to take
                        the time in class and they get familiar with how the videos work.

            Play Mao.

I just learned how to play Mao this summer. I love it because you have to figure out the rules as you play. It is ideal for getting into growth mindset and problem-solving. It also reinforces the importance of consistency in enforcing rules and equitable treatment for all which I hope to do within our class environment. I’m not exactly sure how it’s going to work with a class of 24, but I’m excited to try it with them.

Sort of off topic: I’ve recently realized how many high school students do not recognize the four suits within a deck of cards so Mao can address this basic life skill as well J