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.

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