Sunday, August 7, 2016
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.
Saturday, August 6, 2016
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.
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.
Friday, August 5, 2016
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?
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?
Thursday, August 4, 2016
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. :)
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. :)
Wednesday, August 3, 2016
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.
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.
Tuesday, August 2, 2016
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.
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.
Monday, August 1, 2016
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.
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
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