Last week I led a trip of 16 students and 4 adults (myself included) on a mission trip to Jonestown, Mississippi where we worked with Sr. Kay Burton, SNJM. It was my fifth year on the trip and probably my best.
When I first interviewed at AHN and the principal at the time explained Mini Course Week and the mission trip program to me, I immediately fell in love. Let me be clear that I don't exactly enjoy sharing one bathroom with 20 people or sleeping in a twin bed in the same room as another teacher or eating the last of whatever has been prepared for each meal, but I do love going on this trip because it is such an incredible experience for our students.
Our students worked so hard throughout the entire week, and I was constantly amazed at what they were able to do. On Monday we took up an entire floor (two floors of linoleum in some places); we're talking six hours of chipping away at a floor - and they rocked it. On Tuesday and Wednesday, it was all painting all the time. Thursday and Friday were spent laying the new floor. When I left for Lowe's on Thursday, our IT guy was laying the floor. By the time I returned four hours later, the girls were doing it all! Piecing the floor boards together, using the circular saw to cut boards, and nailing the quarter round into place using the t-nailer. They even wanted to come back after dinner to finish, but we convinced them to wait until Friday. That morning it took nearly two hours to place the final four boards around two toilets. They were incredibly proud of themselves for being able to use their math skills to figure out how to cut down the boards. It was so cool and an amazing example of persistence.
Not a single complaint in the entire week. We've been home for 2+ days, and I'm really excited to go back to school tomorrow. After being together 24/7, I miss them!
--------------------------
Today, in a nutshell...
6am - alarm goes off
6:08 - snooze alarm goes off
6:16 - turn off snooze
6:25 - actually get out of bed, get dressed, do make up, brush teeth, etc
6:40 - make coffee and english muffin
6:48 - get in the car
6:54 - arrive at Christ the King for 7am mass (realize I can get there in 6 minutes...)
7am - mass begins
7:26 - scoot out after the final blessing since I'm supposed to be at work by 7:30
7:32 - park my car at school
7:38 - my entire department is in the office. we've been gone a week, and i missed them!
7:58 - run over to the media center for our meeting at 8
8am - play a sequencing game that involves communication. we aren't good at it.
8:20 - instructional tech specialist shares new info with us
8:50 - duck out with another teacher
8:55 - run to the bathroom with other teacher and realize our presentations complement each other
8:57 - where is our presentation? no one is in the room.
9am - guests arrive
9:02 - other teacher presents. i enjoy listening to her. it was fun when we shared a classroom last year
9:22 - it's my turn. pretty sure i forgot half of what i planned to say, but it was fine
9:44 - run back upstairs
9:58 - i need to be back in the media center, but i just got here!
10:04 - stop in campus ministry to share with sister about the trip
10:35 - finally leave.
10:37 - i'm really late now, but that's ok. other teachers are sharing about tech they use.
11:32 - it's time for lunch! free healthy lunch from the wellness committee
11:45 - i have to go meet one of our guests
11:49 - that was fast; back to my lunch
12:15 - i need a coke. not bringing my water cup today was a big mistake.
12:20 - the machine in the faculty lounge is not working.
12:23 - the machine in the senior lounge is 25 cents more! (no cans)
12:29 - finally get to some planning for tomorrow.
1:03 - we're late to our textbook meeting. i don't want anything different for next year. work on Desmos fellowship application while everyone chats.
1:35 - back to campus ministry to talk about the trip
2:30 - it's time for the religion textbook meeting
2:32 - my bad, that meeting was at 2pm and i missed it.
2:34 - stop by religion to apologize for being absent
2:37 - back to my office to pack up.
3:02 - time to leave!
3:05 - run home. change clothes. pick up bags.
3:21 - drive to the mall.
3:29 - return amazon purchase to locker.
3:37 - drive to walmart. return mission trip stuff and get $ back.
3:43 - drive to the gym.
4:30 Pump on Mondays - back in the routine! It feels good.
Somehow this only checks off like three things on my to do list for today. So it's back to work tonight in order to be ready for the kids to come back tomorrow! Bring it on fourth quarter!
Monday, March 20, 2017
Tuesday, January 10, 2017
What Running has Taught me about Teaching
Everyone needs a motivator.
This weekend I ran the Extra Yard 5k, a race benefiting the Extra Yard for Teacher Initiative through the College Football Playoff National Championship Game. There was one moment in particular where I just thought, "What if all of life was more like this?" I was about a half mile from the finish line, and three police officers from the City of Tampa stood on a corner clapping and cheering us on. They were smiling and watching us as individuals, tailoring their messages to each of us running. I was moved in thinking how our students need that type of support from us as teachers. They need to be validated as individuals and supported in their personal endeavors whether they are the best and brightest or someone who struggles with every single lesson. I felt like these (strangers) police officers truly wanted me to run my best race, and I wish that my students would have that experience every day in every class.
We're all in this together.
It's only now after a year of training, as I prepare for my third half marathon, that I dare to call myself a runner. As I read through running blogs and posts on Pinterest, I see so much about how the running community is one of great support and encouragement. The more races I run, the more I learn this for myself. There was a little girl, maybe five, running with her dad. I came up behind them just as she said, "No more running. We have to stop." At the same time as her dad said, "OK, we can walk," I ran beside them and said, "You're doing a great job!" The running community has taught me how important it is for us all to help each other. Some days you will be the one who needs to go slowly. Other days, that will be me. Regardless, we stay together until the end. We start together and we finish together.
You'll have good days and bad days.
I ran the best race of my life on Saturday. A freezing (literally) morning on a flat course lends itself to the ideal race, but my time was over seven minutes faster than my previous PR. That's an insane improvement for a 5K. As excited as I was (and believe me, I was excited, I cried), I know that the next time out I probably won't run as well. Such is life. We want continuous improvement, we strive for continuous improvement, but for every good day, there is also that bad day. The same is true in class. Right now my students are working with exponents and (to my delight) thriving! We are rolling with these conditions for as long as they last. At the same time, I know that the rest of the year will (sadly) not be like this. There will come another day, topic, or concept, and again they will struggle. Remembering these races and good days helps us power through the darker times.
You can do hard things.
This is undoubtedly the biggest lesson of my life. I have never considered myself a runner. I quit Couch 2 5K seven times before finally completing it. Many of the students I teach feel the same way about algebra as I do about running. Defeated. Math always came easily for me, so it's sometimes hard for me to identify with their difficulties in class. But my struggles each Tuesday, Thursday, and Saturday remind me to be patient and encouraging with them in the learning process. I understand what it's like to feel like you can't do something and will never be able to. I know the frustration of watching others complete a task that you cannot. I am ever reminded of the growth mindset, to change my internal dialogue from can't to can't yet.
This weekend I ran the Extra Yard 5k, a race benefiting the Extra Yard for Teacher Initiative through the College Football Playoff National Championship Game. There was one moment in particular where I just thought, "What if all of life was more like this?" I was about a half mile from the finish line, and three police officers from the City of Tampa stood on a corner clapping and cheering us on. They were smiling and watching us as individuals, tailoring their messages to each of us running. I was moved in thinking how our students need that type of support from us as teachers. They need to be validated as individuals and supported in their personal endeavors whether they are the best and brightest or someone who struggles with every single lesson. I felt like these (strangers) police officers truly wanted me to run my best race, and I wish that my students would have that experience every day in every class.
We're all in this together.
It's only now after a year of training, as I prepare for my third half marathon, that I dare to call myself a runner. As I read through running blogs and posts on Pinterest, I see so much about how the running community is one of great support and encouragement. The more races I run, the more I learn this for myself. There was a little girl, maybe five, running with her dad. I came up behind them just as she said, "No more running. We have to stop." At the same time as her dad said, "OK, we can walk," I ran beside them and said, "You're doing a great job!" The running community has taught me how important it is for us all to help each other. Some days you will be the one who needs to go slowly. Other days, that will be me. Regardless, we stay together until the end. We start together and we finish together.
You'll have good days and bad days.
I ran the best race of my life on Saturday. A freezing (literally) morning on a flat course lends itself to the ideal race, but my time was over seven minutes faster than my previous PR. That's an insane improvement for a 5K. As excited as I was (and believe me, I was excited, I cried), I know that the next time out I probably won't run as well. Such is life. We want continuous improvement, we strive for continuous improvement, but for every good day, there is also that bad day. The same is true in class. Right now my students are working with exponents and (to my delight) thriving! We are rolling with these conditions for as long as they last. At the same time, I know that the rest of the year will (sadly) not be like this. There will come another day, topic, or concept, and again they will struggle. Remembering these races and good days helps us power through the darker times.
You can do hard things.
This is undoubtedly the biggest lesson of my life. I have never considered myself a runner. I quit Couch 2 5K seven times before finally completing it. Many of the students I teach feel the same way about algebra as I do about running. Defeated. Math always came easily for me, so it's sometimes hard for me to identify with their difficulties in class. But my struggles each Tuesday, Thursday, and Saturday remind me to be patient and encouraging with them in the learning process. I understand what it's like to feel like you can't do something and will never be able to. I know the frustration of watching others complete a task that you cannot. I am ever reminded of the growth mindset, to change my internal dialogue from can't to can't yet.
Sunday, November 20, 2016
Weary.
I don't feel like it's a word we use all that often, but it's the only way I can find to describe how I've been feeling these past few weeks.
August and September begin the academic year. By October, everything is in full swing. Then November hits, and it seems that chaos reigns. After a summer of brain storming, learning, and preparing, it is exciting to begin the year with a new class. By the time we reach the weariness, frustration and complacency start to creep in. It's this way every year, we may be powerless to stop it. How do we combat the weariness that accompanies these days and continue to be our best selves?
I've had an Apple Watch for about two months now. With the release of watchOS, a Breathe app was added. In these days of weariness, I notice that Breathe app is buzzing more frequently. We have those days when these isn't time for lunch or to go to the bathroom, but I always have time to breathe. As simple as it sounds, a deep breathe can do wonders to alleviate the stress, anxiety, and chaos that threaten to take over my classroom.
This week alone, I've had: a STEM meeting, mission trip pot luck and info session, drug abuse prevention session, faculty meeting, campus ministry meeting, drop by visit from our math software program rep, faculty social, soccer game, basketball game, mission trip make up meeting, freshmen retreat, AND it's the last week before a vacation. Add to that list that my best friend suffered a tragic loss in her family and I found out with two days notice that the funeral was happening in Chicago and booked my travel plans.
I feel like I haven't seen my house all week. My routine is totally out of whack. How can I hold together a classroom when I can barely hold together my life? How do people do this with a spouse or children?
Despite the internal chaos, I try to be steady for my students and create an environment where they know what to expect, even if I am not present. However, I've also made a conscious decision to be real with my students, to tell them when I am struggling and ask for their patience. When we get to this time of weariness, I tell them that I need two minutes to breathe before I can returning to putting out all of the fires. This honesty has also given me the opportunity to expect complete honesty from them. If you're struggling, let me know, we'll make a plan; but don't make up nonsense because you've been lazy.
Having a long term plan is really helpful because I don't have think about the day-to-day. I simply follow my plan. When I don't have time during my planning to plan ahead, it's okay because it's not for that day or the next day. I can recover that planning time.
August and September begin the academic year. By October, everything is in full swing. Then November hits, and it seems that chaos reigns. After a summer of brain storming, learning, and preparing, it is exciting to begin the year with a new class. By the time we reach the weariness, frustration and complacency start to creep in. It's this way every year, we may be powerless to stop it. How do we combat the weariness that accompanies these days and continue to be our best selves?
I've had an Apple Watch for about two months now. With the release of watchOS, a Breathe app was added. In these days of weariness, I notice that Breathe app is buzzing more frequently. We have those days when these isn't time for lunch or to go to the bathroom, but I always have time to breathe. As simple as it sounds, a deep breathe can do wonders to alleviate the stress, anxiety, and chaos that threaten to take over my classroom.
This week alone, I've had: a STEM meeting, mission trip pot luck and info session, drug abuse prevention session, faculty meeting, campus ministry meeting, drop by visit from our math software program rep, faculty social, soccer game, basketball game, mission trip make up meeting, freshmen retreat, AND it's the last week before a vacation. Add to that list that my best friend suffered a tragic loss in her family and I found out with two days notice that the funeral was happening in Chicago and booked my travel plans.
I feel like I haven't seen my house all week. My routine is totally out of whack. How can I hold together a classroom when I can barely hold together my life? How do people do this with a spouse or children?
Despite the internal chaos, I try to be steady for my students and create an environment where they know what to expect, even if I am not present. However, I've also made a conscious decision to be real with my students, to tell them when I am struggling and ask for their patience. When we get to this time of weariness, I tell them that I need two minutes to breathe before I can returning to putting out all of the fires. This honesty has also given me the opportunity to expect complete honesty from them. If you're struggling, let me know, we'll make a plan; but don't make up nonsense because you've been lazy.
Having a long term plan is really helpful because I don't have think about the day-to-day. I simply follow my plan. When I don't have time during my planning to plan ahead, it's okay because it's not for that day or the next day. I can recover that planning time.
Friday, October 14, 2016
TMC Update
With the way life it right now, I'm fairly certain that I'll miss the TMC three month check in on Sunday if I don't post about it right now.
It's never good when you have to ask, "hmm, what was my #1TMCthing"? Thankfully I was able to go back through my (mostly un-updated) blog to find my list.
It's never good when you have to ask, "hmm, what was my #1TMCthing"? Thankfully I was able to go back through my (mostly un-updated) blog to find my list.
- Structure to be able to make kids argue in math much more effectively
Happening! We have argued about everything from estimations to WODB to Would You Rather? My girls have been great about using the structure Chris talked about where they stand while everyone else sits and say, "My claim is... and my warrant is..." I'm thrilled with how much I'm able to hear from them. It brings up great discussions about both novel ideas and misconceptions.
- Desmos 3D printing project
An end of the year project in the spring
- #alg1chat
I have failed at this. A quick search looks like it's being used scarcely. Is there interest in pumping up an actual Algebra 1 chat??
- Connecting elementary and high school divisions
I'm lucky enough to be able to actually go downstairs and talk to the teachers in our elementary school. I have a great relationship with the middle school teacher but have not yet been able to connect with the elementary school teachers. There's so much that comes up that I want to ask, "Tell me how you show this..." but I just haven't yet :(
- Honesty, openness, unafraid to fail
This has been a struggle. My class is working differently this year than last year (which should probably not be a surprise), but it's been hard for me. I'm not sure how to work through some of the challenges, and sometimes the fear that the "problem" is me has kept me from asking for help. I need to work on this.
- My classroom will be open.
Not two weeks after I made this commitment, my principal asked if I would be okay with people coming in to observe. YES! So far very few people have come to math. I'd like to have more because I feel like I really need feedback.
Wednesday, September 7, 2016
"So math is like problem solving..."
Yes. Yes, yes, yes.
After solving a number of literal equations for variables yesterday, I gave my favorite problem to the group of students I was working with.
Solve for &: #(@ - &) = $/!
Along with the reassurance that "Yes, you do know how to do this," and, "No, it doesn't matter that there are no numbers or true 'variables' as you know them."
They discussed it together and figured out how to solve for the &. It was my most successful uses of that problem across a number of years. But the even better part came at the end.
One of the girls looked at me questioning if we were "doing math." I said, "Of course you're doing math. You just solved an equation. Isn't that one of the things we do in math?" So, perplexed, she said, "But there were no numbers or variables." Agreed. We chatted for a minute or so more before she looked at me and said, "So math isn't really about numbers, it's like problem solving." My goodness, if we can start Algebra 1 with that idea, there is no limit to how far you can go!
I love seeing this mindset of thinking, figuring out, and solving problems spread within our classroom, school, and beyond.
After solving a number of literal equations for variables yesterday, I gave my favorite problem to the group of students I was working with.
Solve for &: #(@ - &) = $/!
Along with the reassurance that "Yes, you do know how to do this," and, "No, it doesn't matter that there are no numbers or true 'variables' as you know them."
They discussed it together and figured out how to solve for the &. It was my most successful uses of that problem across a number of years. But the even better part came at the end.
One of the girls looked at me questioning if we were "doing math." I said, "Of course you're doing math. You just solved an equation. Isn't that one of the things we do in math?" So, perplexed, she said, "But there were no numbers or variables." Agreed. We chatted for a minute or so more before she looked at me and said, "So math isn't really about numbers, it's like problem solving." My goodness, if we can start Algebra 1 with that idea, there is no limit to how far you can go!
I love seeing this mindset of thinking, figuring out, and solving problems spread within our classroom, school, and beyond.
Thursday, August 18, 2016
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?
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?
Tuesday, August 16, 2016
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.
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.
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