If you are back for round two… congratulations on your successes during week one! If you’re just joining us, welcome~ we’re thrilled to have you here and hope you join the conversation! Let’s think about where we are starting!
Level 1: Projects, activities and assignments lack challenge, are inappropriate, or do not cognitively engage students.-> Level 2: Projects, activities and assignments inconsistently challenge all students appropriately and only cognitively engage some students.-> Level 3: Projects, activities and assignments are appropriately challenging for all students, require 21st century skills, and cognitively engage almost all students in complex learning.-> Level 4: Projects, activities, and assignments are appropriately challenging for all students, require 21st century skills, and cognitively engage student in complex learning.
Let’s roll up our sleeves, take some risks and be proud of the outcomes! It’s February and by now you have a good idea where you want to focus your attention. Maybe you’ve been observed by a colleague or administrator and you have some actual feedback to guide you (yes!!) or maybe you’ve known for months and have finally dug yourself out of that pile of paperwork and are ready to go!
However you got to this place of wanting to grow- I’m glad you did. All we need is some focus and a little bit of persistence and together we will make change happen! Over the next four weeks, I will post practical tips you can use right away to make change happen in your classroom! We will focus on a different area each of the four weeks, and connect the work directly to the RI Teacher Evaluation System (based on the domains of Danielson’s Framework for Teaching). We will self-assess, implement a strategy and reflect. Any comments or feedback you leave will help me to generate the next post. I will respond to your needs… Based on teacher requests, we will start with Questioning/ Prompts and Discussion Techniques.
There are lots of rubrics out there! Here are two you can use to self-assess, reflect and set a purpose for our work together around questioning!
Let’s support each other and celebrate success using feedback, comments, Facebook & Twitter. Subscribers will receive additional tips along the way, so if you haven’t already subscribed- make today the day!
Thank you for attending today’s work session on using centers in the primary classroom!
Here are the links and documents I promised you. I hope you find them helpful. My favorite website for literacy centers is the Florida Center for Reading Research. It is amazing because the skills are organized by grade level and common core standard. To create math centers I always visit Mathematics Coaching Consortium and K-5 Math Teaching Resources. What I love about visiting these sites is that I get a crystal clear picture of what the skill I am trying to teach looks like at a variety of grade levels. Here are some of the documents we used in today’s session. The first video we watched is one of my favorites from The Teaching Channel and is called Creating A Safe and Positive Classroom. I would love to know what you thought of today’s session and how implementing centers in your classroom is impacting student learning! Let me know by leaving a comment!
You came in knowing you were doing what was best for your students- for so many reasons & in so many ways! With dedication like this, it’s no wonder you were collaborating at 6:00 at night!
I find that the majority of first year teachers I support teach in multi-age, self-contained special education classrooms. Many of the challenges they face are unique to this setting and predictable to administrators and veteran teachers in the school. Many of these challenges are also driving potentially long term and high quality special educators out of these settings and into other positions.
There are two major issues of equity that I see as prohibiting these programs from being the vehicle by which students’ transition back into the general education setting is supported and encouraged.
Access to Curriculum
There are two issues within access to curriculum. First- teacher expertise. I have yet to see a school or district find a way to provide the same professional development opportunities to the classroom teacher with students in grades 5-8 in his room as provided to the sixth grade math and science teacher next door. By professional development, I mean more than just the once or twice yearly content and strategy workshops (although that would be a start). The sixth grade math and science teachers meet bi-weekly as a cohort to plan, develop common assessments, problem solve around student misconceptions and work together to design ways to skillfully differentiate instruction by scaffolding a challenging topic in next week’s lessons. Throughout their time together, these teachers reflect, build on experiences, analyze student work and support each other. The good news for the students in sixth grade general education math and science classes is that they will reap the benefits of their teachers’ work for years to come. The level of expertise of these educators continues to grow as they interact as a community of professionals. This is an excellent example of teachers leading their own professional development. They’ll likely pass along any materials they created to Tim, the self-contained special educator, and someone will probably stop in his room to recap the learning… but just like in a classroom where 21st Century Skills are paramount, the growth and development of the learners is a result of actively participating in the learning experience, not just accessing the paper and pencil product. All of these teachers have the best of intentions. Continue reading “Are we asking too much? Who’s getting Shortchanged?”
Good Morning & Happy Halloween!
If you’re reading this, you have power somewhere… and that’s great news for you and your students. They are so lucky to have you today. I want to share a quick thought with you before your day goes into overdrive and you are lost in the responsibilities and assessments and deadlines of the noble profession we are all so lucky you joined.
Today is a different kind of day. Today you need to know your students more than other days. Today (mixed with the drama & excitement of October 31), you will have a student in your class who didn’t sleep last night because he was on Grandma’s couch, because his parents were pumping her basement. Some of your students haven’t showered or eaten a good meal in days and that’s precisely why their parents sent them to school. So, when Johnny tells you his backpack is in Auntie Sue’s car… today~ let’s assume it is. Today’s not the day for: “This was your last chance to get your homework in.” Today’s one of the many days that you will juggle curriculum, a schedule, your own evaluation and parent communication… and you will put it all aside to address your students’ basic needs… you will be balancing the art and science of teaching. You will put compassion first while giving your students the structure they crave… And you’ll pull it off with a smile!
Thank you for being in front of these students today. I’ve been thinking a lot about the horrible flood a few years back that took so many of my students’ homes. That was a difficult time- students moved for months. School, for so many, was the only stable part of life that year. I hope Sandy was kind to their families- they went through so much then. I’m relieved that the students who are struggling at this time have amazing teachers like you in front of them. The work you do is beyond important & I am thrilled that you have chosen to do it.
Lately, many of the teachers I support have been expressing a desire to take risks with new and different teaching strategies. One strategy many teachers are investigating is station teaching. Over the next two weeks I will attempt to respond to their needs as best I can through group work sessions, classroom observations and modeling.
Here are some videos from Teaching Channel.com that provide examples!
One of the most recurring topics of conversation within the groups of beginning teachers I support is teacher assistants. Some of the most common concerns I hear include:
“I don’t know what to give Mrs. T. to do. She is always ready for the next job and I can’t keep up.”
“She doesn’t think I should do it this way… Do you think she’s right?”
“He knows the kids and the program better than me. How can I possibly give him directions? I’ll just follow his lead.”
“I don’t know how to tell her that I don’t like the way she interacts with certain students.”
“The teacher assistants aren’t getting along with each other and I’m stuck in the middle.”
It’s no surprise that this can be one of the greatest stresses for beginning teachers. A beginning teacher is often the newest member of a classroom community. In many special education settings, students remain in the same classroom for more than one school year. This often means that even the students are a part of the community that the beginning teacher is joining. There may be routines and procedures previously established that everyone knows except for the teacher. Consider an awkward pause at a party, when you are the only one that didn’t understand the reference to an inside joke. For many beginning teachers, being faced with “that’s not what we did last year” and, “Mr. G. did it a different way” can be deflating at best.
Beginning teachers generally recognize the value of having another adult support in their classroom. They have subbed in classrooms where a teacher assistant was their savior. They have heard horror stories of classrooms that should have had a teacher assistant but did not… Mostly, beginning teachers are thrilled to have the luxury of a teacher assistant and want the relationship to work. The best way to make that happen, many think, is to be nice. And luckily, the beginning teacher is pretty sure that s/he is already nice… so this should really be a non issue.
Making it Work
It’s too bad that within their studies of Educational Psychology, Differentiated Instruction, Methods of Teaching Science, Assessment Strategies and Mathematical Literacy, pre-service teachers don’t have a required field placement that focuses on management, collaboration and leadership. A semester analyzing the work of an inspiring manager whose employees always give their best effort and report feeling respected at work, would be quite a learning experience. I have yet to hear a beginning teacher tell me that s/he has such an experience… but I’m still asking and hoping! In the meantime, while I wait for the colleges to add this class for me, I do have some suggestions for teachers.