Day in the Life: Third Month (November) Refection #DITLife

Sunday, 6 November 2016
Third Monthly Post/Reflection
Trudging through the trenches...

Woo-hoo! It's a weekend post. It was also Daylight Savings and we gained an hour of sleep. I had to manually adjust a couple clocks this morning. Today is a day to relax mostly since Saturday was pretty busy as was Friday.

Friday was our first Cadet Promotion & First Quarter Award Ceremony. There was no morning formation; cadets were sent directly from the cafeteria or gym to their homerooms. Classes are shorten by ten minutes so I finally saw my first period for its whole 40 minutes! Here's the parade schedule:

• Homeroom (7th Grade Girls)
• 1st Period - 6th Grade Honor (boys/girls)
• 2nd Period - 7th Grade (all boys)
• 3rd Period - 7th Grade (all boys)
• Lunch
• Planning
• 6th Period - 7th Grade (boys/girls)
• 7th Period - 6th Grade (all boys)
• 8th Period - 7th Grade (all girls)
• Parade (at conclusion of parade - students will be dismissed)

First period went over distance between points and reflecting points over the x- or y-axis on a coordinate plane. Students continued using their graphs from this post activity. We also reviewed how to order rational numbers on a number line. Second, third, and sixth periods (all seventh grade math classes) were uneventful as we continued a lesson that was started on Thursday talking about simplifying algebraic expressions. Their homework was to answer the focus question of the lesson to turn in on Monday. Seventh period was okay. A few students returned from being in ISS (In School Suspension) all week. The class dynamic was a bit off as the returning students had not done their assigned work I had sent to them and opted instead to try to take the class off task by not coming with their proper materials (mainly pencils and math journal).

The class was unexpectedly shortened by five minutes as the Commandant came on the PA to announce he needed all student leaders and JROTC command staff in the gym. Band students were also told to go to homeroom to get their belongings and report to the band room in preparation for the award ceremony. As students started filling the halls, another announcement was made for all students to return to homeroom. We all thought it was a mistake because we had our eighth period on our schedule and told the students to ignore the announcement. I started my eighth period and we had class for about 10 minutes. The Commandant was back on the PA to state that the high school needed to begin moving all homerooms to the gym and that the middle school should get ready to move next. I opened my door to see other teachers coming into the hall as well. I saw our tactical officer and asked her why we weren't following the schedule. She didn't know either as she had a class and was trying to get an administrator on a radio - with no luck. Since students were switching from other classes and running around the halls, we had to end eighth period. One student was irate. She loves my class and says it's the one class she looks forward to most. A couple other girls agreed with her and I said they needed to complain to the administration as they are the ones who put together the assembly schedules.

Normally we have the ceremony outside. The students form up behind the school by grade level than march around to a side entryway. Our marching band leads the way followed by middle school grades sixth through eighth then high school seniors down to freshman. Teachers march in behind our respective grade levels. We stand behind the groups and assist our military tactical officers.

Unfortunately the decision was made to hold the ceremony in the gym. The gym was not designed for the almost 600 students we have this year. Many middle school students had to sit on the floor. The sound system had not been checked so every speaker sounded muffled. Also there was only 100 chairs set out for parents and guests. We had about 130 or so people show up! Parents were justifiably upset. Not many middle school students were given rank for this quarter due in part to behavior issues and failing grades.

After school, our boys cross country team had a pasta party in prep for the next day's state meet. They also watched the movie, "The 4-Minute Mile." I left early because I had to pick my daughter up from college then make it to the 6:30 pm showing of "Marvel's Doctor Strange." Won't spoil anything - but I feel it's the best Marvel movie to date. Absolutely loved it!!!

On Saturday, I arrived at school at 9:50 am. Only two of our seven athletes were there. My other coach arrived a little after 10 am. We had wanted to leave by 10:15 am. It takes around an hour and a half to get up to Columbia. The students had been instructed to be at the school by 9:45 am. We wanted to be up there by noon. Our division didn't run until 2 pm but we wanted to give the athletes time to warm up and stretch properly. Unfortunately, we had one athlete that didn't get to school until close to 10:45 am - he is our fastest runner so we couldn't leave him behind. We arrived at the meet at 1pm. We set up our tent, picked up our information packet, went over last minute strategy with the athletes, and made sure they were all wearing the proper uniform items. It was our best showing at a state meet. This is my fifth year as a cross country coach along with my co-coach. Every year we get better. This year we finally had a runner place in the Top 15 for our division. He placed 7th overall with a time of 19:13. We were ranked 12th as a team last year; this year we ranked 7th as a team. The athletes all gave their best perform of the season. They were a bit disappointment that they didn't finish closer to the top but they were happy with their improved times. We treated them to a nice dinner on our way home. Many of the athletes will be running track and field too so they are eager to get started. However, my co-coach and I have deemed next week an off-week as we figure out how we're going to work the schedule for conditioning activities.

REFLECTION

1) Teachers make a lot of decisions throughout the day. Sometimes we make so many it feels overwhelming. When you think about Friday, what is a decision/teacher move you made that you are proud of? What is one you are worried wasn’t ideal?

I almost took a personal day on Friday. It was tempting. And I thought a parade schedule would be easy on a substitute since classes are shorten. But I'm glad I didn't. We have several long-term subs already on our floor and it would have been chaos! Well it was a little more chaotic than usual but nothing we couldn't handle. I'm glad I had my eighth period even for 10 minutes. They were able to get the homework at least.

A decision that wasn't ideal was putting off the test for the sixth graders I have seventh period. I've delayed their test twice now. It's not their fault - many of them are ready to test on ratios, rates, and unit rates. Our classroom printers are no longer serviced by the district so we can't get ink for them. I have requested ink be ordered from our department funds but it hasn't arrived yet. So I have to print the test off at home (well, remember to print it off that is) then run off copies at school. It's a pain.

2) Every person’s life is full of highs and lows. Share with us some of what that is like for a teacher. What are you looking forward to? What has been a challenge for you lately?

This sounds horrible: I'm looking forward to our week-long Thanksgiving Break (21 - 25 November). I'm counting down the days. I'm glad to have Tuesday off this week as well. It's not that I'm unprepared - I have my lesson plans done through the end of the month. I have lots of activities to do in the classroom; I can fill 45 to 50 minutes of class time. I want some time for me.

As prepared as I am, the challenge is fitting everything I want into my 45 to 50 minutes. Many times I prepare the Weekly Bell Work slides, but we never get to use them. I've been waiting for them to get themselves in order before they enter or they take too much time getting settled once they are in the room. My goal this week is to just bring them into the room, seat them quickly, and have them submit their Bell Work via an iPad app.

3) We are reminded constantly of how relational teaching is. As teachers we work to build relationships with our coworkers and students. Describe a relational moment you had with someone recently.

My cross country athletes. As described above, I've known many of these young men since they were sixth and seventh graders. They are now seniors and juniors in high school. It's been an amazing journey to watch. For three of them, it was their last cross country meet with our school. One is a senior and will be out for track and field (he's our star 400-meter hurdler - placing third at state last year). But for the other two, they'll be going to a different school next year. And I've contemplated not coming back next year as well, so this just might be my last time training with them.

4) Teachers are always working on improving, and often have specific goals for things to work on throughout a year. What is a goal you have for the year?

Working towards a mathematical mindset. I'm getting more work shown on assessments, during class work, and on homework assignments. Especially with the sixth grade honor students. I'm doing more visual modeling and challenging them to go above their grade level.

5) What else happened this month that you would like to share?

The seventh season of Walking Dead began a few weeks ago and answered the question everyone had wondered: Who was bludgeoned by Lucille? I read the graphic novel which the show doesn't always follow but is good source for most stories. I predicted that Glen would die (like in the comics) because it offers up the most drama for the other characters. Abraham was a close second as his character in the graphic novel had died long before Negan was even introduced. Now I never predicted them to kill both in the same show - that was bold!

Speaking of shows, I finished season two of Daredevil and almost done with Luke Cage both on Netflix (and both Marvel comic related). Both were well done and looking forward to seeing them team up in The Defenders series with Iron Fist and Jessica Jones.

On the home front, we survived Hurricane Matthew with minimal damage. We still lost most of our kitchen appliances and will be out of our townhouse for a couple months, but it was nowhere near the loss we had over a year ago. The flooding was only about 14 inches this time instead of well over 48 inches last year. We do have flood insurance so that's a good thing.

Graphing & Playing Cards - An experiment! #MTBoS

I've been trying since last week to get my sixth graders to understand what ordered pairs are and how to graph them. I've tried using Geogebra app which has worked for my Pre-Algebra students, but didn't really reach the students who were having problems. So yesterday we tried to play Kahoot to help students with the process. Didn't work too well - many focused too much on the points and what place they were and became discouraged.

After looking across the many math blogs, I decided to go with playing cards and a grid. Student will work in groups of three with 18 playing cards. They will take turns drawing two cards - the first card will be the x-coordinate, the second card will be the y-coordinate. They will write the numbers and the ordered pair on a chart than graph the point on a coordinate plane. Lastly they have to state which quadrant that point is in.

CONCLUSION: They LOVED the activity! The students, especially the girls, stated they enjoyed using the cards for an activity. I said we could use them to play a version of WAR using integer operations. They were excited! A couple of the boy groups had difficulty following directions due to talking while I was going over the procedures. Today we're going to further their knowledge by asking them to find the distance between two points on the graph. I've already discussed with some of the accelerated students about the distance formula (and Pythagorean Theorem) so it's going to be interesting to see what they do. We're also going to talk about reflection of points over the x- and y-axis. Can't wait!

Here's a few examples of their work:

Fun With Homework 2: Numbered Mini Packets - The Conclusion

I meant to post this over the weekend but got wrapped up in trying to finish Quarter 1 grades. The presentations and discussion went well. The students did a good job explaining concepts that are above grade level for many of them. As I walked around to the different groups, most of the students were engaged with the activity. They were listening to each other, talking about the math, challenging each other with vocabulary, and finding resolutions on their own if there was a conflict. The big concepts they were discussing were adding and subtracting integers, using additive inverse property, and evaluating absolute value. Here are a few finished products:

To follow up: Today we had an extremely shorten period due to it being an early release day. So we discussed how to compare integers. We talked about the symbols they already knew: greater than (>), less than (<), and equal to (=). I asked them to explain how they are used and provided several examples for them to evaluate. Of course, some one had to bring up that their elementary school teacher told them to think of the symbols as alligators and the 'mouth' opens up to the larger number. The student quickly added he knew the correct names of each symbol; he just found his elementary school teacher's explanation amusing.

When I asked them to compare -8 and -10, the students didn't take long to state that -8 was greater than -10 because as you approach zero on the negative side of the number line the value of the integer increases and as you get further away from zero on the negative side the value of the integer decreases. They referred back to the number lines we did with integer operations. They also were quick to stated that |-8| was equal to the |8| because they are the same distance from zero on a number line. Likewise they knew that -7 was less than |-7| because the absolute value of -7 was 7 and a positive value is greater than a negative value. Just as the class was ending, they were coming up with their own comparisons.

Fun With Homework 2: Numbered Mini Packets - Work Samples

Unfortunately, 1st period again got a late start due to circumstances beyond my control. Thursday mornings are Company Commander Time, or CCT. This means students have an hour (8:15am to 9:15am) to practice military drills. All grade levels - 6th through 12th - participate together, usually in preparation for upcoming parades where they need to march in formation and student leaders practice their roles during different ceremonies. Teachers are exempt from this as we use the time to have professional development, meet in content area departments, and/or update our grade books and correct papers. CCT ran longer yesterday than it should have so 1st period was shorten by 20 minutes.

My sixth graders only met for 30 minutes. I had them count off and as they passed each of the card numbers, I handed them their card. I had to fix it a bit since one group got two cards. I informed them that they not only had to evaluate their expression and justify their response, but they also needed to create a word problem to fit the expression. Many of them were excited and already had a word problem in mind for their card. The best part was overhearing students helping other students understand the material. This is an Honor class so most of the students are above grade level and enjoy a challenge. These problems are based off a 7th grade assessment on Integer Operations. The students understand integers, opposites, and absolute value at their 6th grade level. This is a way to advance their understanding of the content. Here's a quick look at a few of them:

Fun with Homework 2: Numbered Mini Packets #MTBoS

Trying to get a little creative with my activities. Probably been done before but I didn't want to do the same ol' thing with paper airplanes this week. So - numbered mini packets that have the homework (plus a few review problems) inside.
The students will count off and whoever says the number they will have do present.

There will be one catch: they will have to create a word problem to go with their expressions. It's not enough to show me how to do the problems - you need to apply it.

For the word problem: they can ask for assistance from their group.

I am toying with using their Google Classroom accounts for them to post their final products.
They can take a photo, share it, and present. I will post the results of the activity later today (or tomorrow).

Fun with Homework: "Paper Airplane" Method #MTBOS

This was inspired by a 'snowball' activity I have done previous years. I had assigned 5 short integer expressions for students to evaluate using either counters or number line method. Normally with homework I post the answers and students check their responses and we discuss any misconceptions. I don't have a lot of time with my 1st period class for a variety of reasons that are out of my control. I wanted a way to engage the students quickly and get them talking about the problems. So I put each one of the expressions on an index card.

The expressions were:
1) -10 + (-5) + 3
2) -12 + (-6)
3) 20 + (-20) + 10
4) 8 + 3 + (-1)
5) 9 + (-8) + (-1)

 Yes, these are simple expressions but the purpose was to have them justify their answers using visual models and to understand how positive and negative numbers are combined. I also wanted them to use the vocabulary: zero pairs, combine, opposites, and additive inverse.

Once I put the expressions on index cards, the next step was how to effectively 'hand out' the cards:
a) Did I want to do it by asking for volunteers?
b) Did I want to use a systematic method - every sixth person that enters class gets a card?
c) Create a unique method for delivering the cards so students weren't aware of what was going on?

a) Asking for volunteers always gives me the same four to five people and is not an effective way to assess my students. I wanted to get students off guard. I didn't care if they had done the homework or not but I wanted to see if they understood the concepts.

 b) Systematic method would be nice if my students showed up at the same time. However, that's been another issue in the morning is not all homeroom release their students at the same time because not everyone gets released from morning formation at the same time.

 c) The above two questions led me to thinking about the 'snowball' activity. Instead of having the students write down an expression and throw it, I would create paper airplanes with the index cards. I would throw the paper airplanes towards the middle of the classroom and who ever picks it up has to come to the board and explain it. Sounded great! So how did it go....

Positives: 
1) The students were caught off guard. I didn't tell them what was on the cards in advance. Out of the five students that picked them up, two of them had not done the homework and are not active participants in daily discussion. This gave me an opportunity to assess their understanding. I allowed other students to come up and present a different visual aid if they wanted. The students got into it and I didn't have to say much.
2) A great way to begin looking at the mathematical 'rules' for adding integers. A few students were not into the visual aids and were able to explain to the group about when you add a negative and a positive that's really just subtraction and the sign for the sum will be determined by the whichever addend has the higher absolute value.
 3) As students were leaving class, a few came up to me and said they had enjoyed the class for the first time all year. They want to do more activities like this. :)

Negatives: 
1) My paper airplane skills are not great. Need to work on that - the airplanes didn't fly as far as I wanted.
2) One student refused to come to the board to work out his problem. He handed it off the card and his homework paper to another student to present to the class. I was okay with this - I was the shy kid in math class when I was in middle school and I understand why some students don't like to get up in front of others. However, a few very vocal students did not like it and thought it wasn't fair. So that issue needs to be address before we do another activity of this type.

NEXT UP: Today we will be reading a few pages from Alex Bellos's "The Grapes of Math" (pages 169 - 175; Chapter 7: The Positive Power of Negative Thinking). Will be using the Jigsaw collaboration method. Each group will read a couple paragraphs, summarize, then read/present to class. I'm going to try to get some pics to post for this one.

Day in the Life: Second Month (October) Reflection #DITL

Thursday, 6 October 2016
Second Monthly Post/Reflection
How's it going??

Currently, my family and I are at a hotel in the Midlands area of South Carolina. We left Charleston yesterday before the evacuation orders were given to avoid the traffic. Our housing area is near a major waterway so it was advised that we leave and go to higher ground regardless. All the schools in Charleston and surrounding counties have closed due to the impending arrival of Hurricane Matthew. You should have heard the students when our principal announced mid-morning on Tuesday that schools might be closing on Wednesday. It was deafening! The official word came by Tuesday afternoon that we would close on Wednesday through Friday then take next week on a day-to-day basis. It's been a busy, overwhelming month and these few days off do give me a chance to catch up on grading papers and inputting grades. Now onward to the reflection...

1) Teachers make a lot of decisions throughout the day. Sometimes we make so many it feels overwhelming. When you think about today the past month, what is a decision/teacher move you made that you are proud of? What is one you are worried wasn’t ideal?

A pencil. It's a simple item, almost every class requires you have one. I still don't understand how you can show up to class without one and think it's okay. However, this past month, I finally decided to just accept it as a natural thing for many of my middle schoolers and worked on a way to handle it without too much disruption to my class. I read on a blog (I wish I could remember which one) that students that don't have a pencil can sign one out in a log then return it at the end of class. I modified this by writing their name on the board when I give it to them and erasing it when they bring it back. It has cut down on students forgetting pencils as many don't like to see their name written on the board. We've incorporated this procedure into the opening routine of each class - along with asking to sharpen pencils.

iPads. In an effort to find a way to motivate my large class of 23 boys to follow rules/procedures, I decided to offer up the iPads for individuals who every day came prepared and followed rules/procedures during class. Those individuals got to use the Nearpod app along with a stylus to showcase their work while the others had to use paper/pencil. It worked okay but it didn't have the effect I thought it would. My non-iPad group spent most of their time still wandering around the room and distracting others who had the iPads. One student even gave up his iPad to one of the non-iPad students in hopes that it would get the the non-iPad student to stop bothering him. Again too much time was spent policing the disruptive students instead of focusing on the lesson of complex fractions and unit rates. What I don't like doing but does work to bring the class to order is to send these three (and it is only three) students to another classroom to work on the assignments. Unfortunately they are not doing any of the assignments I send them either. I know that one of the students is being sent to an alternative school next week and another one of the students I have asked for a list of interventions to try with him so this might help.

2) Every person’s life is full of highs and lows. Share with us some of what that is like for a teacher. What are you looking forward to? What has been a challenge for you lately?

Looking forward: In a previous post, I criticized the new curriculum guides from my district. Well...I am now on the new math curriculum writing team for our district. We discussed the feedback from the August meetings, but it was a very broad range of feedback. Some absolutely loved the guides and were thrilled with them. Others had issues with the sequence of units or standards. Some didn't care for them at all and stated they were going to follow the curriculum guide from the South Carolina Department of Education. I had a chance to talk with our district math head about mathematical/growth mindset. She's read Jo Boaler's book too; she said that when they wrote the curriculum guides this summer they wanted to stay away from instructional strategies, that those were up to individual teachers. So it was good to get insight into how the district views the guides and I look forward to having input into later units of the curriculum.

Challenges: This has been a tough year and we're not even through the first quarter. We had another teacher quit (that's 4 since August) and at least two more have expressed a desire to be elsewhere by the end of December. Morale is the lowest I've ever seen (and I've been here for over 6 years). Each day I remind myself that I need to stay positive for my own sanity and so I don't spread any of my negativity to the students.

3) We are reminded constantly of how relational teaching is. As teachers we work to build relationships with our coworkers and students. Describe a relational moment you had with someone recently.

To get my all-boys class through MAP testing, I had to take five students back to my room. Instead of doing a lesson, we arrange the desks and discussed their behavior. One student who was highly agitated had just come from a verbal exchange with another teacher. The exchange as the student claimed began when the teacher stated his parents had not raised him properly. The student's mother had died several years ago, his dad was not in his life due to drugs, and he currently lived with his grandmother. He said that his grandmother was doing her best with him and his siblings and that it hurt him when people brought up his mom in the way the teacher supposedly did. I thanked him for sharing and offered him a pass to guidance if he needed. He said he'd be okay. Another student shared that his dad wasn't around a lot either - it was mainly his mom and aunts. He stated his mom was better good in math and tried to help him at home as much as she could. A week later, his mom and aunts did shadow him for a few class periods (including math).

4) Teachers are always working on improving, and often have specific goals for things to work on throughout a year. What is a goal you have for the year?

Working towards a mathematical/growth mindset. My students are coming around. I'm seeing more work when I spot check homework and on the last assessment. When doing Bell Work, they are writing down their justifications without being reminded. I've had several students say they understand math better now that they have to explain it (a few even went as far as to say they are enjoying math for the first time).

5) What else happened this month that you would like to share?

A big initiative for this year from the South Carolina Department of Education is Read to Succeed (Literacy in All Content Areas). I was selected to be part of our school's Literacy Team. One of the main reasons was the math journals my students did last year. I also have a Word Wall that is growing weekly and refer often to it during instruction. Additionally I weave in the SAT Word of the Day whenever possible and write them down on my front white board. This Friday (had we not closed for the hurricane) was supposed to be my first attempt this year at weaving informational text (excerpts from "The Grapes of Math" by Alex Bellos) into the instruction. We were going to use the Jigsaw method - assigning each group a page to read and summarize than present their summary to the class for discussion.

For the first time in years, I have student work to put outside in the hallway. My 6th grade Honor students did a performance task where they had to show (visually as well as in words) how to solve a candy bar problem involving fractions. Many students did a wonderful job of drawing bar diagrams to represent the candy bars then dividing them up in 3/4 pieces. They even wrote down their answers in sentences.