As the school year comes to a close, I am wrapping up my year of blogging and guest teaching. I reflect on what I have accomplished this year and what goals I didn't quite reach. Looking back on my first blog post, I was so excited to begin to guest teach. I still believe that it is such a valuable opportunity. And, to clarify, when I was guest teaching I had collaborated beforehand with a teacher and planned to teach the lesson. This is completely different than filling in when a teacher is absent. When I sub in a classroom we may just have a reading day, a work day, a movie day, or open gym. When I guest taught, I met with the teacher before the lesson and we discussed objectives, methods, and outcomes. I practiced and prepared and then taught a full lesson.
Some of my favorite memories of guest teaching were the funny things students said when I was in their class - "feces" rather than "thesis." And when we made slime as a science experiment. And leading the whole band through an entire song successfully! I taught several different classes: PreAlgebra, Math, Literacy, Language Arts, PE, Video Production, Personal Development, American Studies, Global Studies, French, Band, and Special Education. I was able to work in a different capacity with teachers. They were teaching me and letting me in on their world. I worked with students more individually and they were always so excited to have me in their classroom. I learned a lot about what happens in our classrooms each and every day and the struggles and triumphs our teachers face.
I did not make it into everyone's classroom. It was my intention and goal at the beginning to get everywhere, but it didn't happen. I often ran out of time in my schedule or didn't work hard enough to schedule guest teaching into my schedule. There were some teachers who were not interested in having me guest teach. For example, the art teacher did not tell me to stay away, but the couple of times I approached her the students were in the middle of a project and there would be no real teaching happening. Other teachers were very protective of their classrooms and worried about letting go. Honestly, I also chose teachers and classrooms I knew I would be successful with to start and saved the others for last - and then ran out of time. I did not get into Mr. Norton's advanced math classes or Industrial Technology, both of which I was nervous about in my first blog post.
The end of the year came up quickly and I spent a lot of time in classrooms substituting when we were short on classroom subs, but no real guest teaching happened in the month of May. Over the school year I was able to use this blog space to discuss other things I believed in and worked on - PBIS, staff engagement, my one word, shadowing a student. I am proud of my efforts to begin blogging and plan to continue doing it. I am glad I tried guest teaching and am happy with what I did. I would like to continue guest teaching next year and make it to the classes I didn't get to this year, and maybe even some of the ones I did. Reflecting is an important part of professional growth. I am able to see where I was successful and admit where I can improve. I will blog again in the fall with a fresh start to guest teaching and a new school year!
Sunday, June 11, 2017
Sunday, April 30, 2017
Video Production - April 18, 2017
Video Production class is a highlight for many of our students. They record our daily announcements like a television show. They also record commercials for upcoming events and speeches for student council elections. I was able to sit in on one of the class periods. I'm not sure I would call it "guest teaching", however. The students were teaching themselves!
The students did amazing work. They wrote the script, determined the background, edited images and captions, programmed the sound, and practiced as anchors. At times it seemed like one person or team had more to do than others, but Mr. Raaf assured me that the roles switch each week. So one person may seem to get off easy, but then will have to work hard the next week. I was very impressed with the professionalism behind the cameras. Students were working hard and working together to create a good show.
It was a great experience for me to see how things work in this class and go behind the scenes of the morning show. I think it also made me realize how valuable this resource is. We need to encourage more classes to use the video production room and equipment. I need to get in more often to be on camera and to promote things that are happening in the school. Could we also use it for parent news? There are lots of possibilities. We just need to get in there and do it!
Sunday, April 2, 2017
Language Arts 8 - March 30, 2017
My latest adventure took me to 8th grade Language Arts where they were conducting lit circles around different books they have been reading. I wasn't sure what a lit circle was, so I visited Ms. Williams' class the day before to watch her in action directing a circle. It is basically a Socratic seminar about a book students have read with some specific requirements for students.
It seemed like an easy task to facilitate the circle. The students would be doing most of the talking and I would just listen and moderate. However, I was unable to stay quiet! I violated the fidelity of the student-led circle. I just couldn't help myself. I wanted to help facilitate the questioning and the understanding of each particular book. I had been an "outside circle" member the day before and knew that the inner circle members needed to speak up and be clear with their statements. They weren't really doing so, so I stepped in. It made for a more lively discussion, but probably not exactly what Ms. Williams was hoping for with a student-led circle.
The books seemed really fascinating to me. One was Schooled about a boy who lived in a hippie commune, but when his grandmother falls ill he must move in with a counselor and start going to real school. The students thought the main character was pretty weird. The other book we discussed was Monster about a boy who was part of a murder that happened in a store. It was written in play format from the boy's perspective in jail. We had quite a discussion about his innocence (or guilt) in the circle. You can imagine now why these two compelling books had me jumping in with questions, clarifications, and connections.
Another great experience getting to watch and participate in two days of literature circles with our fun 8th grade students. Their insightful comments always inspire me. And their desire to be heard and appreciated humbles me. I can't wait to get back in the classroom for the next adventure!
It seemed like an easy task to facilitate the circle. The students would be doing most of the talking and I would just listen and moderate. However, I was unable to stay quiet! I violated the fidelity of the student-led circle. I just couldn't help myself. I wanted to help facilitate the questioning and the understanding of each particular book. I had been an "outside circle" member the day before and knew that the inner circle members needed to speak up and be clear with their statements. They weren't really doing so, so I stepped in. It made for a more lively discussion, but probably not exactly what Ms. Williams was hoping for with a student-led circle.
The books seemed really fascinating to me. One was Schooled about a boy who lived in a hippie commune, but when his grandmother falls ill he must move in with a counselor and start going to real school. The students thought the main character was pretty weird. The other book we discussed was Monster about a boy who was part of a murder that happened in a store. It was written in play format from the boy's perspective in jail. We had quite a discussion about his innocence (or guilt) in the circle. You can imagine now why these two compelling books had me jumping in with questions, clarifications, and connections.
Another great experience getting to watch and participate in two days of literature circles with our fun 8th grade students. Their insightful comments always inspire me. And their desire to be heard and appreciated humbles me. I can't wait to get back in the classroom for the next adventure!
Sunday, March 19, 2017
Spring break = spring reset
I set several goals for myself including to engage more with parents and the community and to guest teach in all teachers' classes. I started off by engaging parents through a dinner at our back to school night. I have worked with our PSTO and CPSO to encourage more parent participation. Why is this important to me? I know that students do better in school when their families take pride in it as well. And parents will take pride in a school that they feel welcome in and a part of. We have a very diverse community and need to celebrate it. For the last part of the school year I would like to host a family night event at school to welcome our new feeder elementary schools and connect them with our current community. I have already created a rough draft and hope to work with the PSTO during the next meeting.
I have taught several classes for teachers, yet have several yet to go. It has been difficult to find the time to teach classes and to coordinate with teachers' schedules. I have found that it is hard for them to let go! Why is this important to me? It gives me a purpose and a reason to connect and work with my teachers. It gives me the opportunity to spend time with students and see how they learn and act in a classroom environment. I plan to continue this endeavor and teach as many classes as I can in the time that remains. However, I now realize that I might not get to teach every teacher's class.
I also shadowed a student this year, led our PBIS team to model distinction by our AEA, and helped to decrease the achievement gap in our Iowa Assessment scores. I attended the PLC institute and led our Instructional Leadership Team to implement the PLC process in collaborative teams. Yes, these are all great accomplishments, but I know that there is more work yet to do. And I have more goals yet to accomplish. That is why this is not just a spring break, but a spring reset. Time to have recharged, reflected, and refocused. Why? For the students, staff, and for yourself. Have you taken the time for a spring reset?
Language Arts 8 - March 10, 2017
Sure, I'll teach your class on the Friday before spring break..... said no one ever! But I did. I took over Ms. Starr's 8th grade Language Arts class Friday afternoon before we all left for break. Everyone was ready to get out of school, including me. But the students were willing to participate and complete the work we needed to get done. Thank goodness for such good students!
Our task was to read the next section of Flowers for Algernon and make connections. This is something students had done previously in the week. I read this book many years ago. So I asked students to help me remember what was going on in the story. Students did a great job of filling in the gaps that I couldn't recall. We read the section where the narrator was beginning to gain intelligence and discovered that people were not actually his friends. Students made so many good connections and we had a fantastic discussion about whether or not it was worth it for the narrator to become smarter yet lose his innocence. The vast majority of students said yes. They argued that they wouldn't want to be left in the dark or that it wasn't fair that the other students could pick on the narrator. Several students participated in this discussion, even ones I know were struggling with things outside of the classroom. Students also made connections to times when they had been bullied or thought that someone was their friend and then realized they were not. Someone also made the connection to the Tom Hanks' movie Cast Away by noting that it is almost like the narrator was marooned on an island until he began to gain intelligence.
Although we all had several other things on our mind (sun, sand, vacation), we had a great discussion and finished what we needed to do. Students also made their selections for upcoming book talks that I hope I get a chance to hear! I'm so thankful to have had a great class to work with before leaving for break.
Our task was to read the next section of Flowers for Algernon and make connections. This is something students had done previously in the week. I read this book many years ago. So I asked students to help me remember what was going on in the story. Students did a great job of filling in the gaps that I couldn't recall. We read the section where the narrator was beginning to gain intelligence and discovered that people were not actually his friends. Students made so many good connections and we had a fantastic discussion about whether or not it was worth it for the narrator to become smarter yet lose his innocence. The vast majority of students said yes. They argued that they wouldn't want to be left in the dark or that it wasn't fair that the other students could pick on the narrator. Several students participated in this discussion, even ones I know were struggling with things outside of the classroom. Students also made connections to times when they had been bullied or thought that someone was their friend and then realized they were not. Someone also made the connection to the Tom Hanks' movie Cast Away by noting that it is almost like the narrator was marooned on an island until he began to gain intelligence.
Although we all had several other things on our mind (sun, sand, vacation), we had a great discussion and finished what we needed to do. Students also made their selections for upcoming book talks that I hope I get a chance to hear! I'm so thankful to have had a great class to work with before leaving for break.
Sunday, February 19, 2017
American Studies - February 17, 2017
Mr. Schroeder was absent today so we planned that I would take over his Sheltered American Studies class for the day. Sheltered is for ELL students only. It is a slower paced American history class that focus on big ideas, concepts, and vocabulary. The hope is that students build their capacity to be successful in regular classes in high school. I have never taught a sheltered class, but I have taught basic government, which was for lower level special ed students and ELL students. I hoped that experience would help me be successful teaching this class.
Luckily for me, the students were working on creating a presentation about the three branches of government. I taught governemnt for 10 years, so this was totally my thing! I told the students and they thought it was cool to have an "expert" in class. Mr. Schroeder wanted me to focus on presentation skills rather than content, however. So we begain by making a list of things a good presenter would do. Here is what the students came up with:
Eye contact/look at the audience
do not just read the slides
loud, clear voice
don't be shy
give examples
be prepared for questions
I thought it was a great list. Then I took a practice presentation and presented to them poorly. They had to note what I did wrong and how I should improve. It was fun to really do it wrong! The students even giggled at some of my mistsakes. Then I did it the right way and they attentively listened. I gave them some work and practice time. Then we had one volunteer to practice his presentation in front of the whole class. He was pretty proud of himself and did a great job remembering our presentation skills.
The take-away from this guest teaching lesson is that these students are really no different than any other students we have. They want to learn, they are excited to share what they know, and they can learn. I think that sometimes we think that they are lazy or don't care because it takes ELL students longer or they need different types of instruction. I had fun working with these students and loved seeing their creative juices flowing as they worked on their projects. And a big shout out to Gamal for being brave enough to practice his presentation in front of all of us!
Luckily for me, the students were working on creating a presentation about the three branches of government. I taught governemnt for 10 years, so this was totally my thing! I told the students and they thought it was cool to have an "expert" in class. Mr. Schroeder wanted me to focus on presentation skills rather than content, however. So we begain by making a list of things a good presenter would do. Here is what the students came up with:
Eye contact/look at the audience
do not just read the slides
loud, clear voice
don't be shy
give examples
be prepared for questions
I thought it was a great list. Then I took a practice presentation and presented to them poorly. They had to note what I did wrong and how I should improve. It was fun to really do it wrong! The students even giggled at some of my mistsakes. Then I did it the right way and they attentively listened. I gave them some work and practice time. Then we had one volunteer to practice his presentation in front of the whole class. He was pretty proud of himself and did a great job remembering our presentation skills.
The take-away from this guest teaching lesson is that these students are really no different than any other students we have. They want to learn, they are excited to share what they know, and they can learn. I think that sometimes we think that they are lazy or don't care because it takes ELL students longer or they need different types of instruction. I had fun working with these students and loved seeing their creative juices flowing as they worked on their projects. And a big shout out to Gamal for being brave enough to practice his presentation in front of all of us!
Shadow a Student - February 16, 2017
I recently participated in the national Shadow a Student challenge. I thought this was a great way to experience life as a Northwest Junior High student. And it really goes along with my goals for the year - connecting with students and staff. I chose Tyquanna, an 8th grade student, to shadow. She wanted to make sure she wasn't in trouble, but then thought it sounded like a cool idea. I chose her because she is an average student - no learning support classes, no advanced classes, no music. She is also a student that has come a long way in her two short years at Northwest. She has grown and matured so that she is prepared to be successful in high school. I'm really proud of her.
We started our day doing volunteer work in the modified special ed class. This was probably my most favorite part of the day. It was fun to work with the students and even more fun to see Tyquanna thriving with these students. She was kind, patient, and helpful. It was a great example of how very different students can work together and make each other better people.
The rest of the morning was filled with academic classes. The afternoon had two study halls and two academic classes. A couple of my take-aways from these experiences included hunger and boredom. After working hard all morning, I was starving by lunch! Now I know why so many students complained first trimester about lunch being late. We did move it up, but I was definitely hungry. I was also really bored in the afternoon. Two study halls and a language arts class that was having a reading day did not make for a very exciting learning experience. No wonder why students end up sleeping or acting out. I also learned why students complain about not having enough time between classes. Sure, you can make it from one room to the next without a problem in four minutes. However, if you need to use the bathroom or want to talk with your friends for the first time all day - it is nearly impossible.
I did see lots of good things happening in classes. Teachers were always prepared and they seamlessly included me in their class, like I was just another student. You could see the pride teachers take in their lessons and their craft. This was unlike an evaluative lesson where they knew I was coming and prepped a special lesson. I told them the day before that I was planning to be there, but I don't think I gave them enough warning to change their plans. It was so great to see teachers in their element working with all types of students.
I encourage anyone who can take the time to shadow a student to do so. I learned a lot about our school, our teachers, and the experiences we are giving our students. Thanks to my student for letting me tag along all day!
We started our day doing volunteer work in the modified special ed class. This was probably my most favorite part of the day. It was fun to work with the students and even more fun to see Tyquanna thriving with these students. She was kind, patient, and helpful. It was a great example of how very different students can work together and make each other better people.
The rest of the morning was filled with academic classes. The afternoon had two study halls and two academic classes. A couple of my take-aways from these experiences included hunger and boredom. After working hard all morning, I was starving by lunch! Now I know why so many students complained first trimester about lunch being late. We did move it up, but I was definitely hungry. I was also really bored in the afternoon. Two study halls and a language arts class that was having a reading day did not make for a very exciting learning experience. No wonder why students end up sleeping or acting out. I also learned why students complain about not having enough time between classes. Sure, you can make it from one room to the next without a problem in four minutes. However, if you need to use the bathroom or want to talk with your friends for the first time all day - it is nearly impossible.
I did see lots of good things happening in classes. Teachers were always prepared and they seamlessly included me in their class, like I was just another student. You could see the pride teachers take in their lessons and their craft. This was unlike an evaluative lesson where they knew I was coming and prepped a special lesson. I told them the day before that I was planning to be there, but I don't think I gave them enough warning to change their plans. It was so great to see teachers in their element working with all types of students.
I encourage anyone who can take the time to shadow a student to do so. I learned a lot about our school, our teachers, and the experiences we are giving our students. Thanks to my student for letting me tag along all day!
Sunday, February 5, 2017
Focus on the staff this February
As we continue through a long, cold, dreary winter, I can feel myself dragging. And see it in our staff and students too! I was perusing Twitter one day and saw a great idea by Eric Ewald (@ericewald_iowa), principal of Van Allen Elementary. Each Friday was a special day just for staff. It gave them something to look forward to and something to bring them together. I loved it and decide to steal the idea and change it around for our staff.
Staff need incentives and boosters as much as our students. I have read the book Kids Deserve It and it was filled with so many great ideas to support our students, and some to also support our big kids - staff! They work hard for our students and if we don't support them, they will not be able to continue to do all that they do for our students. The ideas are nothing extravagant or expensive. Just a little something to bring the staff together, get them talking, and build them up.
I also am bringing an idea from another district I worked in that will get our staff talking and building respect for one another. A traveling trophy for teachers doing great things! Teachers will present the trophy (actually I think two trophies) to their colleagues who are doing something extra, something extraordinary, something special. Our Instructional Leadership Team will choose two people to receive the first trophies. This will happen at our next building meeting. Then at the following meeting, those winners will pass on the trophies to other staff that they have found doing something great. It could be something related to PBIS, something related to academics, or just something where they saw a special connection to our students. It could be for teachers or support staff.
These couple of new ideas for February are sure to get our staff smiling again and keep them working hard for our students. Kids deserve it and so do our amazing teachers and staff!
Staff need incentives and boosters as much as our students. I have read the book Kids Deserve It and it was filled with so many great ideas to support our students, and some to also support our big kids - staff! They work hard for our students and if we don't support them, they will not be able to continue to do all that they do for our students. The ideas are nothing extravagant or expensive. Just a little something to bring the staff together, get them talking, and build them up.
I also am bringing an idea from another district I worked in that will get our staff talking and building respect for one another. A traveling trophy for teachers doing great things! Teachers will present the trophy (actually I think two trophies) to their colleagues who are doing something extra, something extraordinary, something special. Our Instructional Leadership Team will choose two people to receive the first trophies. This will happen at our next building meeting. Then at the following meeting, those winners will pass on the trophies to other staff that they have found doing something great. It could be something related to PBIS, something related to academics, or just something where they saw a special connection to our students. It could be for teachers or support staff.
These couple of new ideas for February are sure to get our staff smiling again and keep them working hard for our students. Kids deserve it and so do our amazing teachers and staff!
Sunday, January 29, 2017
PBIS Improvements
This week I was not able to schedule a guest teaching spot, but I did present on our school's PBIS improvements at a Grant Wood AEA PBIS regional meeting. I am so proud of the work of this team! The positives are definitely beginning to show. Our behavior data shows great improvement from last year, the hallways are clearer, and teachers comment on how much better things are going overall this year.
We began by starting fresh over the summer with a new team of committed individuals. We attend two and a half days of training with Grant Wood AEA. We planned lessons to teach behavior expectations, re-worked the behavior matrix, and developed PD for our teachers. When school started, teachers taught the lessons with fidelity - from going to the cafeteria to talk about lunchroom expectations to reviewing when you can and cannot use your cell phone. Our PBIS values (Viking Virtues) are safe, responsible, and respectful.
We use V2 tickets - Virtuous Viking tickets. Teachers hand these out to students when they see that they are displaying the Viking Virtues. We are sure to tell the students why they are receiving a ticket and give them the praise they deserve. These tickets can then be used at the store for various prizes including snacks, pencils, Viking apparel, and raffle prizes. Some of the raffle prizes are most popular and do not cost anything - your table goes first at lunch, play basketball with a teacher during study hall, sit in a teacher's comfy chair, pizza with the principal, etc.
We had a fantastic all-school incentive first trimester. If the tickets redeemed at the Viking Store filled a box, Herky and the University of Iowa cheer squad would attend our spirit assembly. It worked! We filled the box and students loved seeing Herky run through a giant V2 ticket and play with our school band. The cheerleaders did a cheer and took selfies with the students. Huge success!
This trimester we are in the middle of a homeroom challenge. Students must first show their V2 tickets to their homeroom teacher who keeps a running tally. The homeroom that has the most tickets at the end of the challenge will play a staff team in dodgeball! There are prizes for second and third place as well. Students are totally in to it. They are checking the totals every day and reminding each other to turn in their tickets and do good things to get tickets.
The most important measure of success is the data points. Behavior is down and especially the behavior categorized as "major." The PBIS team has worked hard and met consistently. We share this data with the whole staff and celebrate our success. Teachers have bought in and are enjoying the benefits of a good system. We still have work to do, but will take a minute to bask in the glow of a little success. And then start thinking of our next all-school incentive!
We began by starting fresh over the summer with a new team of committed individuals. We attend two and a half days of training with Grant Wood AEA. We planned lessons to teach behavior expectations, re-worked the behavior matrix, and developed PD for our teachers. When school started, teachers taught the lessons with fidelity - from going to the cafeteria to talk about lunchroom expectations to reviewing when you can and cannot use your cell phone. Our PBIS values (Viking Virtues) are safe, responsible, and respectful.
We use V2 tickets - Virtuous Viking tickets. Teachers hand these out to students when they see that they are displaying the Viking Virtues. We are sure to tell the students why they are receiving a ticket and give them the praise they deserve. These tickets can then be used at the store for various prizes including snacks, pencils, Viking apparel, and raffle prizes. Some of the raffle prizes are most popular and do not cost anything - your table goes first at lunch, play basketball with a teacher during study hall, sit in a teacher's comfy chair, pizza with the principal, etc.
We had a fantastic all-school incentive first trimester. If the tickets redeemed at the Viking Store filled a box, Herky and the University of Iowa cheer squad would attend our spirit assembly. It worked! We filled the box and students loved seeing Herky run through a giant V2 ticket and play with our school band. The cheerleaders did a cheer and took selfies with the students. Huge success!
This trimester we are in the middle of a homeroom challenge. Students must first show their V2 tickets to their homeroom teacher who keeps a running tally. The homeroom that has the most tickets at the end of the challenge will play a staff team in dodgeball! There are prizes for second and third place as well. Students are totally in to it. They are checking the totals every day and reminding each other to turn in their tickets and do good things to get tickets.
The most important measure of success is the data points. Behavior is down and especially the behavior categorized as "major." The PBIS team has worked hard and met consistently. We share this data with the whole staff and celebrate our success. Teachers have bought in and are enjoying the benefits of a good system. We still have work to do, but will take a minute to bask in the glow of a little success. And then start thinking of our next all-school incentive!
Sunday, January 22, 2017
Language Arts 7 - January 19, 2017
This week's guest teaching adventure took me to 7th grade Language Arts. Ms. Nourski was going to be absent, so this was a perfect opportunity to jump in and teach. Students had begun a unit on persuasive writing. Ms. Nourski had gone over key vocabulary terms such as thesis, reason, evidence. Today we were to read an essay and find the different parts.
We began the lesson with a DOL (Daily Oral Language). We had to proofread two sentences. Students did a wonderful job and even found one thing I didn't! Students complete these every day. It is a great way to practice writing skills, especially ones that are often found on standardized tests. Next we reviewed the persuasive vocabulary Ms. Nourski had previously gone over. It was a good refresher and most students seemed to understand.
Then we read a persuasive essay titled "I'll Take a Cat." We read together as a class. Then we talked about whether cats or dogs make better pets. This became a slightly heated argument and students shared some funny stories about their pets. It was interesting to learn that several students had both cats and dogs. And just as many didn't have any pets.
Finally, students highlighted and labeled the different parts of the essay. We reviewed some just as the bell was ringing. A few students were confused by the thesis and the reasons. I worked with a couple of individuals to make sure they got it. Others highlighted a whole body paragraph claiming that the whole thing was evidence that cats are better. I tried to convince the student that perhaps not every sentence was evidence. But they did not back down.
I think the biggest challenge during this guest teaching experience was the variety of levels. Some students completed the highlighting activity while we read as a class and were done with lots of time left. Other students quickly finished and were reading other books or working on other homework. Still others sharpened pencils three times, asked to go to the bathroom, and accomplished little to no work. The differences of need and ability was very apparent in this class. Luckily Ms. Nourski's sub stayed in the room and was able to work one on one with a few students while I tried to do the same. In a perfect world, class sizes would be smaller. Teachers today have to juggle so many different things. The quick learners and workers were quietly talking or doing other work because they were done early. Could they have been doing some other extension activity? How does a teacher plan for all of this? Could students partner up? I don't have any of these answers. I am impressed every day with how our fabulous teachers manage with the resources they have. I will support them with what they need and advocate on their behalf.
Monday, January 16, 2017
Practical Science - January 12, 2017
I am continuing my guest teaching adventure as we move into 2017 and my first stop was Practical Science. This is a class for students who require more modifications and accommodations than can be provided in a general education class. However, the class does follow the Common Core and Next Generation Science Standards - just in a more modified way. I was excited to work with Ms. Schmitt and these energetic scientists.
The students had been learning about matter and how matter can change due to chemical reactions. On the day that I got to guest teach, we were going to complete a cool chemical reaction lab where we combine to chemicals to make flubber! I knew the students would love it. They had to first make observations about each chemical and record them on a chart. Then they worked with a partner to combine them and watch the chemical reaction turn the liquids into flubber.
The students were great scientists, offering answers and following along. They were excited to show me what they knew and to complete the experiment. They worked very well as partners, each helping the other and encouraging them. They were responsible workers and were amazed to see two liquids turn into a slimy solid.
The Practical Science class is small, only 9 students. I was able to check in on each pair of students and talk with each of them. This is valuable in a hands-on class like science. It is obvious why other teachers wish they had smaller class sizes and were able to work more one-on-one with students. These particular students were inquisitive, respectful, and responsible for their work. I was impressed with how they cleaned up after the lab and helped each other, even if they weren't in the same group. Just a great group to work with!
The students had been learning about matter and how matter can change due to chemical reactions. On the day that I got to guest teach, we were going to complete a cool chemical reaction lab where we combine to chemicals to make flubber! I knew the students would love it. They had to first make observations about each chemical and record them on a chart. Then they worked with a partner to combine them and watch the chemical reaction turn the liquids into flubber.
The students were great scientists, offering answers and following along. They were excited to show me what they knew and to complete the experiment. They worked very well as partners, each helping the other and encouraging them. They were responsible workers and were amazed to see two liquids turn into a slimy solid.
The Practical Science class is small, only 9 students. I was able to check in on each pair of students and talk with each of them. This is valuable in a hands-on class like science. It is obvious why other teachers wish they had smaller class sizes and were able to work more one-on-one with students. These particular students were inquisitive, respectful, and responsible for their work. I was impressed with how they cleaned up after the lab and helped each other, even if they weren't in the same group. Just a great group to work with!
Wednesday, January 4, 2017
One Word - Believe
Inspired by other educators and principals, I decided to participate in the One Word 2017 challenge. I have chosen Believe as my one word this year. I had originally thought about a resolution I wanted to make and I also thought about taking my goals for the school year and doing a mid-year review. But I chose to participate in the one word challenge and I believe it is one that truly has purpose for me.
To believe is simple yet grand. Anyone can say they believe in something or someone. To actually take that belief and act upon it is what makes a true believer. I set some goals for myself this school year, including this blog and guest teaching. Midway through the year I am continuing this goal. I believe that this is important work. I have spent quality time with teachers in preparation for teaching their classes. I have gotten to teach in classrooms full of students again. I have worked with students and shown my vulnerability as I have struggled through algebra lessons and conducting a large band. It has been a fun experience and also one that I truly believe in. I will continue to work toward this goal.
I believe in my students and the staff that we have at Northwest Junior High. I finished three books during break: All American Boys, Between the World and Me, and For White Folks Who Teach in the Hood. All three of these books had a common theme of the struggles that African American students (particularly boys) in our world today. I believe that schools can be the catalyst for change. Education, specifically teachers, can open up so many doors for our young people. And the opportunities we provide for them in our schools can create change. I believe that we have teachers who are looking for new and innovative ideas to inspire our students. I believe that we have students who are on the precipice of change. I believe that together we can try new things and make NWJH a place where all students feel at home and ready to learn.
I believe that this year holds great promise. I look forward to the challenges and the successes. I will continue to believe and to work to make those dreams come true - for me and for all those that are part of our NWJH family. Together we can all believe!
Sunday, December 11, 2016
Math 7 - December 8, 2016
Another math class! Luckily I had the opportunity to teach a couple of other times for Mr. Mayer when there was not a sub, so I had an idea of how his class works and what the routine was. Mr. Mayer does a great job being prepared - having Smart Board lessons ready to go, essential questions posted, and the assignment ready for students. He provides just enough time for teaching as well as time left for students do some independent practice and homework.
During this particular class I was teaching students about solving for x when there were multiple number or fractions. I had to do a little homework and brush up on my skills. I especially struggled when a number would be negative or positive or when to add or subtract negative numbers when isolating the variable. The students had to help me out a couple of times! Luckily we got through it.
This class had all types of students. Those that were engaged and totally getting it. They were eager to answer questions and wanted to go to the board to demonstrate their understanding. Others were timid and not quite sure, but were still trying. Still others were doodling and not quite sure what to do. It was a challenge to try to engage all students, help all students, and yet keep the class moving at a good pace for those students who grasped the concept early. Most students seemed comfortable and willing to try, even if it meant they were wrong. It was obvious that this was a safe classroom.
Time flew by and this was a good opportunity for me to feel the pressure of time and student needs. I am impressed by our teachers every day and this gave me a first hand look at the challenges teachers face every day. I am grateful for the opportunity to get in the classroom and to work with the awesome teachers in our building. They truly care about the students and want them to be successful. I hope that they see the same from me!
Learning Support - December 2, 2016
This was probably one of my most favorite classes to guest teach thus far! A small, intimate group of students who were engaged and ready to learn. What more could a teacher ask for? Ms. Kipp told me that the students would know what to do and they would be ready. They sure were. As soon as the bell rang, the students got out their personalized folders and began their daily practice. Each student was working on something individually. A few were doing math problems (all different according to their needs) another was working on reading and writing skills and another was reading out loud and recording himself to monitor his fluency. What a fantastic start!
The main focus of class was to read an article from Scholastic News about wildfires. Ms. Kipp had asked me to remind students of pre-reading strategies and then discuss the questions at the end. The students had several good ideas about how to get ready to read a longer article about a topic they didn't know much about. First, we looked at the title, the glossary, and the pictures to try to predict what the story was about. The students were insightful and used great skills. Then we looked at the questions at the end so we would know what to look for as we read. I didn't tell them to do any of this. It was all what they came up with on their own! I was impressed.
Then we read the article together. For a group of students who may struggle with reading, they didn't hesitate to volunteer to read out loud and did a wonderful job. They were confident with their peers and some helped each other out if they came to tough word. The students asked questions and were definitely paying attention because they were able to answer the questions throughout the article as well as the ones at the end. They did a really great job and I was amazed at their hard work and persistence.
We had just a little time left and I told them they could pick another article to read. There was one about Pokemon and how the game grew so quickly. They picked this one and were excited talking about how they have played or knew people who played. Right before we began reading, one student said, "Shouldn't we look at the questions at the end first?" Outstanding! This student was on top of the pre-reading strategies and wasn't going to let the group just pass over this important step. I was so pleased.
This class made my heart happy from beginning to end. Classes like this make me miss teaching! I'm sure there are days that are more difficult than others, but this class was so good -- hard working, confident - yet not afraid to ask questions, and kind to one another. This shows the great work being done by the teacher and all of our teachers. We make it so our students want to do well and have a reason to keep working hard even when they want to stop. I would teach this class again any day!
The main focus of class was to read an article from Scholastic News about wildfires. Ms. Kipp had asked me to remind students of pre-reading strategies and then discuss the questions at the end. The students had several good ideas about how to get ready to read a longer article about a topic they didn't know much about. First, we looked at the title, the glossary, and the pictures to try to predict what the story was about. The students were insightful and used great skills. Then we looked at the questions at the end so we would know what to look for as we read. I didn't tell them to do any of this. It was all what they came up with on their own! I was impressed.
Then we read the article together. For a group of students who may struggle with reading, they didn't hesitate to volunteer to read out loud and did a wonderful job. They were confident with their peers and some helped each other out if they came to tough word. The students asked questions and were definitely paying attention because they were able to answer the questions throughout the article as well as the ones at the end. They did a really great job and I was amazed at their hard work and persistence.
We had just a little time left and I told them they could pick another article to read. There was one about Pokemon and how the game grew so quickly. They picked this one and were excited talking about how they have played or knew people who played. Right before we began reading, one student said, "Shouldn't we look at the questions at the end first?" Outstanding! This student was on top of the pre-reading strategies and wasn't going to let the group just pass over this important step. I was so pleased.
This class made my heart happy from beginning to end. Classes like this make me miss teaching! I'm sure there are days that are more difficult than others, but this class was so good -- hard working, confident - yet not afraid to ask questions, and kind to one another. This shows the great work being done by the teacher and all of our teachers. We make it so our students want to do well and have a reason to keep working hard even when they want to stop. I would teach this class again any day!
Wednesday, November 23, 2016
Thankfulness Challenge!
I was challenged by Nick Proud, principal of Garner Elementary, to "Share your thankfulness about your school, district, or classroom." So, here goes!
Thanksgiving is November 24 this year, so as a tribute to that date here is my Top 24 list.
I am Thankful for...
...the amazing teachers that provide excellent learning experiences for our students every day.
...the awesome support staff (from custodians to office workers) that make me smile every day.
...the caring paraeducators that work hard for little money or recognition for our most neediest students.
...the students that remind me every day why I love this job.
...the supportive PSTO that is always willing to help with whatever our staff needs.
...Bear and the kitchen staff for bringing us delicious cinnamon rolls!
...the ILT members and IDS coaches who are leading our PLC work and who made the conference a blast.
...the PBIS team that has been recognized as a Spotlight School by Grant Wood AEA.
...the outstanding Student Council that works hard each week to promote a cause and help others.
...other administrators that I can call upon for advice and guidance.
...our parents and families that support our work each and every day.
...all of my guest teaching experiences thus far that have been so fun!
...the light I see in a student's eyes when they finally get a concept that they have been struggling with.
...the caring nature of students who stop to help each other.
...dances and activities that help us see the other side of our students.
...the creativity I see in students during Makerspace time, art, and our other electives.
...the phenomenal music I hear each day out my door as the bands, choirs, and orchestras practice and perform.
...students who say thank you when they come in for snacks.
...being able to see the children of my friends and neighbors growing into strong, smart leaders at my school.
...the joy of students as they rush out the door for a much-needed Thanksgiving break!
...volunteers who come to mentor, tutor, and spend time with our students.
...all of our students and the diversity of backgrounds, experiences, and cultures that they bring.
...my own family and friends who support me as I work toward my goals.
...the chance to do the job I love each and every day.
TAKE THE CHALLENGE AND SHOW YOUR THANKFULLNESS
French - November 21, 2016
Let me begin by admitting that I have no background in French! So I was a little worried about how this guest teaching experience was going to go. But when I sat down with Ms. McDermott she had come up with the best plan! She wanted the students to teach me. They had to come up with a lesson presentation and activity. I began to set aside my worries and get excited about this class.
I had been looking forward to it all day when someone pulled the fire alarm! No joke! Everyone had to parade outside in the cold and wait until the fire department gave us the all-clear. By the time the craziness had subsided, French class was half over. But I was determined to go and learn something!
Students were just beginning their presentations. They welcomed me in and we got started. I learned about conjugating verbs and about basic greetings. And I learned to say if I liked or disliked different activities. Some students were very brave and confident speakers. Others were timid and careful. Some didn't speak at all. One of the activities was a game to see who could correctly conjugate a verb the quickest on a mini white board. I won! But then the group members corrected me and let me know that I had forgotten an "s". They gave me a V2 ticket for my efforts anyway. Another group called on different people to discuss what they like or dislike. Of course they called on me! I stuttered a bit, but was able to say that I like to sleep! J'aime dormir! (Dormir was the only verb on the board!) 😊
It was a short, but fun class to attend. I really enjoyed seeing the students in action and listening to them speak. And I am very thankful to Ms. McDermott for helping me out with a great lesson plan! Merci!
I had been looking forward to it all day when someone pulled the fire alarm! No joke! Everyone had to parade outside in the cold and wait until the fire department gave us the all-clear. By the time the craziness had subsided, French class was half over. But I was determined to go and learn something!
Students were just beginning their presentations. They welcomed me in and we got started. I learned about conjugating verbs and about basic greetings. And I learned to say if I liked or disliked different activities. Some students were very brave and confident speakers. Others were timid and careful. Some didn't speak at all. One of the activities was a game to see who could correctly conjugate a verb the quickest on a mini white board. I won! But then the group members corrected me and let me know that I had forgotten an "s". They gave me a V2 ticket for my efforts anyway. Another group called on different people to discuss what they like or dislike. Of course they called on me! I stuttered a bit, but was able to say that I like to sleep! J'aime dormir! (Dormir was the only verb on the board!) 😊
It was a short, but fun class to attend. I really enjoyed seeing the students in action and listening to them speak. And I am very thankful to Ms. McDermott for helping me out with a great lesson plan! Merci!
Sunday, November 20, 2016
Global Studies - November 18, 2016
This week I got to go back to my social studies roots! I was able to work with 7th grade Global Studies and Mr. Meade. It was a fun experience and the students were so awesome! Mr. Meade and I met and talked about what we would do. The students have been studying Israel and Palestine and the conflict over land. The students were going to have to pick a side and then write a persuasive essay. It sounded like a challenging assignment!
First, I began the lesson by asking students what they knew about the conflict between Israel and Palestine. They knew some good facts! They talked about the fact that both consider themselves long-time inhabitants of the land. They discussed the end of World War II and how the UN divided the land. It was refreshing to hear students really on top of their game and understanding one of the biggest on-going conflicts in the world.
Next, we talked about a persuasive essay and what that might look like. They knew the basics. We reviewed those and then I showed the funniest video that Mr. Meade had given me. They thought it was both funny and exasperating! Here is the link: https://www.youtube.com/watchv=DqjIKS82UNI
After we watched the video we broke down the different parts of an essay like the students in the video did: a hook, background information, thesis statement, body paragraphs with topic sentences, and conclusion.
The students were ready to go and spent the rest of the time working on their outline. It surprised me that students were quick to pick a side. I would have thought that would take a longer time. We did talk about how the number of years they have lived on the land might not be the strongest argument because both sides would try to make it. We talked about how the arguments have got to be convincing. And we discussed how if you have more than one rebuttal arguments, you might want to look at the other side. Students asked some great questions about both the conflict and writing an essay. And they were very conscientious students wanting to know when the paper would be due.
This was a fun one for me. Being back in a social studies classroom felt so comfortable. I really enjoyed myself and saw our amazing students really working hard and putting their knowledge on display. I was so proud! And then I showed the video one more time. Everyone groaned! 😊
First, I began the lesson by asking students what they knew about the conflict between Israel and Palestine. They knew some good facts! They talked about the fact that both consider themselves long-time inhabitants of the land. They discussed the end of World War II and how the UN divided the land. It was refreshing to hear students really on top of their game and understanding one of the biggest on-going conflicts in the world.
Next, we talked about a persuasive essay and what that might look like. They knew the basics. We reviewed those and then I showed the funniest video that Mr. Meade had given me. They thought it was both funny and exasperating! Here is the link: https://www.youtube.com/watchv=DqjIKS82UNI
After we watched the video we broke down the different parts of an essay like the students in the video did: a hook, background information, thesis statement, body paragraphs with topic sentences, and conclusion.
The students were ready to go and spent the rest of the time working on their outline. It surprised me that students were quick to pick a side. I would have thought that would take a longer time. We did talk about how the number of years they have lived on the land might not be the strongest argument because both sides would try to make it. We talked about how the arguments have got to be convincing. And we discussed how if you have more than one rebuttal arguments, you might want to look at the other side. Students asked some great questions about both the conflict and writing an essay. And they were very conscientious students wanting to know when the paper would be due.
This was a fun one for me. Being back in a social studies classroom felt so comfortable. I really enjoyed myself and saw our amazing students really working hard and putting their knowledge on display. I was so proud! And then I showed the video one more time. Everyone groaned! 😊
Monday, November 14, 2016
Embracing all students - November 14, 2016
I struggle with what to write and what to say as we end an emotional week following a monumental Presidential election. In our own city, a family receives a hate mail note on their door telling them to leave the country. Students at both high schools walk out to protest our new leader. And I have met with two sets of parents today who feel like actions of other students at school have targeted their children because of their religion. This is a sad and scary time.
I want to make it clear to all of our students and families that Northwest Junior High is a safe place. We are proud of our diversity and welcome all students and their families. We recognize differences of opinions and marvel at our democracy. Our amazing teachers and staff are here for each and every student that walks through our doors. We respect all races, religions, genders, and political beliefs. We have the responsibility to maintain an academic culture and instill positive self-worth in every student. We care about all of our students.
The most important thing that we can do now is promote peace. Reach out and do something nice for someone else. Spread kindness to others. Help a fellow student, parent, or colleague. Smile at someone who looks like they are having a bad day. Move over at the lunch table to make room for someone who is alone. Ask someone to join your group. There are so many simple ways to make the world a better place. And our Viking Virtues apply just as much outside of school as in: be safe, responsible, and respectful.
I want to make it clear to all of our students and families that Northwest Junior High is a safe place. We are proud of our diversity and welcome all students and their families. We recognize differences of opinions and marvel at our democracy. Our amazing teachers and staff are here for each and every student that walks through our doors. We respect all races, religions, genders, and political beliefs. We have the responsibility to maintain an academic culture and instill positive self-worth in every student. We care about all of our students.
The most important thing that we can do now is promote peace. Reach out and do something nice for someone else. Spread kindness to others. Help a fellow student, parent, or colleague. Smile at someone who looks like they are having a bad day. Move over at the lunch table to make room for someone who is alone. Ask someone to join your group. There are so many simple ways to make the world a better place. And our Viking Virtues apply just as much outside of school as in: be safe, responsible, and respectful.
Sunday, November 6, 2016
Where does the time go?
Another week has gone by. Another opportunity for guest teaching has past. I know I'm not alone when I ask the question, Where does the time go? Our school year flies by, quicker each year. The daily needs of students, collaboration with colleagues, meetings and emails from parents, school activities and fundraisers, and all other pieces of school make for a very busy life. As much as I would love to be able to get in a classroom each week, it just isn't always possible. The past two weeks have been filled with state assessments, the school fundraiser, and a spirit assembly. And the end of the trimester is just 7 school days away! I'm sure the teachers are questioning the time as much as I am.
So how do we manage this? I don't have an answer. But I do know that it is important to keep your goals in sight. I have reached out to several teachers and hope to have some guest teaching lined up for the next few weeks. I haven't lowered my standards, I have just had to adjust to reality. I think this is an important lesson for teachers and students as well. Don't give up. Don't lower your standards. Adjust and attack each goal. Speed isn't always necessary. Quality and balance are important too.
Students remember how you encouraged them during those difficult assessments. They remember that you pumped up your homeroom and encouraged them to sell products for the fundraiser to support the school. They remember the excitement and silliness of the spirit assembly. So, although those things may make the adults adjust their goals, they are what makes school memorable and meaningful for many of our students. I'm looking forward to my next guest teaching assignment. And I will make the time for it!
So how do we manage this? I don't have an answer. But I do know that it is important to keep your goals in sight. I have reached out to several teachers and hope to have some guest teaching lined up for the next few weeks. I haven't lowered my standards, I have just had to adjust to reality. I think this is an important lesson for teachers and students as well. Don't give up. Don't lower your standards. Adjust and attack each goal. Speed isn't always necessary. Quality and balance are important too.
Students remember how you encouraged them during those difficult assessments. They remember that you pumped up your homeroom and encouraged them to sell products for the fundraiser to support the school. They remember the excitement and silliness of the spirit assembly. So, although those things may make the adults adjust their goals, they are what makes school memorable and meaningful for many of our students. I'm looking forward to my next guest teaching assignment. And I will make the time for it!
Sunday, October 23, 2016
PLC Conference Reflections - October 19, 2016
This week I did not complete any guest teaching assignments because I spent three days at the Solution Tree PLC institute. It was fantastic. We are just beginning our PLC work in our building. This was a chance to learn from the experts and collaborate with a group of 5 teachers from my building. The learning and experience overall was outstanding.
Mike Mattos gave evidence as to why the PLC and intervention process is so vital to students' success. And how it is even more powerful than poverty. The data and statistics reeled me in right away. His real-life examples as to how it worked in the schools he was in made it seem possible. I can imagine it working in our school too!
Anthony Muhammad reminded us that for PLC work to be successful, a culture must be cultivated in the building. These were great points as we begin our work. Yes, we have the collaborative time built in the schedule and the intervention time built in the schedule. But do we have the culture created among our staff for it to be successful? I think we need to step back and look at that piece. How can we make it meaningful for all staff? We need to combine the data Mattos gave us with the cultural aspects Muhammad explained to really make it work for our staff.
Spending time with my staff and seeing their reaction to the information was energizing. Each of us had special "a-ha" moments and different things that we want to share with the whole staff. We took time to collaborate and begin to plan future professional development sessions for our staff. We talked big picture and long term, as well as must-do's and things that need to be done right now. We even discussed how the rest of the staff may respond. It is a long journey ahead of us, but I am confident in the team that I spent time with last week and know that they are strong. They even took the opportunity to look in the mirror and share some personal conflicts that the conference brought to light.
Although I didn't make it into a classroom last week, I was still able to collaborate with teachers, learn about what their struggles are, and how they want to fix them. I wouldn't change this experience at all. I'm excited to take this work back to our whole staff and light the fire among them as well.
Mike Mattos gave evidence as to why the PLC and intervention process is so vital to students' success. And how it is even more powerful than poverty. The data and statistics reeled me in right away. His real-life examples as to how it worked in the schools he was in made it seem possible. I can imagine it working in our school too!
Anthony Muhammad reminded us that for PLC work to be successful, a culture must be cultivated in the building. These were great points as we begin our work. Yes, we have the collaborative time built in the schedule and the intervention time built in the schedule. But do we have the culture created among our staff for it to be successful? I think we need to step back and look at that piece. How can we make it meaningful for all staff? We need to combine the data Mattos gave us with the cultural aspects Muhammad explained to really make it work for our staff.
Spending time with my staff and seeing their reaction to the information was energizing. Each of us had special "a-ha" moments and different things that we want to share with the whole staff. We took time to collaborate and begin to plan future professional development sessions for our staff. We talked big picture and long term, as well as must-do's and things that need to be done right now. We even discussed how the rest of the staff may respond. It is a long journey ahead of us, but I am confident in the team that I spent time with last week and know that they are strong. They even took the opportunity to look in the mirror and share some personal conflicts that the conference brought to light.
Although I didn't make it into a classroom last week, I was still able to collaborate with teachers, learn about what their struggles are, and how they want to fix them. I wouldn't change this experience at all. I'm excited to take this work back to our whole staff and light the fire among them as well.
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