Category Archives: Professional Development
I spoke in my previous post about teacher inquiry as a process in which teachers use their own skills, power, and creativity to solve a problem that exists in their classroom; a problem that if solved would improve student achievement in some way. I challenged you to state a wondering of your own, as well. This wondering should be something that you’re passionate about finding an answer to!
My wondering for my Master’s course requirement came at the end of this past school year. I had many different wonderings floating around in my head at the time. They dealt with whole class instruction, engagement, behavior, and other issues as well. The process of defining a wondering is key because it is this question which will drive the entire inquiry. Since it was the end of the school year and I was not going to have my students in front of me during the inquiry, I identified an inquiry that I could explore in the summer months.
As a Math teacher, one issue arises for me each September. Students come back from a summer of rest and relaxation, and I am so happy to see them! Unfortunately, I find that many students tend to regress in their skills and we spend the first couple of weeks of school bringing them back up to speed. I wish I was able to start the grade level curriculum more quickly, and so I started to wonder… I wondered if there was a way to work with students over the summer to help maintain their math skills to lessen this regression. My students and I were also participating in a technology pilot at the time, which ended up having a significant impact on how I organized my inquiry. When it came down to defining my wondering, I knew I wanted to follow my passion for Math, and try to incorporate technology and attempt to increase or at least maintain student achievement.
My wondering for my inquiry was: How can I use technology (Khan Academy, Sumdog and Google Classroom) to help my grade 7 students maintain their Math skills over the summer months?
In upcoming posts, I will discuss where I went from here with my teacher inquiry. So, any wonderings coming to mind? Please share by commenting below! I know many are already back in classrooms, although I do not personally start back with students until September 8th. I wonder…could we ever create an online group of teacher inquirers this school year? Any interest – please let me know and we’ll see what we can do!
I’m well into my second course of my MSED! As I suspected, time is going faster than ever before. Report cards are almost ready to go home and parent-teacher interviews are on Thursday and Friday of this week. It’s incredible that we’ve gotten to this point in the school year already.
I am enjoying my Master’s program even more than I expected. However, it has been a huge adjustment – I feel like I don’t have enough time to get everything done that needs to be done. Working full time, having 2 children, my MSED work, and maintaining some time for “fun” has been a balancing act. I’m trying to make it work, though.
I have been reading LOTS since I started this program in September. I am reading for my course work but I have also been reading beyond that as well. That is one thing that this Master’s program has sparked in me, already. The more I learn, the more I want to learn. Even though I don’t really have the time, I’ve been doing more professional reading over the last two months than ever in my career – by choice! I can’t help it!
One book that I am currently reading is not for my course work for my own information – Age of Opportunity, by Laurence Steinberg. It basically challenges many myths that we currently hold about adolescence and offers insight into the science behind why adolescents act the way that they do. As a grade 7 and 8 teacher, so many times I have found myself thinking, “Why did he do that? Why would she take that risk? Didn’t he consider what would happen based on that choice?” In his book, Steinberg offers new insight into the science of adolescence. But, the best part is that it doesn’t read like a boring text book! Yes, it contains information on neuroscience but in a way that is very easy to understand and digest. He includes great, real life examples, scenarios, and ancedotes making it easy to relate to, as well.
My own boys are only 4 and 7, but the teen years will be here before I know it! Steinberg offers an entire chapter for parents and how they can help their adolescents most effectively. There are tons of ideas that I have to go back to when my own kiddos hit this period in their lives. What really hit home, though, was the recommendations for educators. Steinberg definitely has some interesting suggestions such as spending less money and time on classroom based health education as it seems to glean little in the way of results. He also suggests preparing adolescents for psychological demands of college, not just the academic ones.
Working toward my Master’s has been a huge adjustment. I have less time for myself than ever before, I have huge commitments of course work – reading and writing. However, there’s also so much considering and thinking that I have been doing. If I wasn’t doing my Master’s I probably would not have been considering my teenage learners and how their brains work, and I wouldn’t have picked up Age of Opportunity. However, I am so glad that I am on this journey of life long learning. Yes, I know it sounds cheesy, but it’s true! I’ve been reading lots of great books lately and this is just one of them. However, it’s also the kind of book that I know I’ll go back to in the future. If you own or teach adolescents, you should check into Age of Opportunity!
If you want help with organizing your writing program and teaching genres of writing more effectively, I HIGHLY recommend,Write Genre, The: Classroom Activities and Mini-Lessons That Promote Writing with Clarity, Style, and Flashes of Brilliance. I WISH that I had found it at the beginning of last year, as improving writing instruction in my classroom was something that I actively worked on. Better late than never, I suppose!
I love this book for a few reasons:
1. Very readable and practical with lessons that I can take and use NOW
2. Suggestions are provided for assessment (6 Traits of writing)
3. It covers Personal Memoir, Fictional Narrative, Informational Writing, Opinion Pieces, Procedural Writing, Poetry and Multi-Genre chapters – basically everything I need to teach in Grade 7 LA!
It’s a perfect fit for me, and the curriculum that I am expected to teach. Although I really like our relatively new resources in Grade 7 for Language Arts, I find that they do lack in writing, which is why I was working more on it last year (and why I wish I had found this book LAST summer – would have saved me bunches of time)!
If you have been looking for help with teaching writing, I strongly suggest having a look at this resource! I am so lucky to have such a great staff – someone recommended it and we were even able to purchase multiple copies for other staff who were interested (that’s how I ended up finding the book- lucky, I know).
Do you have any titles or websites to share that assist with writing in the classroom? I’m always looking for great mentor texts (of what to do or what not to do in a piece) and student samples! Please comment if you have some to share!
What a productive PD day! This year we have been focusing on improving our students’ writing and we had the entire day today to do moderated marking of writing that our students completed two weeks ago.
In the fall, it was decided that the type of writing we would focus on this year, would be procedural. This meant that at some point early in 2014, every student in the school would write a procedural piece which would be marked, and the feedback given immediately to the classroom teachers, to inform their instruction.
Once our students had completed their writing assessments (different grade levels decided on different prompts) we were given numeric codes to label our writing. These codes were provided by our resource department, the purpose being to keep the identity of the students unknown (as much as possible) during marking.
With the pieces of writing completed and labeled, it was time to choose exemplars to establish the expectations of our writing assessment at each grade level. What a huge task! You wouldn’t think choosing exemplars and providing justification for those choices would be so difficult, but it was! Teachers were were given sub time to meet with their grade level and choose those exemplars, using a common rubric based on our standards. We had resource people and a literacy coach at our disposal as well, which made things run quite smoothly. Even though it was a challenging day to choose those exemplars, it was time very well spent to go through all of those pieces and really work to compare them to the rubric. The conversation that we had to justify our choices is how I see true “professional development” – which you know I love!
So, all of that led up to today, which was our PD day to actually do a school wide moderated marking session of the writing assessments. We were paired up and together we worked to mark each of our pieces on the traits of content/ideas, organization and conventions. After we agreed on the three marks for the piece, we also had to give one strength and one “next step” for the student. Finally, each teacher was given back his/her marked writing assessments. What we’re able to do now, is to create class profiles based on the information that we’ve gathered. In my class, for instance, one “next step” that came up quite a few times was to work more on strong introductions and conclusions. As a homeroom teacher, that is powerful, practical and useful information.
Does your school do any sort of “school wide” assessments (reading, writing, math) which are created and marked by your staff? A math assessment is a future goal for us and I’d love to know if your school has any sort of “school wide” assessment (not talking about standardized assessments here, but rather teacher-created common assessments, to inform instruction).
Please share! I’d love to know what’s going on at other schools!
I love the summer for many reasons. One of them, though, is that I find time to post about things that I meant to post about all year, but got too busy for! This, is one such post.
We all know that it depends on the year, the mix of kids, class configuration etc. etc….as to what kind of behavior issues we may end up with in a class. In my time teaching, I have had lots of different behaviour issues to deal with, as I’m sure you have. I came across Behaviour Needs a few years ago, and it really helped me to gain some insight about my behavior management skills. Summer can be the perfect time to check out sites like this, because although we’re not in front of kids at the moment, and in need of the material – we actually have the time to browse. And we all know we’ll be back in front of kids before too long!
Perhaps you’ve noticed a button in my sidebar for Behaviour Needs. Well, it’s there because I think so much of what they have to offer (25 classroom management strategies to get silence from a noisy group of students, Take Control Of The Noisy Class – video 1, Behaviour Tool Kit, webinars, free behavior management resources, videos, and much more) . I really support what founder and teacher Rob Plevin tries to do for teachers. He’s been there and he understands! He’s created resources and networks to help teachers in their classrooms, to gain control and maintain sanity so that they can teach their students.
There are tons of resources on the Behaviour Needs website (free and priced). Just to be clear, my aim is not to “sell” anyone on the site. I am an affiliate of theirs, but that’s because I have purchased and believe in their teacher resources and I know that they can help teachers with their behavior management skills, because they helped me with my own. Because I have found these resources helpful, I’m passing the link along for anyone who may want to sharpen up their behavior management skills – that’s all! Posts like this are risky to me, as I do NOT want them to come off as a sales pitch. However, I know when I was a new teacher especially, I couldn’t get enough information on classroom and behavior management. I was (and still am) always on the lookout for new tactics and tools to add to my “teacher’s toolbox”, especially to deal with difficult and unmotivated middle school students. Perhaps you are the same.
Okay, that’s it for now! I’m off to camp with my boys for the first time this summer. I hope you’re having a fantastic weekend – lots of sunshine here!
Let me know if you try out any of Rob’s resources. Also, please feel free to share your favorite behaviour management tips/sites below for all of us to check out!
Have you ever had one of those moments when you’ve just savored the simplicity of what was going on around you? I had one of those moments just the other day…
I have lived on this Island my whole life and my mother has lived on the same lot of land her whole life, which is where I grew up. My husband, the boys and I popped in to visit my mom and dad just the other day and they told us that we had to come down to the shore to see something. Mother Nature had quite a little surprise – something none of us had ever seen before. There were thousands and thousands – maybe even millions of silver-sides which are little fish – like minnows. It was almost biblical, if that makes sense! What was cooler though, were the thousands of mackerel fish who were following and feeding on the silver-sides. These fish were schooled in the water where I grew up swimming and still do swim sometimes. The water was absolutely black with them – it was amazing! And you know the saying, “When life gives you mackerel, get the fishing pole!” Well, at least I think that’s the saying Regardless, we grabbed the fishing poles and my boys (Hubby most of all, I think) had a fantastic time reeling those fish in one after another, releasing and catching again within seconds.
Now my brother and I, we like a challenge. He had already caught quite a few mackerel with the pole, and so we decided that there were so many fish we could catch them bare handed. Now, I’ll spare you from the long and drawn out hour that followed, in which many different strategies were tried, re-vamped and tried again. The story ends, though, with each of us catching two mackerel – without using a fishing pole. I could totally survive in the wild…ya probably not. Nowhere to plug in my hair straightener! But it sure was fun. The reason I’m sharing this, is because at one point I just looked around and observed the fun that my family was having. It was a perfect Island evening; a small, yet memorable moment. If we had decided it wasn’t worth the effort to head down to the shore when my parents suggested, none of it would have happened. It would have been a completely missed opportunity. Fish, literally jumping out of the water and no one there to catch them. Make sure to grab some of those moments for yourself this summer (and of course in the classroom next fall)!
So, while we’re on the topic of seizing opportunities, it’s crucial to grab those teachable moments in the classroom, as well. In Accessible Mathematics: Ten Instructional Shifts That Raise Student Achievement, Shift #6 is to build from graphs, charts and tables. It may seem like a small thing, a simple thing. I know it does to me. However, I also know that I’ve missed tons of “moments” by not really delving into all of the data in a table, only using the information that was most pertinent to the problem and essentially ignoring the rest. I’m embarrassed to even type that, but in a 38 minute block there isn’t always time to answer questions that haven’t even been asked.
Leinwand’s suggestion for building from given data, is to ask the question, “So?” and see what happens. Rather than just answering one or two straightforward questions, ask your students “So?” Of course it depends on your data, but the example that is given has to do with ticket sales for a concert. A typical question in a text book could be, “Which musician sold the most tickets?” At this point, I would let my students independently answer this simple question and they’d move on to the next problem. Well, now I’m beginning to see that would be like looking at all of those mackerel swimming around and saying, “Cool!” without actually trying to catch one – missed opportunity! A simpler experience, for sure, and MUCH less satisfying.
In this author’s opinion, when teachers begin to ask, “So?” and their students get used to that questioning, crazy things happen! Crazy-good things. Thinking, questioning, and deeper understanding and appreciation of mathematics. So, with a problem about ticket sales, questions that they could come up with could be:
-How many tickets were sold altogether?
-Why is So-and-So the most popular?
-Which concert would be the least popular?
-How many more tickets did Concert 3 sell than Concert 6?
-Which concert sold the closest to 300 000 tickets?
-What percent more tickets did the most popular concert sell, than the least?
I could go on. The point is, if you’re going to require students to refer to a table, chart or graph for answers, that should be only the beginning of a line of questions (that should come from them, ultimately) about the data so that they care more, engage more and so that you can build in every opportunity to extend number sense (which is Shift #5).
I teach grade 7 and there’s always at least one student who wants to know why they should care about what we’re doing. Why does is matter? So what? These students will be the strongest, I believe, in answering the, “So?” question. I know that I’ve often chosen to have students answer more problems rather than really extend a problem in the way Leinwand suggests. I have my reasons and I don’t think that it’s a bad thing at all. What I can clearly see now, though, is missed opportunities. I have been guilty of getting wrapped up in the three IEPs, two behavior issues and other multiple needs within my typical classroom, trying to meet a vast range of needs, at both ends of the spectrum. Honestly, extending data rich problems has not been at the top of my priority list for teaching math. That’s exactly why I read professionally in the summer. I don’t have students in front of me. It’s NOT overwhelming to think about, “How could I do this?” At the moment, I can think clearly and objectively and see the value in what Leinwand is arguing.
This shift (and a few others, actually) have catapulted me into deciding to make a much more significant change in my math classroom for next year. I have started reading Minds on Mathematics: Using Math Workshop to Develop Deep Understanding in Grades 4-8 and the content supports the shifts in Leinwand’s book, but it actually offers a workshop format for teaching math. I’m loving what I’m reading so far and I know what better problem solvers my students will become if I can make this shift. Anyway, I don’t want to put the fish before the pole…so more to come on this later…
Are there any teachers out there who routinely ask their students, “So?” Please let us know how that works and what it looks like?
I hope that my Canadian friends had a lovely Canada Day and I hope that my American friends have some fun plans for their upcoming holiday as well.
Friday was my last day at school and I’ve never left my room so tidy and organized! I guess that’s what comes with more teaching years under my belt! I will have only 18 students next year in my homeroom and the entire group coming in is just a lovely bunch of kids and so I feel completely at peace and ready to relax this summer.
I must say, I am making the most of my time off so far! Last weekend was busy. I went out for drinks and took in some live music with a few teacher friends. I love to just sit and chat! We had a family BBQ at my sister’s on Sunday. Hubby and I went on a “park hop” with the boys on the holiday Monday, driving around letting them play at different parks that we don’t usually get to. A picnic lunch, ice cream and fireworks in the evening made it “the best day ever” in the words of my five-year old. Who needs Disney World? Like I said, I really feel like I’m making the most of my time off so far.
Of course, part of my summer routine (as I’ve mentioned before) is to do some professional summer reading. Some day, I will begin working toward a Master’s in Education, but until then, I’ll further my own learning in this way. I’m just about finished of Accessible Mathematics: Ten Instructional Shifts That Raise Student Achievement and it really is a super little book, recommended by Andrea @ For The Love of Teaching Math. Last summer, I read and posted about a professional math resource as well, Guided Math: A Framework for Mathematics Instruction and I incorporated some of author Laney Sammon’s ideas into my classroom. I’m actually seeing ways to mesh some of what I did with her book last year, into what I hope to do in my room next year, which is awesome!
Now, I’m not going to give you a play by-play of every single chapter in Accessible Mathematics, but I will pass along some of my take home messages in my next few blog posts (original blog post here). Actually, I’m super excited because I have two more math resources on the way that were recommended by teacher friends (What’s Your Math Problem and Minds on Mathematics should be arriving in the next two weeks) and a few others on my wish list:
So, Accessible Mathematics is broken down into ten “instructional shifts”. The first shift is something that I do, but need to do more of and need to do more systematically. The first “instructional shift” is to build more review into every class. I do review, don’t get me wrong. However, I am guilty of moving on at times, rather than looking back as much as I should, simply because of the amount of material we have to cover. I’m sure that you know where I’m coming from.
The way that Leinwand suggests using review is quick, practical and something that I know I can do. I’m going to try beginning each class with a five problem review. I’ll have students use a half scribbler for these review problems and may collect them periodically. However, I hope to gather the information that I need by circulating around the room, the vast majority of the time. Five problems, five minutes – that’s my plan. If it takes a student five minutes to find their scribbler – they’ll have to catch the review the following day (although that STILL gives me information on their organization and perhaps even signifies an avoidance behavior).
I find that getting classes settled can waste a lot of teaching minutes, especially when I’m teaching in a room other than my own or have a chatty class. Beginning class this way should settle most students more quickly (in theory) and get us focused for the amazing lesson ahead (I’m sure that’s what they’ll be thinking).
As far as material, I’m thinking about using multiplication/division facts, fractions, integers – really hit home with the skills that I need my students to master before they leave my room, or that they were missing when they came in. I also want to make more of an effort to go back to concepts from previously taught chapters as much as possible to try to keep everything that we’re learning at the surface and let very little settle to the bottom of their easily preoccupied brains!
I have a few resources that I plan to use to address these review problems. I actually found a great (although old) resource when I was tidying up my room at the end of the year. It was a mental math resource from the board, from at least 8 or 9 years ago. Still good stuff, though. I also have a book called Seventh Grade Math Minutes that has some perfect material in it. I may also use the 6th grade version. And then, my actual math text does have some “Getting Started” problems that I could incorporate as well. That’s what love most about “Accessible Mathematics”. I am motivated to make some small shifts, and have been forced to do a mental inventory of my resources and how I may better use them. I don’t have to buy anything to make the shifts that I plan for September, I just need to use my time and resources in a way that (hopefully) will be even more effective!
Please add the titles of any other middle school math resources that you think my readers and I should look into. I’m hoping to be a part of a Math PLC (Professional Learning Community) in the next school year and so I’m collecting resources/titles. Also, please give me your best ideas/what you do to review in your classrooms. I’m open to ideas and methods that work, from you, the experts!
I had mentioned this book Accessible Mathematics: Ten Instructional Shifts That Raise Student Achievement
in a previous post and I had also mentioned that I would be following up with my insights as I read the book, throughout the summer. (Thanks for the inspiration Andrea @ For The Love of Teaching Math.)
I just read the introduction, which was quickly curtailed with, “Mommy…Mommy…Mommy…you play Legos with me?” How can I say, “No” to that?
So, I’m only three pages in, but I’m loving the common sense feel so far. This is what I have surmised. It really is the instruction of each teacher in the classroom, that will determine much of the success of the students in the room. If we engage them, or bore them; teach at them or to them; consider their learning needs and our delivery of the material. It’s our job and it truly is all up to us! No pressure…
When you stop and think about it, a teacher really could mess up a class of students, without too much trouble! I know, it’s a scary thought – but stay with me. Just imagine for a moment, that you are not the forward-thinking, best practice seeking professional that you are. What if you made your class copy out each problem, word for word, from the book before answering it? Think about all of the time wasted with this “instructional choice”. How much more success would your students potentially have if more time was spent on instruction, rather than copying? It’s a simple example, but I think that you catch my drift! So, I’ve come up with an “instructional mantra” if you will, to remind teachers of their part in determining the success of their students, “I Got The Power!”
Okay, I can’t just drop a line like that without a musical interlude – so here you go… Let’s meet back here in 5!
Seriously though, we do have the power! I know, that so much of our students’ success lies with them – their efforts, their attitudes and their aptitudes. However, you can’t downplay, the fact that we set the stage for learning and it is up to us how each and every minute in our classrooms is spent. Personally, I do think that I make the most of my instructional time – to the best of my ability. I am human, of course, but I always try my best. That being said, I also know what I need to work on. I need to focus more on problem solving strategies and giving time for students to actually struggle through problems. I find it frustrating, because they get frustrated so easily and shut down at the drop of a hat. I need to figure out a way to instill some perseverance in to the youth of today! I also know, that I need more time built in to my lessons for review.
So, what do you think?
Are you using the most of your time, each and every day, to the best of your ability? Do you feel as though you are using adequate time for instruction? How much weight do you believe should be put on to teachers’ instruction, in determining the success of their students? I’d love to hear your thoughts!
I had an excellent Professional Development Day yesterday, on assessing writing. I’ve got so much work to do this weekend now! Don’t you just love it when that happens? You attend a PD session and by the time you get to the end, you have more questions than answers? Well, that’s the kind of afternoon that I had (in a good way).
We started off the session with reading a chapter from Assessing Writers, an excellent book from our Literacy Library by author Carl Anderson. Everything was made so simple in that first chapter- confer with your students, gather evidence on what individual students need in their writing and plan your writing lessons and mini-lessons accordingly. Sounds easy, right? In theory it is, and I’m planning on giving it a shot!
Toward the end of the session, I was able to score a few minutes alone with the Literacy coach to pick her brain about a few things that I’ve been concerned with in my classroom around our new ELA resources and how I’ve been using them. I feel (and have felt for a while) that I am not as focused in my Language Arts teaching as I would like to be. (My strength is Math – that’s no secret.) Therefore, I feel like I’m constantly trying to figure out the best way to teach reading and writing to my students. And, each year it’s like I start from scratch again, hoping to “figure it out” this year.
Our conversation turned toward another topic of concern for me as well – evaluation and marking. It’s not so much the gathering of information that I have the issue with. I know how my kids are doing and I assess them with rubrics, checklists, observational data, conferencing etc. However, the subjectivity and somewhat grey area that can creep into evaluating a piece of student writing, has given me a feeling of dissonance for a while now.
We operate on a 100 point scale in my province, and I truly feel as though I am working within a flawed system. Even when I use a rubric, mathematically the results don’t always convert to the percent that is most appropriate for the piece of work. On a four point rubric, if a student is meeting expectations across the board, he will receive a 75%. Did he deserve a 75%, though? Was his work a “strong three” and therefore more worthy of an 85%? Or perhaps, he met expectations, but just barely and since a pass is a 60%, he should receive a mark closer to 60%? Realistically, what’s the difference between an 87% and an 88%? I would love to give letter grades a try. Having a range of marks that is suitable for a piece seems so much more appropriate than the system that we’re currently using here.
Anyhow, we chatted for a while and it was so nice to get some of these things off of my chest and to come up with a plan of sorts for how to best work within the system. I’ve been teaching based on the themes and resources that we received 2 years ago when we got a new program. As the Literacy coach reminded me, they are the resources, not the curriculum (although of course they are based on the curriculum outcomes). She suggested that since I seem to be searching for a better way to organize my ELA program, that I do so by writing form, rather than theme. I’m willing to try anything and after talking to her, I’m quite excited to see what this may look like for the remainder of the school year.
The current book club writing focus is poetry, which works out perfectly, since we haven’t covered it much yet this year. This weekend, I’ll be looking at the other forms of writing that still need to be covered before the end of the school year and finding reading selections within our program resources that support/are examples of each writing form. That way, if we are doing Descriptive Report writing, for example, we’ll only be reading examples of descriptive reports so that we can really get a feel for how a report is written and the text features that authors may use such as captions, diagrams, headings etc. Even though this mid-year plan reorganization is going to take time and a lot of effort, I am SO okay with it if it means that I will be more focused in my teaching and my students in their learning. The thing is, I know without even beginning, that it will be! The Literacy coach also gave me some ideas for how to make my rubrics aimed more precisely at what I’ll be covering – so that’s great! Although she’s supposed to be just for the K-6 teachers, she has been wonderful to do her best to support me as well in our K-7 school.
As for my other issue, with the 100 point scale – I know that this is a shift that will have to come from above (or within). I am doubtful that things will ever change within my career – but who knows! Perhaps I’ll spearhead a crusade for letter grades and finally release us from the shackles of this ridiculous system of evaluating students once and for all!
How do you mark where you teach? Percents? Letter grades? What kind of assessment tools do you prefer?
PS: In case you haven’t heard – HUGE SUPER SALE at TeachersPayTeachers THIS SUNDAY – tomorrow! TPT is offering 10% off of all purchases and most sellers will be having sales in their stores as well. Everything in my TPT Store will be on sale at 28% off (the most I can do). If you have any items on your wishlists – it’s time to get them off of there!
It’s report card time here in PEI, and we have parent-teacher interviews tomorrow and Friday. I have a few years in at this teaching gig, but P-T interviews still give me those little butterflies in my stomach. Until I get going, that is. Once I’ve spoken to a few parents, I always loosen up and relax. It’s the pre-interview time that I’m a little anxious.
Anyhow, with report card time, comes assessment. This is generally assessment of our students – how are they doing? Where do they need to improve? If you’re a follower of my blog, then you know that at the end of the school year, last June, I asked my students for some constructive feedback of my teaching. I asked them to anonymously write some things that they enjoyed or that I did well and ONE thing that I could work on (because ONE thing x 25 students is a lot to work on!).
So, being that I’ve assessed my students and given them feedback on their report cards, I thought I’d let them have a crack at my teaching and give me some feedback. The great thing about doing this, is that you always get some warm fuzzies from the comments: Good sense of humor, I liked the read aloud that we did, you don’t assign to much homework, I like the Math games that we play… and so on. With the good comes the ugly. So far, it looks like my class would like to do more hands on projects, art work and it looks like I’m doing a good job of teaching math, but my social studies needs some work. (Go figure, guess what my favorite subject to teach is?)
Feedback is how we improve – students and teachers alike. Seeing it in black and white from the minds of the students who sit in front of me now, is extremely empowering! Of course it’s a little scary to ask them what they think of your teaching, that first time. It’s such a great exercise though. Just think, how many times have they put themselves out there to do something for you this year (read in class, do a presentation, post their artwork – the list goes on.)
The end of the week is approaching, why not make a point of asking your students for some feedback. You might be surprised with what they come back to you with! Good luck:)