Reflection for 11/17/2011

Reflection for 11/17/2011

Two things that really struck me about today’s special guest was (a) the way that literacy could actually be used in a math class, and (b) the way that students can annotate a reading that they do.

We’re currently in the process of moving to a different algebra-instruction format, which allows for better implementation of group-work. I don’t like doing group work, until I feel that the students understand the basics of the material. Otherwise, the job divisions will be: recorder, timer, one who does the math. I also hate projects which are just ways to hide a math worksheet. I think that’s bullshit. When Rebecca showed us the graphical interpretations, I feel that it is a much better use of math projects. I guess I just saw a whole-other avenue for implementation of projects in class.

I also loved the idea of annotation in a reading. The students HATE, HATE, HATE, HATE word problems. I’m always looking for a consistent way to teach how to attack word problems, and the idea of a student-generated way is, I believe, an amazing idea. This allows you to give the students a key vocabulary, and allow them to use it and generate it. I think it could be really amazing if I can figure out an annotation system that COULD ACTUALLY WORK. That’ll be a fun Christmas project, I think.

Notes for 11/17/2011

Standardized Test

Criterion-referenced (for objective ranking)

ACT

EOC

High School Graduation Tests

Professional Licensing Exams

Norm-Referenced Test (for relative ranking)

Norm-Referenced Test

SAT

GRE

IQ Tests

Discovery Test

Four Areas of Literacy

Reading

• Vocab
• Te

Writing

Daily Journal

Enter/Exit Ticket

Not Taking

Annotating in the margins

creating a plan for problem solving

Speaking and Listening

Think/Pair Share

Responding to Questions

Sharing Annotations

Reciprocal Teaching

Viewing

BEFORE

determine what to read

determine what is irrelevant

set a purpose fo rreading

DURING

coding the text to monitor thinking

annotate in the margins-make notes

have students pay attentino to what is going through the mind while reading

KWHL

What I know

What I want to know

How I can find out

What I learned

What's relevant informaiton and what's irrelevant information?

KNOW? DO? PLAN!

know (_______ what you know)

do (circle the verbs)

rubistar

rebecca.searfoss@mnps.org

11/03/2011

Behavior Management

Well this was an eye-opener.

I created a system of procedures, but I thought I didn't need to build a consequence system. So over the next week, I need to reinforce my procedures but then build a system of consequences and rewards that the students will by into.

Because these past two weeks have been HORRIBLE, behavior-wise. I have new kids added to the class, and I need to come down on them HARD, but I really have no idea how to come down hard on them. The beginning of the year (and first nine weeks) started so well, it just PISSES ME OFF that I've let everything fall so badly.

I like teaching, but I hate disciplining. But it doesn't matter what I like/don't like to do, and more what the kids NEED. And right now, they NEED discipline. And as a teacher, I need to provide that, and a positive behavior reward system for them. I just don't know what that might be.

One of the teachers at Hunters Lane puts a name on the board, and then puts a line next to it, which gives a consequence. What if I use my overhead projecter, and then have my roll of students always projected. I can put a mark, positively/negatively which allows me to reward/punish individuals and groups.

I'm going to see what i can do about that.

Thanks for listening!