Next Saturday, we will be holding our Bridging Ceremony to Bridge three Brownies to Juniors and two Juniors to Cadettes. We will also be handing out the awards and badges they earned since January. We will end with an Investiture to welcome our new girls and rededicate our existing girls.
I am looking for ideas and input for our ceremonies. Please comment with any ideas you might have. I would greatly appreciate it.
Friday, September 27, 2013
A Great Week in My Work World
This has been a good week at work!
Monday: Campus Professional Development
My co-worker and I led the majority of the day's Professional Development. We did a book study on Sean Cain's book, Fundamental 5, last year. We started implementing his ideas, but after getting to hear him two more times this summer, we have a better understanding, and are going back to revisit his ideas. The first hour and a half was around Framing the Lesson.
The next hour was spent with my assistant principal going over what active engagement is and what actively engaged looks like and my principal going over our walkthrough tool and statistics/analysis.
The last hour or so before lunch was led by my co-worker and me, again, focusing on our state's Social Studies test and how all content areas could help them raise achievement.
After lunch, the two of us, with the help of our principal, went over state assessment data from last spring using a new tool we learned last week. After we finished this, my co-worker and I split the groups into departments. We had previously planned agendas for 2 departments to work on their own with assignments due to us at the end of the day. We took each of the two other departments and split them between us to work with them directly. We asked all the elective teachers to join a group, to which we assigned them, to discuss how they could support one another.
Everything we did used strategies that we modeled for them to take back to their classrooms.
Tuesday: Depth of Knowledge Professional Development
My co-worker and I, along with a math teacher, went to a district level training on levels of questioning. The presenter not only taught us about rigor, but how to create questions that involve deeper thinking. It isn't about how hard the question is. It is about how much thinking the child must do. I also enjoyed being in a room with teachers and administrators at all levels.
Wednesday: A Special Treat
I worked on my campus meeting the needs of my teachers, and I found a sweet "thank you" note and a little gift of bath salts from my principal for my hard work on Monday's Professional Development. How nice!
One of my assistant principals gave me a note as well.
I ended the day with a good meeting and learning about some new technology we have in Science.
Thursday: A Special Email and a Great Meeting
My other assistant principal wrote the nicest, most supportive email to my co-worker and I. It was really nice!
I also had one of the best meetings with one of my Science groups that we have ever had. Great discussion and decision making!
Friday: Classroom Observations
I was in and out of classrooms all day. I really enjoyed watching/listening to teachers and watching the students learn. I heard some great discussions between students. I completed the campus walkthrough form for the majority of the teachers, but not all of them. I sent the majority of the teachers a follow-up email with positives and things to think about.
I also got to leave right on time. Yea!
Monday: Campus Professional Development
My co-worker and I led the majority of the day's Professional Development. We did a book study on Sean Cain's book, Fundamental 5, last year. We started implementing his ideas, but after getting to hear him two more times this summer, we have a better understanding, and are going back to revisit his ideas. The first hour and a half was around Framing the Lesson.
The next hour was spent with my assistant principal going over what active engagement is and what actively engaged looks like and my principal going over our walkthrough tool and statistics/analysis.
The last hour or so before lunch was led by my co-worker and me, again, focusing on our state's Social Studies test and how all content areas could help them raise achievement.
After lunch, the two of us, with the help of our principal, went over state assessment data from last spring using a new tool we learned last week. After we finished this, my co-worker and I split the groups into departments. We had previously planned agendas for 2 departments to work on their own with assignments due to us at the end of the day. We took each of the two other departments and split them between us to work with them directly. We asked all the elective teachers to join a group, to which we assigned them, to discuss how they could support one another.
Everything we did used strategies that we modeled for them to take back to their classrooms.
Tuesday: Depth of Knowledge Professional Development
My co-worker and I, along with a math teacher, went to a district level training on levels of questioning. The presenter not only taught us about rigor, but how to create questions that involve deeper thinking. It isn't about how hard the question is. It is about how much thinking the child must do. I also enjoyed being in a room with teachers and administrators at all levels.
Wednesday: A Special Treat
I worked on my campus meeting the needs of my teachers, and I found a sweet "thank you" note and a little gift of bath salts from my principal for my hard work on Monday's Professional Development. How nice!
One of my assistant principals gave me a note as well.
I ended the day with a good meeting and learning about some new technology we have in Science.
Thursday: A Special Email and a Great Meeting
My other assistant principal wrote the nicest, most supportive email to my co-worker and I. It was really nice!
I also had one of the best meetings with one of my Science groups that we have ever had. Great discussion and decision making!
Friday: Classroom Observations
I was in and out of classrooms all day. I really enjoyed watching/listening to teachers and watching the students learn. I heard some great discussions between students. I completed the campus walkthrough form for the majority of the teachers, but not all of them. I sent the majority of the teachers a follow-up email with positives and things to think about.
I also got to leave right on time. Yea!
Tuesday, September 24, 2013
When a Teacher Is Wrong
What do you do when you know a teacher is wrong but won't admit it?
A friend's child was taught by a first year teacher using an incorrect textbook, probably outdated too. The child was taught, given a page to label from the text, told to study, and then tested. On the test, the child labeled the diagram correctly, ignoring the incorrect information taught and labeled. These items were counted wrong and points taken off. When my friend questioned it, she was told by the teacher that she referenced the text book, a co-worker, and had given the children the information to study. She didn't apologize, didn't change the grade, and wouldn't acknowledge that she, the book, and her co-worker are wrong, and everything else found on the internet, other text books, other resources, and the knowledge of three Doctors go against what she says/found.
This is what bothers me:
1. An entire grade level of children was taught incorrectly.
2. The teacher would not admit she was wrong, right the wrong, reteach the students, and correct the grade. She still believes she is right.
3. It is possible an entire grade level across an entire district has learned the information incorrectly.
4. A text book used across the country is wrong.
How would you handle a situation like this?
Side note: I am sure I possibly taught things wrong and handled situations incorrectly as a young teacher, but I hope with the experiences I have gained that I would handle those situations better now.
A friend's child was taught by a first year teacher using an incorrect textbook, probably outdated too. The child was taught, given a page to label from the text, told to study, and then tested. On the test, the child labeled the diagram correctly, ignoring the incorrect information taught and labeled. These items were counted wrong and points taken off. When my friend questioned it, she was told by the teacher that she referenced the text book, a co-worker, and had given the children the information to study. She didn't apologize, didn't change the grade, and wouldn't acknowledge that she, the book, and her co-worker are wrong, and everything else found on the internet, other text books, other resources, and the knowledge of three Doctors go against what she says/found.
This is what bothers me:
1. An entire grade level of children was taught incorrectly.
2. The teacher would not admit she was wrong, right the wrong, reteach the students, and correct the grade. She still believes she is right.
3. It is possible an entire grade level across an entire district has learned the information incorrectly.
4. A text book used across the country is wrong.
How would you handle a situation like this?
Side note: I am sure I possibly taught things wrong and handled situations incorrectly as a young teacher, but I hope with the experiences I have gained that I would handle those situations better now.
Monday, September 23, 2013
Teachers, Are You Tired?
A friend posted a link to the Accidental Devotional blog article, To the Teachers, Already Tired, so I thought I would share.
http://accidentaldevotional.com/2013/09/19/to-the-teachers-already-tired/
http://accidentaldevotional.com/2013/09/19/to-the-teachers-already-tired/
Sunday, September 22, 2013
Are You Mighty or a Clod?
In Sunday School, we have been studying Adam Hamilton’s Enough: Discovering Joy through Simplicity and Generosity. Today, the following quote was used:
“This is the true joy in life, the being used for a purpose recognized by yourself as a mighty one; the being a force of nature instead of a feverish, selfish little clod of ailments and grievances complaining that the world will not devote itself to making you happy.” (George Bernard Shaw)
We discussed it through religion and who we are to be as Christians, but I also thought about it as an educator, and it led me to wonder:
As an educator, we have the opportunity to make a difference in the lives of children. If we choose to "be mighty," we are purposeful in what we do in trying to meet the needs of each student. If teaching is just a way to get a paycheck, then it is easier to "be a clod."
I wish I could remember more of his comments around "being mighty," but educators have a choice, and if we choose to "be mighty," we choose to make a difference and change the world.
Are you mighty or a clod?
As an educator, we have the opportunity to make a difference in the lives of children. If we choose to "be mighty," we are purposeful in what we do in trying to meet the needs of each student. If teaching is just a way to get a paycheck, then it is easier to "be a clod."
I wish I could remember more of his comments around "being mighty," but educators have a choice, and if we choose to "be mighty," we choose to make a difference and change the world.
I hope you choose to
And, teachers, if you do, hang in there! Our jobs are tough, but we can do this with the support of others.
Saturday, September 21, 2013
Group Work
This weekend, I have heard at least two stories about schools and group work. First, I think it is very important for students to work together. They need these skills for their futures. Secondly, I am certain I messed this up early on in my teaching career. However, I do have a few opinions and ideas.
Story 1: Middle School (not sure which content)
A group of students was to complete a project (not sure if it was all in school or in/out of school), but one child in the group refused to do his part. The whole group got a 77 or something like that. The other parts were fine, but because this one child would not do his part, the whole group received a lower grade.
1. Everyone who worked was punished for the actions of one.
2. Everone else in the group worked just fine together, but this one person purposely made a decision to not work and pull his weight.
3. The child who did not work was rewarded. He got credit (a 77 and not a 0) for work he didn't do.
The teacher should have handled this differently. Yes, students need to work together, but this was not fair or equal.
Story 2: Upper Elementary School (various subjects)
Each week, teachers are assigning projects, rotating which content is covered, for students to do in groups. Of all the examples I heard, students were assigned a partner, and work is completed outside of school. The work is assigned toward the end of one week and due early the following week. It is the students' responsibility to exchange numbers and addresses. It is the students' and parents' responsibilities to make arrangements to get the students together. These pairings do not have students together who live near one another and does not take into consideration families' busy weekends. I have no idea how groups are graded or exactly what these projects are. I do know that families do not feel comfortable telling the teachers their children will not participate in outside group projects. Because of one pairing, one parent told her child to just do the project so that her grade was not impacted by the other student not working.
Teachers need to teach students their expectations for group work--what roles to take and how to complete them. This needs to be done through group work in class. Grades should reflect the work completed and the willingness to work together. I used to give my students a specific behavior to work on and for me to grade. I gave each group a 100s chart with multiples of 5. Every time I had to correct the group, I took off 5 points (You could also do this by 2s.) The students worked on one behavior each time. There was a grade for the behavior and a grade for the assignment. I also had my students complete a reflection form for their group work. This allowed them to tell me things I may have missed when working with another group. They could even assign a grade to each group member, but they had to support their rational. They loved it.
We have to find ways to teach group work but not punish students when someone else struggles with the expectations.
Story 1: Middle School (not sure which content)
A group of students was to complete a project (not sure if it was all in school or in/out of school), but one child in the group refused to do his part. The whole group got a 77 or something like that. The other parts were fine, but because this one child would not do his part, the whole group received a lower grade.
1. Everyone who worked was punished for the actions of one.
2. Everone else in the group worked just fine together, but this one person purposely made a decision to not work and pull his weight.
3. The child who did not work was rewarded. He got credit (a 77 and not a 0) for work he didn't do.
The teacher should have handled this differently. Yes, students need to work together, but this was not fair or equal.
Story 2: Upper Elementary School (various subjects)
Each week, teachers are assigning projects, rotating which content is covered, for students to do in groups. Of all the examples I heard, students were assigned a partner, and work is completed outside of school. The work is assigned toward the end of one week and due early the following week. It is the students' responsibility to exchange numbers and addresses. It is the students' and parents' responsibilities to make arrangements to get the students together. These pairings do not have students together who live near one another and does not take into consideration families' busy weekends. I have no idea how groups are graded or exactly what these projects are. I do know that families do not feel comfortable telling the teachers their children will not participate in outside group projects. Because of one pairing, one parent told her child to just do the project so that her grade was not impacted by the other student not working.
Teachers need to teach students their expectations for group work--what roles to take and how to complete them. This needs to be done through group work in class. Grades should reflect the work completed and the willingness to work together. I used to give my students a specific behavior to work on and for me to grade. I gave each group a 100s chart with multiples of 5. Every time I had to correct the group, I took off 5 points (You could also do this by 2s.) The students worked on one behavior each time. There was a grade for the behavior and a grade for the assignment. I also had my students complete a reflection form for their group work. This allowed them to tell me things I may have missed when working with another group. They could even assign a grade to each group member, but they had to support their rational. They loved it.
We have to find ways to teach group work but not punish students when someone else struggles with the expectations.
Whatever It Takes
I am used to working in a "Do Whatever It Takes" environment. You put students first, and you do whatever it takes to meet students' needs and help them be successful.
I'm sure, after I say this, if there are any people from work that read this, they will have one more reason to be mad at me or rant about me at Happy Hour, but here it is.
Teachers I work around have not had to act as every other teacher in the nation normally does. They have not been held accountable and have not had to research, make, and create whatever is needed to teach their students. There is so much complaining about working long hours, not being able to balance work and home, and not having enough time. All the things these teachers, some who have been teaching 8-10-12 years, are now experiencing should have been experienced their first few years of teaching. The stress of teaching, figuring out the bureaucracy and paperwork, getting everything done, attending meetings, planning lessons, and balancing work and home lives is what first through third year teachers struggle to figure our and learn. These teachers should have that by now. Yes, the beginning of the year brings about some of those struggles, but the amount of stress and complaining around these issues is out of control. Many are not stopping to realize that they are fighting a change that will happen with or without them.
My second year of teaching, I switched schools and grade levels. I was given brand new state standards, a simple scope and sequence, and an extremely old textbook, which we didn't have enough student copies for every student. Everything I did that year, I figured out on my own. I bought my own resources, created my own lessons, did everything on my own. Eventually, the district coordinator started having professional development sessions to help us with content and lessons. Even with that information, I still had to do my own thing. This is what has made me the teacher I am. I love to research and create.
I have been amazed at the lack of professional development these teachers seek out. I am a life-long learner. I sought out any and all related professional development. Most of these teachers do not.
Teaching is not an 8-4 job. For those who really "do whatever it takes" and do "what's best for kids," they are working 24-7 from August until June. Thinking, creating, worrying, and so much more.
I love watching the changes that are taking place. It is hard, stressful, and not the happiest environment, but things are a changing, and our students will benefit.
I'm sure, after I say this, if there are any people from work that read this, they will have one more reason to be mad at me or rant about me at Happy Hour, but here it is.
Teachers I work around have not had to act as every other teacher in the nation normally does. They have not been held accountable and have not had to research, make, and create whatever is needed to teach their students. There is so much complaining about working long hours, not being able to balance work and home, and not having enough time. All the things these teachers, some who have been teaching 8-10-12 years, are now experiencing should have been experienced their first few years of teaching. The stress of teaching, figuring out the bureaucracy and paperwork, getting everything done, attending meetings, planning lessons, and balancing work and home lives is what first through third year teachers struggle to figure our and learn. These teachers should have that by now. Yes, the beginning of the year brings about some of those struggles, but the amount of stress and complaining around these issues is out of control. Many are not stopping to realize that they are fighting a change that will happen with or without them.
My second year of teaching, I switched schools and grade levels. I was given brand new state standards, a simple scope and sequence, and an extremely old textbook, which we didn't have enough student copies for every student. Everything I did that year, I figured out on my own. I bought my own resources, created my own lessons, did everything on my own. Eventually, the district coordinator started having professional development sessions to help us with content and lessons. Even with that information, I still had to do my own thing. This is what has made me the teacher I am. I love to research and create.
I have been amazed at the lack of professional development these teachers seek out. I am a life-long learner. I sought out any and all related professional development. Most of these teachers do not.
Teaching is not an 8-4 job. For those who really "do whatever it takes" and do "what's best for kids," they are working 24-7 from August until June. Thinking, creating, worrying, and so much more.
I love watching the changes that are taking place. It is hard, stressful, and not the happiest environment, but things are a changing, and our students will benefit.
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