The bad news is that I haven't been able to post since August...the good news is that I didn't let the whole trimester escape!
My head is constantly swirling as I adjust to Middle School Math but in a great way. Some things I have done and LOVED (thanks to awesome blogs I stalk/follow) and things that I have NOT loved like when I let myself down by taking the easy way out (worksheet, lecture format, etc.). Somewhere in between is a good starting place though, and I am feeling more and more like myself these days.
I work with some incredible, veteran, math teachers who have been quite successful with our boys. I hope to be like a sponge and soak up as much as I can and continually learn from them. I also hope that I don't forget who I am and what I bring to the table. I like fun, and I need to remember to be true to me so that the boys can sense that. With that said, we created equation monsters (thanks to IspeakMath), played mathball and math poker, had a math project where the boys first said "Wait- we have a project in math?" They used screenr, photobooth and google presentations to create a database of help topics in math (decimals, integers, PEMDAS). As a result, I feel more energized, and so are they!
This year my goal is to be me. Nothing > and nothing <.
Monday, October 22, 2012
Saturday, August 18, 2012
Decorating Challenge
This week's post for Sunday Fun Day is about classroom set up and goals. Switching classrooms means a complete redo for classroom set up and decorations! This has proven to be a decorating challenge worthy of a reality TV show!
New Middle School teacher is given x number of days and resources to transform a former English classroom in a fifty (+) year old classroom into an exciting, inviting, and relevant learning environment!
I loved setting up my classroom in the lower school, and even though it was for boys I still found it relatively easy to decorate. Moving to the middle school stumped me at first. Cute number fabric for seventh grade boys didn't seem like the right fit...I wanted to bring in the math, and I wanted to play into the boy piece.
I decided on sports and life. With the Olympics fresh in their mind, the amount of sports that are played or watched by seventh grade boys, and the unbelievable amount of math found in every sport- it all added up (couldn't resist). While still a MAJOR work in progress, the ideas began to flow with a great deal of help from a fabulous artsy friend (also my past Room Mother). Jersey fabric on the bulletin boards, pennants for curtains, and a THINK LIKE A CHAMPION (think Play like a Champion- Notre Dame) for the boys to tag on their way out of the room. On the bulletin board I plan to show how math is relative in everyday life (specifically life of a seventh grade boy). In the past, I have always had student work around the room. I need to think (and welcome ideas) of how to do this with math.
I know there are skeptics who do not believe that the decorations or set up of a classroom are important. In case you haven't noticed, I disagree. I take great pride in setting up a room that the students feel invigorated when they walk into, but more importantly, I want them to know that I care. I decorate my house because I want to make it a home, where my family and friends are comfortable and in a way that represents us. The same is true for my classroom for where we spend multiple hours a day...for those 45 minutes, it will be our classhome away from home.
I will post pictures once the room is complete!
Great article on set-up!
New Middle School teacher is given x number of days and resources to transform a former English classroom in a fifty (+) year old classroom into an exciting, inviting, and relevant learning environment!
Bonus- Subject: Math Double Bonus-ALL SEVENTH GRADE BOYS!
I loved setting up my classroom in the lower school, and even though it was for boys I still found it relatively easy to decorate. Moving to the middle school stumped me at first. Cute number fabric for seventh grade boys didn't seem like the right fit...I wanted to bring in the math, and I wanted to play into the boy piece.
I decided on sports and life. With the Olympics fresh in their mind, the amount of sports that are played or watched by seventh grade boys, and the unbelievable amount of math found in every sport- it all added up (couldn't resist). While still a MAJOR work in progress, the ideas began to flow with a great deal of help from a fabulous artsy friend (also my past Room Mother). Jersey fabric on the bulletin boards, pennants for curtains, and a THINK LIKE A CHAMPION (think Play like a Champion- Notre Dame) for the boys to tag on their way out of the room. On the bulletin board I plan to show how math is relative in everyday life (specifically life of a seventh grade boy). In the past, I have always had student work around the room. I need to think (and welcome ideas) of how to do this with math.
I know there are skeptics who do not believe that the decorations or set up of a classroom are important. In case you haven't noticed, I disagree. I take great pride in setting up a room that the students feel invigorated when they walk into, but more importantly, I want them to know that I care. I decorate my house because I want to make it a home, where my family and friends are comfortable and in a way that represents us. The same is true for my classroom for where we spend multiple hours a day...for those 45 minutes, it will be our classhome away from home.
I will post pictures once the room is complete!
Great article on set-up!
Wednesday, August 8, 2012
I think I can't- I think...
I came out of "tutoring retirement" this summer. The student that I am tutoring had a great fifth grade year, but he needed (according to his awesome mom) some help with math. Since I had not taught him in math, I was not sure of his math background. Each session has gone well, and he has been great to work with as I tried to figure out where he needed the most help.
I have been thinking a lot about the impact of confidence and self-esteem especially in terms of how students (or adults) view themselves when it comes to math. All year, I heard this student talk about his poor math ability and watched as he dreaded going to math class as a result. He would come in early or stay late with his math teacher, but by the end of the year had convinced everyone that he was just a weak math student. In reality, he may have some weaknesses in math, but he is nowhere near the poor math student he thinks. After two sessions, he started to accept the small successes and started to grasp the idea that I would not listen to him label himself as a poor math student nor could he use that as an excuse not to try challenging problems.
Tonight was my favorite session. There was a spark in his eye each time he found success, and he said "Wait, I got all that right by myself? I didn't even know I could do that!" I would love for elementary teachers and parents to make a diligent effort to refrain from comments about "being bad at math" or how "math was never a strong subject" to young minds who see this as permission to label themselves. At ten years old, it is entirely too early to determine that for the rest of a student's life that he is bad at math...or anything!
I wonder the challenge that I will face as I enter the seventh grade classroom of having to "undo" many of these same self-fulfilling prophecies that students have been working on for years!
Feels good to get that out...Go math!
I have been thinking a lot about the impact of confidence and self-esteem especially in terms of how students (or adults) view themselves when it comes to math. All year, I heard this student talk about his poor math ability and watched as he dreaded going to math class as a result. He would come in early or stay late with his math teacher, but by the end of the year had convinced everyone that he was just a weak math student. In reality, he may have some weaknesses in math, but he is nowhere near the poor math student he thinks. After two sessions, he started to accept the small successes and started to grasp the idea that I would not listen to him label himself as a poor math student nor could he use that as an excuse not to try challenging problems.
Tonight was my favorite session. There was a spark in his eye each time he found success, and he said "Wait, I got all that right by myself? I didn't even know I could do that!" I would love for elementary teachers and parents to make a diligent effort to refrain from comments about "being bad at math" or how "math was never a strong subject" to young minds who see this as permission to label themselves. At ten years old, it is entirely too early to determine that for the rest of a student's life that he is bad at math...or anything!
I wonder the challenge that I will face as I enter the seventh grade classroom of having to "undo" many of these same self-fulfilling prophecies that students have been working on for years!
Feels good to get that out...Go math!
Monday, August 6, 2012
Math Notebooks
Math Notebooks...Where to begin?
As a brand new Middle School Math teacher, I am sure that my notebook will go through an incredible amount of transition! In the past, I have always been a big binder person and expect that to remain constant. I love a good organization system where everything has a home! In our Middle School, each boy is required one binder for two classes. Since I am moving away from the homeroom model, I am trying to wrap my brain around their work (and the student) only being with me for 45 minutes!
I plan to stick with some version of a Table of Contents. This helps them organize their notes while also holding them accountable. I love the reflection that offers down the road as well. I like to have the binder split into Notes, Practice, and Graded Papers. This is our first year as a 1:1 as well as my first time using online text books. With that in mind, I would like to use as little paper as possible, so I think I will set up a new Google Site for students who prefer to take notes digitally.
Thanks to http://ispeakmath.wordpress.com/ for putting together the idea of math teachers collaborating on one idea this month!!
As a brand new Middle School Math teacher, I am sure that my notebook will go through an incredible amount of transition! In the past, I have always been a big binder person and expect that to remain constant. I love a good organization system where everything has a home! In our Middle School, each boy is required one binder for two classes. Since I am moving away from the homeroom model, I am trying to wrap my brain around their work (and the student) only being with me for 45 minutes!
I plan to stick with some version of a Table of Contents. This helps them organize their notes while also holding them accountable. I love the reflection that offers down the road as well. I like to have the binder split into Notes, Practice, and Graded Papers. This is our first year as a 1:1 as well as my first time using online text books. With that in mind, I would like to use as little paper as possible, so I think I will set up a new Google Site for students who prefer to take notes digitally.
Thanks to http://ispeakmath.wordpress.com/ for putting together the idea of math teachers collaborating on one idea this month!!
Beginning of School
As I think about the beginning of school, I am struck by the differences in how I prepped for fifth grade compared to things I am thinking of for seventh graders (probably won't have cute paisley border around my calendar, don't need to make a job chart for milk or attendance, and I don't have a supply list that takes up an entire page for students). Going to the middle school after being an elementary school teacher is going to take some adjusting, but I am hopeful that the type of teacher I am is not defined simply by the age or subject I teach, but that it is more of a reflection of how I teach, what I believe, and how I prioritize in the classroom. That doesn't really change with this shift in positions- I still believe that every student deserves a chance to learn in a safe environment free of ridicule and where taking risks is not only safe but encouraged. I still plan to teach how I would like to be taught...with engaging lessons that are based on a real world need. Students in fifth grade want to know "why" they have to learn something, and I expect middle school students will be the same way...and high school students...and college students! I still plan to do small group activities, collaborate with other schools, and have the students work on meaningful projects that require hands-on activities. I still plan to include technology as an infused part of our curriculum, not an add-on, and I firmly believe that math does in fact allow for plenty of technology to be used in the classroom.
So when people ask me if I am nervous about all the changes, I try to remember that teaching is teaching. Am I nervous about the differences, the unknown, and the new culture- a little. I am much more excited as I have learned that change can be good, great even.
So when people ask me if I am nervous about all the changes, I try to remember that teaching is teaching. Am I nervous about the differences, the unknown, and the new culture- a little. I am much more excited as I have learned that change can be good, great even.
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