I am having my Algebra students do a perfect test this semester. The test is over linear functions. They have to find slope, midpoint, distant, the equation of a line, X-int., Y-int., equation of a line parallel to a line through a given point and equation of a line perpendicular to a line through a given point. If they make any mistake, no matter how small, they get a zero. They will get a 100 if they get perfect their first or second try. After that I will take off 2 points per try... so the student that passes on their 6th try say, will get a 92%. This test is over Ch 5 material. Our student goal was over this material.
I had a student that got an F on the chapter 5 test, that has already gotten a perfect test this week on the material over chapter 5. She has shown great improvement the past few weeks. She has really been positively impacted by my teaching her how to Learn Well and how to Learn from Mistakes. I've written about these in previous blogs. I talked to her later in the day after she had gotten her perfect score and she told me that she had been very nervous before the test. I smiled and told her that she had finally committed emotionally to learning and was doing all three phases needed to learn well. She smiled right back at me and agreed.
IT WAS VERY COOL.
Day 59
Friday, January 31, 2014
Monday, January 27, 2014
Reconcile
I have a poster up in my room that says, "Forgiveness and confession are relationship breathing."
Like I said yesterday, relationship is key to learning. One problem is, we all mess up relationally. Another problem is, many of my students don't know what to do when they mess up or when someone else messes up. I need to teach my students how to forgive and how to confess. These are the two most important 'skills' in a lasting relationship.
As my students make mistakes and hurt me, I use these opportunities to teach them how to apologize. As I make mistakes and hurt them, I then try to model how to apologize. There is no finger pointing, rationalizing, making excuses or anything else besides simply taking responsibility for your mistake in confessing. When I realize how my actions have hurt someone else, I need to say that I was wrong, tell that person that I don't want to hurt them again and ask for their forgiveness. I can't make anyone forgive me.
I also have to forgive others who hurt me, even if they don't ask for forgiveness. I need to demonstrate and teach confession and forgiveness to each of my students. We all make mistakes. Confession and forgiveness are needed to restore a broken relationship. Reconciliation is such important "Life Skill" to teach all of my students because we all will need to confess and forgive... it is a part of all lasting relationships.
Day 58
Like I said yesterday, relationship is key to learning. One problem is, we all mess up relationally. Another problem is, many of my students don't know what to do when they mess up or when someone else messes up. I need to teach my students how to forgive and how to confess. These are the two most important 'skills' in a lasting relationship.
As my students make mistakes and hurt me, I use these opportunities to teach them how to apologize. As I make mistakes and hurt them, I then try to model how to apologize. There is no finger pointing, rationalizing, making excuses or anything else besides simply taking responsibility for your mistake in confessing. When I realize how my actions have hurt someone else, I need to say that I was wrong, tell that person that I don't want to hurt them again and ask for their forgiveness. I can't make anyone forgive me.
I also have to forgive others who hurt me, even if they don't ask for forgiveness. I need to demonstrate and teach confession and forgiveness to each of my students. We all make mistakes. Confession and forgiveness are needed to restore a broken relationship. Reconciliation is such important "Life Skill" to teach all of my students because we all will need to confess and forgive... it is a part of all lasting relationships.
Day 58
Sunday, January 26, 2014
Relationship
I believe the most important part of life is relationships. I believe the most important relationship is the one with Jesus. This relationship enables and empowers me in my other relationships. I still make mistakes and struggle with selfishness. I believe God uses relationships to chip away at my pride and selfishness and conform me more and more. I am not perfect nor will I ever be.
I view my relationships with each of my students as extremely important. I think many of my low students struggle because of poor relationships at home. Many of these students demonstrate poor behavior unintentionally. They are rude many times without even trying. Sometimes they are rude and they do this on purpose. I believe the most important thing for me to do is love my students and treat poor behavior as an opportunity to teach relational skills. I seek to correct, instruct, exhort and encourage my students when they demonstrate poor behavior. I seek to reconcile always with my students when they show poor behavior.
THIS IS A LIFE SKILL THAT ALL MY STUDENTS NEED TO HAVE. I need God's help to do this.
Day 57
I view my relationships with each of my students as extremely important. I think many of my low students struggle because of poor relationships at home. Many of these students demonstrate poor behavior unintentionally. They are rude many times without even trying. Sometimes they are rude and they do this on purpose. I believe the most important thing for me to do is love my students and treat poor behavior as an opportunity to teach relational skills. I seek to correct, instruct, exhort and encourage my students when they demonstrate poor behavior. I seek to reconcile always with my students when they show poor behavior.
THIS IS A LIFE SKILL THAT ALL MY STUDENTS NEED TO HAVE. I need God's help to do this.
Day 57
Saturday, January 25, 2014
Struggling
I am very excited about teaching. I am learning more and more this year about teaching all of my students. We just finished first semester. I had one student get an F. This student was not in Lab first semester but will be next semester. I am hopeful that all of my students will get at least a C next semester. I will need the help of my successful students to take some responsibility for teaching, encouraging, exhorting, and motivating their neighbor. I will need all of my students to continue to seek to improve in as many areas as they can(see Posters).
I think it is so important to not give up on any of my students. I hear other teachers tell me they have and/or they don't know how to motivate their low students. I am struggling with knowing what to say... if any, and to not judge. I don't want to come across as a know-it-all. I don't want to offer advice when none is wanted. WHAT I AM DOING WORKS... and no one wants to listen.
I am not writing to anyone 'out there,' I am simply writing to myself. I have no expectation of changing other teachers. I have lots of hope of changing my students. 'Changed hearts change lives.' I am going to make this into a poster and put up on one of my walls. For there to be any significant improvement in one of my students, there will need to be a change in their heart. The heart is where their beliefs and desires are. My students attitudes, efforts and behaviors are a byproduct of what is in each of their hearts. When positive changes in their hearts occur, I'll see positive changes in their attitudes and actions. I pour out my heart and soul to my students day after day in the hopes of changing their hearts. If I am going to have any influence or impact on other teachers, shouldn't the same be true... shouldn't I need lots of time to pour out my heart and soul to a teacher to have a chance of changing their heart?
I guess this is the place where that could happen, but I am only getting around 4-5 views a day the past few weeks. I constantly check my pride about this. I want to glorify God and not myself. Pride stalks me. It is easy to not be prideful when no one cares what I am doing. I prayed 2 summers ago that God would help me to be so successful at teaching that people would ask me what I was doing. Then I would be able to tell them about how God loves us relentlessly and unconditionally and that I was challenged by God to do the same with my students. It is impossible for me to do this. I fail every day, but "In my weakness His strength is made perfect." I NEED GOD'S LOVE TO FLOW THROUGH ME TO EACH OF MY STUDENTS. I am NOTHING without His love... but with it... all's I see are wonderful possibilities for each of my students.
I know from my own experiences, it is hard to change and I resist it... so of course other teachers will have a hard time being open to what I have to say, because it would require a change of their HEART.
Day 56
I think it is so important to not give up on any of my students. I hear other teachers tell me they have and/or they don't know how to motivate their low students. I am struggling with knowing what to say... if any, and to not judge. I don't want to come across as a know-it-all. I don't want to offer advice when none is wanted. WHAT I AM DOING WORKS... and no one wants to listen.
I am not writing to anyone 'out there,' I am simply writing to myself. I have no expectation of changing other teachers. I have lots of hope of changing my students. 'Changed hearts change lives.' I am going to make this into a poster and put up on one of my walls. For there to be any significant improvement in one of my students, there will need to be a change in their heart. The heart is where their beliefs and desires are. My students attitudes, efforts and behaviors are a byproduct of what is in each of their hearts. When positive changes in their hearts occur, I'll see positive changes in their attitudes and actions. I pour out my heart and soul to my students day after day in the hopes of changing their hearts. If I am going to have any influence or impact on other teachers, shouldn't the same be true... shouldn't I need lots of time to pour out my heart and soul to a teacher to have a chance of changing their heart?
I guess this is the place where that could happen, but I am only getting around 4-5 views a day the past few weeks. I constantly check my pride about this. I want to glorify God and not myself. Pride stalks me. It is easy to not be prideful when no one cares what I am doing. I prayed 2 summers ago that God would help me to be so successful at teaching that people would ask me what I was doing. Then I would be able to tell them about how God loves us relentlessly and unconditionally and that I was challenged by God to do the same with my students. It is impossible for me to do this. I fail every day, but "In my weakness His strength is made perfect." I NEED GOD'S LOVE TO FLOW THROUGH ME TO EACH OF MY STUDENTS. I am NOTHING without His love... but with it... all's I see are wonderful possibilities for each of my students.
I know from my own experiences, it is hard to change and I resist it... so of course other teachers will have a hard time being open to what I have to say, because it would require a change of their HEART.
Day 56
Friday, January 24, 2014
All
'All means all, all of the time and that's all I got to say.'
Us Algebra teachers set a student goal this year of teaching our students linear functions. We gave a pre-test early in the year and all of my students failed it.
Starting with the new semester next week, I am going to give the post-test once a week in class for three weeks. After 3 weeks, they will have to take the test after school. All of my students will be required to get all of the answers correct or they will earn a ZERO. They can try twice a week on similar tests until they get all of the answers correct. I will give them 100 if they get all the answers correct their first or second try. After their second try, I will take 2 points off each time but will have a minimum score of 80.
All of my students will get all of the questions correct. When this happens I will reward all of them with cookies or donuts. This reward will cause positive peer-pressure to occur. I have already seen this happen this year. They will help, teach, encourage and correct each other. They will celebrate success together when they all achieve perfect.
Set high bars for all and then instill systems to ensure success for all.
Day 55
Us Algebra teachers set a student goal this year of teaching our students linear functions. We gave a pre-test early in the year and all of my students failed it.
Starting with the new semester next week, I am going to give the post-test once a week in class for three weeks. After 3 weeks, they will have to take the test after school. All of my students will be required to get all of the answers correct or they will earn a ZERO. They can try twice a week on similar tests until they get all of the answers correct. I will give them 100 if they get all the answers correct their first or second try. After their second try, I will take 2 points off each time but will have a minimum score of 80.
All of my students will get all of the questions correct. When this happens I will reward all of them with cookies or donuts. This reward will cause positive peer-pressure to occur. I have already seen this happen this year. They will help, teach, encourage and correct each other. They will celebrate success together when they all achieve perfect.
Set high bars for all and then instill systems to ensure success for all.
Day 55
Thursday, January 23, 2014
Three and One
My students took their final the past two days. My classes averaged about 84.5%. My desire was 88%. I thought the test was extremely easy, especially using a calculator. This was the first test where my students got to use a calculator. I was hoping the lowest grade would have been an 80%.
I spent a week reviewing for this final. We did a multiple choice test for each chapter, each day, to prepare. I wanted my students to not only review the content and skills in each chapter, but to also practice the behaviors of intelligence and problem solving strategies that are used to solve multiple choice questions. Obviously my students have room for improvement and I am excited about that.
I had three students get a D on the final and one student got a F out of 58. Two of these students are already in Lab and two are not but should be. I need to figure out what I need to do to help these students, especially, and all of my students do better. For the highly successful students, I need to figure out how to get them to do a better job of helping and teaching their neighbor. For the middle to struggling student, I need to figure out how to get them to receive help from their neighbor and much more.
I feel like a good foundation has been laid for this next semester. I am hopeful that I will see lots of growth. I want all of my students to get at least 70% on the next test. I want all of my students to get at least an 80% on the remaining tests. THAT WOULD BE SO COOL.
I am planning on doing a brain storming activity around figuring out what we need to do to make this happen.
Day 54
I spent a week reviewing for this final. We did a multiple choice test for each chapter, each day, to prepare. I wanted my students to not only review the content and skills in each chapter, but to also practice the behaviors of intelligence and problem solving strategies that are used to solve multiple choice questions. Obviously my students have room for improvement and I am excited about that.
I had three students get a D on the final and one student got a F out of 58. Two of these students are already in Lab and two are not but should be. I need to figure out what I need to do to help these students, especially, and all of my students do better. For the highly successful students, I need to figure out how to get them to do a better job of helping and teaching their neighbor. For the middle to struggling student, I need to figure out how to get them to receive help from their neighbor and much more.
I feel like a good foundation has been laid for this next semester. I am hopeful that I will see lots of growth. I want all of my students to get at least 70% on the next test. I want all of my students to get at least an 80% on the remaining tests. THAT WOULD BE SO COOL.
I am planning on doing a brain storming activity around figuring out what we need to do to make this happen.
Day 54
Wednesday, January 22, 2014
Motivation
My principal put a copy of an article in my mail box at school to read. It was about motivation. In the article, students were asked to tell what motivated them the most. The students named three main ideas. They each dealt with the teacher. They were: humor, love and that the teacher enjoyed what he/she was doing. These resonate with me. I want my students to laugh every day. I want my students to feel loved every day. I want my students to see that I truly enjoy being with them.
I fail so often at this. It is my goal. It is my compass.
Changed hearts change lives.
I plan on having a debriefing this Friday, the last day of this first semester.
I want to ask my students, for myself, what motivates them? I want to read what they have to say. I want to use their answers to help me be more successful.
Day 53
I fail so often at this. It is my goal. It is my compass.
Changed hearts change lives.
I plan on having a debriefing this Friday, the last day of this first semester.
I want to ask my students, for myself, what motivates them? I want to read what they have to say. I want to use their answers to help me be more successful.
Day 53
Tuesday, January 21, 2014
Finals
My students take their math finals the next two days. I think it is an extremely easy final. It is a district wide final that all students are to take. The problem is that not all the students will take it in the same way. Some students will be able to use notes and come back at a later time in the day to 'finish' their test. My students will not use notes and will be required to finish in one sitting each day. The tests will be scored at the district office and comparisons will be made between teachers... but the tests need to be administered in an equal way to create a 'level playing field.'
I suggested that the tests at each school be given arena style in the gym like they do for SAT testing. Every school would give the test on the same day using the same guidelines.
LEVEL.
As the emphasis on teacher accountability for student's improving increases, test integrity will need to be guaranteed.
Day 52
I suggested that the tests at each school be given arena style in the gym like they do for SAT testing. Every school would give the test on the same day using the same guidelines.
LEVEL.
As the emphasis on teacher accountability for student's improving increases, test integrity will need to be guaranteed.
Day 52
Monday, January 20, 2014
Safe
I was talking with a friend recently and they shared their concerns about their children's math teachers. I was told that both of their children's math teachers were grumpy, impatient, rude and intimidating. I was sad to here how one negative event in a class could cause a lasting negative impact.
I use to be that kind of teacher. I am still struggling with not being that kind of teacher.
I NEED TO DO ALL I CAN TO HELP MY STUDENTS IN MY CLASS FEEL SAFE AND STILL FEEL ACCOUNTABLE.
Each of my students need to feel safe in my class.
Each of my students need to feel accountable to learn.
These two needs wage war with each other. I could tell the shy or struggling student that I will never call on them and make they feel very safe... but they would lose their sense of accountability.
I could randomly call on any student and require them to go to the front of the room to do a problem without any help and make them all feel accountable... but they would lose their sense of safety.
They need both... safety and accountability.
I will brain storm with my classes to arrive at a place where both of these are occurring... stay tuned.
Day 51
I use to be that kind of teacher. I am still struggling with not being that kind of teacher.
I NEED TO DO ALL I CAN TO HELP MY STUDENTS IN MY CLASS FEEL SAFE AND STILL FEEL ACCOUNTABLE.
Each of my students need to feel safe in my class.
Each of my students need to feel accountable to learn.
These two needs wage war with each other. I could tell the shy or struggling student that I will never call on them and make they feel very safe... but they would lose their sense of accountability.
I could randomly call on any student and require them to go to the front of the room to do a problem without any help and make them all feel accountable... but they would lose their sense of safety.
They need both... safety and accountability.
I will brain storm with my classes to arrive at a place where both of these are occurring... stay tuned.
Day 51
Sunday, January 19, 2014
Challenge
I want to challenge every parent that reads this to love each of their children like Christ loves you.
I want to challenge every spouse that reads this to love your spouse like Christ loves you.
I want to challenge every teacher that reads this to love your most struggling student like Christ loves you.
The want to challenge every teacher to love all of your students like Christ loves you.
The challenges can go on and on. I fail at these everyday... but with God's grace, love, forgiveness and wisdom, I get to try again the next day.
When I truly tried this, I came to the end of myself and realized just how selfish I was, even when I was trying to do something nice for someone else.
Pick one person and relentlessly and unconditionally love, challenge, exhort and motivate that person for a year. I went into it hoping I would change my struggling student. In the end, God used my struggling student to change me. My struggling student also changed, but I can't change anyone.
CHANGED HEARTS CHANGE LIVES.
I challenge you to love a struggling student relentlessly and unconditionally. It will change you.
Day 50
I want to challenge every spouse that reads this to love your spouse like Christ loves you.
I want to challenge every teacher that reads this to love your most struggling student like Christ loves you.
The want to challenge every teacher to love all of your students like Christ loves you.
The challenges can go on and on. I fail at these everyday... but with God's grace, love, forgiveness and wisdom, I get to try again the next day.
When I truly tried this, I came to the end of myself and realized just how selfish I was, even when I was trying to do something nice for someone else.
Pick one person and relentlessly and unconditionally love, challenge, exhort and motivate that person for a year. I went into it hoping I would change my struggling student. In the end, God used my struggling student to change me. My struggling student also changed, but I can't change anyone.
CHANGED HEARTS CHANGE LIVES.
I challenge you to love a struggling student relentlessly and unconditionally. It will change you.
Day 50
Saturday, January 18, 2014
Request
Friday after one of my classes, a student came up to me on her way out and asked if I took prayer requests. In all my years of teaching, that was the first time a student ever asked me that question before. I smiled and said, "Of course." She went on to tell me about her concern and I told her I would be praying about it. I asked her if it was all right if I asked for an update and she told me that that would be fine.
I want to be used by God to change lives. Changed hearts change lives. I want my students to know I care about them.
Day 49
I want to be used by God to change lives. Changed hearts change lives. I want my students to know I care about them.
Day 49
Leak
I showed my principal the letter a student of mine wrote me. I wrote about her letter yesterday(Day 47). My principal had me sit down in his office and told me that I was different. I had changed.
I told him I was different. Three years ago, I thought that God wanted to use me to help Stanley(Day 1)... but He also wanted to use Stanley to change me.
I had never tried to love a student unconditionally and relentlessly, especially a low student, until Stanley came along. My motivation always had a large element of selfishness. I still self-evaluate my motivation constantly. I know when I'm self-centered, that is when I am impatient or rude or self-seeking. Pride is my enemy. It constantly stalks me. It causes me to continually remember my need for God's grace, love and wisdom. I leak... God give me these but I have to continually return to the cross for more. I am so glad I leak. God designed all of us to leak. God used Stanley to teach me this and so much more.
"In my weakness, His strengthen is made perfect." This is exactly where God wants me to be. He wants me to have a keen awareness of my weaknesses and seek His grace, love and wisdom to be filled with His power to be able to do what is impossible for me to do without Him. Prov. 3: 5,6 says, "Trust in the Lord with all your heart, and lean not on your own understanding. In all your ways acknowledge Him and He shall direct your path." These 2 verses are my life verses. They guide me. I think about these verses all the time and they influence and impact my life.
I want to live like I believe what I say I believe... and I need God's enabling help to do this.
I've changed.
Day 48
I told him I was different. Three years ago, I thought that God wanted to use me to help Stanley(Day 1)... but He also wanted to use Stanley to change me.
I had never tried to love a student unconditionally and relentlessly, especially a low student, until Stanley came along. My motivation always had a large element of selfishness. I still self-evaluate my motivation constantly. I know when I'm self-centered, that is when I am impatient or rude or self-seeking. Pride is my enemy. It constantly stalks me. It causes me to continually remember my need for God's grace, love and wisdom. I leak... God give me these but I have to continually return to the cross for more. I am so glad I leak. God designed all of us to leak. God used Stanley to teach me this and so much more.
"In my weakness, His strengthen is made perfect." This is exactly where God wants me to be. He wants me to have a keen awareness of my weaknesses and seek His grace, love and wisdom to be filled with His power to be able to do what is impossible for me to do without Him. Prov. 3: 5,6 says, "Trust in the Lord with all your heart, and lean not on your own understanding. In all your ways acknowledge Him and He shall direct your path." These 2 verses are my life verses. They guide me. I think about these verses all the time and they influence and impact my life.
I want to live like I believe what I say I believe... and I need God's enabling help to do this.
I've changed.
Day 48
Thursday, January 16, 2014
Response
Yesterday I had a student write me a letter thanking me for how I've helped her. It was over a full page long and went into some detail explaining how she had struggled with school in the past. She thanked me for my words of encouragement and life skills I had taught her. She told me she was not going to make excuses anymore and that she was going to be a different person. She knew she could and she said she was excited about her future.
I sat at my desk crying as I read her letter. I want to be a part of having a positive impact on young people's lives. I want to change lives. I want the best for each of my students. I can't change lives though. What changes lives is Christ's love flowing through me. I mess up every day. But I get to try again the next day. I need to focus on my goal: 'Love, encourage, exhort and challenge all of my students relentlessly and unconditionally.'
So many of my students have a need to be loved. Life is all about relationships. I can't love my students on my own. I need God's help. I need to return to the cross always to be filled with the love I need.
Day 47
I sat at my desk crying as I read her letter. I want to be a part of having a positive impact on young people's lives. I want to change lives. I want the best for each of my students. I can't change lives though. What changes lives is Christ's love flowing through me. I mess up every day. But I get to try again the next day. I need to focus on my goal: 'Love, encourage, exhort and challenge all of my students relentlessly and unconditionally.'
So many of my students have a need to be loved. Life is all about relationships. I can't love my students on my own. I need God's help. I need to return to the cross always to be filled with the love I need.
Day 47
Wednesday, January 15, 2014
Letters
My principal had a wonderful idea last fall. He made a list of students that were struggling at school and asked the staff to write a letter to 2 students each. I wrote short letters of encouragement to 3 students.
As I did this I felt uncomfortable... then I realized that I needed to write to all my Lab students. So I bought stationary and wrote to all of my Lab students. I have received several words of thanks from my students.
Now I realize that I need to write letters to the rest of my students. I need to be consistent... I need to go the extra mile with my other classes also.
I want to love all of my students... even the ones that probably don't need it because they're getting so much from home.
Day 46
As I did this I felt uncomfortable... then I realized that I needed to write to all my Lab students. So I bought stationary and wrote to all of my Lab students. I have received several words of thanks from my students.
Now I realize that I need to write letters to the rest of my students. I need to be consistent... I need to go the extra mile with my other classes also.
I want to love all of my students... even the ones that probably don't need it because they're getting so much from home.
Day 46
Tuesday, January 14, 2014
Apology
Yesterday, during my blechk day, I was rude to a student. I am very disappointed in myself. I talked to the student and her mom after school today. I simply told them that I was wrong and that I was very sorry. I had my excuses... but that is all they are. I did not offer any excuses. I listened to the mom as she explained her concerns and I answered her questions. The mom handle the meeting with wonderful tact and grace. I was very thankful and still am.
If anyone who reads this blog and thinks I'm some sort of super teacher... well, you are wrong. I am far from perfect. I make mistakes everyday. But I don't want to make the kind of mistakes that hurts someone else's feelings. When I do, I feel awful inside and try my best to reconcile. I asked my student if she would forgive me, but I told her, I wasn't requiring her to.
The very thing that I want to do the most, I failed at. I want to love each of my students. Love is patient and love is kind. If I am not doing this, I AM FAILING.
Math can be scary but... "perfect love casts out all fear."
Day 45
If anyone who reads this blog and thinks I'm some sort of super teacher... well, you are wrong. I am far from perfect. I make mistakes everyday. But I don't want to make the kind of mistakes that hurts someone else's feelings. When I do, I feel awful inside and try my best to reconcile. I asked my student if she would forgive me, but I told her, I wasn't requiring her to.
The very thing that I want to do the most, I failed at. I want to love each of my students. Love is patient and love is kind. If I am not doing this, I AM FAILING.
Math can be scary but... "perfect love casts out all fear."
Day 45
Monday, January 13, 2014
Blechkk
I've been talking over the last several days about lots of successes.
Well... today wasn't one of those days. Several of my students did a poor job on their homework. When correcting, several of my students did a lousy job of correcting their mistakes.
When doing their homework, many of my students did a poor job of following direction.
When taking notes last Friday, many of my students must have done a poor job of taking notes.
When trying to talk to a struggling student one on one, this student simply blew me off about needing to improve in his effort saying, "I am doing better." When I followed up with, "Can you do better?" he repeated, "I am doing better." BLECHKK
Today was a day when I was glad it was over.
I am looking forward to tomorrow. I need to be way more energized and not dwell on these negatives from today. I can't change people. There were a lot of students doing a great job.
I don't want to stay focused on the negatives. "You will find what ever you are looking for." I want to spend my energies looking the good in my students.
Day 44
Well... today wasn't one of those days. Several of my students did a poor job on their homework. When correcting, several of my students did a lousy job of correcting their mistakes.
When doing their homework, many of my students did a poor job of following direction.
When taking notes last Friday, many of my students must have done a poor job of taking notes.
When trying to talk to a struggling student one on one, this student simply blew me off about needing to improve in his effort saying, "I am doing better." When I followed up with, "Can you do better?" he repeated, "I am doing better." BLECHKK
Today was a day when I was glad it was over.
I am looking forward to tomorrow. I need to be way more energized and not dwell on these negatives from today. I can't change people. There were a lot of students doing a great job.
I don't want to stay focused on the negatives. "You will find what ever you are looking for." I want to spend my energies looking the good in my students.
Day 44
Sunday, January 12, 2014
Laughter
I think there is part of me that longs to be a stand-up comedian. When I did my debriefing last week, many students commented on my stories. They love them. I'll see a student I had years ago and that is one of the things they will always say... "I loved your stories!" One student last week made a very insightful comment. She told me that she liked my stories and she thought they actually helped her to learn somehow. I think their is a real connection between laughter and learning. I encourage my students to emotionally invest in their learning. We remember things that have strong emotions attached to them.
So... I try to get my students to laugh every day.
I want my students to enjoy my class. I want each of my students to come to class with an expectation that something funny is going to happen today. This improves attendance, attitude, effort and results. Most of my stories are from my past. These usually are silly, weird, a little gross and some even life threatening. But they all bring out strong emotions... either laughter, disgust, sadness and sometimes even amazement. Sometimes there will be a point to the story but often I'm just trying to get them to laugh.
When I'm teaching, I'll often get into the 'place' where we are learning and having a lot of laughs. I love those days! The students are totally engaged. They are laughing. They are participating. When the bell rings they walk out smiling, and some will even thank me for the day. I have students tell me that they look forward to my class. I have students tell me that they always hated math until this year but now this is there favorite class.
"Laughter is healing to the bones"... 'it is good medicine.' Many of my students have difficulties in their lives. I want my class to be a safe, loving, happy place where we will learn, work, fail, and improve together.
Laughter is the glue that connects students to the content.
Day 43
So... I try to get my students to laugh every day.
I want my students to enjoy my class. I want each of my students to come to class with an expectation that something funny is going to happen today. This improves attendance, attitude, effort and results. Most of my stories are from my past. These usually are silly, weird, a little gross and some even life threatening. But they all bring out strong emotions... either laughter, disgust, sadness and sometimes even amazement. Sometimes there will be a point to the story but often I'm just trying to get them to laugh.
When I'm teaching, I'll often get into the 'place' where we are learning and having a lot of laughs. I love those days! The students are totally engaged. They are laughing. They are participating. When the bell rings they walk out smiling, and some will even thank me for the day. I have students tell me that they look forward to my class. I have students tell me that they always hated math until this year but now this is there favorite class.
"Laughter is healing to the bones"... 'it is good medicine.' Many of my students have difficulties in their lives. I want my class to be a safe, loving, happy place where we will learn, work, fail, and improve together.
Laughter is the glue that connects students to the content.
Day 43
Saturday, January 11, 2014
A win
Last week, when we got back from Christmas vacation, I did a debriefing activity with my students(Day 39 blog). They had taken their Ch5 test right before vacation and sadly I had about 7 Ds & Fs total in each class. I made up a Learning Well poster(Day 37 blog) and taught it to my class and put it up in the front. Later in the week, I made up a Learning from mistakes poster(Day 41 blog) and taught it again to my classes and put it up on the wall in the front of my class.
On Day 39 blog I talked about a student that was frustrated with her performance on the Ch 5 test. She wrote me in her debrief that she felt like she was out of options. She wasn't learning well enough and it was really impacting her. I read those debriefs Monday night and have used them to help me individualize my strategies but to also collectively make improvements.
I'll call her Jane. I talked to Jane one on one before and after class several times this week trying to encourage, motivate and challenge her to improve in her Heart and Head issues(see Posters) and in her learning(posters I made up and taught blogs 37 and 41). Friday I gave a quiz in my Lab classes and Jane got a perfect score!! While I was grading it I noticed that there were eraser marks on her last question. Jane had double checked it and found that she had the wrong answer. Then Jane had gone back over her work and found her mistake. Then Jane had fixed her mistake and redone the problem and then double checked it again to make sure she was right.
After I finished looking at her quiz, I called her up to my desk to tell her the score she got. She was very happy. To see the look on her face, especially compared to the words of hopelessness she had written earlier that week, it was priceless. Then I asked her about the last question and why there were eraser marks... I wanted to let her tell me what she had done. I already knew... I just wanted to give her the chance to talk to me about how she behaved while taking the quiz. This had been one of my focus points for the week,"I am right and I know I am right." Jane proudly explained that when she double checked her last answer she realized it was wrong. She told me how she then went back and looked over her work and found her mistake and redid the problem and then double checked it again and knew she was right.
She was so proud of herself and I was so happy for her. IT WAS SO COOL!!
The bell rang and she and the others walked out of my room and I sat there, at my desk, with such a feeling of excitement, thankfulness and hope. I want to keep looking for ways to help all of my students collectively and also individually. This feels like a brand new idea to me. In the past I have focused on doing one or the other. On Friday, I realized that I can do both on the same day. WOW!
Day 42
On Day 39 blog I talked about a student that was frustrated with her performance on the Ch 5 test. She wrote me in her debrief that she felt like she was out of options. She wasn't learning well enough and it was really impacting her. I read those debriefs Monday night and have used them to help me individualize my strategies but to also collectively make improvements.
I'll call her Jane. I talked to Jane one on one before and after class several times this week trying to encourage, motivate and challenge her to improve in her Heart and Head issues(see Posters) and in her learning(posters I made up and taught blogs 37 and 41). Friday I gave a quiz in my Lab classes and Jane got a perfect score!! While I was grading it I noticed that there were eraser marks on her last question. Jane had double checked it and found that she had the wrong answer. Then Jane had gone back over her work and found her mistake. Then Jane had fixed her mistake and redone the problem and then double checked it again to make sure she was right.
After I finished looking at her quiz, I called her up to my desk to tell her the score she got. She was very happy. To see the look on her face, especially compared to the words of hopelessness she had written earlier that week, it was priceless. Then I asked her about the last question and why there were eraser marks... I wanted to let her tell me what she had done. I already knew... I just wanted to give her the chance to talk to me about how she behaved while taking the quiz. This had been one of my focus points for the week,"I am right and I know I am right." Jane proudly explained that when she double checked her last answer she realized it was wrong. She told me how she then went back and looked over her work and found her mistake and redid the problem and then double checked it again and knew she was right.
She was so proud of herself and I was so happy for her. IT WAS SO COOL!!
The bell rang and she and the others walked out of my room and I sat there, at my desk, with such a feeling of excitement, thankfulness and hope. I want to keep looking for ways to help all of my students collectively and also individually. This feels like a brand new idea to me. In the past I have focused on doing one or the other. On Friday, I realized that I can do both on the same day. WOW!
Day 42
Learning from mistakes
Learning from mistakes is one of the learning skills I have listed on a poster(see Posters) on the front of my room. Yesterday, it hit me that there were many students making 4 month old mistakes... meaning, things we have been doing since September and some are still getting it wrong. Today during planning period I made a poster on Learning from Mistakes.
It looks like this:
LEARNING FROM MISTAKES
* Expect to learn 100% of the material
* Commit 100% emotionally to learn the material
* Feel pain and disappointment when wrong
* Identify cause of the mistake right away
* Immediately change behavior for 100% achievement
It was really ironic, because when I finished it, I doubled checked it for spelling errors and I noticed that I had spelled 'identify' wrong. I had made a mistake on a poster about learning from mistakes. So I cut out the fourth bullet and went down to the library and got another piece of yellow butcher paper and wrote out the forth bullet... nice and neat... double checking spelling again. This time I had written too wide and when I went to staple it all up together on the wall, the fourth bullet was too wide... I had made another mistake. So, back to the library for another piece of yellow butcher paper. This time I cut it the same width as the rest of the poster before I started to write. I wrote out the fourth bullet carefully and finally got it all stapled up on the wall in the front of the class.
When I was teaching my class about each of the points on the poster, I stopped to show them the mistakes I had made while trying to make the poster. I was simply modeling learning from my mistakes. My students really seemed to appreciate my transparency.
We all make mistakes. I want to teach all of my students to get really good at learning from them.
I challenged all of them to believe, desire and have 100% confidence in the ability to learn all of the material. The degree to which they do this will affect everything else. The struggling students have to believe without much past experiences of success to give them confidence... this is very challenging.
This is where the Heart and Head Poster comes in(see posters).
Next, they need to commit 100% emotionally to learning. Struggling students will hold back because of the past failures. THEY HAVE TO DO THE FIRST TO DO THE SECOND, ALL OF THESE GO IN ORDER.
The successful student do the first two, so when they get something wrong or don't understand something, it REALLY bugs them and even hurts. This pain motivates them to action.
The successful student then identifies the cause of the pain(mistake or misunderstanding) right away.
Finally, the successful student changes their behavior in how they worked the problem to avoid making the same mistake again. They passionately strive for accuracy and that habit and desire drives them to understand and develop strategies, behaviors and habits that will insure success to the best of their ability.
I have to teach my students how to learn well. I have to teach my students how to learn from their mistakes. I need to break down these complex concepts into smaller ideas that they can individually wrestle with. I can't make them learn. But I can try to make it more accessible for them and then love them unconditionally and relentlessly.
Day 41
It looks like this:
LEARNING FROM MISTAKES
* Expect to learn 100% of the material
* Commit 100% emotionally to learn the material
* Feel pain and disappointment when wrong
* Identify cause of the mistake right away
* Immediately change behavior for 100% achievement
It was really ironic, because when I finished it, I doubled checked it for spelling errors and I noticed that I had spelled 'identify' wrong. I had made a mistake on a poster about learning from mistakes. So I cut out the fourth bullet and went down to the library and got another piece of yellow butcher paper and wrote out the forth bullet... nice and neat... double checking spelling again. This time I had written too wide and when I went to staple it all up together on the wall, the fourth bullet was too wide... I had made another mistake. So, back to the library for another piece of yellow butcher paper. This time I cut it the same width as the rest of the poster before I started to write. I wrote out the fourth bullet carefully and finally got it all stapled up on the wall in the front of the class.
When I was teaching my class about each of the points on the poster, I stopped to show them the mistakes I had made while trying to make the poster. I was simply modeling learning from my mistakes. My students really seemed to appreciate my transparency.
We all make mistakes. I want to teach all of my students to get really good at learning from them.
I challenged all of them to believe, desire and have 100% confidence in the ability to learn all of the material. The degree to which they do this will affect everything else. The struggling students have to believe without much past experiences of success to give them confidence... this is very challenging.
This is where the Heart and Head Poster comes in(see posters).
Next, they need to commit 100% emotionally to learning. Struggling students will hold back because of the past failures. THEY HAVE TO DO THE FIRST TO DO THE SECOND, ALL OF THESE GO IN ORDER.
The successful student do the first two, so when they get something wrong or don't understand something, it REALLY bugs them and even hurts. This pain motivates them to action.
The successful student then identifies the cause of the pain(mistake or misunderstanding) right away.
Finally, the successful student changes their behavior in how they worked the problem to avoid making the same mistake again. They passionately strive for accuracy and that habit and desire drives them to understand and develop strategies, behaviors and habits that will insure success to the best of their ability.
I have to teach my students how to learn well. I have to teach my students how to learn from their mistakes. I need to break down these complex concepts into smaller ideas that they can individually wrestle with. I can't make them learn. But I can try to make it more accessible for them and then love them unconditionally and relentlessly.
Day 41
Thursday, January 9, 2014
Improvement
Improvement is a goal I have for myself. Improvement is a desire I have for my students. I can't make someone else improve... I have enough on my plate trying to get myself to improve.
I am continually amazed at how hard it is for many of my students to improve. I see students make the same mistakes since September!!! I point out to them what they are doing wrong and explain and show what they need to do differently to get the problems correct. It is January now and some of my students are still making 4 month old mistakes... brutal.
I need to love, encourage, exhort, challenge relentlessly and unconditionally.
I was reading about the Seahawks and one of the players was saying how important it is to always keep looking for ways to improve. Never be content. Never be complacent. Never get to the place of thinking that your good enough. I want to continue to try to instill this desire to improve and then the skills to improve in my students. I will relentlessly keep looking for ways to be effective with more and more students.
Day 40
I am continually amazed at how hard it is for many of my students to improve. I see students make the same mistakes since September!!! I point out to them what they are doing wrong and explain and show what they need to do differently to get the problems correct. It is January now and some of my students are still making 4 month old mistakes... brutal.
I need to love, encourage, exhort, challenge relentlessly and unconditionally.
I was reading about the Seahawks and one of the players was saying how important it is to always keep looking for ways to improve. Never be content. Never be complacent. Never get to the place of thinking that your good enough. I want to continue to try to instill this desire to improve and then the skills to improve in my students. I will relentlessly keep looking for ways to be effective with more and more students.
Day 40
Wednesday, January 8, 2014
Debrief
After we got back from Christmas vacation, I had my students write their responses to the following questions.
Q#1 What are you doing well that is helping you to learn?
Q#2 What do you need to do or do better to help you do a better job of learning?
Q#3 What do I need to do, to help you do a better job of learning?
I asked my students to put their names on their papers and I promised to read them and be open to the suggestions.
I was very pleased with their thoughtfulness and honesty. I made a list of their suggestions and read them to my students the next day. I have being trying to implement many of their suggestions because I believe that they will be helpful. My students are thankful for my openness to their suggestions. I always tell them that WE(not you) need to be open to change and growth... so I simply want to live what I speak.
I received many words of encouragement and praise for which I am humbled and thankful. I had a few students write such heartfelt word or thanks to me, that I cried reading them. I had one student write, 'This was the first time it felt like a teacher cared about her.' I had a few students write notes of frustration and despair as they have been trying but not doing nearly as well as they would have liked to. I have talked to these students and I'm planning to give them more one on one help in the weeks and months ahead.
I always try to do some kind of debriefing activity at the start of a new chapter. I want my students to develop self-evaluation skills and set goals for the upcoming chapter.
Day 39
Q#1 What are you doing well that is helping you to learn?
Q#2 What do you need to do or do better to help you do a better job of learning?
Q#3 What do I need to do, to help you do a better job of learning?
I asked my students to put their names on their papers and I promised to read them and be open to the suggestions.
I was very pleased with their thoughtfulness and honesty. I made a list of their suggestions and read them to my students the next day. I have being trying to implement many of their suggestions because I believe that they will be helpful. My students are thankful for my openness to their suggestions. I always tell them that WE(not you) need to be open to change and growth... so I simply want to live what I speak.
I received many words of encouragement and praise for which I am humbled and thankful. I had a few students write such heartfelt word or thanks to me, that I cried reading them. I had one student write, 'This was the first time it felt like a teacher cared about her.' I had a few students write notes of frustration and despair as they have been trying but not doing nearly as well as they would have liked to. I have talked to these students and I'm planning to give them more one on one help in the weeks and months ahead.
I always try to do some kind of debriefing activity at the start of a new chapter. I want my students to develop self-evaluation skills and set goals for the upcoming chapter.
Day 39
Tuesday, January 7, 2014
Loser
I try to handle discipline situations myself. Sometimes I involve the administration and even less often I involve the parents. There are a few saying I heard a long time ago, 'plant potatoes you get potatoes' or 'the fruit doesn't fall far from the tree.' I have found this to be particularly true among my most challenging students... so I usually don't seek out help from parents of my struggling students. I don't turn it down mind you, but... well here, let me share a story from a few years ago to make my point.
I'll call him Luke. Luke was a 7th grade student I had who was not doing his homework. I had his mom come in and the three of us had a meeting to see if we could solve this problem. Luke's mom, right off the bat, went into this long monolog about how she had tried everything and that she was at her wits end. She had taken EVERYTHING out of his bedroom except the bed. She had removed his computer, TV, phone, X-Box, stereo, posters and even his dresser. All that was in his room was his bed. He had to go into another room to get his clothes... and Luke was still not doing his homework or trying in any of his classes. She went on and on about how she didn't know what to do and kept saying that she was at her wits end. I mean she was on a roll! She was really upset and she wanted me to know HOW HARD SHE HAD TRIED and that there was NOTHING left for her to do.
FINALLY... she paused and looked at me expecting me to agree with her, that YES she had tried really hard and YES there was nothing left to do.
I shocked her.
I looked at Luke and then his mom and said, "He looks well fed."
I paused to let my words sink in. Luke was chubby.
Then her countenance changed and she whispered in amazement, "Oh... you can be nasty." Now I wasn't being mean about Luke's chubbiness, I was simply pointing out to Mom that she had more options and boy did I have her attention. She wasn't mad... she was all ears.
I looked her in the eye and I emphatically told her, "You are the Mom. MOM always wins." Then I looked Luke in the eye and told him, "Your mom will always win... and you will always LOSE."
I looked at her and said, "WINNER and then I looked at Luke and said, "LOSER."
Then I asked Mom what Luke's favorite dinner was. She got a wry smile on her face as she told me... not knowing where I was going with my question. Then I asked her what his LEAST favorite dinner was and she answered that question also... still bewildered by my questions but wanting to know where I was going with them.
Then I gave her my 'suggestion.'
I told her that she should make both his favorite and least favorite dinner and serve them both tonight... but Luke was to eat his least favorite meal while everyone else was to eat his favorite. Mom could not believe her ears! She looked at me and smiled and said, "Oh... you really can be nasty!"
I told her that she was the MOM and that MOM was ALWAYS going to WIN!! She smiled with a certain sense of confidence that made Luke shallow hard. I looked at Luke again and said, "Your Mom will always win!"
No I had her attention and she could see FEAR in Luke's eyes for the first time.
I went on with my 'suggestion.'
I asked if Luke bought lunch at school and she told me that he did. I told her, "Not anymore. Not until he brings his grades up. From now on make him a peanut butter sandwich right in front of him. Put a blob of peanut butter in one corner and don't even spread it around. Then pick up an apple and drop it, RIGHT IN FRONT OF HIM, a few times. This should be his lunch everyday until you see the changes you need to see. Luke eats his least favorite dinner EVERY night and gets a lousy peanut butter sandwich and a bruised apple for lunch every day... until YOU are HAPPY with his performance in all of his classes."
Mom sat there stunned! Luke sat there SCARED!
I had given her a plan to WIN and she knew it... and she was thankful. Luke didn't look so thrilled. I was hopeful... but... the next day Luke was transferred out of my class! Mom caved in. Everyone lost!
So... I seek to solve problems with my struggling students myself. Well, not really, I seek God's help, wisdom, love and grace.
Day 38
I'll call him Luke. Luke was a 7th grade student I had who was not doing his homework. I had his mom come in and the three of us had a meeting to see if we could solve this problem. Luke's mom, right off the bat, went into this long monolog about how she had tried everything and that she was at her wits end. She had taken EVERYTHING out of his bedroom except the bed. She had removed his computer, TV, phone, X-Box, stereo, posters and even his dresser. All that was in his room was his bed. He had to go into another room to get his clothes... and Luke was still not doing his homework or trying in any of his classes. She went on and on about how she didn't know what to do and kept saying that she was at her wits end. I mean she was on a roll! She was really upset and she wanted me to know HOW HARD SHE HAD TRIED and that there was NOTHING left for her to do.
FINALLY... she paused and looked at me expecting me to agree with her, that YES she had tried really hard and YES there was nothing left to do.
I shocked her.
I looked at Luke and then his mom and said, "He looks well fed."
I paused to let my words sink in. Luke was chubby.
Then her countenance changed and she whispered in amazement, "Oh... you can be nasty." Now I wasn't being mean about Luke's chubbiness, I was simply pointing out to Mom that she had more options and boy did I have her attention. She wasn't mad... she was all ears.
I looked her in the eye and I emphatically told her, "You are the Mom. MOM always wins." Then I looked Luke in the eye and told him, "Your mom will always win... and you will always LOSE."
I looked at her and said, "WINNER and then I looked at Luke and said, "LOSER."
Then I asked Mom what Luke's favorite dinner was. She got a wry smile on her face as she told me... not knowing where I was going with my question. Then I asked her what his LEAST favorite dinner was and she answered that question also... still bewildered by my questions but wanting to know where I was going with them.
Then I gave her my 'suggestion.'
I told her that she should make both his favorite and least favorite dinner and serve them both tonight... but Luke was to eat his least favorite meal while everyone else was to eat his favorite. Mom could not believe her ears! She looked at me and smiled and said, "Oh... you really can be nasty!"
I told her that she was the MOM and that MOM was ALWAYS going to WIN!! She smiled with a certain sense of confidence that made Luke shallow hard. I looked at Luke again and said, "Your Mom will always win!"
No I had her attention and she could see FEAR in Luke's eyes for the first time.
I went on with my 'suggestion.'
I asked if Luke bought lunch at school and she told me that he did. I told her, "Not anymore. Not until he brings his grades up. From now on make him a peanut butter sandwich right in front of him. Put a blob of peanut butter in one corner and don't even spread it around. Then pick up an apple and drop it, RIGHT IN FRONT OF HIM, a few times. This should be his lunch everyday until you see the changes you need to see. Luke eats his least favorite dinner EVERY night and gets a lousy peanut butter sandwich and a bruised apple for lunch every day... until YOU are HAPPY with his performance in all of his classes."
Mom sat there stunned! Luke sat there SCARED!
I had given her a plan to WIN and she knew it... and she was thankful. Luke didn't look so thrilled. I was hopeful... but... the next day Luke was transferred out of my class! Mom caved in. Everyone lost!
So... I seek to solve problems with my struggling students myself. Well, not really, I seek God's help, wisdom, love and grace.
Day 38
Monday, January 6, 2014
Learning Well
What does it mean to learn something well? I have been wrestling with this idea. I see students focus simply on the mechanical and visual side of learning... they want to show their work correctly. But learning well is much more than this.
I am going to put up the following information on a poster in my room.
LEARNING WELL
Conceptually Mechanically and Visually Behaviorally and Habitually
* Understand it * Show work correctly * Intentional Precision
* Explain it * See and do as shown * Get it right and know you
* Draw it got it right
* Talk about it
I see 3 aspects to learning well. The first has to do with simply conceptually understanding the material. Here the student needs to be able to explain, talk about and/or draw concept to show understanding. If a students says they understand a concept but then can't communicate about the concept, then their level of understanding needs to improve.
Secondly, students need to be able to show their work correctly. Many students focus here on the mechanical and visual, but struggle when they lack the conceptual understanding.
Thirdly, students need to develop habits, strategies and routines to get problems correct and double check that their solution and work is correct. They need to adopt behaviors and habits that enable them to be right and know that they are right.
How can a student double check their work when they lack a conceptual understanding of the material?
How can a student clearly communicate how they arrived at a solution and be able to double check their work, unless they show their work in a easy to follow mechanical and visual manner?
How can a student say they understand a concept when they are unable to clearly communicate about it?
I want my students to Learn Well. I hope that creating and using this poster as a sort of check list, will help each of my students be more successful at getting to the place of Learning Well and also knowing that they are at the place of Learning Well when they get there.
Day 37
I am going to put up the following information on a poster in my room.
LEARNING WELL
Conceptually Mechanically and Visually Behaviorally and Habitually
* Understand it * Show work correctly * Intentional Precision
* Explain it * See and do as shown * Get it right and know you
* Draw it got it right
* Talk about it
I see 3 aspects to learning well. The first has to do with simply conceptually understanding the material. Here the student needs to be able to explain, talk about and/or draw concept to show understanding. If a students says they understand a concept but then can't communicate about the concept, then their level of understanding needs to improve.
Secondly, students need to be able to show their work correctly. Many students focus here on the mechanical and visual, but struggle when they lack the conceptual understanding.
Thirdly, students need to develop habits, strategies and routines to get problems correct and double check that their solution and work is correct. They need to adopt behaviors and habits that enable them to be right and know that they are right.
How can a student double check their work when they lack a conceptual understanding of the material?
How can a student clearly communicate how they arrived at a solution and be able to double check their work, unless they show their work in a easy to follow mechanical and visual manner?
How can a student say they understand a concept when they are unable to clearly communicate about it?
I want my students to Learn Well. I hope that creating and using this poster as a sort of check list, will help each of my students be more successful at getting to the place of Learning Well and also knowing that they are at the place of Learning Well when they get there.
Day 37
Sunday, January 5, 2014
Delight
I enjoy vacation. If you ask a teacher what the 3 biggest reasons for teaching are, you might hear, 'June, July and August' for the answer. I really enjoy summer, but I also really enjoy teaching. I love my job. I enjoy my students. There will always be things I loath about my job... but I don't want to dwell on those things. There will always be things about my job that I think should change... but I want to focus only on what I can change.
My job is to help, enable, empower and motivate each of my students to improve, change and grow. I want each of my students to KNOW that I care about them and REALLY ENJOY my job. They know when a teacher likes and doesn't like their job. They are so much more likely to do well in a class where the teacher actually wants to be there and really cares about their students.
When I meet someone and they find out that I'm a teacher, they always ask what I teach. I tell them, "Students." or "Life." or even better "Students about life."
I am a math teacher and I'm passionate about it. My passion is centered on my students and trying to teach them everything on my 4 posters(see Posters). The math is simply the vehicle I have to use to teach life.
I want each of my students to do their very best this year. I want them to learn enough this year to be successful next year in, not just their math class, but all of their classes. I want them to learn enough of the concepts on my posters to be successful after school.
I want to passionately maintain laser focus to successfully teach life to all of my students so they can successfully live their lives.
I love my job!! I had a great vacation. I am looking forward to the rest of this school year and I seek God's blesses for myself and my students. I need His love, grace and wisdom.
Day 36
My job is to help, enable, empower and motivate each of my students to improve, change and grow. I want each of my students to KNOW that I care about them and REALLY ENJOY my job. They know when a teacher likes and doesn't like their job. They are so much more likely to do well in a class where the teacher actually wants to be there and really cares about their students.
When I meet someone and they find out that I'm a teacher, they always ask what I teach. I tell them, "Students." or "Life." or even better "Students about life."
I am a math teacher and I'm passionate about it. My passion is centered on my students and trying to teach them everything on my 4 posters(see Posters). The math is simply the vehicle I have to use to teach life.
I want each of my students to do their very best this year. I want them to learn enough this year to be successful next year in, not just their math class, but all of their classes. I want them to learn enough of the concepts on my posters to be successful after school.
I want to passionately maintain laser focus to successfully teach life to all of my students so they can successfully live their lives.
I love my job!! I had a great vacation. I am looking forward to the rest of this school year and I seek God's blesses for myself and my students. I need His love, grace and wisdom.
Day 36
Optimism
Is the glass half full or half empty? The optimistic person will say it is half full. There is more to optimism than simply thinking the glass is half full.
I encourage my students to develop an 'expectation of success.' I think that successful students have this. The easiest way to develop this is through repeated success... duh!! But when a student has a long history of failure, they will develop a strong expectation of failure. This will turn out to be a self-fulfilling prophecy as the student expects to fail, they will have a poor attitude. This will result in poor behaviors, which in turn will produce poor results on quizzes and tests.
For these struggling students, they have to step out in faith and believe they can succeed before they even have succeeded. This is where LOVE IS SO IMPORTANT, because "prefect love casts out all fear." The degree to which a student thinks they can learn will be the degree to which they have a good attitude, good effort and good results.
I continually encourage and challenge each of my students to have the courage to EXPECT SUCCESS.
Then I tell them to LIVE LIKE THEY BELIEVE WHAT THEY SAY THEY BELIEVE.
The successful students simply expect to be successful and then they let their believe impact how they live. The gap between success and failure often is very small... but many times, it feels like to a student, that the gap is like an ocean because they can't see the other side. It is so hard to get some students to this place of expectation. Often a struggling student will dare to believe they can learn but will still fail because they haven't learned enough basic math skill, algebraic skills, LEARNING SKILLS and HABITS OF THE MIND to be successful. These students need lot of encouragement and love to get them to the place of success. But success breeds success and once these students experience success they usually want more.
Just like with arrows, the harder the shot, the higher you have to aim. Success isn't in the score they get it is in the courage, growth and learning. I am continually trying to get all of my students to the place where each of them will do their best.
Day 35
I encourage my students to develop an 'expectation of success.' I think that successful students have this. The easiest way to develop this is through repeated success... duh!! But when a student has a long history of failure, they will develop a strong expectation of failure. This will turn out to be a self-fulfilling prophecy as the student expects to fail, they will have a poor attitude. This will result in poor behaviors, which in turn will produce poor results on quizzes and tests.
For these struggling students, they have to step out in faith and believe they can succeed before they even have succeeded. This is where LOVE IS SO IMPORTANT, because "prefect love casts out all fear." The degree to which a student thinks they can learn will be the degree to which they have a good attitude, good effort and good results.
I continually encourage and challenge each of my students to have the courage to EXPECT SUCCESS.
Then I tell them to LIVE LIKE THEY BELIEVE WHAT THEY SAY THEY BELIEVE.
The successful students simply expect to be successful and then they let their believe impact how they live. The gap between success and failure often is very small... but many times, it feels like to a student, that the gap is like an ocean because they can't see the other side. It is so hard to get some students to this place of expectation. Often a struggling student will dare to believe they can learn but will still fail because they haven't learned enough basic math skill, algebraic skills, LEARNING SKILLS and HABITS OF THE MIND to be successful. These students need lot of encouragement and love to get them to the place of success. But success breeds success and once these students experience success they usually want more.
Just like with arrows, the harder the shot, the higher you have to aim. Success isn't in the score they get it is in the courage, growth and learning. I am continually trying to get all of my students to the place where each of them will do their best.
Day 35
Saturday, January 4, 2014
Good or Bad
There is a quote I have on my side wall that I think comes from Lincoln and it goes like this, "The good or bad, you'll find what ever you are looking for."
As a math teacher, I put out a lot of effort, looking for mistakes in my student's work and their answers. I find myself focusing on and looking for what they did wrong, when grading quizzes and tests. But I always need to keep refocusing on what each of my students are doing right and have improved on.
I want to find areas where each of my students can improve, but I desperately want to look for opportunities to encourage and motivate my students as I see areas of strengthen and growth.
IMPROVEMENT IS THE CONSTANT GOAL.
EFFORT, SELFLESSNESS, RESPONSIBILITY, HUMILITY, PERSISTENCE, DETERMINATION, RESOURCEFULNESS, COACHABILITY, COMPASSION, AND A PASSIONATE DESIRE FOR ACCURACY ARE SOME OF THE CHARACTER QUALITIES I CONTINUE TO HOLD UP IN HIGH REGARD FOR EACH OF MY STUDENTS TO STRIVE FOR.
They will always fail me and I will always fail them. Just like when you put a black dot and a white board and ask the students to tell you what they see... they'll tell you that they see a black dot. It is in our nature to see the negative or the flaws. The board was 99.999992% white and we all will point out the black dot.
My goal is to love, encourage, challenge, exhort, teach and motivate each of my students relentlessly and unconditionally. I fail at this every day. But as with them, I want to look for successes and growth in myself. I seek God's love, grace, power and strength every day. I pray for my students and myself. I desire to be the best teacher I can be for His glory, my joy and each of my students benefit.
I don't want to go through life looking for black dots. I know they are everywhere. We all have them in our lives. I want to go through life expecting the best from others. I want to help each of my students get to a place of self-esteem, humility and responsibility. I know I need God's help for me to love each of my students. I know that when I am loving them, with His love, I stay in the place I call HOPE... and here I can not be hurt by their black dots nor they by mine. I also know that when I am being selfish and focusing on their black dots, I get FRUSTRATED... and this emotions is like an alarm going off to me that I have moved out of HOPE and into a dark place... a place away from love. It is in these moments that I sense God's Spirit convicting me to die to selfishness and seek His grace to love each of my students selflessly.
"There is no greater love than to lay down your life for another." I believe that this verse is not just talking about being willing to physically die for someone else. I believe it is also talking about being willing to 'die' to our own selfish desires for someone else. I believe it is saying, 'I have a lot of black dots. I know you have a lot of black dots. I want to love you in spite of our black dots. I need God's help. "In my weakness, His strength is made perfect."'
Pride says, I can love in my own strength. Humility says, I am selfish and I need God's help to love Him and others like He want me too.
Seek God's love first for yourself and then for the ability to love others.
Day 34
As a math teacher, I put out a lot of effort, looking for mistakes in my student's work and their answers. I find myself focusing on and looking for what they did wrong, when grading quizzes and tests. But I always need to keep refocusing on what each of my students are doing right and have improved on.
I want to find areas where each of my students can improve, but I desperately want to look for opportunities to encourage and motivate my students as I see areas of strengthen and growth.
IMPROVEMENT IS THE CONSTANT GOAL.
EFFORT, SELFLESSNESS, RESPONSIBILITY, HUMILITY, PERSISTENCE, DETERMINATION, RESOURCEFULNESS, COACHABILITY, COMPASSION, AND A PASSIONATE DESIRE FOR ACCURACY ARE SOME OF THE CHARACTER QUALITIES I CONTINUE TO HOLD UP IN HIGH REGARD FOR EACH OF MY STUDENTS TO STRIVE FOR.
They will always fail me and I will always fail them. Just like when you put a black dot and a white board and ask the students to tell you what they see... they'll tell you that they see a black dot. It is in our nature to see the negative or the flaws. The board was 99.999992% white and we all will point out the black dot.
My goal is to love, encourage, challenge, exhort, teach and motivate each of my students relentlessly and unconditionally. I fail at this every day. But as with them, I want to look for successes and growth in myself. I seek God's love, grace, power and strength every day. I pray for my students and myself. I desire to be the best teacher I can be for His glory, my joy and each of my students benefit.
I don't want to go through life looking for black dots. I know they are everywhere. We all have them in our lives. I want to go through life expecting the best from others. I want to help each of my students get to a place of self-esteem, humility and responsibility. I know I need God's help for me to love each of my students. I know that when I am loving them, with His love, I stay in the place I call HOPE... and here I can not be hurt by their black dots nor they by mine. I also know that when I am being selfish and focusing on their black dots, I get FRUSTRATED... and this emotions is like an alarm going off to me that I have moved out of HOPE and into a dark place... a place away from love. It is in these moments that I sense God's Spirit convicting me to die to selfishness and seek His grace to love each of my students selflessly.
"There is no greater love than to lay down your life for another." I believe that this verse is not just talking about being willing to physically die for someone else. I believe it is also talking about being willing to 'die' to our own selfish desires for someone else. I believe it is saying, 'I have a lot of black dots. I know you have a lot of black dots. I want to love you in spite of our black dots. I need God's help. "In my weakness, His strength is made perfect."'
Pride says, I can love in my own strength. Humility says, I am selfish and I need God's help to love Him and others like He want me too.
Seek God's love first for yourself and then for the ability to love others.
Day 34
Thursday, January 2, 2014
Thinking Interdependently
Thinking interdependently is another Habit of the Mind(see Lee Canter). In this behavior, the student puts the team first. The student works with and learns from other students. The focus is we not me.
I have had a hard time with this when the groups are bigger than 2. I like share pair but I see and hear too much off task communication with larger groups. I keep trying groups of 3 to 4 but I'm almost always disappointed with the results. I have lots of room for improvement here.
I see my successful students do a good job of helping in Share Pairs but I often see these same successful students lose their focus and socialize too much with others when the groups become 3 or 4. The successful students can afford to fall off task because they already know how to do it, but the lower students can not afford to fall off task.
I challenge all of my students to have this, "not me but we," attitude. The successful students can be a big help to the class as they help their Share Pair partner. The key is getting each pair to ask for and receive help from each other. To do this, there needs to be honesty, routine communication and selflessness. Hence, the struggle... but I keep providing opportunities.
I continue to look and hope for improvement.
Day 33
I have had a hard time with this when the groups are bigger than 2. I like share pair but I see and hear too much off task communication with larger groups. I keep trying groups of 3 to 4 but I'm almost always disappointed with the results. I have lots of room for improvement here.
I see my successful students do a good job of helping in Share Pairs but I often see these same successful students lose their focus and socialize too much with others when the groups become 3 or 4. The successful students can afford to fall off task because they already know how to do it, but the lower students can not afford to fall off task.
I challenge all of my students to have this, "not me but we," attitude. The successful students can be a big help to the class as they help their Share Pair partner. The key is getting each pair to ask for and receive help from each other. To do this, there needs to be honesty, routine communication and selflessness. Hence, the struggle... but I keep providing opportunities.
I continue to look and hope for improvement.
Day 33
Questions
Another important Habit of the Mind(see Lee Canter's Behaviors of Intelligence) is Questioning. I am always asking my students questions. Usually there is only one answer and often there is only one problem solving strategy needed to answer the question. When my students already know how to answer the question, I view these questions as exercises. I want them to practice there skills in answering these questions.
When I am teaching them a new concept, I either show them how to do the work and then have them practice similar questions or I give them a problem involving the concept and have them figure out how to solve the problem. Here, the strategies they use to solve the problem will vary.
I think it is important to do both... I need to teach them arithmetic and algebraic skills and I need to teach them how to apply these skills in solving problems.
When solving a problem, I tell my students the # 1 thing to do is ASK QUESTIONS YOU CAN ANSWER. If I ask a question I can't answer, then there are several possibilities. First, I need to reread them problem, I need to make sure I know all the given information. Second, I may not have enough information or skills to solve the problem. Third, I may be asking the right question but in the wrong order. Fourth, I may not be using the correct problem solving strategies.
Sometimes I give my students problems, but I have spoon fed them, by asking them questions in the order that they would need to ask and answer to be able to answer the last question. A major goal I have for my students, is that they would be able to solve problems without any scaffolding(spoon feeding) on my part. To do this, my students need to practice solving tougher and tougher problems using more and more problem solving strategies and behavior of intelligences.
I desire to relentlessly and unconditionally encourage, challenge, teach, exhort and enable my students to: get to the place of wanting to learn and believing they can learn(poster on Heart and Head); develop more and more skills and strategies needed to learn new material(poster on Learning Skills); grow in their behaviors of intelligence(poster on Habits of the Mind); become more and more familiar with selecting and using problem solving strategies in combinations to solve problems(poster on Problem Solving).
There is (usually:)) no such thing as a stupid question.
Day 32
When I am teaching them a new concept, I either show them how to do the work and then have them practice similar questions or I give them a problem involving the concept and have them figure out how to solve the problem. Here, the strategies they use to solve the problem will vary.
I think it is important to do both... I need to teach them arithmetic and algebraic skills and I need to teach them how to apply these skills in solving problems.
When solving a problem, I tell my students the # 1 thing to do is ASK QUESTIONS YOU CAN ANSWER. If I ask a question I can't answer, then there are several possibilities. First, I need to reread them problem, I need to make sure I know all the given information. Second, I may not have enough information or skills to solve the problem. Third, I may be asking the right question but in the wrong order. Fourth, I may not be using the correct problem solving strategies.
Sometimes I give my students problems, but I have spoon fed them, by asking them questions in the order that they would need to ask and answer to be able to answer the last question. A major goal I have for my students, is that they would be able to solve problems without any scaffolding(spoon feeding) on my part. To do this, my students need to practice solving tougher and tougher problems using more and more problem solving strategies and behavior of intelligences.
I desire to relentlessly and unconditionally encourage, challenge, teach, exhort and enable my students to: get to the place of wanting to learn and believing they can learn(poster on Heart and Head); develop more and more skills and strategies needed to learn new material(poster on Learning Skills); grow in their behaviors of intelligence(poster on Habits of the Mind); become more and more familiar with selecting and using problem solving strategies in combinations to solve problems(poster on Problem Solving).
There is (usually:)) no such thing as a stupid question.
Day 32
Wednesday, January 1, 2014
Meta
Another behavior of intelligence is metacognition. This is the habit of thinking about your own thinking. It is such an important habit because this habit enables each of us to consciously decide what to do next. Without this habit, we are left with saying, "Oops." or "I didn't know how to do it." or "I couldn't do it." or "I thought I knew how to do it." or "I can't believe I got that wrong."
This is the decision making center. This is the place where we decide which other habits of the mind and/or problem solving strategies we will need to use to solve a problem and know we got it right.
I encourage my students to not just think about their own thinking but also their own actions, beliefs, expectations and behaviors. Also I routinely challenge my students to think about and reevaluate their own level of commitment in each of these areas.
Day 31
This is the decision making center. This is the place where we decide which other habits of the mind and/or problem solving strategies we will need to use to solve a problem and know we got it right.
I encourage my students to not just think about their own thinking but also their own actions, beliefs, expectations and behaviors. Also I routinely challenge my students to think about and reevaluate their own level of commitment in each of these areas.
Day 31
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