Fractions can be a tricky concept to teach but this visual aid can help. There are so many ways to illustrate fractions. Once kids start to get it, fractions become second nature and most kids can get there rather quickly. Until they do “get it,” however, visuals are invaluable in your lessons. In this photo, kids can laugh as well as learn. You might ask them before showing them this, “Is 2 more than one?” etc. In this cartoon, 1 is more than 2,3,4 etc. They may not get the concept fully right away but it makes a nice starting point to begin learning how fractions work.
This is true for teachers too. The next time you are leading your class, why not be open to the idea that some student in the class could teach you something new. If not about the standards you are studying, then about people and children the age of which you teach. We should be listeners as well as pontificators of lessons.
I was so glad to hear that Common Core had less standards that the 1997 set in California. When you look at the pages of standards you have to teach in a year, it can produce anxiety. A reasonable response to that anxiety can be to schedule too much each day. It’s been said it’s better to aim at something and miss than to aim at nothing and hit your target. A problem of the day for math and language arts can seem miniscule but if done every day, you can get a lot done over a year. 185 standards covered in both ELA and math, that sounds good to me! I can feel anxiety lifting as I type it. If you go through them as a class, you have a different approach that isn’t possible all day long. Plus, the mind likes routines and chunks of information. All these things are the pros of doing a problem of the day. Continue reading “Problem of the Day as Routine”
Since classroom time is the most important time in the learning day, we as teachers definitely need to be thinking about how less is more in classroom organization decisions.
Walking in your classroom has to be, at the very minimum, possible. At best it should be easy. If you are tripping over desks to get to kids and/or unable to get from one side to the other, you aren’t doing it right. Organizing a classroom design to let you walk around unencumbered will yield results. Feng Shui and general aesthetic principles guide architects toward minimalism every day. Less in the room is more in that it yields creativity and relieves tension. Having open space in a class is becoming more and more challenging. With internet for classrooms taking up necessary computer space, we are hard-pressed to create that calming, freeing space we want. Still, the internet and other computer tools are doing much in education so we have to make a space for them.
Teachers are given a mix of school furniture each year and usually the items are minimal. However, one should consider how much extra clutter a room needs. Getting rid of the unneeded furniture in place of items that add to the learning environment can be an excellent decision. At the same time, moving something like a bookshelf can open worlds of wonder to a classroom. It is amazing how much I have seen change by changing the wall my bookshelf was on. This will of course vary teacher to teacher according to preference.
As we look to the future and consider the virtual classroom, the physical room environment should continue to be at the forefront. As hybrids continue to emerge, we may see that the classroom is not less important but more because kids are in it less. Since classroom time is the most important time in the learning day, we as teachers definitely need to be thinking about how less is more in classroom organization decisions.
We talk about the methods of great teaching and we talk about our objectives. One thing we don’t talk about enough is the physical proximity and presentation of our lessons.
Teaching can never be described as a simple endeavor. Planning lessons is a challenge that will always stupefy the greatest teaching minds. That doesn’t mean we give up though! Humility is a necessary ingredient in the dynamite teacher. If we ever reach a mental place where we feel we “have it wired” I think we will never reach our potential as educators. Through difficulty and yes, failure, we become great. Anyone who tells you failure isn’t a requisite for teaching greatness is not a great teacher in my opinion.
We talk about the methods of great teaching and we talk about our objectives. One thing we don’t talk about enough is the proximity and presentation of our lessons. Take this idea for example: say you have delivered guided practice to your class on a math topic for nearly 2 hours and you still do not see 80% accuracy in the kids. You might be tempted to blame them or even still yourself for not getting the lesson out in an effective manner. Quick, simple question:
“Where do you stand?”
Could it be possible the kids couldn’t see your numbers as you wrote them on the board? Could it be possible your glorious “steps” you created and taught were hidden from the students because the screen turns snow-blind at a given angle? Perhaps you should take the time to test and measure the proximity and presentation of your lesson before you begin. No time teaching kids is ever wasted. However, you can make the most of your time by deciding the answers to some of these questions before, during, and after your lessons:
- Can every seat see me and the content I am presenting? You might go to every seat with your content on the overhead to test this. Or, you might ask a colleague to pop in and test your visibility
- Where do you stand? You should know the blind spots you create with your body and/or writing hand.
- Is the overhead or document camera a better tool than standing at the board for the content you are delivering?
- Are your visuals big enough for the back to see.
After you have addressed question like these, you are more likely to produce a dynamite lesson. But don’t stop there. If you find yourself puzzled as to why kids aren’t getting it, you don’t have to wear yourself out asking questions like background checks for employment. Simply use proximity and presentation as a way to troubleshoot and pinpoint issues holding your teaching back. The reason you aren’t reaching all your kids may very well lay in the question: “Where do you stand?”
The parent teacher conference is an excellent time for teachers to meet parents and find out how their child is doing in class. You might say it’s the great “demystifier” for the rest of the year. Teachers have questions which are answered in teaching degrees. If parents have any questions, they should be resolved in the parent conference. Along with presenting their scores, it’s a great opportunity for you to get information from parents. Information from parents is so important it should be taught in teacher degree requirements. Here are 3 invaluable questions to ask in a parent teacher conference.
- What is your child like at home? They may be shy about this one. Try to resist clarification as you want the answer to not be coached. This information is highly valuable to you as it will give you points of contact with the child as you teach her/him throughout the year.
- What book is your child reading currently? This opens the conversation to discuss reading and how valuable it is in education. Encourage them to talk with their child about what book she/he is reading and ask them questions about the polt and characters.
- Do they have any questions for you? Give parents the opportunity to ask you questions. Let your guard down and professionally answer any questions they give you.
We always talk in parent teacher conferences but we sometimes miss a golden opportunity to listen to parents. When we open up and listen to parents, we get all sorts of persuasive tools to use with the student. For example, if a parent says: “Comic books, comic books, he wants to write them one day.” I can use that for example by saying things like:
“This math concept is something you could use when designing a comic book!” And hopefully I will get “buy-in” more readily from that student . The next time you meet with a parent, try these three questions and see if you are helped by them. I think parent input is worth more than a handful of teaching degrees.
I thought it would be great to give a 1-2 question test each morning on the challenge standards, or the ones the whole class scores below 70% accuracy on. That in and of itself is not the great idea. Grading them is!
I was driving back from Del Taco tonight and had an epiphany about my class and how I can help them all achieve standards mastery. It would be really helpful to see if they can actually work through math problems I have been teaching. I mostly do two kinds of assessments currently, whiteboard “on the spot” picking random-non-volunteers with playing cards and formal multiple choice paper tests. I find that there are usually a few who somehow get through these assessments and don’t really master the material. I thought it would be great to give a 1-2 question test each morning on the challenge standards, or the ones the whole class scores below 70% accuracy on. That in and of itself is not the great idea. Grading them is!
In class or at home I can see almost instantly if a kid is getting say long division or place value standards. I can make 2 piles: Those that “got it” and those who didn’t. In minutes, I have valuable assessment information that I can make a plan to address. I can work in a small group with those kids in the “did not get it” pile. I can also pair students who did get it with those who didn’t. I have found numerous times that some students respond better when taught by their proficient peers. It’s an especially great idea for middle to end of the year because in that time segment you have a pretty good idea which standards need extra work. The best part of these “piles” of tests is that you can put a post-it with the standard and save them for anytime you have the time to reteach and address these deficiencies. It’s very simple and very helpful I think. In theory, you could even avoid the copier by simply putting the 1-2 problems up on the overhead. If you have a Mobi or other writing device for your overhead that can be a great way to correct the test and reteach as well. In theory, you will have a stack of several standards paperclipped together that will help you work toward entire class mastery of the standards.
Repetition is a powerful teaching tool. Here’s 10 ways I use it effectively as a teacher.
- Enunciate new vocabulary clearly and slowly and repeat it in the lesson
- Have them write concepts verbatim.
- Have them respond to you verbally their own synthesized answers.
- Have them do the same in writing.
- Have them share verbally in pairs.
- Have them share on white boards and hold up (an instant assessment tool)
- Give them a short written test.
- Pick a random non-volunteer.
- Do the similar lessons after complete after 24 hour period pass.
Result? Proficent kids!
On your teaching journey, don’t compare yourself with others. Just do your best and you will find much success.
This post is dedicated to the new teaching degree students who are feeling the sting of our times in education. Don’t give up! Teachers, especially new ones, are under a lot of pressure sometimes to create the best walls, the best lesson plans, and the best APPEARANCE to the teaching “pack” around them. I remember when I was starting out back in the late nineties when I sometimes felt like all the veterans around me were like the “hare” and I felt like the slow moving tortoise. You know it’s an old fable but it stands up true today in our fast paced teaching career more than ever. If you do the right things, consistently, and keep at it, you will finish the race strong. Those doing the work for education degrees shall have their “day in the sun.” Best of all, you will make a difference in the lives of children.
It seems sometimes that the fast running hares of the world are enjoying their developed speed all around us, but you can’t let that sway you from the road in front of you, however small. They were once like you and if you keep your resolve, you will be successful as they are at teaching. You may even be better at it. Like my high school track coach Mr. White used to say: “Don’t worry about Jamie Oman, you run your own race Riley and get a personal best!” Jamie Oman was a CIF champion runner, I was simply a point man for the team. Every time I “took a man” I felt pride and I carry that with me today.
Times are tough now in education. Stay strong, we need the best teachers to stay in the profession while thousands are quitting. On your teaching journey, don’t compare yourself with others. Just do your best, stay focused on your own teacher evaluations and you will find much success.
If you are a high achiever who has 110 things on her/his to-do list today, this post may not be for you. If you want to be a high achiever but get overwhelmed at times, this might be more suited to you. I was talking to a new friend, Justin, the other day through emails about how we can get over indulgent in work and actually be less effective. That conversation made me think up a challenge post to my readers: I want to tell you to focus on only three things today. You decide what they should be. You’ll be tempted to focus on more, but limit yourself.
As a teacher, I tend to get bogged down in all the demands from the district and parents. Sometimes, it can sap my energies. The professional solution is to focus my energies with an almost tunnel vision on no more than 3 things. I can still do other things, but my success for the day will be determined on whether I got those three things accomplished. For example, tomorrow my 3 are: 1) Multiple meaning words, 2) Finalize my parent conferences calendar, and 3) Teach the final 2 math concepts we’ll be testing next week. There are many other things I could/should be worried about, but these three are the most important. I will name the day a success when these three things are done.
It is the regular attention to goals that makes me feel like a great teacher. I wasn’t born great and I do not remain great just because of what I have done. My puritan upbringing cringes at calling myself “great,” but I am simply referring to the data that says: I set goals and achieve them. To me, for any occupation or endeavor in life, that is success.