Let's Get the Thoughts Out

I spent most of Thursday running around doing everything for everybody else.  I have 4 papers due - not "had" because I still haven't completed them.  But that seems to be the least of my worries. Although running around like a chicken with my head cut off stresses me to the max, I believe it was time well spent.  When I do for others, I'm doing for Christ.  Col 3:23: Whatever you do, work at it with all of your heart, as working for the Lord, not for men."  I come to that time where I feel like I'm "owed" something because I've given of myself.  I never get that payment, and when I start feeling that way, God reminds me of this verse.  So I'm working on putting away my selfishness. I'm working on not taking things so personal (yeah that one's going to take a while).  I am surrounded by people who make me happy.  This past week has been filled with a lot of joyous moments, a lot of relief, and a lot of inspiration.  So I don't need the satisfaction of anything other than doing work that pleases my Lord.  Yep, it feels good to write this down!

Chapter 14 - Culturally Responsive

I feel I am at an advantage in this chapter because I have just completed a multi cultural course.  The chapter does a good job of seeming to simplify the content for one chapter in a book.  Like the teacher example, Ms. Stansbury, I did not have much training in diversity before becoming a teacher.  I am from a small town, and going to a large university was the best thing that could happen to me.  I would like to describe it as culture slapping me in the face.  I feel I am a patient teacher.  I allow for little comments, I enjoy stories being shared, if you don't raise your hand or are rude to me - hey, maybe that's how people talk at your house.  I do try to teach some manners in my room and respect for others.  I tolerate a lot because I know people and family structures are different now than mine was growing up.

I do have a lot of areas I need to work on.  I am not good at micromanaging group work.  I don't know why I can't get a handle on it!  But as our reading shows, students learn a lot from each other and in cooperative learning groups.  I will probably try this out a little more in my classroom.  I also feel I do not do enough to connect my examples to students' personal interests.  I may seek out a few examples from students but need to find more for other students in the class.

I will work on group activities for students as well as monitoring my lecture to include the different aspects of my students' lives. And one thing I have been doing and still need to continue doing is reflecting on learning and on my teaching so that I am up to date with new interpretation of what's working and what's not as well as changing with out changing culture in America.

Chapter 9 - Math

Math was the easiest subject for me in school.  I remember my first grade teacher, Mrs. Jones, gave cereal as a treat for those who scored perfect on their math assignments.  I always had cereal!  When I began teaching, I worked with all freshmen: Algebra 1, Math Tech 1, Math Remediation.  I had no clue as to why students struggled so much.  There were holes, gaps if you will, in learning.  I would end up frustrated and not able to help at times.  Then I realized that if there is not prior learning to attach new learning to, it wouldn't occur.  I used to think if they didn't know it by now, then they'll never know it.  I have now changed my mind set to, I will try to teach you this alongside new material.  The three types of math disabilities described in the book  represent a lot of my students.  In college, we learned to teach math with VNAG - verbally, numerically, algebraically, graphically.  By giving students different representations they can attach to a method that is comfortable for them. Usually, they end up full circle and can retain the skills needed in all four areas.

The four step approach to solving word problems is something I still do.  After reading this text, I realize I need to spend more time helping students actually decide what to do.  In tutoring a student after school for two months now, I am trying to teach him to ask the same questions he thinks I would ask.  I need to do a better job of this in whole - group learning.  The behavior issues I run in to in the math classroom are those who have caught on to the material quickly and blurt out answers.  I like to have an open - air classroom to ask questions, but students answering questions aloud without giving ample time for others to answer is deterring other students from thinking and learning.

Some things I will work on include helping students in word problems.  I will try to teach them questions to ask themselves while they are working problems.  Maybe I can teach them backwards - starting with an answer and seeing if it fits the question.  I will also utilize Activ Expressions so my eager  students can answer first, but while keying in the answer, everyone else will have the opportunity to think.

Chapter 13 - Technology

I LOVE technology!  I use it daily.  One of my favorite pieces of technology that assists students in my classroom is the Promethean Board.  In using the Promethean Board, I have students come to the board and "drag and drop".  I use it with something as hard as the quadratic formula or as simple as translating algebraic expressions.  My visually impaired students also use a different computer screen to enlarge the font on the screen.  One of my visually impaired students also use a talking calculator.  This is a little embarrassing for him, even with headphones.  He usually does okay with our TI calculators, but I offer it to him.  Many teachers at my school also use mp3 players to record a reading of tests.  This helps students take the test in the classroom at the same time as other students. 

I could work on finding more technologies that assist my students.  There are many needs that are met under federal law (special ed accommodations), but I have many other students with needs and disorders that could benefit from a look into additional needs.  I could also work on how I collect data and report data to make sure I am supporting these needs.

The list of resources available in this chapter are priceless.  I've already checked into purchasing a few. I believe I will ask for some of the software for our department.  I also am thinking of an implementation plan.  I usually write this in my long range plans but, since having a student teacher, I realize I need to constantly be updating my plan.

Chapter 8 - Writing

This was a very interesting chapter, considering the assessment class I took in August.  The writing I incorporate in my class (Algebra) is done on a basic level.  We use it to have fun with a topic and come up with a creative way to use it.  Any other writing strategies I use, like RAFT writing, I use strategies learned from the Strategic Learning Center.  I feel their strategies help me to become a better writer and is easy enough for me to teach to my students.  I feel that I model vocabulary well, especially using LINCS.  For example, when I teach rational and irrational, we compare what those two behaviors would look like in a person.  Another example is when teaching consistent and inconsistent systems - I use a consistent story and inconsistent story for someone who has been accused of a crime. 

Since writing is not my number one goal in class, I have a lot of weaknesses.  Things to note are that I could organizing planned writing activities throughout the year.  This would help with my time management and my organization.  I feel I could also be a better writing model.

I enjoyed all of the charts and figures in this chapter.  It was easy to see a summary of the notes included in the text.  I hope to use these and maybe create a portfolio throughout the years for my students.

Chapter 7 - Comprehension

I hated reading when I was a child.  I remember sitting in the hallway with a book about a firehouse, crying, because my mom told me I needed to sit and read for 10 minutes.  This continued, well not the crying, through school.   I didn't enjoy reading until I went to college.  I guess some of me read because I had to, but Huck Finn was a great novel to me.  When students tell me they "hate" reading, I share my story.  With a four year old and three year old, a master's class, and a student teacher, I still try to block at least 15 minutes a day reading.  All students in our English class do silent reading in English.  They are able to choose any book that interests them.  Something I can not take credit for but our school does well is encourage students through a class called Xtreme Reading.  The teacher, Ms. Grover, is a well read teacher and can match any students with a list of books.  She has encouraged the girl I mentor to read, and she has, on her own, completed three books this school year (this is a girl who was headed down the wrong path quickly). 

Everything in my class is overdramatized or put into song.  It creates a light atmosphere and encourages students to ask questions without fear of being embarrassed.  I try to act out any word problems with have in math.  We use a lot of mnemonic devices in memorizing steps as well as singing songs to go along with a formula.

Something I do not do well is break my class into small steps.  I tend to get started on the steps and keep moving.  I am not the most organized person as well.  I have myself together, but I struggle helping students get organized.

My weaknesses are areas that can be worked on very easily.  Unit Organizers help me get organized and I will use these to help my instruction.  Also, I will work on breaking my notes into smaller steps for my students who are struggling. I feel I have done a good job in using higher - level thinking questions as a review, and will work on doing a great job by leading students to these questions.

Chapter 6 - Reading Instruction

I used to assume that "reading instruction" didn't really belong in my classroom.  Boy, did I get a wake up call, and with a mix of diverse learners, it made understanding math more difficult.  I don't typically get transfer students in the high school that have a large gap in reading from first to second language.  When a student is having trouble with reading, I work very closely with the special ed teachers to help the student as much as possible.


I have only had a handful of students where English was their second language.  Luckily for me, those students had older siblings that helped transition them to the English language.  Some parents have very low reading skills in this second language, and I feel I do not do a good job in working with those parents, our book uses the phrase, "find ways to connect to the students and their families".

Something I would like to try with my notes is the "Read Naturally" that is discussed in our book.  I think the steps would help the English language learners.  I believe the repetition would be a great tool helping students transitioning to reading the English language.