T.E.M 3.0 and T.E.M 4.0... if you are a teacher you know how much has changed in last 9 years when it comes to evaluation. When I first began teaching there was a bunch of paper work that went along with being evaluated but what it all boiled down to was a lesson plan, a reflection, and a plan to improve, it wasn't too bad. Now Our system is focused on teaching and NOT learning and there is a difference! In my district every year they are rolling out a new teacher evaluation rubric. And this thing has 7 domains, each with 5 levels and each level has indicators that must be met. If you are not at least a 3 in a vast majority of the domains you are in danger of losing your job. These indicators say things like 'All students can explain or demonstrate lesson objectives' 'All students are challenged' 'All students are engaging in appropriately challenging work' That all sounds good but what happened to administration being happy to have teachers who are up and teaching. Who cares if students are in groups 'providing each other with feedback' If you really think they are working when they are in those groups you are crazy... If students are working well in those groups, I know from experience, it doesn't mean the teacher is a great teacher, it means she threatened them pretty good! It shouldn't matter if I have CCSS on my board or an S.P.I. as long as the students are being taught. I shouldn't be knit picked because I forgot ask a student what our objective for the day was, or because I didn't relate the problems to the students interests... TCAP nor CRA do that... I teach in my math class not to get hung up on a word that you can't read or don't know and pay attention to the ones we do know, because that is what happens on the these tests, they use big words trying to confuse the students. But anyway back to my point Teaching is an art, a science, just like an artist each teacher has their own style stop trying to make all of us like robots who do the same activities and say the same things!! I understand that learning has to be tested but as long as students learned what they were supposed to learn it shouldn't matter how the teacher got them there!
Anyway just rambling again,
Moral of the story, goes back to the quote I read somewhere the other day, "Our system is focused on teaching not learning and there is a difference'
Saturday, October 25, 2014
Friday, October 17, 2014
Understanding Common Core
As a teacher that has had the opportunity to be trained on Common Core I have strong beliefs that if these standards are used as intended they are not terrible and actually lead us to a more cohesive way of educating our kids.
In Education there have always been standards, things that the state and districts say teachers must teach their students by the end of the year. My first 5 years or so of teaching it was kind of an each teacher for himself type mentality. The 6th grade teachers had their S.P.I's, as the standards were called then, the 7th grade teachers had their own set and 8th grade had their own set. As far as I know/remember no one ever thought about looking to see if we were teaching the same things from grade to grade. As students came to us we just assumed that our students did not know the things listed on that S.P.I list and we taught until we covered all 36 (maybe more maybe less) of them.
Makes sense right? As long as I teach my students what they need to know to do well on TCAP its all ok right?
This is where Common Core State Standards (CCSS) come into play. Before delving into the actual we as teachers have to accept the fact that out kids know stuff. Someone other than us, me Mrs. Ward or you Mr./Mrs______, did teach our kids something. That maybe our fellow colleagues did do their job and teach. Its a crazy thought but once you can let go of the thought that I have to teach this, once you get brave enough to just throw your students an assignment to see if they can figure it out you'll be surprised how much they already know...
So what does all of this have to do with Common Core? The Common Core Standards were built on the idea of progression. For example in Kindergarten students are introduced to equations in the form of:
Write all the facts you can think of that equal 9.
Then in first grade Students must be able to answer a question similar to:
For each equations state whether it is true, if not explain why.
3+4=7
5+9=8+2
By sixth grade it looks more like this:
Can these two expressions b equivalent? Give and example that would make them equivalent and an example that would lead to two expressions that are not equal.
4x + 3x = 3x +20
In 7th grade students begin to write their own equations from real world situations.
Through these grade levels you should see a progression in K students are learning what it means to have a math problem equal something. In first grade it gets a bit more complex, students are introduced to the idea that our math problem may not always equal what is on the opposite side of that equal sign. The idea progresses through third, fourth and fifth grade... (this information can be found by simply googling common core progressions expressions and equations)... until middle school Where by now students should have a complete grasp on what it means to be equivalent. Standard 6 EE 4 Says identify when two expressions are equivalent....
Is that not what we have just shown that our students have been being taught since kindergarten??!!??
So this goes back to the idea that if we as educators trust each other, our students probably know more than we give them credit for. I recently attended a training that used the term 'unfinished learning' to me it made perfect sense. As a 7th grade teacher I should be able to give my students a word problem and have them write equations from a word problem because they already understand variables and equivalence.
Here recently with the adoption of the CCSS, teachers have began to accept that their students know stuff when they walk through the door but we expect them to be ready to dive in head first into something new. If we don't show our students how what we are learning today relates to something they already know they will be able to make connections.
Back to the 'unfinished learning' business... in 6th grade the students were just beginning to get good at identifying equivalent expressions and understanding variables therefore in 7th grade I cannot just throw a word problem in front of them and expect them to be able to write an equation. I need to go back to expressions and say, hey remember these? what can you tell me about them? Why is there letter in my math problem? What does this letter mean? etc.... pull that previous learning out of them and then build on it... The idea of understanding expressions and determining if they are equal is now going to grow into, look at this word problem, is something being added, subtracted, multiplied or divided, what is the thing that is unknown, and what are we wanting it to equal in the end?
But for this natural progression work we need total buy in from teachers from Kindergarten all the way through high school. Teachers will only buy in with proper training and proper training will only come if the state feels EVERYONE is on board with the idea. That EVERYONE is mainly the parents. Parents we as teachers need your support, yes the 'tasks' that come along with common core are more challenging for your child but isn't that what we want? Don't we want our children challenged and not just drones picking A B C or D. and yes the teaching strategies that come along with common core may not be what you are used to but again sometimes we need to let our children struggle before we give them a hand.
In any case my ramblings may make sense to you they may not but in the end if we overthrow CCSS before ever giving it a whole hearted try there will be new set of standards with new challenges that some people will like and others will not.
In Education there have always been standards, things that the state and districts say teachers must teach their students by the end of the year. My first 5 years or so of teaching it was kind of an each teacher for himself type mentality. The 6th grade teachers had their S.P.I's, as the standards were called then, the 7th grade teachers had their own set and 8th grade had their own set. As far as I know/remember no one ever thought about looking to see if we were teaching the same things from grade to grade. As students came to us we just assumed that our students did not know the things listed on that S.P.I list and we taught until we covered all 36 (maybe more maybe less) of them.
Makes sense right? As long as I teach my students what they need to know to do well on TCAP its all ok right?
This is where Common Core State Standards (CCSS) come into play. Before delving into the actual we as teachers have to accept the fact that out kids know stuff. Someone other than us, me Mrs. Ward or you Mr./Mrs______, did teach our kids something. That maybe our fellow colleagues did do their job and teach. Its a crazy thought but once you can let go of the thought that I have to teach this, once you get brave enough to just throw your students an assignment to see if they can figure it out you'll be surprised how much they already know...
So what does all of this have to do with Common Core? The Common Core Standards were built on the idea of progression. For example in Kindergarten students are introduced to equations in the form of:
Write all the facts you can think of that equal 9.
Then in first grade Students must be able to answer a question similar to:
For each equations state whether it is true, if not explain why.
3+4=7
5+9=8+2
By sixth grade it looks more like this:
Can these two expressions b equivalent? Give and example that would make them equivalent and an example that would lead to two expressions that are not equal.
4x + 3x = 3x +20
In 7th grade students begin to write their own equations from real world situations.
Through these grade levels you should see a progression in K students are learning what it means to have a math problem equal something. In first grade it gets a bit more complex, students are introduced to the idea that our math problem may not always equal what is on the opposite side of that equal sign. The idea progresses through third, fourth and fifth grade... (this information can be found by simply googling common core progressions expressions and equations)... until middle school Where by now students should have a complete grasp on what it means to be equivalent. Standard 6 EE 4 Says identify when two expressions are equivalent....
Is that not what we have just shown that our students have been being taught since kindergarten??!!??
So this goes back to the idea that if we as educators trust each other, our students probably know more than we give them credit for. I recently attended a training that used the term 'unfinished learning' to me it made perfect sense. As a 7th grade teacher I should be able to give my students a word problem and have them write equations from a word problem because they already understand variables and equivalence.
Here recently with the adoption of the CCSS, teachers have began to accept that their students know stuff when they walk through the door but we expect them to be ready to dive in head first into something new. If we don't show our students how what we are learning today relates to something they already know they will be able to make connections.
Back to the 'unfinished learning' business... in 6th grade the students were just beginning to get good at identifying equivalent expressions and understanding variables therefore in 7th grade I cannot just throw a word problem in front of them and expect them to be able to write an equation. I need to go back to expressions and say, hey remember these? what can you tell me about them? Why is there letter in my math problem? What does this letter mean? etc.... pull that previous learning out of them and then build on it... The idea of understanding expressions and determining if they are equal is now going to grow into, look at this word problem, is something being added, subtracted, multiplied or divided, what is the thing that is unknown, and what are we wanting it to equal in the end?
But for this natural progression work we need total buy in from teachers from Kindergarten all the way through high school. Teachers will only buy in with proper training and proper training will only come if the state feels EVERYONE is on board with the idea. That EVERYONE is mainly the parents. Parents we as teachers need your support, yes the 'tasks' that come along with common core are more challenging for your child but isn't that what we want? Don't we want our children challenged and not just drones picking A B C or D. and yes the teaching strategies that come along with common core may not be what you are used to but again sometimes we need to let our children struggle before we give them a hand.
In any case my ramblings may make sense to you they may not but in the end if we overthrow CCSS before ever giving it a whole hearted try there will be new set of standards with new challenges that some people will like and others will not.
Thursday, September 11, 2014
Peanuts story
I should be 10 weeks pregnant, almost through the 'danger zone' and into the second trimester. Two weeks ago I had my first prenatal visit. I loved the doctor I had chosen , I loves the nurses , I couldn't wait to get to know them better. At the end of the visit the doc said let's go get an ultrasound before you leave. I stopped and asked if insurance covered that he answered probably not but I like to do an early one to make sure everything is ok. So I went with my husband to the ultrasound room. The tech began rubbing my belly and pushing buttons on her machine. After a few minutes she said she was going to get the doctor and they were going to try a vaginal ultrasound to get a better look. They both came back a few minutes later. I immediately suspected something was wrong. My fears confirmed when the doctor took a look at the baby. We had already determined I should be 8 weeks along. Peanut was only measuring 6 weeks. The doctor explained it could be due to late ovulation, a slow developing baby, or a sign of miscarriage. I left with my husband devastated. I didn't get off the couch for 3 days except to go to work where I had to frequently step out of the classroom so my students didn't see me cry. My husband left that prenatal appointment with a different view that everything was going to be ok Peanut was just taking his or her time. After having friends pray with and for me I decided everything was ok. I came out of my funk and began to convince myself for 11 days that everything was fine and that I had a happy healthy growing baby inside. We had a follow up ultrasound yesterday. I could tell as soon as the screen came on that nothing had changed that Peanut had not grown. I didn't need anyone to tell me what was going on I knew. The ultrasound tech got up from her seat without saying a word and left. The doctor proceeded to explain that 1 in 8 pregnancies ends in a miscarriage. And that means that if you get pregnant twice you have a 25% chance of miscarriage and that if you get pregnant 4 times you have a 50% chance. At this point I wanted to scream. I'm a math teacher I don't need statistics explained to me!! He continued to say most women's will miscarry before they even know they are pregnant. I wanted argue and tell him they are the lucky ones instead I just cried. I
I knew for 10 weeks I was pregnant. For ten weeks I dealt with nausea, headaches and being so tired some days I didn't think I would make the 30 minute drive home from work. 10 weeks discussing names and nursery logistics with my husband. 10 weeks dreaming of holding a baby boy or girl in my arms in April. We had decided I would breast feed and to add salt to the wound yesterday morning before I left for the doctor I was researching cloth diapering. I spent 10 weeks wondering if the roosters would keep a baby awake at night and picturing a tiny arm reaching through the gate to pet Hank the donkey, picturing a toddler pulling my precious kitty cats tail and hearing a little giggle at tWillie the goats antics. All of these dreams seemingly ripped away in just a few short seconds.
I know this isn't the ms we can try again. But after years of longing for a baby this seems so cruel. It hurts even though many may say at least it is early on this was still our baby, our Peanut.
#miscarriage #devastated #heartbroken
I knew for 10 weeks I was pregnant. For ten weeks I dealt with nausea, headaches and being so tired some days I didn't think I would make the 30 minute drive home from work. 10 weeks discussing names and nursery logistics with my husband. 10 weeks dreaming of holding a baby boy or girl in my arms in April. We had decided I would breast feed and to add salt to the wound yesterday morning before I left for the doctor I was researching cloth diapering. I spent 10 weeks wondering if the roosters would keep a baby awake at night and picturing a tiny arm reaching through the gate to pet Hank the donkey, picturing a toddler pulling my precious kitty cats tail and hearing a little giggle at tWillie the goats antics. All of these dreams seemingly ripped away in just a few short seconds.
I know this isn't the ms we can try again. But after years of longing for a baby this seems so cruel. It hurts even though many may say at least it is early on this was still our baby, our Peanut.
#miscarriage #devastated #heartbroken
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