Triumphs and Challenges - Entry 1

My challenge this week is a small number of kids who don't hand in their work on time or at all.  I have homework charts, involve Special Ed. teachers, and use a planner.  The problem is that even with me or another teacher handwriting a note home and attaching homework each night, this does not mean that the completed work will get into the basket the next morning. 

I came up with a homework book for those that need a little more monitoring.  I use a word document that I have saved on my computer for students who miss work.  I just fill it out and print it for as many as are missing.  I decided to also use this for a daily record of work completion. 

I made a book using a three ring binder and I print off assignments that are due.  Then I have the students who need the help hand all of their work in on  my desk in their own basket.  At the beginning and end of the day, we go through this basket and check off in the book that all assignments are in.  It is easier for me than to go through all of my other papers or work looking for just a couple. 

I just started this week, so we will see in a couple weeks how this is working.  Here is what it looks like...

Since I referenced my homework sheet, I'll use that for my other positive thing.  I type in the assignments given and then print them off for each absent student.  Then I staple the homework on the sheet and write the date on the front.  This is a very clean and tidy way for the students to come back to their missing work.  It helps me because I don't have to hand write a note for several that are absent.  It also helps focus them on where to start with the work.  Here is what it looks like...

Another thing that is going well is a way I have motivated my students to read chapter books.  I gave each student a piece of paper and had them decorate it with their name.  Then I put the names inside my cupboard doors.  Each time they finish a book, the student and I have a really short book chat so I know they read it. Then they place a post it note by their name.  They are so excited to use post it notes!  At first I was worrying myself with how long the book was, or other things.  Then I realized... who cares - they are reading!!!!    Here is a picture of one of the cupboards.  These are the chapter books read by two students.  Remember it's only October!  

 

 

 

 

 

 

 

Writing Idea

Earlier in the year I wrote a letter to my students introducing myself in detail.  I typed the letter, but addressed them individually to each student.  I told them things that I thought they could relate to, such as a story about my dog and what I like to do in my free time.

Then I gave my students time to reply.  I was pleasantly surprised when they kept asking for more time.  The letters that I received back far exceeded my expectations.  One of the letters is 4 notebook pages long!  In reading the letters I got a good look into what is important to each student.  I also realized that I found a very motivating writing assignment.  With this success, I will be adding these letters to their writing folders.

I am now thinking of times where I could extend this idea.  Maybe I will try it again after winter break or other times where I know everyone would have a sizable amount of time to write about.

Action Research Abstract

I began my research looking for a way to better assess where my fourth graders are at daily with math performance.  I was finding that waiting for the end of unit summative assessment was too late in reaching my learners.  I started researching ways to monitor progress more often, and ways to change my instruction to meet individual student needs. 

My review of literature brought me to many ideas that I can implement in my classroom.  A list of these ideas are as follows:  1) using assessments as a tool for improving teaching and learning, 2) assigning meaningful work, 3) using formative assessments, and 4) improving teacher feedback.   These ideas will help me greatly in knowing daily where my students are performing. They will also help in changing my instruction to guide them to the next level in learning. 

My question is, “How will using target-based instruction as formative assessment impact my fourth grade math students’ performance?”  My plan is to write learning targets for each math unit and use a self-rating scale of understanding to monitor progress toward the targets.  I will also use exit slips daily for current math topics and also previously taught math topics.  My students will then self-rate their understanding on a scale of 0 – 4 on a data sheet that I will provide.  I will use daily exit slips, bi-weekly data sheets, and observation of students to provide extra support and useful feedback.  This will help me know where my students are at daily and it will shape my instruction daily.

Questions

1.    Are formative assessments more valuable than summative assessments?

2.    Can learning targets and formative assessments be useful in all subject areas?

3.    Can students accurately rate their own understanding or  proficiency?

Backwards Design

My first backwards design unit of the year is my Earth Materials unit.  The beginning of the year has been a tough adjustment.  I have been trying really hard to get my class organized with curriculum, behavior, and into the routine of a typical schedule.  This process has been more difficult than it has been in other years.

Some of my curriculum has been hard to get to because of the time spent working on the classroom routine.  The best work that I have done with my students so far has been my Earth Materials unit.  I knew before I started where I needed to be at the end of this unit.  I also knew exactly how I was going to get there.  I am very focused and it makes my teaching of the BDU very easy, even with the hustle and bustle of the beginning of the year.      I would love to take the time to put many more of my teaching into this format.

Growth Mindset

I try to always have a growth mindset, both at work and in my personal life.  Currently I am beginning my 7th year of teaching fourth grade.  Each year I take in a new group of about 26 - 28 kids.  A teacher with a growth mindset helps to figure out what each particular group needs.  I know that I cannot expect each group, or even each student to function or behave in the same way.

As I am trying new ideas for teaching and behavior management, I always include myself as a part of the problem or solution.  I wonder what I am doing to contribute to the successes or failures of the group.  I find that when I look at my own role, I can identify things that I may be doing to make a situation difficult.  For example, if I make it a requirement that my students sit still, I may be creating unnecessary problems.  Instead I look at a problem and think about what I need the students to do, and what are ways to get there.

A New Year

I am always very excited to start a new year.  I love that in this job there is closure on each year.  It gives us an opportunity to reflect on the previous year and also the opportunity to make changes.  As I start each new year I add ideas or change things that need changing.

One thing that I am really excited to work on is the community.  I am having a slow start to my classroom routine, but this past Friday I was able to have a great conversation with the class about acceptance.  It felt for the first time this year that a classroom community is on its way.  This is by far my favorite thing about beginning a new year.

First Week

My first week was very challenging.  I felt really prepared and had fabulous plans written.  There were many more behaviors to work with than I anticipated.  The hard part was not being able to get to what I had planned.  I missed both my community building activities and academic plans.  I had planned a different energizer or brain break each day.  As I went along I could feel that the class was not able to tolerate so many different ideas.  Instead I worked on one activity for a brain break the entire week.

The activity I did was the greeting where you toss the tennis ball around the circle.  It took all week to get most of them tossing the ball and not pitching it, not laughing at each other, cooperating, etc.  I am glad that I gave them more time with the activity until we felt that it was successful.  Otherwise it feels like rushing through things just to get them done without any gain.

I am hoping each week will gradually get better.  I do love my group!