Today I attended a training on "Peer Partnering." As a newly tenured teacher (APPLAUSE)I no longer must be observed by my building administrators. Instead, I can "partner" with a colleague and together develop our own plan for professional development for the school year.
My colleague and I are focusing on writing and are reading a number of PDP books including books by Kelly Gallagher.
An important comment made at the training today was about the importance of feedback and reflection. Our feedback and reflection on our teaching practices must be fluid throughout the year. We cannot wait until the end of the school year when our Peer Partnering reports are due to reflect back on what we did in October. Hell - I can't even remember what I did this morning.
As teachers - we must be open to new learning opportunities not only for students, but also for ourselves. By incorporating reflective practices into our daily routine, we can enhance our teaching skills... and put into words some of the worry and stress that we carry home each day.
My Voice...So What!?
Monday, October 17, 2011
Sunday, October 16, 2011
Information... why is it horded?
As educators begin to familiarize themselves with the new Common Core Learning Standards (CCLS) we are faced, many times, with more questions than answers.
What will the new performance evaluations look like?
When must we implement two units based on the Common Core?
How do we determine text complexity?
And the list goes on... and on... and on.
Yet, there are staff in all of our districts who know the answers to some of these questions and can point us in the direction of self-discovery. Are all questions answerable at this time? No. But not providing educators with the resources to promote their own professional development is not allowing us to grow and learn on our own.
What a novel idea! Grow and learn on your own! We ask students to do it everyday, yet many of us are thwarted in our own efforts.
Everyone is going to move at a different pace in understanding and implementing the Common Core. Making an individual wait until the next "department meeting" to get information is ludicrous. That would be like me telling a student that they have to wait until class two weeks from next Tuesday when we discuss narrator for me to answer their question.
If we are promoting the use of research based teaching strategies in our classrooms, why are the same strategies not used with us in professional development?
My Voice...So What?!
What will the new performance evaluations look like?
When must we implement two units based on the Common Core?
How do we determine text complexity?
And the list goes on... and on... and on.
Yet, there are staff in all of our districts who know the answers to some of these questions and can point us in the direction of self-discovery. Are all questions answerable at this time? No. But not providing educators with the resources to promote their own professional development is not allowing us to grow and learn on our own.
What a novel idea! Grow and learn on your own! We ask students to do it everyday, yet many of us are thwarted in our own efforts.
Everyone is going to move at a different pace in understanding and implementing the Common Core. Making an individual wait until the next "department meeting" to get information is ludicrous. That would be like me telling a student that they have to wait until class two weeks from next Tuesday when we discuss narrator for me to answer their question.
If we are promoting the use of research based teaching strategies in our classrooms, why are the same strategies not used with us in professional development?
My Voice...So What?!
Wednesday, October 12, 2011
Text Complexity?!
Throughout the new CCLS references are made to providing students the opportunity to read texts that are of a higher text complexity. New York State provides information on their website that links text complexity to Lexile Bands. This, however, is not the only gauge used for text complexity, but has the state provided information on the other variables used in the determination? Of course not. That would be asking too much.
Instead, teachers are to develop modules for lessons without the proper information on ensuring that we are using complex texts.
Once again - mandates without instructions.
My Voice...So What
Instead, teachers are to develop modules for lessons without the proper information on ensuring that we are using complex texts.
Once again - mandates without instructions.
My Voice...So What
Tuesday, October 11, 2011
Writing & CCLS - What have I gotten myself into?
Today begins a new journey... one that will be much more grueling than a marathon walk for breast cancer awareness. A journey to become an "educated" teacher on writing and the Common Core Learning Standards (CCLS) - to assist my students on their own writing journey.
During a webinar tonight hosted by @budtheteacher a comment was made that resonated with me...
"build just enough of a scaffold to build conversation" - WOW!
Too many times in my classroom I don't just build the scaffold - I complete the entire skyscraper instead of letting my students complete the building on their own.
In an effort to save time, or to ensure that plans are complete, or simply to move on to the next activity - I am not always allowing my students - whether dealing with reading literature or informational text or writing - to "grow" into their own conversations.
Tomorrow in class - I am going to provide my students enough of a "scaffold" to allow them to question and grow as learners. Let's see the conversations that produces.
My Voice...SO What
During a webinar tonight hosted by @budtheteacher a comment was made that resonated with me...
"build just enough of a scaffold to build conversation" - WOW!
Too many times in my classroom I don't just build the scaffold - I complete the entire skyscraper instead of letting my students complete the building on their own.
In an effort to save time, or to ensure that plans are complete, or simply to move on to the next activity - I am not always allowing my students - whether dealing with reading literature or informational text or writing - to "grow" into their own conversations.
Tomorrow in class - I am going to provide my students enough of a "scaffold" to allow them to question and grow as learners. Let's see the conversations that produces.
My Voice...SO What
Saturday, September 10, 2011
Purpose...
Why do we teach certain content? What is the benefit to students?
We have only had two days of school for the new school year and already I am reflecting and wondering about the plans made over the summer for curriculum content. What I the purpose of some of the material we cover? Does it have meaning for students? Does it have meaning for me?
My goal for my students it that they become critical thinkers and proficient writers! Plain and simple!
I want my students to read a passage - fiction or non-fiction - and think critically about what they have read. Connect it to other pieces of literature, to themselves, to the world at large.
I want my students to be able to write a paragraph (or two or three...) that has meaning and depth.
I know what I want for my students - the road to get there... that is the question?
My Voice...So What!
We have only had two days of school for the new school year and already I am reflecting and wondering about the plans made over the summer for curriculum content. What I the purpose of some of the material we cover? Does it have meaning for students? Does it have meaning for me?
My goal for my students it that they become critical thinkers and proficient writers! Plain and simple!
I want my students to read a passage - fiction or non-fiction - and think critically about what they have read. Connect it to other pieces of literature, to themselves, to the world at large.
I want my students to be able to write a paragraph (or two or three...) that has meaning and depth.
I know what I want for my students - the road to get there... that is the question?
My Voice...So What!
Friday, September 9, 2011
Can't please everyone...
Rules in the classroom. Are a necessity... no doubt about it.
One rule many of us spend time enforcing on a daily basis concerns cell phones. Keeping students from using cell phones during class is a never ending battle. They want to text, tweet, facebook... you name it.
A creative way to combat the problems associated with cell phones is to have students turn cell phones in a the beginning of class and offer them an extrinsic reward for doing so - coupons for extra points, for example.
Here is the kicker! What do we do for those students who do not have cell phones and are therefore being (what one mother wrote to me today) discriminated against? Do I not enforce my policy? Do students not turn their phones in? How do you make it fair and equitable and take care of a CONSTANT issue in the classroom?
If I had the answer... but I don't... any suggestions?
My Voice... So What!
One rule many of us spend time enforcing on a daily basis concerns cell phones. Keeping students from using cell phones during class is a never ending battle. They want to text, tweet, facebook... you name it.
A creative way to combat the problems associated with cell phones is to have students turn cell phones in a the beginning of class and offer them an extrinsic reward for doing so - coupons for extra points, for example.
Here is the kicker! What do we do for those students who do not have cell phones and are therefore being (what one mother wrote to me today) discriminated against? Do I not enforce my policy? Do students not turn their phones in? How do you make it fair and equitable and take care of a CONSTANT issue in the classroom?
If I had the answer... but I don't... any suggestions?
My Voice... So What!
Wednesday, September 7, 2011
Let the games begin...
Teaching, at times, feels like an olympic sport. You train for years - going to college, completing your masters degree, PDP, PLN... the list goes on and on. Then... the day of the big event arrives. You start out strong at the gate. You can see the finish line and victory. And then.. WHAM! Success is snatched from your clutches.
WHAM!!! Challenges we face each day. Personal Challenges. Professional Challenges. Technological Challenges. Student Challenges. Administrator Challenges. (Exhausting list that is never truly exhausted...)
As professionals, we face each challenge with our head held high knowing that we are doing what is best for students. We are prepared with lessons that meet Common Core Standards and ensuring that assessments are worthwhile and meeting the needs of students.
Never loose sight of the finish line - even if victory appears out of reach. It is achievable!
My Voice... So What!
WHAM!!! Challenges we face each day. Personal Challenges. Professional Challenges. Technological Challenges. Student Challenges. Administrator Challenges. (Exhausting list that is never truly exhausted...)
As professionals, we face each challenge with our head held high knowing that we are doing what is best for students. We are prepared with lessons that meet Common Core Standards and ensuring that assessments are worthwhile and meeting the needs of students.
Never loose sight of the finish line - even if victory appears out of reach. It is achievable!
My Voice... So What!
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