Tagged: #MfAproud

A Day in the Life: School during Vacation

Even though it’s vacation I’m headed into town on a rush hour train for 3 days of computer science training . I’m excited to learn something new, and the prospect of teaching something new.  And the bonus: I’ll be getting paid for these days (and given lunch!).  Giving up three days of this last break before a big solid chunk of spring term- you can’t buy time.  I thought a lot about that when I signed up.  Learning how to code has been a goal of mine for a long, LONG time, and despite the numerous freely available resources, I have yet to make any progress.  So this structured (and paid) training seems the best way to go.  And I’ll get to hang out with some colleagues from school.  I could use a little bonding time with my local math teachers.

untitledThe workshop is being held in a space called Breather (the wifi password is peaceandquiet).  We introduce ourselves on Padlet and with name tags (color-coded to reflect our level of expertise; I am beginner’s blue).  The participants are seated at two long tables. and it seems that there are less than 25 people here, surprisingly. For a city-
\wide initiative, I thought the class would be larger. The teachers come from almost every subject area – math, science, social studies, special education, and even a school librarian (who, by the way, is a killer Kahoot player!), and we have two administrators in our group.  A word about the special educator – she is an angel in disguise (although her name is Angelina, perhaps not so disguised); a brief conversation about her program this year (8th grade Algebra, 6th grade Math, self-contained general education (all core subjects) with students from 6th through 8th grade), and her focus on providing more tools for her students floored me.  I feel like I am pushing the edge of my capabilities when I have more than two preps.  I’ve always been a huge fan of special education teachers, and would like to pay some homage to another enormously generous human being.

A lot of the morning was spent orienting us to the course that we will be teaching, clarifying what computer science is, what coding is, and how computer science evidences itself in our lives now.  At the time, it felt a bit annoying to use two to three hours processing information that could have been presented in a fraction of the time, but with fullsizerender-1the vantage point of 24 hours past [as I write this], I realize that the facilitator was modeling the start of the course for our students.  There was a great deal of collegiality despite different levels of expertise among the students in the class.  We are all (I think) here to learn something new on our vacation, something designed to provide broader access to technology and computer science to all of our students.  So there is, I think, some common purpose.

After lunch, we finally had the opportunity to dig in to the lessons and begin learning Python.  I am thrilled by how straightforward it seems, although the exercises we did were, of course, elementary.  I find the logic and need for syntax familiar and clear, and I can see a path for myself for studying.  The course comes complete with lessons, quizzes, imgrespractices, and assessments, as well as moderated teacher and student forums for support.  I can easily see teaching the class with a modicum of modification – really,  the addition of enrichment resources, and a daily classroom structure.  I left the class eager to learn more.

I then headed over to the Math for America offices to meet with Jose Vilson.  We will be co-facilitating the Racially Relevant Pedagogy Professional Learning Team for one more semester, and needed to map out the agenda for the four sessions.  The opportunity to work with Jose has been wonderful, for all of the obvious reasons, but even more because I’ve grown through the experience.  Rising to the occasion of facilitating this PLT and tweetrunning the single session larger event forced me to push my own envelope – in a direction I have always wanted to go but couldn’t quite get to on my own. I’m thankful for his good humored patience with me, and for the ways in which our styles of working complement one another. I’m ready to continue the work beyond the PLT, and the clarity of my awareness has developed in large part as a result of our collaboration.

 

I finally got home at 6 pm and began doing some of the legwork for the first PLT meeting, which is next Tuesday. Part of that task was downloading a Key & Peele video, The Substitute, But a foray on to the Key & Peele YouTube channel resulted in me watching video after video, and laughing more than I have in weeks. I highly recommend you do the same. Here’s my personal fave:

 

Reflection

1) Teachers make a lot of decisions throughout the day.  Sometimes we make so many it feels overwhelming.  When you think about today, what is a decision/teacher move you made that you are proud of?  What is one you are worried wasn’t ideal?

Since today wasn’t a teaching day, I didn’t really have any minute-to-minute decisions to make. In the workshop, I did my best to participate in a way that I would appreciate as a teacher, and to stay on task even when the direct instruction got a little looooong.

2) Every person’s life is full of highs and lows.  Share with us some of what that is like for a teacher.  What are you looking forward to?  What has been a challenge for you lately?

Even though I would love a longer vacation, I am looking forward to digging in to the meat of the semester when we return. I was out sick the two days before the break, and was unhappy to break the momentum that had been building up in my classes this term.

3) We are reminded constantly of how relational teaching is.  As teachers we work to build relationships with our coworkers and students.  Describe a relational moment you had with someone recently.

I am attending this computer science workshop with two other math teachers from my school. My office is in a different part of the building than the main math office, it has been nice to spend some time with them. In particular, I have had the opportunity to reconnect a bit with a teacher (who has become the school programmer, a huge job in a school of 4,000 students) with whom I was quite close. Our paths have diverged, but we still enjoy each other’s company. That’s been a bonus of this week.

4) Teachers are always working on improving, and often have specific goals for things to work on throughout a year.  

My goal has been to ‘see’ my students and develop better relationships with them. My work with Jose, and on my own, has been progressing; I am working with two other teachers to help form a social justice club at school, and continue to educate myself [and those around me] in undoing racism.

5) What else happened this month that you would like to share?

My proposal to run a morning session with Danielle Reycer and Jasmine Walker at Twitter Math Camp 2017 was accepted! Our planning has begun, and I am registered to go! Atlanta, here I come‼

The Longest Day of the Year – #DITL December 21, 2016

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6:18 a.m.  – On the Bus

img_9793Yikes- Day in the life on the longest darkest day of the year!  Despite a restless night with a kitten whose loud purring is adorable when you’re NOT trying to sleep, I’m full of energy (well, that may be somewhat of an exaggeration at 6:24 am) this morning.  Yesterday was a banner day- the piece about me in Chalkbeat (see previous post) and a meeting of the MfA Racially Relevant Pedagogy PLT with incredible flow and connection. Feeling blessed, lapsed Jew that I am.

Another good thing today: I didn’t forget my phone and materials for after-work commitments (like I did yesterday).  I am good to go.

And three days until break.  Not going anywhere, and not too many plans – just reading , quilting, restoring.  Can. Not. Wait.

But there’s three days of math to do as well. In Algebra 2, we’ll be looking at modeling with quadratic functions, and in my Discrete Math classes, art created with geometric transformations and modular arithmetic will take us through the end of the week.  As I  am typing this on the bus, I decide to look for a Desmos activity when I get to school to introduce the quadratic modeling topic, postponing the worksheet (exploratory though it is) until tomorrow. I received an email yesterday telling me that a two day topic previously included in our pacing calendar has been removed, buying me two days of breathing room and time to let the kiddies play math a little.  An early holiday gift.

6:55 a.m. – Arrival at school 

A search of Desmos yields two activities I’m going to use, with a third option in my back pocket.  I decide to start with Build A Bigger Field as an introduction to modeling, followed img_9794by a Modeling Card Sort to suggest the use of different models for different situations (not all students may finish both activities, but that’s okay).  And I think I will assign everyone’s fave, Will It Hit the Hoop? for homework.  Plenty of time for debrief andimg_9795 worksheet explorations tomorrow.  The students will be turning in their Illustrated Task Projects today; maybe I can post a few while observing their progress on the iPads.  I love lessons like this.  The kids are engaged, talking about math, and I can…watch. It’s a beautiful thing – thanks yet again, Desmos! The time is 7:28 am; and with 32 minutes to first bell, it’s time to set up.

9:57 4th Period Prep

The Algebra 2 classes during Periods 2 and 3 went fairly well; the students enjoyed working their way through the activities, although many of them struggled without success, particularly, in response to this question: screen-shot-2017-01-22-at-10-52-11-amto my surprise (I need to stop being surprised by stuff like this).  This is when the fabulous Pause button came in handy; I stopped the class and we discussed the relationship of area and perimeter, and how to express the dimensions of a rectangle if the perimeter is untitledknown.  The big idea that the vertex of the downward facing parabola will represent the maximum value of the function in a real world context was clear (or appeared to be) by the end of the class.  Tomorrow, the students will on some problems involving projectile motion; I’m hoping thatBuild A Bigger Field laid some solid groundwork.  I guess I’ll find out, won’t I?
During my prep, I was visited by one of my favorite students, Saidul.  He is a recent immigrant from Bangladesh, lightning sharp with an impish sense of humor.  When he transferred to our school a year and a half ago from another high school where he was not succeeding, our wonderful Assistant Principal of Foreign Language realized that he had a high school (through 10th grade) diploma from his home country , and that only his poor English skills (which rapidly improved under the tutelage of our excellent ESL teachers) were hindering his progress.  He was in my late afternoon Geometry class last spring, a rambunctious group, packed with ELLs and IEP students.  These kids must have loved myclass, because attendance was high throughout the term, as img_9802were their spirits, cameradarie, and high jinks.  Saidul earned highest marks – I did my best to keep him challenged – and helped his friends whose English skills were not so well developed with their Geometry.  He was a godsend in this sense; there were boys I could not help given the size and behavior of the class, and Saidul taught them.  This term he is in Algebra 2 with a teacher who takes many shortcuts in his lessons and is known for giving high grades.  But Saidul is a math nerd at heart, and wants to understand the big ideas behind what is learning.  So he visits me frequently, and we both enjoy our lessons immensely.  I’m always glad this high-spirited and intelligent student has crossed my path.
Today, he came in for some assistance with evaluating expressions with rational exponents – using a calculator.  His teacher has told the class that they will be having a quiz, and can ONLY use a calculator.  WHAT?? I taught him how to enter the expressions with the appropriate parentheses to insure the correct order of operations, shaking my head all the while. Despite his confusion with his teacher’s direction, he wants to do well.  So we worked, despite being mystified.

2:27 p.m. School day is over

In my Discrete Math classes, we began the clock art projects – perfect for the last three days before break.  I love this project because it involves math in an accessible and non-threatening way, and the products are so striking.  The students were busy working out how to reflect simple shapes without a coordinate grid, and then perfecting their designs.  In the middle of class, I received a visit from a student I didn’t recognize.  She handed me an envelope and said, “My sister wanted me to give you this.”img_9803
The young woman who wrote this, now a student studying math and adolescent education at Oswego State College, was my student seven years ago.  Teaching her was a bright spot during some extremely difficult days at my previous school; she learned everything quickly, always sought challenge work, and kept the most amazing notebook I have ever seen (she actually gave it to me!).  I don’t teach so that students will come back and thank me, but boy, when they do, well, it makes everything worthwhile.  I can’t wait to see Teresa in her own classroom.
The Desmos exploration in the third Algebra 2 class was less successful in than the other two classes; the students could not seem to grasp the relationship between the lengths of the sides and the area when graphed as a parabola, nor did they understand (most of them, anyway) that the square would yield the biggest area.  The class as a whole did not seem to take the activity very seriously, and I wonder how I can make them more accountable for digging a little deeper with their thinking without holding a grade over their heads.  This is a goal for me – how to insert myself into the process just enough to keep them focused on bigger ideas.

Many of the illustrated task projects are great; it is clear that a lot of students went the extra mile with graphic design, and my classroom is looking mathematically festive.  I was touched by the [very bad] math jokes students put on their mini-posters.

During 8th period, the Instructional Cabinet (of which I am a member) met.  This is a group of teachers and administrators charged with improving instruction school-wide through focused efforts; this fall, the entire school has been working through mini-inquiry cycles.  The principal attended this meeting, and greeted me with an acknowledgment of the interview in Chalkbeat, which started off like this: “When I first saw the headline Midwood Teacher…., I thought, ‘Oh sh*#!?#t, what did she say?'”.  My fearless leader – ‘nuf said.  I was asked to sit on this committee by my Assistant Principal, a woman who I admire and who always has my back, so I said yes.  But I’m not feeling like it’s a place where I can be effective, probably because of the traditional (and somewhat limited) vision of the school leadership.  Another reason I think the meetings feel frustrating to me is that there is a subtext among all the APs that I can’t translate.  It’s a learning experience, anyway.

Time to leave school – I’ve got 2 (actually 3 – a pair of twins!) private students this afternoon.

8:08 p.m. Home at Last

My private tutoring this afternoon was quite odd.  I have begun working with an eighth grader who, according to his mother, has a math phobia.  This is not what I have observed in the few weeks we have been meeting, but he does seem very disorganized and exhausted when we meet.  He has a fraternal twin brother who has worked with us for test preparation purposes, which was the ostensible purpose for today’s 90 minute session.  The boys have the same math teacher but are in different classes, but unfortunately, the twin (my not-regular student) had his exam today, while his brother has his exam tomorrow.  They arrived at the coffee bar where I  meet with students, purchased a snack, and came to sit down.  At first my student was moderately upbeat (he’s a low energy kid), and grinned as he wolfed down the two brownies he bought.  He then proceeded to crash, and working with him became painfully difficult.  His brother good-naturedly did the problems we were reviewing, and my student was hugely apologetic, but it was frustrating, to say the least.  I don’t like not earning my hourly fee.
Despite requests, I haven’t seen a textbook or organized notebook for this child, although I’ve asked the parent.  She has told me how forgetful he is.  But I know after today’s experience, that I need to have a discussion with her about whether this is the right fit.  I’m happy to work with this boy, but I am uncomfortable if I am not doing my job.
My final act of work for the day was a session with a ninth grader, a bright and extremely conscientious student I have been working with on and off for three years.  She is studying Geometry, and has a very rigorous teacher, which gives me the opportunity to talk at length about my first mathematical love.  We have a definite patter, this girl and I, and the hour flew by.  We even stayed an extra 5 minutes because I just HAD to talk to her about perpendicular bisectors and circumcenters.  My geometry folk will understand – those conversations just don’t happen frequently enough!  ; )
There isn’t too much of the evening left for me – with a 5:30 wake up time, my goal (usually not achieved) is to be in bed by 10 pm.  I’ve got to wrap this gift for my student monitor, custom-made by my daughter, and maybe I’ll go through a few homework papers.  But maybe I won’t – like my mother used to tell me about doing the laundry, they’ll still be there waiting for me in the morning.

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Reflection

1) Teachers make a lot of decisions throughout the day.  Sometimes we make so many it feels overwhelming.  When you think about today, what is a decision/teacher move you made that you are proud of?  What is one you are worried wasn’t ideal?

I was happy with my decision to go for a more student-centered exploratory activity in Algebra 2, although I think the decisions I made in the moments of class as far as directing or guiding student work could have been better, making the lesson more effective.

2) Every person’s life is full of highs and lows.  Share with us some of what that is like for a teacher.  What are you looking forward to?  What has been a challenge for you lately?

I am looking forward to seeing the Discrete Math projects; I know that many students will be able to relax their math performance anxiety and have fun with the assignment.

The challenge I am facing as a teacher at the moment is structuring the end of the term in Algebra 2.  I am concerned that there are holes in the content I have taught because of our choppy shift to the Common Core standards.  I won’t have the same kids in the spring for the most part, and I want to make sure I have sent them off to other teachers well prepared.

3) We are reminded constantly of how relational teaching is.  As teachers we work to build relationships with our coworkers and students.  Describe a relational moment you had with someone recently.

As I described in the post, I had a wonderful meeting with Saidul today.  I love that he trusts me to teach him ‘the right way’, and that he seeks me out to deepen his understanding.  He’s so bright and interested, and I hope he keeps going with his education.  As a recent immigrant, he may have some rough times ahead.  I worry.

4) Teachers are always working on improving, and often have specific goals for things to work on throughout a year.  What have you been doing to work toward your goal?  How do you feel you are doing?

I think my connections with students are strong, and the steps I am continually taking to see them, really see them, help.  There are still students who have pushed me to the edge of caring with their attitudes, even though I know some of the extreme behavior is a cry for attention and help.  But still, I think I am making progress towards my goal.

5) What else happened this month that you would like to share?

The article in Chalkbeat, and the reaction from colleagues and friends has been overwhelmingly wonderful and warming, and something I sorely needed this month.  There have been personal and medical trials, and the waves of love remind me of what is important.  I’m a lucky gal.

Ms. Menard and the Very Blustery Day: #DITL November 21, 2016

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This post comes to you at 6:22 AM on the first very cold and blustery day of the season.  It’s the start of the short pre- Thanksgiving week, and I am looking forward to the 4 day weekend probably as much as my students.  The harsh chill wind feels appropriate after the morning news; stories which contrast some Jewish support for Donald Trump with his anti-Muslim rhetoric and views are particularly upsetting this morning.  After a lifetime of holding up the Holocaust and saying, “never forget, never again,” it appears that some of my cultural compatriots are doing exactly that.  The fear my Muslim students expressed to me on November 9 stays with me, and I am wondering how I can make them feel safe, at least in my classroom.  I’ve spent a lot of time thinking about privilege the last few weeks, and I can thank the upset in the election for this – perhaps the only benefit I can see right now.

On the agenda today: In my three sections of Algebra 2, the students will be working in groups on tomorrow’s exam.  This is the first time I have tried this strategy, but, bolstered by input from Jonathan Claydon, Amy Hogan and my office mate, I’m hoping the communal efforts will boost student understanding of the content, and their independent demonstrations of mastery.  My concerns include making sure no exams (or photos of them) leave the classroom, and students not making good use of their time together.  In Discrete Math, we will beginning our unit on Problem Solving strategies, which is a distillation of the course I taught last fall.  I will still be using problem sets from Crossing the River with Dogs, but I’ve come up with several different versions of each set to use for assessment.  The summative project in this unit will involve the students creating problem sets of their own; again, I am trying to counter any inclination to over-collaborate (how’s that for a euphemism?).

It’s not even 7:30 AM and I volunteered to go on the spring trip to Quebec with the foreign language department. I don’t speak any French, but I’d love to visit Canada, and maybe screen-shot-2016-11-21-at-3-56-38-pmthey need a math teacher!? The sound of the wind is a howl in my office, which is located on a corner of the school building on the top floor.  Here we go, Monday morning.

9:51 am
Two sections of Algebra 2 worked on the ‘practice exam’; many students commented that they found it a helpful exercise.  From my view, the group review surfaced the topics that need the most study, and I was able to reiterate these areas to the entire class.  For me, it was an opportunity to observe, deflect questions and refer the students back to one another for support. At the end of each class, the students were puzzled that there would be no answer key provided for this review, and that they needed to leave the papers with me.  But I provided a review and practice sheet for them last week, complete with an answer key, as well as an assignment on deltamath.com with many practice questions.  I think it may have dawned on some of the students that they were looking at the actual exam, and this will be the only time I can use this element of surprise.  Hopefully, I will see better results and more work that evidences understanding tomorrow.

1:27 PM
My teaching day is over, although I’ve got two meetings left to go, and a private student.  My Discrete Math classes both went well (yay!!); the introduction to problem-solving was met with both interest and cooperation, some of which is a vestige of last week’s Parent Teacher Conferences.
Our first problem-solving strategy is Draw a Diagram, and we began with Virtual Basketball League:

 A new basketball league was formed in which each of the teams will play three games against each of the other teams. There are seven teams: the Antelopes, the Bears, the basketballCubs, the Dusters, the Eagles, the Foxes, and the Goats. How many games will be played in all? 

The range of approaches was impressive, although very few students attempted to draw a picture for a solution.  I saw charts, lists, tree diagrams, and on some papers, a simple but erroneous 7 x 3 = 21.  Many students who realized that the Antelopes needed to play 18 games assumed that each of the other 6 teams would play 18 different games as well. But in each class, there was at least one student who understood that the number of games each team would play when calculated this way was double the actual amount.  It was a clear learning moment for those students who had made the error – I hope. (Come to think of it, the student work on this problem would make good fodder for mathmistakes.org!) I drew a network sketch on the board to show how I calculated the answer, but it looked complicated to many of the students – I’m not sure I disagreed.

We moved on to Model Train Set:

Inline image 1

This simple problem got them all drawing pictures – those students that resisted struggled a bit.  Many drew circles, but there was at least one solution that resulted in a triangle inside a circle, and then my personal favorite: Inline image 2
Of course – six poles – the vertices of a hexagon!  Brilliant, Itrain-track-clipart-clipart-panda-free-clipart-images-mfqqqk-clipartthought – this solution appealed to the geometer in me.
In both sections, particularly the troublesome 7th period, the unit launch went well.  I’m looking forward to more of the students’ work as we proceed through the different strategies.  The big lesson I learned from teaching this last year was the need to have problems with multiple solutions.  I  haven’t gotten to that yet, but I have created several versions of the problem sets I want the students to complete for each problem-solving strategy, and the unit project will provide differentiation in its open-ended nature.
The third section of Algebra 2 went as well as the morning sections, although, perhaps predictably, the student need was more evident – predictably because the quiz and exam results of this class have been markedly lower than the other two, much to my mystification.  While working on the practice exam, entire tables would become stumped by a question.  My first usual response to questions – “Have you asked your tablemates?” was as often as not met with “yes, and none of us know how to do it.”  I gave hints and tried to point them in a direction without giving a direct answer.  I began a list on the board entitled “What I Am Noticing”, to which I added items like “You need to practice f-d-a980615eb303ee117b66698aaabc2cc0696220683ce883a23ab7311eimageimagesolving quadratic inequalities,” or “Everyone should review Focus Directrix form of the equation of a parabola”.  I hope they take my suggestion to heart.  I’ve got 4 girls in my office at the moment, practicing those two topics (and others) until this afternoons basket ball game, and I’m hoping that their efforts are indicative of those of their fellow classmates.  I’d really love to see some improvement in the exam scores.  I can’t wait to see their faces, and hear their comments, when they realize they had been working on the exam all along.  Will they be happy? Peeved that I dissembled today?  Will I see work that truly evidences understanding rather than mere recall from the practice?
2:45
My first meeting was a bust – we have bi-monthly professional development at the end of the day on Monday; we are supposed to be engaged in one of two inquiry cycles to be completed during the school year.  We’ve been given little direction from our facilitators, but fortunately I am pairing with a teacher who understand the process, as do I.  She lives with the consequences of students not fully understanding how to manipulate and simplify rational expressions, a topic that I will be teaching in January, so we’ve come up with the strategy of having students look at incorrectly solved problems in order to hone their skills.  Today, however, our meeting never took shape.  The facilitators did not appear, nor did the other department we are working with on this assignment (science).  Calls to our assistant principal’s and principal’s office did nothing to enlighten the situation. The attending teachers, thus, spent the time reviewing [sort of] the inquiry cycle, among other professional (ahem) issues.  I’m not normally one to ignore an assignment, but this inquiry effort, launched by our administration with little framing and preparation for the staff, feels, if not misguided, then perhaps mismanaged, and just plain missed as an opportunity.  Tomorrow, the Instructional Cabinet (another committee I sit on) will be discussing just this issue at an open meeting tomorrow afternoon.  Hopefully some progress will be made towards a more constructive use of our professional development time.
I’m off to Manhattan for a meeting at Math for America to pre-plan for a summer conference, spearheaded by Matt Baker and Brian Palacios!  The wind is still howling outside, so talking about a summer conference sounds very nice indeed.
9:21 PM
Home at last – and almost time for bed.  The meeting at Math for America was great, and I was sorry that I couldn’t stay for the whole thing – the opportunity to be involved at the very beginning of the planning process is envigorating, even as my teacher energy is hitting that dip before winter holiday build-up begins (does that even make sense?).  I’m looking forward to continued participation in that effort.
I left early to meet with a private student – a girl I have been working with since she was in 7th grade; we no longer meet regularly (she is in high school), but she is insecure prior to exams and always wants a tutoring ‘booster’.  And anyone who knows me at all knows Picture 019that I never turn down an opportunity to talk geometry.  I turned her on to my favorite compass – always fun to see how excited someone becomes when they realize there is an alternative to the typical pointy hard-to-control tools.  I love having these long term relationships with students – watching them grow, and helping them learn to appreciate math – even if it means an extra-long Monday.
Finally at home, I get a snuggle from Ollie, and have a quick FaceTime conversation with Izzy, my friend’s daughter.  I’ve known this child since she was five; she’s now a freshmanphoto-on-11-21-16-at-9-17-pm at one of New York’s specialized high schools.  She texted me earlier this evening while studying for a geometry exam (seems to be going around tonight..), and not only am I sucker for geometry, but I’m a sucker for this kid as well.  It was my pleasure to discuss negation, triangle centers, and congruence shortcuts with her.
I’ve got two days to go to Thanksgiving break.  In those two days, I’ve got an exam to give, projects to grade, a meeting of my Professional Learning Team on Racially Relevant Pedagogy and a medical appointment.  Thursday’s lazy morning beckons tantalizingly.  But I’ve got to go to bed tonight before I can begin to get there.

Reflection

1) Teachers make a lot of decisions throughout the day.  Sometimes we make so many it feels overwhelming.  When you think about today, what is a decision/teacher move you made that you are proud of?  What is one you are worried wasn’t ideal?

I was very proud of my deflecting all student questions during the exam review today.  I redirected the children back to each other, and answered their questions with more questions.  And I think I managed to keep them from being furious with me while I was doing it.

Conversely, I think I could have pushed my Discrete Math students with some questioning a little more during the problem solving activity.  I’m going to work on that in the lessons to come.

2) Every person’s life is full of highs and lows.  Share with us some of what that is like for a teacher.  What are you looking forward to?  What has been a challenge for you lately?

3) We are reminded constantly of how relational teaching is.  As teachers we work to build relationships with our coworkers and students.  Describe a relational moment you had with someone recently.

I am feeling more confident in the relationships I am developing with people at Math for America.  I’ve come a long way to get there, but that’s another story for another post (maybe).

4) Teachers are always working on improving, and often have specific goals for things to work on throughout a year.  What have you been doing to work toward your goal?  How do you feel you are doing?

I had four students come see me for extra help today in preparation for tomorrow’s exam – they came bustling in with their snacks in between classes and the school basketball game.  They asked questions, helped each other, and worked away.  I love when the kids are that comfortable in my office, and it lets me know I am creating safe spaces for them in which to be themselves.

5) What else happened this month that you would like to share?

Saturday night was Nerd Prom aka the Math for America Fall Function, complete with aerial entertainment, decagonal menus, and a mayoral speech.  I said in my last post that November 2016 has not been my favorite month ever, but Saturday evening helped.  Thanks, Math for America!

 

Day in the Life: Professional Development?

Even without the students coming today, I was sleepless last night, wondering why I work in a job that fills me with so much anxiety.  Curriculum on which I have little input (despite appearances to the contrary), possible schedule from hell, a sinus headache from non-Tropical Storm Hermine – all these gnawed at my brain despite my efforts to visit my 160902013121-hermine-radar-2-large-169‘golden room’ in Vermont.  We received an email from our principal that the morning will be spent on team building activities with ‘colleagues we may not know,’ and a promise of a prize for the team completes some unspecified set of tasks.  Hmm- lesson in how to elicit appropriate motivation?

I got myself out of the house relatively on time, but managed to spill my oh-so-necessary Red Eye on the bus.  Yes, I was THAT person. img_9153-jpg But as I neared school, a pleasant sense of anticipation took hold of me (especially after I was able to replace the coffee at a Brooklyn College cafe) as I thought of all the people I was looking forward to seeing after the restful summer.  I stopped by the program office to say hi to former officemates who have become 40% administrators, checked in with my Assistant Principal, and made my way to the auditorium, ready to meet colleagues (in a school of 200 staff members, there are many people I don’t know well at all).

Although the morning passed pleasantly, our administration modeled how not to run an activity effectively, which was instructive.  I’m really not being as sarcastic as this sounds; let me describe what happened:

The faculty was divided into 17 groups, whose members were posted on 5 successive screens of a powerpoint being shown in the auditorium.  The groups were directed to stand in vague spots around the large room.  We were then directed to one of four locations (not by group number, but rather by pointing and waving by the principal.

The four activities were as follows: rotating volleyball matches, egg-balancing relay races (with pingpong balls), a school-wide scavenger hunt, and a Trivial Pursuit game.  And the announced prize for winning, by the way, was a Panera lunch, paid for out of the principal’s very own pocket (so he told us).

The success (or lack of failure) to this team-building exercise was due to the fact that the participants were teachers, and not students.  The goal of the activity was that we would get to know teachers from other departments, but there were no name tags or activities to facilitate this, and the rooms (particularly the gyms) were so noisy that conversation and downloadlearning names was difficult.  Still, it was a somewhat fun way to spend the morning, although I’m not sure what goal it accomplished.  And I did enjoy Trivial Pursuit, especially when I gleefully shared the answer to “What was the proper Laugh-In response to: “Say goodnight, Dick”?

We moved from school-wide bonding to departmental meetings, the major portion of which was spent (in my department, anyway) discussing the new universal grading policies.  The school is moving in a standards based grading direction, but the bulk of the language in the policies seems directed at allowing students to make up any work regardless of why it was missed.  I am conflicted here; I believe in giving students the chance to show me what they have learned, but I also deal with a lot of class cutters and punctuality-defiers.  Now, more than ever, I need to find ways to bring them into my classroom and keep them there.

We also covered the usual details: room assignments, technology (2 new Mac labs!!), reading IEPs, and observations.

The next hour was allocated to working on curriculum and alternative assessment tasks in subject teams, but the Algebra 2 team leader told us that she wasn’t going to work on anything today, and that she didn’t want to post her lesson plans in the department DropBox for fear of providing them to teachers who didn’t do any work.  She then told the Algebra 1 team leader that she would work with her later on the Algebra 2 pacing calendar.

And herein lies my frustration with my school.

I work in a large school with high standards (for half of their students) and a noteworthy history.  The school has a fairly efficient infrastructure which makes it easy for teachers to teach, and many teachers stay at the school through retirement.  A reasonable percentage of the teachers are alumni, and many attended Brooklyn College (across the street).  However, our top-heavy payroll results in large classes and few electives.  And there is definitely an in-group which runs things.

So a couple of points to sum up:

  • Despite my disappointment today, I know I have the respect of my Assistant Principal and many teachers in the department, and I have opportunity to push my teaching in the directions I think it needs to go.
  • Working in the public school system in New York City (or anywhere) is never perfect, and in fact, can be extremely difficult.  I’m lucky to work in the environment I do.
  • I’m glad I got the best professional development available this summer at Exeter and Twitter Math Camp, and continue to nourish myself through the online community and Math for America.

Reflection (This is part of the Day in the Life blogging project, and will appear in each post.)

1) Teachers make a lot of decisions throughout the day.  Sometimes we make so many it feels overwhelming.  When you think about today, what is a decision/teacher move you made that you are proud of?  What is one you are worried wasn’t ideal?

As this was a day of professional development, the moves I was making related to being a participant rather than teaching anyone.  I was energetic and enthusiastic during the team-building activities (except for volleyball, during which I took on supportive role), and worked to keep everyone engaged and involved during Trivial Pursuit.  I did my best to engage my content team leader despite her reluctance to work on our curriculum, asking questions and making suggestions.  My overall attitude returning to school was not ideal; rather than viewing the year as an opportunity to effect change for me, my students, and my school community, I walked in with a case of the ‘same old, same olds.’  I’m happy to say that this mood was dispelled by day’s end.

2) Every person’s life is full of highs and lows.  Share with us some of what that is like for a teacher.  What are you looking forward to?  What has been a challenge for you lately?

I am looking forward to seeing former students – they grow so much over the summer!  And I am excited to try some new instructional routines, like Number Talks and Contemplate then Calculate.  I am already planning Desmos-based activities for two days next week.  These same activities present challenges for me – I am nervous about executing them well, and continuing with them despite the beginning bumps I will definitely encounter.  Also, filtering out some of the brilliance I encounter every time I go on line – it’s great to observe and read about it, but accepting that I can’t do it all – I have trouble with that.  I have to keep remembering: You do you.  Thanks, Annie.

3) We are reminded constantly of how relational teaching is.  As teachers we work to build relationships with our coworkers and students.  Describe a relational moment you had with someone recently.

I reconnected with one of my favorite people at school this morning – Ms. R.  She is an English teacher, so we don’t interact professionally that often.  But we have a kindred spirit kind of relationship – when we met, we instantly recognized something in each other that felt comfortable and familiar.  As it happens, she is one of the Google Apps for Education Evangelists in our school (our principal just purchased a subscription), and in addition to post-summer catching up, we talked a lot of shop.  She will definitely be my go-to resource as I begin training. 

4) Teachers are always working on improving, and often have specific goals for things to work on throughout a year.  

I wrote all about my goals in my last post.  School begins tomorrow, but I am already planning specific steps for my first Contemplate then Calculate routine (#1TMCthing), and will incorporate a discussion of mindset and self-advocacy in my initial lessons.  And yesterday, I was recruiting participants for the Restorative Justice training.

fullsizerender5) What else happened this month that you would like to share?

Tomorrow the school year really begins, and then I’ll have more to share.  I’m hoping my new bullet journal keeps me well organized!

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geobarnett.com

 

Day in the Life – Jumping In

tumblr_oc2bxh8xDx1qlxdvro1_500This post is motivated by a number of things.  First and foremost, there are so many nuggets of brilliance that I’ve collected over the summer – at the Exeter conference, Twitter Math Camp and the concomitant recap blog posts – that I need to sift through and prioritize into concrete Goals for This Year, Hope I Can Try This Year, and Keep for Future Reference and Inspiration.  I will be meeting my fall term students in less than a week, and I’m struggling with bringing it all into sharp focus.  Writing will help [force] me to do that.

I’m also tremendously excited by the Day in The Life project being spearheaded by Tina Cardone.  The online community has nourished and supported me as a professional and as a person; our commonality and heterogeneity create a vibrant network of passionate educators I have yet to see duplicated elsewhere.

In my journal, I have underlined and starred this:

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How will I build relationships with students this year, and what norms of classroom culture and discourse do I want to see in my classroom?

  • I will begin the year with Name Tents as I have for the last three years.  I love them – they give me a chance to learn my students’ names and communicate individually with them right away.
  • I will let my students know a little bit about me through Ms. Menard in Numbers.
  • The students will begin to learn about cooperative work and discourse with and without words through the 100 Game and other activities (I’m thinking about Broken Circles, Personality Coordinates, and maybe even Math Human Bingo – I have 5 classes, so maybe I’ll try them all!).
  • The students will write mathographies and begin to express their own math identities.
  • Taking a cue from the amazing Sara Vanderwerf, we will go through the Top 10 Things Not to Ask Me About Your Calculator in my three sections of Algebra 2.  This activity will introduce the students to Desmos, familiarize them with some simple but critically important (and pain-saving) functions of the TI calculator, provide a model for note-taking model, and lay the groundwork for the independence and self-advocacy I expect.
  • Shamelessly borrowing from Sara yet again, I will use the open middle task How Great is Your Total? in my Discrete Math classes.  I love how this task has students challenging themselves and each other, and how it provides formative assessment on such a wide range of mathematical and social competencies.images
  • I will implement (as my #1TMCThing) the instructional routine Contemplate then Calculate which promotes collaborative problem-solving, and most important, growth mindset.

I want to fight the “I am Not A Math Person” mentality and promote equity in my classroom and school; much of my self-chosen professional development and reading focuses on this overarching goal.  I have a personal goal of breaking my silence in the face of racism I encounter at school (and elsewhere), asking questions, and reflecting honestly about my own biases.  I have a list of items to do/complete/achieve along these lines as well.

  • This fall, I will be co-facilitating a Professional Learning Team with Jose Vilson on Racially Relevant Pedagogy at Math for America.  Jose and I will also be co-facilitating a single session workshop to extend this conversation to the larger Math for America community.
  • I will be participating in Restorative Justice training through the NYC Department of Education.
  • I will advance my understanding of institutional racism and its historic roots in America by continuing to work my way through this reading list (did I mention the fabulous used book stores I visited daily while in Vermont last month?)

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After all of these very specific items, I still have the following items that I intend to appear in my classroom/teaching practice this year:

Most importantly, I want to hold on to the energy I gleaned from the myriad of inspiring teachers who spoke and shared at Twitter Math Camp this summer (pretty much everyone!).  Last year was a tough one personally, and I found myself counting days until I could rest and restore more than once. But the summer has been long and enriched, and this year, I want to count EVERY DAY as a day of development and learning for both my students and me.

Gotta go plan now…

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