Intensity
intensity with the field
intensity with rigor in learning tasks
intensity with management
Love
love with fierceness
love everyday for every child
love for the field
Mindfulness
mindfulness of students and their families
mindfulness of staff and our interconnectedness
mindfulness of time, priorities, progress
Monday, September 15, 2014
Feedback and Progress
I had an great conversation with a friend of mine this weekend. She was a secondary English teacher. She was telling me about her experience and how she would not be able to live her life after work hours because she needed to provide meaningful and full feedback to all 100 of her high school students' essays.
It got me thinking about feedback and how it looks in my classroom.
Feedback for me means that students are aware of their strengths and their areas of growth in their work. Feedback exists for all content areas, but I'll speak to writing as it permeates through all of our content areas.
Feedback on writing means that students can identify their progress. It doesn't mean the very well known red-pen syndrome of marking every misspelled word or grammatically incorrect phrase. It means that students understand their work, understand what they are trying to communicate, and can identify where they could be more clear, concise, descriptive, etc.
During writer's workshop, I conference with my students at least twice a week on their work. It isn't a time for me to tear up their paper. It is a time for them to explain to me the direction of their piece and their decision for doing so. I can clarify, ask questions, point them in the direction of a mentor text, or I can direct them to another peer for feedback.
I do believe that feedback can look like this in any classroom of any age. I also know that it is impossible for me to "grade" every piece of writing a student produces in my class. They simply write so much that I cannot read all of it. I think there is something powerful for students to have written pieces they continue to work on privately rather than have me read through all pieces with feedback.
It got me thinking about feedback and how it looks in my classroom.
Feedback for me means that students are aware of their strengths and their areas of growth in their work. Feedback exists for all content areas, but I'll speak to writing as it permeates through all of our content areas.
Feedback on writing means that students can identify their progress. It doesn't mean the very well known red-pen syndrome of marking every misspelled word or grammatically incorrect phrase. It means that students understand their work, understand what they are trying to communicate, and can identify where they could be more clear, concise, descriptive, etc.
During writer's workshop, I conference with my students at least twice a week on their work. It isn't a time for me to tear up their paper. It is a time for them to explain to me the direction of their piece and their decision for doing so. I can clarify, ask questions, point them in the direction of a mentor text, or I can direct them to another peer for feedback.
I do believe that feedback can look like this in any classroom of any age. I also know that it is impossible for me to "grade" every piece of writing a student produces in my class. They simply write so much that I cannot read all of it. I think there is something powerful for students to have written pieces they continue to work on privately rather than have me read through all pieces with feedback.
EdTech
Google Chromebooks
iPads
iTouches
Google Drive
Google Classroom
Edmodo - Staff PD and for student use
I won't rank them, as I don't feel like I have explored each of these edtech tools equally. My goal is to utilize some of these tools more regularly this year. I also hope to combine sources and teach students how to use the technology as a whole rather than by each part. Students this year are going strong - started with Chromebooks on Day 1. They have interacted with our CBs everyday for the last 10 days of school and I hope that this will help them become more fluent with the use of these tools before I bring them to using the tools for deep learning.
iPads
iTouches
Google Drive
Google Classroom
Edmodo - Staff PD and for student use
I won't rank them, as I don't feel like I have explored each of these edtech tools equally. My goal is to utilize some of these tools more regularly this year. I also hope to combine sources and teach students how to use the technology as a whole rather than by each part. Students this year are going strong - started with Chromebooks on Day 1. They have interacted with our CBs everyday for the last 10 days of school and I hope that this will help them become more fluent with the use of these tools before I bring them to using the tools for deep learning.
Friday, September 12, 2014
A Five Year Plan
My long term goal in teaching is to always be learning. Teaching is a thrill - ups, downs, all arounds, challenges, achievement, happiness, laughter, mistakes, failures, strengths, weaknesses. I want teaching to always be a part of my life that I love and struggle with. I believe that through struggle, you learn. You get better and you know more. I hope in five years, my teaching will reflect what my students need to grow and become globally aware citizens. I hope that I bend with them and that I have opportunities to train and learn how to best grow leaders and community members from my classes. In five years I hope to be more comfortable in my own skin. In my fourth year of teaching, I have progressed but I still feel like I could have a stronger foundation at my feet. I want to learn more about myself as an educator and see how that interacts and bridges to myself as a person. I'd like to think that I can reach out to the community and the school families more. I have built relationships but they can deepen.
In five years, my first class (kinders) will be entering high school. I'd like to know how they are doing and if they are thriving in their lives.
In five years, my first class (kinders) will be entering high school. I'd like to know how they are doing and if they are thriving in their lives.
Thursday, September 11, 2014
Moments
Moments: small and fierce
A huge asset to this profession is that everyday is vastly different, yet the same. Here are a few special moments I love about my day.
A huge asset to this profession is that everyday is vastly different, yet the same. Here are a few special moments I love about my day.
The Sunrise Moment
 |
| Sunrise and the 1st Day of School 2013 |
When you get to school so early and prep prep prep. Coffee's warm, dark and cool, silence, and anticipation. And then you pull the blinds open to see the sun coming up on what will be another beautiful day.
The New Moment
 |
| Mission Trails Visitor Center Library 2014 |
When you get to explore something or someplace new with your students. It is most powerful, having teachers and students learn hand in hand, trail by trail, mountain by mountain.
The Friends Moment
 |
| Lauren and I - my first SDGVA class is now in her current 4th grade class! |
When you get to know others so well, with the most powerful shared experience of teaching. Making friendships based on trust, love, and kindness.
Wednesday, September 10, 2014
5 to 1
5 Random Facts
I once had a pet pig. His name was Hamlet.
I stress bake.
I was a board diver.
Barista for five years.
A friend of fifteen years, now is my fiance.
4 Bucket List Items
Live in Europe.
Be a risktaker. In all parts of life.
Take a backpacking trip.
Ph.D.
3 Hopes
To always work where students come first.
To be an activist in the education and global field.
To retire feeling accomplished.
2 Moments
"I wish you could be my stepmom."
"Target smells like porn."
1Wish
I'm really not that intense.
Really.
No, seriously.
I'm not intense. -_-
I once had a pet pig. His name was Hamlet.
I stress bake.
I was a board diver.
Barista for five years.
A friend of fifteen years, now is my fiance.
4 Bucket List Items
Live in Europe.
Be a risktaker. In all parts of life.
Take a backpacking trip.
Ph.D.
3 Hopes
To always work where students come first.
To be an activist in the education and global field.
To retire feeling accomplished.
2 Moments
"I wish you could be my stepmom."
"Target smells like porn."
1Wish
I'm really not that intense.
Really.
No, seriously.
I'm not intense. -_-
Tuesday, September 9, 2014
An Accomplishment: D.T.
A student of mine last year was faced with past years of teachers telling him he would never learn to read appropriately. It has been a year, and no matter his DRA level or his reading standardized testing scores, the boy has learned to love to read. He reads all the time now, searching for more ways to tap into knowledge, add to his current knowledge, and to improve himself. His resiliency inspires me and I hope that I will continue to inspire him to love himself as a learner. A true learner, leader, and young advocate.
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