Category Archives: Reflections

ILA Conference Bound and Stronger Confidence

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Moving, working in a new district, and returning to a previous grade level, this past 9 months have been too busy for blogging. I’ve enjoyed my year. As I look back, I consider areas of growth and new goals (later post). My greatest improvement is confidence in my purpose in teaching. Having stayed home while my children were young, I struggled with great guilt of the time teaching pulls away from family. We’ve all felt this at some point, but I had this lingering seed questioning if the toll was too much. There was no crashing epiphany. My students simply chipped away the doubt with every comment that I “made” them enjoy reading, a smile expressing pride in reaching a new milestone, or unspoken request for a needed hug. My family also reassured me along the way. I’ve come to terms that I am a teacher and a mom and I embrace both sides with a confidence that I am where I am meant to be.

Okay, that was my Mother’s Day reflection, now for the exciting news. Every year I treat myself to a teacher conference out of town, stay a night or two, and geek out over my new experiences. This year I am going big – the International Literacy Convention in Austin for 4 days. I registered early so when I signed up for Institute Day, I chose a topic without knowing who would serve as the workshop leaders. Creating Engaged and Attentive Readers and Writers: Texts and Tools That Change How Kids Read and Write is the title that hooked me into one of the added days. That’s a mouthful. Forward a couple of months when I decided to return to the site during idle moments of internet site jumping. Family members could hear shouts of glee from other rooms as I learned that Donalyn Miller, Stephanie Harvey, and Laurie Halse Anderson would be some of the speakers. It helped that surprises and Scholastic were mentioned as well. If you are not familiar with Ms. Anderson’s work, I recommend her book Fever 1793 – a favorite historical fiction of mine. She’s also written Seeds of America trilogy with a slightly more mature tone. On Literature Day, I will learn from a panel of 3 well known authors, then meet an additional 7 with books to take home. I chose the middle grades, ages 8 – 12. Some of the authors I’ll meet: Blue Baillet, Megan McDonald, and Jonathan Stokes. I was more familiar with the Early Readers group so I wanted to stretch myself.

Hurricane Harvey and What it Means in the Classroom

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Children are natural reporters; one of my daughters could hear a drop in tone from another room, stealthily positioning herself to soak up the concerns and interests of nearby adults. This is most children. So it should be no surprise to parents and teachers that our children have an interest in the results left behind by Hurricane Harvey and Hurricane Irma. How can we address this in the classroom? With age appropriate truth, compassion, and action. My favorite means is through the use of mentor books that share effects, yet also share the spirit of caring neighbors.

For younger elementary students, I recommend Marvelous Cornelius: Hurricane Katrina and the Spirit of New Orleans. This tale demonstrates one street sweeper’s spirit of community and strong work ethic to restore his hometown.

For older students, facts of how hurricanes work can be shared, alleviating fear through scientific knowledge.

Action can be as simple as sharing well wishes or thoughts on a classroom board, letters of encouragement, or a book from home to be sent to children affected by the storms.

My heart goes out to those affected by these natural disasters, as well as the fires on the west coast. Nature is to be respected for its beauty, as well as its strength, traits mirrored in the everyday citizens helping in the aftermath.

Prepping for a New Year

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Not having a classroom hasn’t stopped me for prepping for a new school year.  I’ve completely organized my TPT purchases into a categorized PowerPoint thanks to a template by Schroeder Shenanigans in 2nd.  Have you ever gone to plan, then realized later there was a file you had downloaded from TPT that would have been perfect, but it was lost in an abyss of resources?  I filled 92 pages – well including the category pages, but, wow, that is a lot.  I’ve also created a class set of Writing Resource folders, including a 7 page picture dictionary to aid students struggling with reading or new ESL learners.  This will supplement my word wall, color coded by subject, that will need to be revamped with a new job.  I’m up for the challenge – eager really.  This year I will focus on technology.  Though I use technology routinely such as Padlet, PeppleGo, Epic, NewELA, xtramath, etcetera, I’d like to utilize SeeSaw and Google products more extensively.  To this end, I’ve been doing some exploring through different educational web pages.  I’ve re-created my Parent Contact Information, which I used last year.  This is an incredible idea I found on Pinterest; no more illegible email addresses or phone numbers and it’s all congregated into one Excel style page.  I’ve also created a Google Form for reading assessments in case I teach Language Arts.  Again, it will be all documented for me in individual student folders for better individualized instruction.  Right now, I’m creating my own Symbaloo of recommended websites for parents to provide a fuller list.  Typically, I have a handful of links on my webpage and the grade level webpage.  Other than that, I’m working on small items: making sure my newsletter is ready minus the year expectations, placing Meet the Teacher items in a bucket, and preparing a new teacher planner.  It’s late in the summer, but the area here is growing rapidly so one can still hope for new classes to be needed.  I’m ready to share my passion for learning with a new group of students.  Regardless of the outcome, may all educators and staff have a fabulous 2017 – 2018 school year!

Here’s a link to my Google Form for a Reading Assessment.

My symbaloo is in the early stages, but here are two pictures from my TPT PowerPoint Organizer:

 

Latest Technology Finds

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This week I came across two teacher tech tools to use in the classroom.

First of all, I joined The 40 Hour Workweek Club earlier this month; it’s a year long cohort to learn more efficient teaching strategies.  No, I’m not hoping to reduce my hours to 40 hours per week, but I thought it would be helpful to learn more organization tips.  It seems that much of what we learn as teachers is through trial and error.  When I can use professional development to avoid pitfalls and improve my teaching in a collaborative manner, then I’m all in.  In the Club, we are beginning with planning and time management as a means to organize before school begins.  Angela Watson shares great resources to help with this.  What I wanted to find for time management was a paperless structure that I could easily access.  I tried Google Keep, then Google Sheets, then stumbled upon Trello, a software and app to manage tasks.  Guys, I can create task lists for home, school, lesson planning, project based learning, etcetera AND choose participants to join so it’s collaborative in real time.  Yes!  As far as the Workweek Club is concerned, I am receiving great value out of this program already.  The number of resources we are given is outstanding, plus the shared information comes in different formats so you can choose what works best for you.

Then proof that Facebook can sometimes be a valid use of time, I discovered classroomscreen.com.  I already use dailyalarms.com to manage our multiple reminders for transitions, but I can see using the timer for a quick write, partner discussion, or other use.  I usually use Online-Stopwatch.  However, I prefer that this screen has multiple tools incorporated into one page.  The traffic light could be used as a reminder during BAS assessments or one to one conferences as a visual for when it is appropriate to approach the teacher or not. It could be a gentle reminder for volume control, but I saw another app called Too Noisy that has incentives for volume control that I’m interested in if I have access to Ipads.  Another tool on the screen are the work symbols for volume expectations.  This might be a great visual at the front of the class if the screen is not being used for the lesson/activity.  There are other gadgets on the screen, but I’ve discussed the ones of personal interest.  Overall, I wanted to document this website so I can try it out this coming year.  Hopefully, it will evolve.

I love technology when it’s relevant and makes work easier.  If there is a more effective alternative, then I think we should teach the students to evaluate when and how to use technology.  We’re still in the infant stages of using technology in the classroom so we want to be careful to not use “a square peg in a round hole,” but use the right tool for the right job.

*I want to add this website: http://www.visnos.com/demos/clock because it’s an excellent interactive clock.  You can turn off the time, then check your answer.  I found it earlier this summer.

Get Your Teach On – Day 1 Review and Reflection

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Wow – I have met the energizer bunny in human form.  Hope King brings a dynamic presentation about bringing engagement into the classroom, as well as close reading, which is one of the main reasons I chose this workshop.  In addition to Hope, Wade King, her husband, and Amy Lemons of Step into Second Grade.  I don’t want to share too much – you can find the daily breakdown on the website Get Your Teach On as I linked earlier.  However, I have to tell any readers that may wander upon this blog that it was worth it.  I came away with several ideas, and fresh enthusiasm.  After giving our heart and efforts throughout a school year, isn’t this what we are often looking for beyond rest and relaxation?  (On this note, kayaking is in my near future, “Oh yeah!”)

There was so much information that I believe participants can come away with many varieties of strategies that differ from one another.  My takeaways?  To try to insert something different (or novel) every day and to add a smile.  I thought about this.  My students (actually I often call them my children – borrowed, but teachers understand what I mean) know I care about them and try to bring their interests into the room, but during today’s presentation I had to ask myself how often I am not smiling.  I like people.  I enjoy life.  Yet, I don’t think I’m walking through the day with a smile persistently on my face.  When I see someone in the hallway?  Yep.  When I greet or say good-bye?  Yep.  Well, that’s a small portion.  What about during lessons?  Certainly, when I share a great book or a new math game, but the students are seeing my face ALL day long.  I think that’s worthy of upping the smile quota so I’ll add it to my yearly goal.  By the way, the close reading presentation was exactly what I needed.  I can’t wait to implement what I’ve learned.

In addition to these ideas, we learned many new math games.  I look forward to incorporating these.  I’ve been researching more on Guided Math trying to decide if I would like to try rotations.  Right now, we have a number talk or CGI word problem, mini teach, whole class practice, partner or individual practice, then games to reinforce/review concepts.  During this time, I work in small group on concepts missed or number sense.  I’ve asked mentors to observe my lessons with good reviews, but I still have this feeling that I can improve it.

It was a fabulous day, which is ending in solitude in a hotel room.  Happy lady.  Review  for day 2 coming soon!

The Close and Start of a Chapter

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Yesterday I packed up my many belongings from my old classroom in preparation for a new chapter.  (My husband’s witty comment, “Get a job, you have too much for our house.” – all essential items of course).   It was definitely bittersweet.  Before working at this school, I volunteered in classrooms for many years: working with small groups to help those in need of more review or giving a lesson to provide the teacher with work time.  However, the level of professionalism, compassion, and dedication within this community was inspirational.   At the district level, we were encouraged to meet the individual needs of the whole child.  I liked feeling my support system was in sync with my own views on education.  At work, I appreciated an enjoyable atmosphere that felt like home away from home.  After all, we often spend enough time in our classrooms that we can sympathize with the young boy in Miss Malarkey Doesn’t Lives in Room 10.  Who else buys extra Community Coffee for the months September and May?

Beyond the experience I gained, it is the traits and philosophy mentioned that I wish to carry with me.  I was blessed with strong mentors and new friends, often friends who weren’t even on my grade level or vertical team.  It was a positive, friendly atmosphere.  Do I feel some anxiety about beginning in a fresh environment?  Absolutely, but I enjoy change.  I’ll miss my older kiddos dropping into the classroom for a quick hello before starting their school day or stopping to share a new success.    I’ll miss afternoon get-togethers, especially at Jack Allen’s.  Yet I’ll add more adventures, more tools, more relationships, more memories.  Instead of cheers, I’ll leave with a different toast because I am moving to an area with a strong German heritage:

Genieβe das Leben ständig!  Du bist länger tot als lebendig!

“Constantly enjoy life!  You are dead longer than you are alive!”

I like it; it’s quirky and funny with a good message.

Making Thinking Visible Chapter 3

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This chapter was pretty quick as it is just laying the structure of how the Thinking Routines are set up and why it was chosen this way.  My takeaway?  First, it reminds teachers that like any planning, you need to look at what specifically you wish to teach during planning in order to be more successful.  Though this felt redundant as I read this section, I have to admit I’ve been caught up in the flow of the year, trying to juggle everything that needs to be done, then needing to stop to remember the real reason I am in the classroom.  It’s not a string of activities; each hour is an opportunity to promote real growth.  I think all teachers need this reminder at some point, whether novice or veteran.

The thinking routines are set up under three categories to support the way we plan:  Introducing and Exploring, Synthesizing and Organizing, and Digging Deeper.  More explanation is given to thinking routines with the main idea being that the routines teach skills of thinking  that support and promote curiosity and true thought, that builds upon older ideas to give new learning.  This continues as real learning should come with new questions.  For some reason, the round “And the Green grass grew all around, and around, and the green grass grew all around,” rings in my head when I think of this.

When implemented properly, the skills will become intrinsic to use, teaching children how to learn.  Throw in kindness, respect, citizenship, self-discipline, and a passion to learn – a teacher can ask for no more.  🙂

My favorite quote from this chapter: “Through ongoing use of the routines, this idea that questions not only drive learning but also are outcomes of learning becomes embedded in the learning process.”

I love when children ask questions (with respect of course), some even that other teachers seem to find frustrating.  Their natural curiosity makes the day more interesting, and often entertaining.  It’s the children that keep me accountable.  The smallest comment reminds me why I teach such as a struggling reader who shares, “Mrs. Achée, last night I read just for fun!  Can I share the story with ____ today?”

 

Making Thinking Visible Chapter 2

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This chapter discusses the idea that students need to interact with material rather than superficially receiving information passively and how we can actively make the thought process visible. I was really struck with the challenge to not let thinking left to chance. As teachers, we must maintain the thought process as our immediate goal before the standards. Does this reduce the importance of standards? I don’t think so. The standards provide accountability that we are providing a well rounded, balanced education. However, my prime goal when I teach is to pass on the value of a good education, the joy of learning.

My favorite quote in this chapter is, “What messages am I sending through the opportunities I create for my students about what learning is and how learning happens?” (p. 29) I model my thoughts and specific learning strategies, but how I can further model learning? The book suggests not using canned questions. It is important to listen to the students, then respond with further questions that is a true response to the student. Then students will feel safe and less likely to give an answer that predicts what the teacher wants to hear. We are also modeling active, respectful listening.

Intentional Opportunities for Thinking
So we do not move through lessons in a blind hope that the students learn, there are several suggestions to make our own and students’ thoughts more visible in order to respond effectively.
1. Questioning – Rather than using a list of essential questions, though I think this is also a valid tool, the book suggests asking questions flexibly, in response to the students, by asking your own questions that arise genuinely. The students are learning through your modeling.
2. Constructing Understanding – When I read this section, I basically think it means to use good Essential Questions – concept related questions that ask the students to analyze and synthesize information.
3. Clarifying Thinking – At my old school we called this facilitating students’ ability to explain their thinking. The more practice students have this, especially if you create a respectful community, the more interactive, collaborative learning you have as students think about what they mean and feed off of each others’ ideas. I think this is the most valuable to teaching the skills for students to succeed within a community – the ability to think, communicate thoughts, respect other viewpoints, contribute, and collaborate.

Practical Ideas
1. Provide specific praise verbalizing thinking strategies used. “I like the way you used your background knowledge to…”
2. When we…, When I read…, I was wondering (modeling own interest)
3. See/Think/Wonder (I’ve used this – like it)
4. What makes you say that? Can you explain that in a different way?
5. Sharing documentation from class discussions with peers to search for misconceptions

Making Thinking Visible Self Study

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This past year, I took math professional development courses to round out my training. However, a huge desire has been to study Making Thinking Visible

    by Ron Ritchart, Mark Church, and Karin Morrison. When I glance through the book, I find that I use many of these strategies, but I’m always looking to improve how I can realize what the students are thinking and comprehending. How can I share my own thoughts to spark engaged thought? We use lots of post-its to share with others in my classroom; they’re kind of a favorite. In stores, I stop to see what new ideas can be found in this department – crazy or just the sign of a teacher? It’s an easy strategy to let students collaborate, showing not only their ideas, but their questions too. So my plan is to document my reflections, chapter by chapter on this blog, so I can return to see what stands, what passes, and what changes.

    Chapter One “Unpacking Thinking”
    In chapter one, we as teachers are challenged to understand thinking as the goal rather than the process to achieve a different goal. “Research into understanding…indicates that understanding is not a precursor to application, analysis, evaluating, and creating but a result of it.” Understanding comes through thinking about our observations,conversations, and actions.

    Connections
    One way I’ve used this in the classroom is through book clubs and KWHL charts. Students independently write or draw about what they’ve read by choosing from a list of reading prompts or through specific questions, then come together as a group to share what they thought, noticed, and felt about each chapter. I could see their thoughts in their Book Club Folders, but what I hope to gain from this book is how to improve upon this. I’ve used SeeSaw in the classroom. Perhaps I could incorporate SeeSaw into the weekly discussion or into one of their prompts such as allowing one question to be answered via voice recording.

    Authentic, Critical Thought
    Chapter one also questions what type of engagement is happening within the classrooms. Is it authentic to what real life. As an example, is the writing what real writers would be doing? Then it expands this idea to question how thinking is being applied to these activities. I feel I am doing fairly well here; it’s an area where I receive good review, however there’s always room for improvement. It states that students should be describing, interpreting, reasoning, connecting, comparing, considering multiple perspectives, and forming conclusions. I tend to ask a lot of questions to create critical thinking, but it’s usually spur of the moment. Can I be more intentional with my questions, including them more often within my lesson plans (I do this, but could use more). Absolutely. Each year I type of goals for myself. Goal #1 2017 -2018 Include the Essential Questions within your lesson plans if not already there.

    Conclusion
    The chapter ends with discussing using concept maps within the classroom as a starting point in teaching students to be aware of of their thinking, gaining strategies to deepen understanding. The idea of making thoughts visible is not only for the students, but also to make our thoughts more visible to the students. I’m very excited to learn through this book study.

    Practical Ideas
    Questions with Depth and Complexity
    Concept Maps

    Below is the list we used for Reading Response Stems in second grade this past year. We shortened it to 50 prompts, then students could choose a prompt daily to discuss with a small group at the end of the week.

    100_Reader_Response_PROMPTS (1) (1)-1o1j3br

Does Your Curriculum Match Your State Standards?

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“Becoming a Better Storyteller” is the name of a video with Graham Fletcher, math education specialist, speaking about how presentation of math matters. He explains that math is a story, and like any story that is “read” aloud, the listener can be interested or wish to escape. Within this idea, he discusses the content we are teaching. As we work day to day, are we intentionally matching our curriculum to state standards?

Interested, even intimidated, I checked the state standards for second grade math. I found a few TEKS which gave me food for thought. One, was the word estimation in 2.1C (Texas Y’all): (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. You see, I’ve been told a couple of times that estimation is not a current standard for second grade, so it wasn’t included in my lessons this past year. We talked about what is reasonable when problem-solving so I hit the idea indirectly, but here it is: estimation as an appropriate tool that 2nd graders need. What does this mean for me? Well, estimation will be a purposeful part of my year.

Another TEK wasn’t exactly surprising, but the language shows I need to teach at a deeper level. Listen to this: 2.1G (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. In our grade level teams, we talk throughout the year about facilitating experiences to give students the skills to explain their thinking using correct vocabulary, but it’s the words justify and argue that I find appealing. Here’s a great avenue to teach respectful discourse, team work, to defend or revise your ideas when there is disagreement. What a strong concept! I hope to highlight this TEK within our team discussions to deepen the relevance of our number talks. I highly encourage anyone reading this to listen to the linked video, then take a closer look at your state standards. It’s an eye opener that can only help you as an educator.