Blog: What theory, discussion and/or application from this course most impacts your ongoing action research project?
Backwards design is the number one impact on my life in teaching, and my action research project. The ARP gradually changes every cycle because I have found myself changing. My views have been changing in respect to what I value as a teacher and what I feel my students should learn.
While I have always known that backwards design existed (recent teacher ed. graduate), I rarely found time to spend on it. Teaching can be a whirlwind, and it's important to create a list of how and what is important to you in your practice. It's just that: a practice. We must change and design our curriculum to suit our student needs.
The second most important piece that I value is using differentiated instruction. I currently use it in my classroom and daily routines, but I really see value in differentiating in my ARP. Students are exploring how to use the Internet in relation to web searches and I think that my student pairings and expectations are different per pair. Some need additional attention, but in all, I expect that all students will understand my essential questions (or in this case, research questions).
Friday, April 11, 2008
Sunday, April 6, 2008
Power Mentoring w/Jen Part 4
An update on my and Jen's mentoring relationship. We've talked casually recently and wanted to post her recent needs as I remember them. We also have dinner planned for this week to discuss these items even further and also catch up as friends (because that's also very important!).
Jen is concerned about making new teacher friends that she "clicks" with at her new school location. Being the department chair at her current high school, she was part in the hiring process and quickly found connections with her apprentice teachers. She was also a support provider in BTSA -- the beginning teacher program required for year 1 and year 2 teachers in California. It is nice to have friends in the department you work in, and I understand Jen's concern there. We can somewhat relate to this issue as I am working at a school that I could leave tomorrow with now holds if required. I love my students and the parents and administration is supportive, but the teachers aren't the most friendly. They don't go above and beyond in their jobs and the parking lot is often empty before 4:00 on any given day. I can barely get students out of the classroom and the last straggling tutoring my students request before most teachers are off into the sunset. So, I understand and we had a great connecting conversation.
One of the other concerns she brought to my attention through her transition was learning to deal with what parents bring. It's a difficult task to figure out proper ways to approach phonecalls, emails, etc. Coming from a school where the demographics include many students who aren't legal residents (hence the parents are not complaining out of safety) and the majority of parents who are uneducated, not bilingual, and not involved, there is a great concern for the abrupt change. To this concern, I can relate completely. This was one of the main reasons why I selected Jen as my mentee because she is in need of assistance on the very thing I had such a learning curve on just a couple years ago. I am better versed now. A friend of mine substitute teaches at my school and her husband is a high school math teacher at the school Jen will be switching to. They will be in the same department and have taught at the same starting school. Given their similiar connections, I was able to speak with that teachers wife about his transition and to offer some advice for Jen. The wife, Julie, mentioned that she is excited Jen will be jumping into their group and that it was a struggle to watch students feel so "privileged" at this new "elite" high school as opposed to the one both of them starting their teaching careers in. It's trying at first, but he has been there now for over 25 years so he obviously warmed up to the student population. The important thing to note is that although it's an affluent area, there are students from all over and not all of them have a supportive family and background. Struggle can be found everywhere and we all have the same basic needs to be loved and appreciated.
Those were some heavy topics. More to come on Thursday/Friday.
Jen is concerned about making new teacher friends that she "clicks" with at her new school location. Being the department chair at her current high school, she was part in the hiring process and quickly found connections with her apprentice teachers. She was also a support provider in BTSA -- the beginning teacher program required for year 1 and year 2 teachers in California. It is nice to have friends in the department you work in, and I understand Jen's concern there. We can somewhat relate to this issue as I am working at a school that I could leave tomorrow with now holds if required. I love my students and the parents and administration is supportive, but the teachers aren't the most friendly. They don't go above and beyond in their jobs and the parking lot is often empty before 4:00 on any given day. I can barely get students out of the classroom and the last straggling tutoring my students request before most teachers are off into the sunset. So, I understand and we had a great connecting conversation.
One of the other concerns she brought to my attention through her transition was learning to deal with what parents bring. It's a difficult task to figure out proper ways to approach phonecalls, emails, etc. Coming from a school where the demographics include many students who aren't legal residents (hence the parents are not complaining out of safety) and the majority of parents who are uneducated, not bilingual, and not involved, there is a great concern for the abrupt change. To this concern, I can relate completely. This was one of the main reasons why I selected Jen as my mentee because she is in need of assistance on the very thing I had such a learning curve on just a couple years ago. I am better versed now. A friend of mine substitute teaches at my school and her husband is a high school math teacher at the school Jen will be switching to. They will be in the same department and have taught at the same starting school. Given their similiar connections, I was able to speak with that teachers wife about his transition and to offer some advice for Jen. The wife, Julie, mentioned that she is excited Jen will be jumping into their group and that it was a struggle to watch students feel so "privileged" at this new "elite" high school as opposed to the one both of them starting their teaching careers in. It's trying at first, but he has been there now for over 25 years so he obviously warmed up to the student population. The important thing to note is that although it's an affluent area, there are students from all over and not all of them have a supportive family and background. Struggle can be found everywhere and we all have the same basic needs to be loved and appreciated.
Those were some heavy topics. More to come on Thursday/Friday.
EDC 665 - Week 13 Blog
In your current professional environment, how are educational experiences or programs assessed? Is the evidence collected from the assessment used to inform change? Why or why not do you think this occurs?
In my current professional environment, the educational experiences and programs are assessed in a few ways; as a school team, as an individual teacher, and at the district level. In our school district, we use PLC's (professional learning communities) where our teachers run the show and discuss progams and all educational experiences that affect our students in a wide setting with everyone involved, in grade level meetings, and in cross-grade level meetings. The universality of the prorgam is fantastic. We created norms to follow when in attendance and we follow up with major events regularly to assure what we are implementing is valid and necessary. For example, we have used PLC's to determine how money should be spent on our supplies, music program, Gifted Students, Physical Education, etc. Teachers are the first to have a say at school decisions and how we run specific programs unique to our site.
As an individual teacher, I am responsible for creating educational experiences for my students and I am lucky to have a school administrator and district that allows individual teachers the luxury of creating these experiences. Within my classroom, as long as I am supportive to my fellow team members (other teachers) and teach the standards, I can teach freely. I am not expected to jump through any hoops within the classroom. Because of this luxury, I have free reign to expose my students to fabulous programs. For example, I love teaching language arts with chapter books to my fourth graders. They equally love the non-scripted approach and flexibility to read a book they had a say in selecting. The point is to get them reading... not to teach them to dislike it!
At the district level, many decisions are made about programs that are out of our control... usually tying somewhere with money. For example, some years we have instructional vocal music and some years we do not. We don't have a P.E. program but we certainly teach our own students all because the money was not available. Professional development is incredibly helpful but we don't receive a lot of funding based on our demographics and location.
Evidence from assessments are absolutely used to inform change. If a program is not working and the outcomes are not the expected outcomes, or outcomes we didn't expect but showing growth, we are quick to re-group and change route. Teaching and school districts must be about change. If they are not, the growth will not be seen in the consumers (students). Given our actual assessment data, we saw a need for increased writing support. Our district and school adopted the Lucy Calkin's program of writing and is now training teachers in this fashion. It has been a huge success. On another note, conceptual understanding and problem solving is a huge push in math this year. I was on the CUPS committee and saw little value in the program. While the concepts are certainly important to review, it was not a good use of money and needed to be re-worked. The outcomes and assessment did not produce good results, thus informing the much needed change. I think that our district and school site uses assessment to inform change because time is not only of the essence, but it is the responsibility of an educational institution to support their students in the greatest possible way while being respective of the tax dollars they are spending. While corruption and disagreements can arise, it seems to be a fluid process within our district and I am proud to have a teaching position in the midst of great and conscious change.
In my current professional environment, the educational experiences and programs are assessed in a few ways; as a school team, as an individual teacher, and at the district level. In our school district, we use PLC's (professional learning communities) where our teachers run the show and discuss progams and all educational experiences that affect our students in a wide setting with everyone involved, in grade level meetings, and in cross-grade level meetings. The universality of the prorgam is fantastic. We created norms to follow when in attendance and we follow up with major events regularly to assure what we are implementing is valid and necessary. For example, we have used PLC's to determine how money should be spent on our supplies, music program, Gifted Students, Physical Education, etc. Teachers are the first to have a say at school decisions and how we run specific programs unique to our site.
As an individual teacher, I am responsible for creating educational experiences for my students and I am lucky to have a school administrator and district that allows individual teachers the luxury of creating these experiences. Within my classroom, as long as I am supportive to my fellow team members (other teachers) and teach the standards, I can teach freely. I am not expected to jump through any hoops within the classroom. Because of this luxury, I have free reign to expose my students to fabulous programs. For example, I love teaching language arts with chapter books to my fourth graders. They equally love the non-scripted approach and flexibility to read a book they had a say in selecting. The point is to get them reading... not to teach them to dislike it!
At the district level, many decisions are made about programs that are out of our control... usually tying somewhere with money. For example, some years we have instructional vocal music and some years we do not. We don't have a P.E. program but we certainly teach our own students all because the money was not available. Professional development is incredibly helpful but we don't receive a lot of funding based on our demographics and location.
Evidence from assessments are absolutely used to inform change. If a program is not working and the outcomes are not the expected outcomes, or outcomes we didn't expect but showing growth, we are quick to re-group and change route. Teaching and school districts must be about change. If they are not, the growth will not be seen in the consumers (students). Given our actual assessment data, we saw a need for increased writing support. Our district and school adopted the Lucy Calkin's program of writing and is now training teachers in this fashion. It has been a huge success. On another note, conceptual understanding and problem solving is a huge push in math this year. I was on the CUPS committee and saw little value in the program. While the concepts are certainly important to review, it was not a good use of money and needed to be re-worked. The outcomes and assessment did not produce good results, thus informing the much needed change. I think that our district and school site uses assessment to inform change because time is not only of the essence, but it is the responsibility of an educational institution to support their students in the greatest possible way while being respective of the tax dollars they are spending. While corruption and disagreements can arise, it seems to be a fluid process within our district and I am proud to have a teaching position in the midst of great and conscious change.
Wednesday, March 19, 2008
Power Mentoring w/Jen Part 3
The recent mentor meeting I had with Jen went well. We brought out another concern she was having that was making her anxious about her upcoming switch to the new high school.
I was sort of surprised by her concern this time, but understand how she might be feeling in this regard. Jen has worked in this lower-income area for 6 years now, the duration of her teaching career. In this time, she has built a great deal of relationships and fears that leaving with make her feel the "baggage" as she referred to it, of betrayal. She will feel guilty, essentially, for leaving behind what needs more attention and care for something that may come easier to her.
While she is not leaving to get away from the kids she works with, the administration is trying on her. She has gone through multiple administrators and superintendants that most teachers in their 6th year should and do not have to endure. The district is disorganized and seems to be fraying at the seams.
We discussed how she can still involve herself in collaboration with other teachers from the school and possibly still have a foot in the door for assistance, or relationships with students who really value her as a mentor. A bit of "pay it forward" mentoring, if you will.
I brought some thoughts to her about my insecurities with my job future. We talked about ways to market myself and how I may best show my assets to other districts if they time arises where this may occur. She is really supportive and gave me great interview tips that she's used in the past too.
I was sort of surprised by her concern this time, but understand how she might be feeling in this regard. Jen has worked in this lower-income area for 6 years now, the duration of her teaching career. In this time, she has built a great deal of relationships and fears that leaving with make her feel the "baggage" as she referred to it, of betrayal. She will feel guilty, essentially, for leaving behind what needs more attention and care for something that may come easier to her.
While she is not leaving to get away from the kids she works with, the administration is trying on her. She has gone through multiple administrators and superintendants that most teachers in their 6th year should and do not have to endure. The district is disorganized and seems to be fraying at the seams.
We discussed how she can still involve herself in collaboration with other teachers from the school and possibly still have a foot in the door for assistance, or relationships with students who really value her as a mentor. A bit of "pay it forward" mentoring, if you will.
I brought some thoughts to her about my insecurities with my job future. We talked about ways to market myself and how I may best show my assets to other districts if they time arises where this may occur. She is really supportive and gave me great interview tips that she's used in the past too.
Wednesday, March 12, 2008
Power Mentoring w/Jen Part Deux (really 3... but can't remember the 1st title)
Jen and I have been really busy and she's been out of town (oh life!) but she shot me an email and we've conversed about a few things going down in our lives. Here's the summary:
Another concern on the horizon is learning how to deal with a new kind of student. Many non-educators probably haven't experienced this dynamic... but when the demographics, area, languages change, so do the students. The needs and difficulties of students in the projects are far different than the tragedies seen in Beverly Hills. Jen is going from an urban school to a school with a mixture of both urban kids and yuppies. It's not to the extreme, but it's certainly a change. Now, parents will speak English (no parents did previously) and are involved. It may also be difficult for Jen to see how to meet these needs because they are so diverse.
I feel a connection to this because I have experienced working/volunteering at a variety of schools recently and seeing the dynamic change. The major connection I bring to the table when lending a helping hand and mentoring in this situation is knowing HOW to deal with the "other" demographic that Jen is not as familiar with. I understand much of what parents are looking for and I have coping strategies for parents who are ultra-needy. She may even run into parents who are doing the homework for the students and then in class the child is failing... it definitely happens.
The great news is that I will be moving in July directly across the street from the high school she is going to be teaching at. I can maintain our mentoring relationship until the framework has been set.
Other than that, she has been incredibly busy as have I. All is well!
Another concern on the horizon is learning how to deal with a new kind of student. Many non-educators probably haven't experienced this dynamic... but when the demographics, area, languages change, so do the students. The needs and difficulties of students in the projects are far different than the tragedies seen in Beverly Hills. Jen is going from an urban school to a school with a mixture of both urban kids and yuppies. It's not to the extreme, but it's certainly a change. Now, parents will speak English (no parents did previously) and are involved. It may also be difficult for Jen to see how to meet these needs because they are so diverse.
I feel a connection to this because I have experienced working/volunteering at a variety of schools recently and seeing the dynamic change. The major connection I bring to the table when lending a helping hand and mentoring in this situation is knowing HOW to deal with the "other" demographic that Jen is not as familiar with. I understand much of what parents are looking for and I have coping strategies for parents who are ultra-needy. She may even run into parents who are doing the homework for the students and then in class the child is failing... it definitely happens.
The great news is that I will be moving in July directly across the street from the high school she is going to be teaching at. I can maintain our mentoring relationship until the framework has been set.
Other than that, she has been incredibly busy as have I. All is well!
Thursday, March 6, 2008
EDC 665 - Week 9 Blog
From your experience in OMET thus far, what design practice has resonated with you the most? Why?
The design practice that has resonated with me the most through OMET is creating learning experiences (or "adventures") that really make an impact on your learning. That sounded vague... but my explanation is here:
I believe that creating learning experiences for anyone that allows them to be active in their learning is key. Regardless of how the plan is set up, the curriculum should be taught with activity involved. For example, I was teaching about the gold rush yesterday and we were discussing how strenuous working as a gold miner must have been. We all got out of our chairs, and tried to pan for gold as long as we could before our legs and backs started to ache. While it was a silly simulation, my students really won't forget the laborious work the 49'ers went through.
Group projects are also fantastic for students to be engaged in. Students teach each other an incredible amount. My favorite example of this is teaching math. I teach an advanced group of students and I love hearing them talk about math with one another. One student asks how their partner got the answer they did and the learning begins. "I changed the 6(6) to 6x because I was trying to show that it will cost 6 dollars for any amount of weeks, and x can stand for the number of weeks..." etc. Especially in math I value learning experiences that are rich in explanation such as these.
The design practice that has resonated with me the most through OMET is creating learning experiences (or "adventures") that really make an impact on your learning. That sounded vague... but my explanation is here:
I believe that creating learning experiences for anyone that allows them to be active in their learning is key. Regardless of how the plan is set up, the curriculum should be taught with activity involved. For example, I was teaching about the gold rush yesterday and we were discussing how strenuous working as a gold miner must have been. We all got out of our chairs, and tried to pan for gold as long as we could before our legs and backs started to ache. While it was a silly simulation, my students really won't forget the laborious work the 49'ers went through.
Group projects are also fantastic for students to be engaged in. Students teach each other an incredible amount. My favorite example of this is teaching math. I teach an advanced group of students and I love hearing them talk about math with one another. One student asks how their partner got the answer they did and the learning begins. "I changed the 6(6) to 6x because I was trying to show that it will cost 6 dollars for any amount of weeks, and x can stand for the number of weeks..." etc. Especially in math I value learning experiences that are rich in explanation such as these.
Sunday, March 2, 2008
Power Mentoring w/Jen
Jen and I have been in contact through emails and phone recently about some of the apprehensions she is having. We are planning to set up another lunch/dinner date soon to discuss some options and coping strategies to the following voiced concerns:
- Making new friends at a new high school -- being in a new environment is not always the same. Especially in a new school, dynamics can be incredibly different from school to school.
I am feeling this same thing right now at my current school. Having recently changed grade levels, my team is different than last year. In addition, it appears that the school I teach at is going to through one of those changing transitions where people are stuck in a rut, negative, over-worked, busy with young families and the unity that used to exist is void.
Another thing Jen mentioned that she is nervous about with the new transition is:
- Not beginning Young Life ministry right away. Young Life is a Christian-based organization that Jen has been a leader through (it's done through high school kids with teachers who act as leaders one night a week for "club") her entire teaching career thus far.
My fiance and Jen were both Young Life leaders for a couple years together and with this new school change, Jen will be ending her current school's YL leadership (and kids/fellow leaders/friends/support group) position. She likely hopes to be involved in YL in the future at her new school but must first get started, create connections with kids (that's how success in YL can exist) and find out how to start up club with the new kid base. Leaving behind a beginning is always difficult. In addition, myself and my fiance are fans of YL and how they work to bring kids to experience a faith. We will be looking into working as leaders as well with Jen when she is more established at her new school scene. We are hoping to live close to the high school which would make developing relationships with high school kids easy. :)
These are two main concerns Jen is facing right now and I obviously hold a bond with these two concerns. These are not the only two concerns, but we are taking the concerns in chunks as to work through them without a sense of overwhelmingness.
Dinner/lunch soon as our power mentoring relationship continues!
Sunday, February 24, 2008
EDC 665 - Week 8 Blog
In your ARP, are your learners engaged in their learning? Why or why not?
My students are engaged in their learning through my Action Research Project. As a matter of fact, it is entirely designed around their learning and make their experiences connect to information they have learned in class.
My students are given "scavenger hunts" with their partners for my cycle #2 and are sent to explore areas of the Internet. Most of the questions are to be found out by researching and many are open-ended. The great thing about them researching is that it relates entirely to what they are learning, or have learned in class.
I've also noticed that many of my students haven't been given the tools to be good researchers before. They've never figured out how to find interesting information online that is not drab like a textbook. I am hoping that given their inherent curiosity for learning, that they may not be turned off by textbooks and discoveries when they can find very cool things just by researching. I also want them to see that it can be done by them... even at 9-11 years of age.
I've recently sent them on discoveries (my hands off, I walk around to make sure content is appropriate on screens and answer questions both partners cannot figure out together) to solve math problems using Google, decrease search results by doing advanced searches on volcanoes, narrowing down their resources by searching Google images to find out information, cracking the code on true and fake websites, and the list continues. They've even been using del.icio.us and have recently begun using our class blog to blog about their learning, comment, and show others great things they have discovered.
My hope in the future is to get them involved in webquests and become experlike novices of researching on the web!
So far... it's all hands on. I love it!
My students are engaged in their learning through my Action Research Project. As a matter of fact, it is entirely designed around their learning and make their experiences connect to information they have learned in class.
My students are given "scavenger hunts" with their partners for my cycle #2 and are sent to explore areas of the Internet. Most of the questions are to be found out by researching and many are open-ended. The great thing about them researching is that it relates entirely to what they are learning, or have learned in class.
I've also noticed that many of my students haven't been given the tools to be good researchers before. They've never figured out how to find interesting information online that is not drab like a textbook. I am hoping that given their inherent curiosity for learning, that they may not be turned off by textbooks and discoveries when they can find very cool things just by researching. I also want them to see that it can be done by them... even at 9-11 years of age.
I've recently sent them on discoveries (my hands off, I walk around to make sure content is appropriate on screens and answer questions both partners cannot figure out together) to solve math problems using Google, decrease search results by doing advanced searches on volcanoes, narrowing down their resources by searching Google images to find out information, cracking the code on true and fake websites, and the list continues. They've even been using del.icio.us and have recently begun using our class blog to blog about their learning, comment, and show others great things they have discovered.
My hope in the future is to get them involved in webquests and become experlike novices of researching on the web!
So far... it's all hands on. I love it!
Saturday, February 23, 2008
Mentoring Movie -- The Princess Diaries
Upon recommendation, I just watched The Princess Diaries for the first time. I was told it would be a great mentoring film to use as my example for Paul's class.
As I was watching, I was under the impression that although the Queen (Julie Andrews) would be an obvious mentor for Mia (Anne Hathaway), I believe her best friend Lilly (Heather Matarazzo) and the security guard and the Queen's love interest Joe (Hector Elizando) make better mentors. I do believe that the Queen had some mentoring moments... but Mia and Joe stand out more vividly as mentors.
Lilly spends time expressing to Mia that she could make a difference by being a princess rather than giving up. Lilly's main expression to Mia was that of voice. Lilly was a "hippie" child who wanted to make a difference in the world but felt her voice was weak. She encouraged her friend Mia, and Mia supported Lilly.
Joe quoted Eleanor Roosevelt in saying, "No one can make you feel inferior unless you consent" -- to Mia when she felt embarrassed and upset about her new look and her friend Lilly's jealous remarks. Joe also encouraged Mia often and commented on her being fit for her princess role.
Mia counted on these two individuals and also made them proud and respected them throughout the movie. The queen became more of a mentor and less of a coach toward the middle of the movie. Initially, the Queen was more of a coach. The day she finally allowed the dual mentorship to take place was when she cancelled her appointments to allow "her granddaughter to show her around San Francisco." At that point, the Queen learned from Mia how to remember being young and carefree and how not to take herself so seriously. The first royal dinner was a complete mess but Mia managed to brush it off and her grandmother began to see her as an individual who was a lot like herself. The culminating mentor moment was when both women made each other proud: At the International Ball, the queen was proud of her granddaughter despite her attire, and Mia was understanding and grateful for her grandmother's help and love.
Some may say that Mia's father may have also been an inspirational mentor in addition to her mother, Caroline Goodall (Helen).
As I was watching, I was under the impression that although the Queen (Julie Andrews) would be an obvious mentor for Mia (Anne Hathaway), I believe her best friend Lilly (Heather Matarazzo) and the security guard and the Queen's love interest Joe (Hector Elizando) make better mentors. I do believe that the Queen had some mentoring moments... but Mia and Joe stand out more vividly as mentors.
Lilly spends time expressing to Mia that she could make a difference by being a princess rather than giving up. Lilly's main expression to Mia was that of voice. Lilly was a "hippie" child who wanted to make a difference in the world but felt her voice was weak. She encouraged her friend Mia, and Mia supported Lilly.
Joe quoted Eleanor Roosevelt in saying, "No one can make you feel inferior unless you consent" -- to Mia when she felt embarrassed and upset about her new look and her friend Lilly's jealous remarks. Joe also encouraged Mia often and commented on her being fit for her princess role.
Mia counted on these two individuals and also made them proud and respected them throughout the movie. The queen became more of a mentor and less of a coach toward the middle of the movie. Initially, the Queen was more of a coach. The day she finally allowed the dual mentorship to take place was when she cancelled her appointments to allow "her granddaughter to show her around San Francisco." At that point, the Queen learned from Mia how to remember being young and carefree and how not to take herself so seriously. The first royal dinner was a complete mess but Mia managed to brush it off and her grandmother began to see her as an individual who was a lot like herself. The culminating mentor moment was when both women made each other proud: At the International Ball, the queen was proud of her granddaughter despite her attire, and Mia was understanding and grateful for her grandmother's help and love.
Some may say that Mia's father may have also been an inspirational mentor in addition to her mother, Caroline Goodall (Helen).
EDC 639 -- Mentoring Journal -- Mid-February
Mentoring is going great. I spent a bit of time at lunch with my mentee recently and we discussed a couple options:
She is concerned with how parents may treat her in this transition to a more affluent area school. We discussed options of creating a website, keeping her parents up-to-date via email and making sure there is a clear line of communication despite her nervousness. It is important that the lines are open. We also talked about what we think (we aren't sure) of the grading program at her new school site. Some options are now moving toward all grades being available online and parents have access to them whenever they would like. This possibility could clear up some concerns that she is having. A school just about a mile away from her school uses this system!
Additionally, she discussed her concern with teaching styles within her department. Some are very traditional and she comes from a school that is in a lower-income area where students have a hard time "getting into" math. She has lots of bells and whistles and is very animated. Recently she went in to observe and noticed that the teachers at her new school are not as colorful. Her concern is less about their styles and more about how she can stress the importance of math being interesting, important, and fun at the same time.
We talked about her recent math family night at her school and how successful that was.
As for me, we discussed my options with the upcoming school year, position cuts in teaching, and the prospect of me being a substitute. We also discussed the option of me having a position but the adjustments that would need to be made adding 2.5 students to the already daunting class sizes.
I look forward to more mentoring time soon!
She is concerned with how parents may treat her in this transition to a more affluent area school. We discussed options of creating a website, keeping her parents up-to-date via email and making sure there is a clear line of communication despite her nervousness. It is important that the lines are open. We also talked about what we think (we aren't sure) of the grading program at her new school site. Some options are now moving toward all grades being available online and parents have access to them whenever they would like. This possibility could clear up some concerns that she is having. A school just about a mile away from her school uses this system!
Additionally, she discussed her concern with teaching styles within her department. Some are very traditional and she comes from a school that is in a lower-income area where students have a hard time "getting into" math. She has lots of bells and whistles and is very animated. Recently she went in to observe and noticed that the teachers at her new school are not as colorful. Her concern is less about their styles and more about how she can stress the importance of math being interesting, important, and fun at the same time.
We talked about her recent math family night at her school and how successful that was.
As for me, we discussed my options with the upcoming school year, position cuts in teaching, and the prospect of me being a substitute. We also discussed the option of me having a position but the adjustments that would need to be made adding 2.5 students to the already daunting class sizes.
I look forward to more mentoring time soon!
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