February 28, 2013

Julien's dad and I went to his elementary school to attend this semester's SST meeting. Not only did we hear how DES is attending to his needs, but I saw many lovely examples of differentiated lessons. Perhaps I'm learning that it still doesn't come naturally to me, although it looks so effortless. Here's an example from the bulletin board display of fifth grade new year resolutions:

"New Year, New Me!

"Write about your goal and resolution for the New Year. Describe the steps you will take to achieve your goal."

Now, this is very different from what I tried for the New Year. Right away, I tasked my students to quantify a specific kind of improvement they wanted to see, and to create a plan. Am I killing all natural impulses and love of learning? My tendency is to expect too much too soon.

In contrast, I can appreciate the simpler and clearer design of the posted writing exercise/formative assessment. The apparent expectation was that the students would demonstrate their understanding of goal and be able to write steps in a process to achieve that goal. The resolution was the real-world connection, although secondary to the process-writing in order to reach a goal.

It is also delightful to see a variety of responses based on the students' ability levels and interests.

February 23-24, 2013

I'm so proud of my daughter. She is in the seventh grade at the zone-middle school and she and I have been working on completing her Confirmation requirements for her final year at the Saturday religious education program thru Sacred Heart of Mary School of Religion.

This has involved going to Mass each week and volunteering for Catholic agencies. This weekend she started her work at an assisted living facility. The coordinator and workers there have been so supportive of her efforts. I get to look on as chaperone, only stepping in once and awhile to give Grace some pointers. She is really the right age for learning job skills and the the value of devoting your time, energies, and gifts to service. I really liked the way that she was mindful of the needs and abilities of the senior citizens there. She has instincts! Yay!

February 22, 2013

After the previous long post, I was plagued with insecurities...I really need to adjust to becoming more outward directed in order to meet the needs of my students. I need to be responsive and prepared. It's a waste of time especially now to worry about what other people think. Just do my job.

As for instructional and curricular focus, the principal at School B advised me keep an eye in the K-12 standards, and I think the Articulated Instructional Modules publicly available on the school system's website is consistent with that. My Race to the Top mentor and I have discussed attending to the AIM standards. I can benefit from the guidance and advice of my various mentors to think more effectively as a teacher.

February 21, 2013

Follow-through: 

Well, I was able to pick up where I left off after my January 31 observation.  It's nice to know that my three first graders were able to recall what we were doing....This is a full 21 days ago, due to the interruption of WIDA testing.

This time, I was mindful that I wanted my students to engage more deeply in the process of determining a sequence of events, or "the process of processing."  I also wanted my students to be able to articulate their thinking.  I found that this warm-up, in which I had the four students (three plus one: Carlos joined us for the first time today) sort 10 pictures illustrating The Three Little Pigs fairytale required noticing of visual details and logical ordering, in addition to knowledge of the narrative.  For example, one scene that looked like the pigs dancing and rejoicing at first appeared like the end of the story; however, Hector pointed out that you could see the wolf still lurking in the woods.  (I myself hadn't noticed because my eyes hadn't focused on this detail: the pictures were small and not in color).  An ordering of scenes that required some sequential thinking was that the wolf had to first stand in front of the house in order to blow it down; therefore, the wolf would be seen charging out of the woods towards the pigs BEFORE blowing the house down, not after.  In these respects, story sequence also required a sense of process required in explaining science or natural processes.  

The 10 pictures of the story could be grouped into the three rough categories of "First," "Then," and "Finally" that I had intended for the prior "Getting Ready for Winter" (Hibernation/Migration) lesson.

The students were free to attempt sorting their "Getting Ready for Winter" sorts on their own.  The students were given their books and encouraged to use the text and pictures to help them sort their assigned process.  Hector (with Carlos as partner) sorted the butterfly migration sequence correctly.  On the other hand, we had purposeful discussion regarding how Zalk could correct his bear hibernation sequence and David could correct his woodpecker food storage sequence.  Sorting the pictures appropriately required an ability to explain why they were ordered in that manner.  The woodpecker sequence was not so obvious, because it depended on the perspective of the sorter: was the woodpecker flying back and forth to the tree in order to store the acorns, or was he already at the stage of enjoying the acorns and attracting another bird to the tree to feed on the acorns, too?  But it was also clear when a stage had to come first--the availability of acorns from fruiting trees, a bear having its pre-hibernation fill of fish and vegetation.

The response by the students was positive (despite their anxiety about being late for gym).  David wanted to take the colorful sequence sort home, and Zalk wanted to try another one, next time!  I would still like them to attempt a complete retelling of their "Getting Ready for Winter" sequence before they take it home.  Then, they could share and perform for their family at home (an elaborate make & take)!!

February 20, 2013

The birthday cake that my son chose for the family was very yummy.

I had a minor panic attack today because my assigned days at the two schools had been adjusted to accommodate a make-up day for a transferring student...and he didn't show up! The AP had driven across town the day before to pick up the testing booklet, and it turns out that this child has been out sick Tuesday, today Wednesday, and (because I am recording this journal entry retroactively) tomorrow, Thursday. The testing window closes for good on Friday. The nurse left a message on his mother's phone inquiring about his absence.

February 19, 2013

By the way, my smartphone has been extremely helpful for 1) enabling me to keep this Blogger journal going and 2) being an Internet backup for the family when our limited data plan expires each month. At least we can access important messages and not totally feel in the dark (unconnected) while we wait for the next NetZero cycle ;)

February 16-18, 2013

It was a blessed long weekend, including Presidents' Day. My husband and children have been so sympathetic and supportive during this time of change, reassessment, and personal growth. It helps, too, that we are in the birthday season and at the start of Lent...there is much to celebrate and be glad about in our family of four.

February 15, 2013

A birthday email message from a good friend that I opened and read in the middle of the night gave me the courage to yes, go back to work the following day (after taking a half-day) to start anew. And I'm so glad I did! Friday was a day for taking stock of my increased service load of ESOL students...the principal from School B had discussed with me pullout interventions for the new students (particularly 2 newcomers) and ways that I could support the proficiencies of my students in the classroom, moving forward. In short, today I felt like I was able to play to my strengths as a tutor for the newcomers and to think strategically about how to regroup my students according to their needs and schedule. At School A, I was able to regroup kindergarten and second grade pullouts in this manner.

February 14, 2013

Tears, yes, even at my Pizza Hut birthday dinner. The observation process has been a brutal one as my efforts have not gone unnoticed, but I have implemented changes as a novice might...I have been reactionary and anxious to get things right but missing the obvious. No, I'm not a horrible teacher...in fact, my rapport with the students is still positive, I have improved my classroom management instincts, and I'm a damn good consultant and tutor. I just need to keep my head in the game...even if the elementary school practices are not the best fit for me. I still have a lot to offer...as I work at being a more effective interventionist. Ever onward!

February 13, 2013

I went to work, after all...on my birthday! I needed to meet the principal for the pre-obs at School B, first thing in the morning. Got some useful feedback.

February 12, 2013

The WIDA assessments are wrapping up. I'm glad that the kindergarten assessments have been completed and that I became quite adept at reading the prompts and setting up the appropriate cards. Repetition and training are apparent!

Additionally, I was finally able to meet a kindergartener whose older brother also enrolled recently. Also evident with him is a sophistication of speech and critical thinking...but a delay in reading skills, or in the kindergartener's case, sound-letter knowledge. It's not for lack of trying--he was earnestly making the sounds and trying to come up with the corresponding letters, and even making crossing motions with his arms to facilitate his recall, but perhaps switching schools so many times i.e. the interrupted education and services effect, really is telling.

February 11, 2013

Today a first grader whose teacher has referred him to ESOL services since September...has finally joined the roster and taken the entire battery of language proficiency tests. What is it like to go under the radar for so long? You definitely develop your own coping skills in a heavily academic environment. Although he may be lacking in spoken vocabulary compared to a native English-speaker, I was impressed by his ability to respond to my questions. That is a good sign--that he is receptive to the teacher's direction. However, I have already heard that the Hispanic/ESOL population characterized by the principals of both schools as "good kids...you can see they are trying their best to follow you.". My, I do not want to let them down!!

February 9-10, 2013

Saturday was a bright spot, gaining a toehold in confidence by taking time out to the Special Ed praxis. The computerized test posted a score of 191, which seems to be above the minimum for gaining certification. I've gained two insights: 1) the perspective that the principal from School A brings, from his Special Ed inclusion background...in how student learning should be gauged and even in how he approaches new teacher-practitioners; and 2) how each question that I miss I the areas of development and characteristics of learners and assessment reveals some grounding that I am lacking.

All in all, a good day. It was nice to get home to celebrate: Gras surprised us with a gem of a DVD--The Ghost Writer!

February 8, 2013

I don't want to stop recording my impressions in this journal, even when it is slightly retroactive. (Strangely still helps me with forward movement!). The following day--early Saturday morning--I had a Praxis exam in Special Ed. I get satisfaction in continuing to learn and reflect. For example, it only occurred to me after I had taken (and passed) the exam that, even though I still have difficulty getting around to recording things (documentation), "anecdotal" evidence is more a natural outgrowth than the scientific habit of recording "frequency," even when the latter is just a matter of making tallies. It's that you measured reliably and used the results for a purpose that takes another order of brain space and level of organization.

February 7, 2013

Today was not such a good day. It is very stressful when you feel that your credibility is being undermined. At least within 24 hours, my input was validated by the central office...but who gets the credit, anyway, for clarification and support? Not me!!! ;)

February 6, 2013

I met the last student today, a transferee from another school. High-calibre...it really is a challenge to have students of different language proficiency levels and academic ability in one ESOL class. This student had been in a class of newcomers who are still developing sufficient language skills to be able to write at grade-level. On the other hand, this child is fluent in English, has been receiving ESOL services throughout elementary school, and is both articulate and responsive to teacher's line of questioning. I'm grateful during this testing that I have seen a variety of response to test questions in all domains: listening, reading, speaking, writing.

February 5, 2013

I went back to School B to do make-up testing. My impressions of the two new students' abilities were confirmed. The first grader has so little schooling and English language background that he may choose not to respond; repeat a phrase in English as a stock answer; or attempt to demonstrate comprehension in his L1, which is Spanish. The third grader can read fluently, has decoding ability, and can write simple personal narratives. However, he doesn't respond appropriately to critical thinking questions, not giving more than a surface answer when a comparison or a main idea is being requested.

February 4, 2013

It is preferable to get up in the morning feeling motivated and refreshed with new insights (as opposed to bullied by the alarm clock). I would like to keep motivating my students who are demonstrating comprehension...reward them with process work that they are ready for and can handle. I need to take this "promoting autonomy" that an educator does, seriously. Especially in a small pullout format with various needs and abilities, this is possible. I will ensure that I have the differentiated piece and the learning modalities piece more explicit in the next observation lesson.

February 2-3, 2013

I have still been avoiding journalist about my last observation. It was devastating. Maybe I will just talk about it in bits and pieces because I really am affected by the post-obs emotionally, although I know that I need to implement changes ASAP.

Theme for improvement, with which to infuse my teaching practice. Students need to be engaged and involved for longer periods of time: capitalize in their concrete-operational stage. Visuals are not merely ancillary for first graders, but help them process information simultaneously with text clues.

February 1, 2013

Seek clarification. One of the buzz words of administrators. I have to try it myself as I improve my ability to be compliant in accommodation forms, progress reports, and filing. This is the key to effective collaboration.

January 31, 2013

Last night's NDM class was more like a seminar, and on a subject that I try to stretch my horizons in...math! The professor said that the topics in the PreCalculus book would be the upper limits for an elementary school teacher as well as a possible topic for advanced middle schoolers.
Well, I definitely did not feel like one of the smarter students in the room ;). The majority of these math-oriented teachers already took the "teaching math" course together that immediately precedes this one in the sequence.

I ordered the book immediately when I got home, so it will arrive as early as the Friday. I still need to get onto the new Blackboard platform known as Joule. And, check out the suggested math problems from the handout the teacher gave us in class.

What makes this class seminar-style, at least in my mind, is the ongoing fostered discussion that checks if we are getting it (an informal formative assessment) and the way that the topics (which seemed more like brain-teasers today, as we discussed qualitative graphs) were springboards for abstraction. However, I must always keep in mind--how would I present these topics to middle schoolers? (Title of NDM course, Middle School Mathematics-Algebra)

January 30, 2013

There are children who enjoy taking tests. No, I am totally against tests that students are not realistically prepared for. But tests are nonetheless occasions for learners to test their abilities and to celebrate what they know and/or gained. Valid tests measure a learner's progress and indicate what the purpose and standards are. At the elementary level, it is refreshing for students to embrace reading as an adventure and challenge in and of itself, and a gateway for future learning.

January 29, 2013

I'm back @School A for standardized testing. There was an issue regarding snack time and bathroom breaks and too much time taken to settle the first graders down...so I decided to postpone the reading section of the test. Evidently, not a good idea: I was slammed by a host of administrators.