Posted in beginner teachers, middle school, relationship building

What’s with all the noise?

Taking a brief divergent from posting about math, I am addressing classroom management issues. This year, I started at a new school and am feeling like I am in my first year all over again. I get a lot of questions about how I am doing and if I like my change.

Going to this new school is a choice I made. I wanted and needed new. I wanted and needed things like structure, clearer expectations, a fresh look into my career, and just something different than the Kool-Aid that I have been given the last couple of years. So far I got what I was looking for. I had never felt less secure as to where I am suppose to be and what my expectations are. I feel like my creative side is kicking in again and I am making a different sort of difference.

But the tough things I am facing are all about relationship building and classroom management. I have been challenged almost every day by students who challenge my role and position. I have been challenged almost every day by students who don’t believe that I can help them become better. I have been challenged almost every day by the iPads that we issue to them. I try not to take these challenges personally, but I have. I have had a hard time telling myself that it’s them and their biological hormones and home issues that make teaching difficult. I have a hard time telling myself that it’s math class that makes them act out. I can’t help it but feel that it’s me. I feel that they don’t want to listen, pay attention, try, or be motivated because I am doing something wrong. Like I am not on my A-game. I feel that I lost some of my game.

I know I am trying . I know that I am doing some right because of the support system I have at work, at their homes, and at my own home. I know I am not alone and I know I need to keep treading. I don’t have any new tricks but I know what I know and need to use that.

  1. I never face student issues alone. I am in constant communication with my behavioral specialist, assistant principal, social worker, and their other teachers.
  2. I call home multiple times. I have set aside time every Friday to call home to parents, whether they are good or bad calls. I want their parents to know me and me to know them.
  3. I give them surveys. I ask them about what I can do better. I ask them to rate me. I ask them to help me make class better.
  4. When I send students out, I am listening to them first. At least I try to listen to them first. I let them tell me their side and what they think happened. Then I ask them if I am doing something wrong. I ask them if there is something I can fix about myself to make their learning situation better. I ask them about what needs to happen so that we can all learn.
  5. I take care of myself. I go home after school and not stay to mull over what went wrong. I move on. I start over just like what I tell them when they mess up. I tell them that they get a second chance tomorrow, but I tell myself that too.

Classroom management is hard. There is no one way that works. I struggle with disruptive behavior and are constantly redirecting students, but I can’t give up on them or me. I need to make sure that learning happens. I need to make sure that the 3-4 students don’t ruin it for everyone. Classroom management is hard. I know this is not reassuring but having a plan is what can help you and me get through the day.

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Posted in beginner teachers, elementary school, high school, middle school, resources

Summer…almost

With summer just around the corner (or for some of you already here), I’m very excited to spend time on things that I didn’t have time for. Sleep. Friends. Family. TV. Yard Work…not as excited for it. House Projects. Vacation. Reading.

Summer is such an important part of the year for teachers. It’s time for us to rejuvenate and take time to take care of ourselves. Non-teachers may give us a hard time for not “working” all summer, but we know that it’s not what it seems. We may not have to report to anyone or clock in anywhere (unless you teach summer school or a summer program), but we are still teachers. If you are anything like me, you have your summer professional development lined up between everything else that you are doing during the summer. Along with summer professional development, you and I are catching up on latest instructional strategies and best practices through books and conversation we have with our colleagues. Summer may be here, but we don’t stop thinking about our students, our colleagues, and our work.

If you are looking for ways to refresh your teaching and professional self, here are some things I’m looking forward to.

In-Person Professional Development:

Sara Vanderwerf – Minneapolis, MN June 20, 21, 27, 28 – She is offering 4, possibly more, math professional development sessions on her time for a small fee (giftcards, cash…). This is as good as it gets if you couldn’t make it to Duluth for the spring conference.

Teachers of Color Coalition – St. Paul, MN August 9-11, 2017 – The Coalition to Increase Teachers of Color and American Indian Teachers in Minnesota unites individuals, organizations and communities concerned about the lack of racial, cultural, and linguistic diversity in the teaching force.

Books:

This is Not a Test. – Jose Vilson

The Mathematical Mindset – Jo Boaler

The Problem With Math is English. – Concepcion Molina

Building Powerful Numeracy for Middle and High School Students – Pam Weber Harris

Matherpiece – Greg Tang

*Most of these authors also have professional development all over the country.*

Posted in beginner teachers, high school, middle school, relationship building

Math teacher communities, where is yours?

“I know that the best professional development is simply time to connect and network with other math teachers. I don’t need a program. I don’t need a PLC. I just need to regularly meet with enthusiastic teacher learners.” – Sara Van Der Werf, current MCTM president

I wanted to echo what I read in Sara’s article in the MCTM Math Bits this month. She speaks to many of us who feel the day to day isolation of teaching. We are not like many of our peers who lunch with, meet with, collaborate with, and sit next to their colleagues. We shut our doors (many of us do it for the sake of keep noise out) and teach children. We are lucky to talk to an adult for a minute between classes or passing by, let alone be able to spend 10 minutes of our lunch time with our colleagues.

This isolation is a reason why I am so excited to meet and network with math teachers in any situation. The connection I feel with other math teachers drives me to continue teaching with enthusiasm and to power through tough days. They are the ones who understand why I no longer teach FOIL, even though it’s what many of my non-math teacher friends remember from their high school math. They are the ones who get excited with me about new activities on Desmos. They are the ones who try to dissect why we “keep, change, flip” when dividing fractions. They are the ones who support my endeavors into using algebra tiles all year.

Where do you find people who continue to help you keep the excitement in teaching?Where do you find people who are not your PLC and are the ears you need? Where do you find people who understand what you do on a day to day basis?

Stay connected with through these events:

CONNECT Night Duluth – April 27th 7pm-9pm RSVP

CONNECT Math Mixer – Sept 2017 Time and Place are TBD

There will be more to come in the near future.

Posted in beginner teachers, high school, middle school

Math is a language.

What’s so improper about fractions? Perscriptivism and language socialization at Math Corps – Stephen Chrisomalis

Stephen Chrisomalis’s study is about Math Corps, a math program in Detroit, that help low achieving math students. Math Corps had a specific way of talking about math and using “mathematician” vocabulary. His study did not show a significant cognitive growth, but just the idea of math as it’s own language is powerful. Chrisomalis has inspired me to finally write what I have been thinking about lately. We use much language in our classrooms, but do we even take notice of what math language we are passing along? Are we helping students grow in their mathematical language along with their skills? Are we pass along tricks, rhymes, and chants, that don’t actually help with conceptual skills?

“Keep, change, flip.” “Cross multiply.” “Rise over run.” “Line up the decimal.”  “FOIL.” “Three point five.” Eleven over nine.” “Cancel.” “Add on both sides of the equal sign.”

These are some of the things I hear my middle school student say as we move through concepts. I have a very hard time getting them to unsay it nor can I can get them to explain what it means. Many of those use the sayings no matter what concept they are learning. I want to tackle a couple of these because they are ones that I have stopped using or just mention briefly so that they can align their learning with their future math teachers.

“Keep, change, flip.” This one took me the longest time to understand. I was an inexperienced 6th grade math teacher who didn’t understand the concept. I just knew that it was something we did when dividing fractions. I asked around and finally got the answer as to why “keep, change, flip”. Even though I have the answer, I don’t use the phrase in my class ever. We talk about multiplying by the reciprocal but only after looking at many problems and coming up with the pattern. I don’t show them the work, but at least I have an understanding and don’t use the phrase anymore.

“Cross multiply.” If your students are like mine, they do this every time there are two fractions even if there is an addition sign between the two fractions.

  • When comparing fractions or ratios, there are two things that I talk about with my students: 1) create like denominators or 2) make/imagine the pieces that you are drawing. This creates conceptual understanding instead of students thinking that there is a trick to comparing fractions.
  • When solving proportions, use inverse operations. Teach and use algebraic skills. Remember, the fraction bar is the division operation.

“Rise over run.” Or even the slope formula are two thins I no long address in my class. The idea of rise over run makes sense on a graph, and slope formula is great for two points. I just find that too many students lose the conceptual connection it has with rate of change. Keeping to the concept of change in your dependent variable (y-values) compared to the change in your independent variable (x-values), students keep the connection between rate of change and slope. What I have discovered since making the change to talking about change in y over change in x, students have better linear graphing skills and better skills at finding the equation of a line. Even when it comes down to graphing linear functions, we don’t talk about using the y-intercept or (x_1 , y_1) and slope until they can see it in the function. I force students to use the x and y intercepts to graph and change in y over change in x to find slope. There is always that one or two students who see the connection and we no longer have to calculate but just graph.

“Line up the decimal.” When should you and when shouldn’t you? We should really be instilling in students place values. By the time they are middle school most students are able to decipher the places values greater than the units. But going to the right of the decimal gets hazy. Knowing place values, students are better able to work with decimals and operations. Also as we know, lining up place values is only for addition and subtraction, teaching them place values will teach conceptual understanding of when we multiply and divide decimal numbers.

“Three point five.” Eleven over nine.” Teach them and enforce place values. This enforces the fluency between decimals, fractions, and percents. Too many students see numbers like 40%, 5/8 and 0.4 as different numbers. Fluency and ability to move between the forms come from knowing and understanding place values.

“FOIL.” When multiplying two binomials, this works great, but what are students to do when there is a polynomial as one of the factors? FOIL gets confusing with polynomials, and students miss terms. Using the area model concept, students separate out each polynomial into its terms and multiply. This brings back the elementary concept of using the area model for multiplying multi-digit numbers and allows students to see the connection between elementary and algebraic concepts.

 

Posted in beginner teachers, elementary school, high school, middle school, organization, resources

Review of GOFORMATIVE.COM

I’m always looking for a different way to quickly access student knowledge on an individual basis as many of you are. There are many websites and Apps that do just that, but I haven’t been 100% happy with any of them. I problem I usually have with most of what I find are that it’s hard to type math or use math symbols. If your students are anything like mine, they don’t know how to use equation editors (well if at all) on Microsoft Word, Google Docs or any other word document software. Then there Apps or websites like Socrative, Polleverywhere, and Google forms that don’t do justice. We can see the live results, but students are limited to showing just the answer, trying to type their work, or picking from choices, which none of these show their thinking very well it at all. I also don’t want to pay to use a website because I don’t have the means nor does my school have the means to pay for an expensive limited time website/program. As far as Apps are concerned, I know that there are great ones out there (Doceri, Baiboard, Nearpod, Classflow…), but if your school/district is like mine, all Apps must be approved and preloaded somewhere else for students to download. The approval and push out time take too long especially for an App that I want to use the immediately. Then I kept asking myself what alternative do I have?

I’m not trying to put a negative light on those programs, websites or Apps or my district, but I have had a hard time with trying to incorporate them in a genuine way that promotes student learning. Then a few pre-serivce teachers told me about a new website called goformative.com. I was skeptical because it sounded like all the other websites and Apps I had used before, but I was so happy it proved me wrong. The website did much of what I had always hoped for.

Pros:

  • free for anyone to use
  • teachers need to create an account, but students don’t have to (Federal Laws prevent students 12 and under from creating any sort of log-in, email required account without parent permission.)
  • all students need is the quickcode from the assignment you created to access it
  • types of questions you can create – multiple choice, show your work (where students can write with their finger/stylus on the screen), short answer, true/false
  • add content like image, text block, YouTube videos, Word documents
  • see all student work at once and see live results as they work
  • easy to use on an iPad

Cons:

  • students can’t save and come back to their work unless they sign in
  • using the student canvas, it’s not intuitive on how to erase work
  • doesn’t have latex or equation editor
  • can’t print the assignment for students if they don’t have a device

The list of cons have not deterred me from using the website over and over again. Students seem to like it, too. Using the website is like being able to work with all my students at once and addressing the students with most need because I see their mistake soon after they make it. The immediate and direct feedback has been very powerful and the most powerful aspect of this website.

Posted in beginner teachers, elementary school, high school, middle school, relationship building

Connecting with students

One big thing that has been on my mind this year is the relationship I have with my students. I pride myself in knowing my students well, beyond the mathematical skills they display and don’t display in my class. I get to know their family dynamics and remember details about them, but of course, I don’t know this about all my students. When my principal or another teacher talks to me about students of concern, I have details and valuable information to add to the conversation. But I know I’m not different from other teachers in this aspect. We love kids and love our jobs, so we do get to know the students that we see every day for 9 months. We think about them when we get home. We write lessons with certain student needs as the focus while making sure all students learn. We go above and beyond for them.

Relationship building is probably the number one thing that any veteran teacher would tell you when it comes to teaching. No matter the age or subject, the kind of relationship you have with students make a difference in their learning. This really is the best piece of advice and lesson I have learned. I love teaching math and talking about math, but it takes especial people like you and me to love math. Students, at any age, also need to “love” you before they can “love” math. They need you before they need the subject. I know that I am guilty of putting the subject before the students at times due to pressure from state test scores, my love of math, or even keeping pace with the other teachers. Just like you when you decided you wanted to be a math teacher, you didn’t do it for the love of the subject, but some teacher in your past inspired your love of math and your love to teach it.

Building a strong relationship with students is not easy and may not come naturally, but it’s such an essential part of being a teacher. But how do you do it and be genuine about it?

Weekly Reflections: This is my favorite way to get to know students. In one of my courses, I teach some of the lowest and behaviorally challenging 8th graders in my school. They are assigned homework every day even on test days, but every Friday, their assignment is to complete 3-5 questions about the week’s learning, the class, or themselves. They  know that completion is all I ask for and that their responses will not affect their grades. With that stipulation, they are very honest when given the chance to reflect. When they write, I actually read it, which surprises students, because they think they are only doing it fulfill an assignment point. Through these weekly reflections, I learn more about their learning needs and wishes. I learn more about how they feel about themselves, their classmates, and me. I learn how to be a teacher that can and will meet their needs because they voice it. Some examples of more personal reflections I ask are:

  • Why do you do homework?/Why do you NOT do homework?
  • What do you think of Cornell Notes? (We always do notes in Cornell style.)
  • What was the best part of your week?/What was the worst part of your week?
  • Rate yourself from 0-4, how well did you understand this week’s lessons? Explain.
  • What kind of teacher should Ms. Vang be so that you are successful this year?
  • What kind of classroom should we have so that you are successful this year?
  • What is one math goal you have this year?
  • Describe how you feel about math.
  • What are you looking forward to this weekend?
  • What can Ms. Vang or the class improve on to help you learn better? If nothing, what is something you like about our class?
  • What grade are you getting in this class? Do you think Ms. Vang is fair in her grading?
  • What do you need to do in order to get better in this class? If you are doing well, what is something you want to keep doing so that your grade doesn’t drop?

Because of these questions, I feel that I building a strong trust and bond between my students and I. When they realize that I read them and use them to better our class, they feel that they are being heard and cared for. They acknowledge that I am trying my best to be the best teacher I can be for them. It’s my way to give voice to my students, and through it, I know that I’m being the teacher they need for success. I do have rules for when answering the question. I don’t accept “nothing” and “I don’t know” as answers. I know that students can answer the questions even if it’s artificial, but even those artificial answers become more real as the year goes by because they know I read it. I do have students who choose not to do the weekly reflections or forget to do them, but I don’t worry about it. I just continue to encourage everyone to complete them because it is homework and that I am doing it to help our class and especially me be better.

Posted in beginner teachers, high school, middle school, organization, resources

What’s with the posters?

It’s the second week of teaching for me and I’m feeling exhausted and confident. I know my students names and have lesson plans all ready to go. I even decorated my room for the second year in a row now. 🙂

As a secondary math teacher, I’m notorious for having blank walls. I have never really bought or made posters because I figured my students would make them as the year goes by. I didn’t even put up my classroom expectations/rules. I always assumed that since I verbalized what I expected, it was enough. But being a middle school teacher has changed that in me. Middle schoolers have such a hard time recalling or following instructions even when written. Now, I have a posters that I put up. They are colorful and have great messages. I even laminated them, making them a more permanent part of my teaching resources. My classroom looks great and not so empty. Then I made the assumption that my students would read them while they were in my room. But I was so wrong. My students don’t notice them or care about them. In the past whenever I pointed out my poster, my students would be shocked that I had a poster that showed them what I meant.

Last year, my coworker and I made a commitment to actually use them and point them out. She was the one who told me about an article (sorry I don’t know the reference) she read about the importance of actually talking about the poster. Why put up a poster and not talk about it? I didn’t realize that by not talking about them, I wasn’t telling my students why those ideas and messages were important to me and to being a mathematician.

As part of my commitment, I introduced the GROUPS poster after doing the 100 Numbers activity that @saravanderf used in her classroom (https://saravanderwerf.com/2015/12/07/100-numbers-to-get-students-talking/). Through the activity, I was able to show students how the acronym came into play. They understood it better and saw what GROUP looked like. I had taken pictures of their group work, and they didn’t even notice because they were so engrossed in the activity. Even that along helped illustrate group work for students.

With different activities that I do with my students will come the introduction of each poster. I do a lot of Math Talk (http://www.nctm.org/Publications/Teaching-Children-Mathematics/2015/Vol22/Issue4/Creating-Math-Talk-Communities/) and inquiry activities/discourse, which lend themselves well to the Math Talk and STRONG Mathematicians posters. My students take Cornell Notes, which in itself needs some explanations because it’s such a specific way to take notes. Then I always like to give my students the chance to say “I don’t know” without saying “I don’t know”.

Next time you walk into a classroom, whether it be yours or not, ask yourself about the purpose of what you see hanging on the walls or from the ceilings. Everything in our classrooms have a purpose whether you talk about them or not.

Much of my poster inspirations have come from Pinterest.