Y'all, it's Thanksgiving Break! I haven't gotten a week off for Thanksgiving since high school (which was only 5 years ago). Wahooo!!!!
Let's get to it...
So, I often have Algebra 1 to write about how class is going. At the beginning of the school year, they nearly hated math. They didn't like the way I taught, they hated the activities, and they knew that they were driving me crazy. Well, I changed A LOT of things in class, while also working on classroom management. (Side note: every time a student makes a smart remark, I immediately follow up with a an even smarter remark. I'm always a step ahead. I think it's because I'm young. Students know this. They actually like it. They never know what I'll say.) Anywho, after changing a few things up, I had them to write again. It was a complete 180. They enjoyed the way I was teaching, they enjoyed taking notes (thanks to ISNs), and they enjoyed the activities we did. The only constructive criticism I received was to do the activities more often. They love them. Also, they want their calculators back. For the 2nd 9 weeks, we have been doing math without calculators. The only reason we stopped using them was because I realized they had forgotten basic math. They didn't know how to add/subtract positive and negative numbers. They didn't know how to add, subtract, multiply and divide fractions. Fractions! To students, that's nearly a swear word. Profanity. The dreaded "F" word. BUT they have gotten better with basic math computations. Next 9 weeks, however, I want to use them so students may better understand systems of equations. Or I may use this as an opportunity for students to play around with Desmos.
Speaking of Desmos, students will have a few projects for the end of the semester. The first thing, they will have an equations project. For some reason, a lot of students struggle with solving equations and inverse operations. My goodness!! It's so frustrating. So my math curriculum specialist gave me this great idea for an equations project. I'll get back with you on more info concerning that. I think it'll be fun. It will, however, be an extra credit assignment. I think. Mainly because I don't want to grade 75 projects. *insert shrug here* Also, I'm putting up a Christmas tree. Students will be able to create an ornament for the tree. I want it to be math related - dealing with something we've learned this semester. Any suggestions? I want it to be worth a few bonus points, but I also want it to be fun. Feel free to comment.
And alas... What all of the students are complaining about. #EvilLaugh
WE ARE WRITING ESSAYS!!! They hate it. They write essays in English, History and Science. Math is the LAST subject they thought they'd be writing in. Well, they aren't really writing an essay. They have a choice. I'm still thinking it through. They can either write a fictional story dealing with slope or research a topic and think of ways slope is involved. It's in the very early stages of my thought process. I basically want to do this so that on the very last day, we can watch Polar Express and talk about ways in which slope is seen. Y'all, Polar Express is my all time favorite movie. While we watch the movie, we will drink hot chocolate, eat candy canes, and wear pajamas. I haven't gotten that last part approved. Hopefully it'll happen. Y'all just don't know how excited I am about this!
Ok, now what was I talking about?
Oh yea, writing in Algebra 1 about how class was going.
Well, I asked 8th grade math the same thing. The first time I asked them at the end of the 1st 9 weeks, they weren't really honest. But!!...last week, they were! I got what I wanted from them - the truth!! They said that I move really fast, they want calculators back, they want to listen to music, they want more notes, they want less notes, they want more activities. I wasn't surprised by this. I treat 8th grade math completely different than Algebra 1. COMPLETELY different! Last 9 weeks, Algebra 1 was my main concern. Now, it's 8th grade math. I guess I should find a balance, huh? So, I've gotten the Algebra 1 students to enjoy math. Now I need to work on 8th grade math. That'll definitely be a task.
So to tie in the title of this post, Algebra 1 loves class now. They think I'm doing a pretty good job. 8th math on the other hand, thinks differently. Very differently.
And now for a bit of reflection...
I absolutely love teaching. My 1st nine weeks, I was worried about the kids thinking they could run over me because I'm a first year teacher. Well, they found out they couldn't. I mean, they tried EVERYTHING! At this time, they found out I have a smart mouth. A clever tongue. That'll set kids straight. After students realized they couldn't act a fool in my class, they began to straighten up and fly right! (I love the phrase "act a fool." Students think it's funny.) Now, I can have a bit of fun with them - show them the real me. Algebra 1 really knows me. My 8th grade math classes think they know me, but they have no idea. (I've always wanted to say this to someone.)
Ooh, I got teacher of the month. I was shocked! Me?? Really? I nearly cried. Nearly!
I thank God for this job! I really believe he is showing me favor with my classes, the students, my fellow teachers, and the administration. I can't thank Him enough!
Until next time,
Ms. C. Watson
Sunday, November 24, 2013
Monday, November 11, 2013
Activities and Higher Level Thinking!
Hello all! It's been a while. These last few weeks have been a frenzy! Upset parents, frustrated students and discouraged teacher. But it's over. It has passed. I made it through. I'm a conqueror. At least for now...
Anywho, I recently did 2 really great activities! The first one, I wanted Algebra 1 to grasp the concept of slope as a rate of change. I got it from BigIdeasMath.com. It was amazing! So that I don't have to explain the activity itself, here's a direct link.
Ok, so I thought this was from Big Ideas Math, but it wasn't. Oh well.
So now you've read up on it.
Or you just scrolled through the page.
Or you didn't even click the link. It's ok.
Well, Algebra 1 LOVED it, and so did I! The way the activity is set, they understood rate of change very quickly. I wish I would've done this with my 8th grade math class. Students were engaged. They asked questions; they answered questions. It was fantastic! Then, we had about 20 minutes to spare before the very last thing planned. So during that time, students came up with a scenario where our equation would not work. They got that within a minute. Shoot, I need more time! Then, students constructed their own shapes using the toothpicks! Most students worked with triangles, while others made hexagons, octagons, pentagons and houses. Then, as a class we came up with equations for our shapes. It was actually really fun.
Then, the activity I was really excited about was up next! Salty Saltines! This is how I plan to laugh at my students. Students were in partnerships. One partner had to eat as many saltine crackers as they could in 5 minutes. The other students tracked how many crackers were eaten after 30 second intervals. After directions were given, the students had at it! One student ate 21 crackers. The lowest count was 11 crackers. During the activity, one students said "I feel like I'm eating powder. POWDER!" Another student said "My jaw is hurting so bad. I can't chew anymore." I had to make it known that if they wanted to stop, they could! I was not forcing them to continue eating. Y'all, it was the funniest thing EVER!! Afterwards, we discussed if they had a constant rate of change. If it wasn't constant, we "approximated" our constant rate of change and constructed an equation using the data. Of course, I had to allow those eating the crackers to get water. I'm not that mean.
Ooh, I forgot about this. I did the Domino's Mathalicious lesson found here. 8th grade math didn't get that involved with it. Algebra, however, loved it! And again, I had time left over. So, we chose 2 representatives from the class to call Pizza Hut and Domino's in our city. We asked them the prices for different toppings of pizza. We then created the equation for the pizza and determined from which we'd rather buy (for cost purposes, I'm a Pizza Hut fan all the way). They left out of class saying "Ms. Watson, this was fun!" Ahhhh... Words from the angels.
Today, I started direct variation with 8th grade math. I wouldn't call it an epic failure, but it definitely didn't go as planned. I got an activity online from Big Ideas Math and it was based on Gulliver's Island. I just, I don't know. I didn't plan for some things to happen. I like the activity, I just need to revamp it. The Math Curriculum Specialist for my school district sat in on one of my classes. She gave me AHHH-MAZING feedback. One of my struggles was that some students finished early while others still had a ways to go. Why haven't I thought to have these students become "teacher aids." My experts on the topic. BAAAHHH!!! That's happening tomorrow. It has to! I think that will help a lot of my struggles. The early finishers in activities usually distract others who aren't finished, causing their finishing to be even more delayed. I have to do direct/indirect variation with algebra 1. I think by that time, this activity will be so much better!
I feel like I've written a lot. Nahhhh...
One of my main concerns is that my 8th grade math classes are not thinking on a high enough level. I really feel confident that I'm teaching Algebra 1 on a high level. With 8th grade math, I struggle with those students who don't know the basic concepts. Nonetheless, my assistant principal says that even if we teach on a higher level, we'll still have those high students, mid students and low students; those percentages will be approximately the same. I want my students to feel challenged, for them to really work at math, and for them to successfully struggle with mathematics.
During the past few weeks, I have realized that I really do like teaching. I love it. And God strategically placed me at my present school. I'm where I'm supposed to be. Selah.
Yea, I just wrote Selah. :)
Until next time,
Ms. C. Watson
Anywho, I recently did 2 really great activities! The first one, I wanted Algebra 1 to grasp the concept of slope as a rate of change. I got it from BigIdeasMath.com. It was amazing! So that I don't have to explain the activity itself, here's a direct link.
Ok, so I thought this was from Big Ideas Math, but it wasn't. Oh well.
So now you've read up on it.
Or you just scrolled through the page.
Or you didn't even click the link. It's ok.
Well, Algebra 1 LOVED it, and so did I! The way the activity is set, they understood rate of change very quickly. I wish I would've done this with my 8th grade math class. Students were engaged. They asked questions; they answered questions. It was fantastic! Then, we had about 20 minutes to spare before the very last thing planned. So during that time, students came up with a scenario where our equation would not work. They got that within a minute. Shoot, I need more time! Then, students constructed their own shapes using the toothpicks! Most students worked with triangles, while others made hexagons, octagons, pentagons and houses. Then, as a class we came up with equations for our shapes. It was actually really fun.
Then, the activity I was really excited about was up next! Salty Saltines! This is how I plan to laugh at my students. Students were in partnerships. One partner had to eat as many saltine crackers as they could in 5 minutes. The other students tracked how many crackers were eaten after 30 second intervals. After directions were given, the students had at it! One student ate 21 crackers. The lowest count was 11 crackers. During the activity, one students said "I feel like I'm eating powder. POWDER!" Another student said "My jaw is hurting so bad. I can't chew anymore." I had to make it known that if they wanted to stop, they could! I was not forcing them to continue eating. Y'all, it was the funniest thing EVER!! Afterwards, we discussed if they had a constant rate of change. If it wasn't constant, we "approximated" our constant rate of change and constructed an equation using the data. Of course, I had to allow those eating the crackers to get water. I'm not that mean.
Ooh, I forgot about this. I did the Domino's Mathalicious lesson found here. 8th grade math didn't get that involved with it. Algebra, however, loved it! And again, I had time left over. So, we chose 2 representatives from the class to call Pizza Hut and Domino's in our city. We asked them the prices for different toppings of pizza. We then created the equation for the pizza and determined from which we'd rather buy (for cost purposes, I'm a Pizza Hut fan all the way). They left out of class saying "Ms. Watson, this was fun!" Ahhhh... Words from the angels.
Today, I started direct variation with 8th grade math. I wouldn't call it an epic failure, but it definitely didn't go as planned. I got an activity online from Big Ideas Math and it was based on Gulliver's Island. I just, I don't know. I didn't plan for some things to happen. I like the activity, I just need to revamp it. The Math Curriculum Specialist for my school district sat in on one of my classes. She gave me AHHH-MAZING feedback. One of my struggles was that some students finished early while others still had a ways to go. Why haven't I thought to have these students become "teacher aids." My experts on the topic. BAAAHHH!!! That's happening tomorrow. It has to! I think that will help a lot of my struggles. The early finishers in activities usually distract others who aren't finished, causing their finishing to be even more delayed. I have to do direct/indirect variation with algebra 1. I think by that time, this activity will be so much better!
I feel like I've written a lot. Nahhhh...
One of my main concerns is that my 8th grade math classes are not thinking on a high enough level. I really feel confident that I'm teaching Algebra 1 on a high level. With 8th grade math, I struggle with those students who don't know the basic concepts. Nonetheless, my assistant principal says that even if we teach on a higher level, we'll still have those high students, mid students and low students; those percentages will be approximately the same. I want my students to feel challenged, for them to really work at math, and for them to successfully struggle with mathematics.
During the past few weeks, I have realized that I really do like teaching. I love it. And God strategically placed me at my present school. I'm where I'm supposed to be. Selah.
Yea, I just wrote Selah. :)
Until next time,
Ms. C. Watson
Monday, October 14, 2013
Twitter Fun with MTBoS and MSMathChat
Hello all!! Mission Numero Dos for Math Twitter Blogosphere. P.S. That's my little knowledge of Spanish.
I logged onto my twitter to complete the challenge. Or at least part of it. I talked with others about MTBoS. It was pretty fun. But then....
I was introduced to #MsMathChat!!!! It's the best thing ever!! I saw it last week, but had no idea what it was. Initially, I thought it meant Mississippi Math Chat. I was WRONG! It's Middle School Math Chat. Just to talk to others about midddle school math is AHHH-MAZING. The woes and the triumphs. The hurdles and the joys. The bathroom passes and the top-heavy fractions. Heeehee..
I love getting new ideas. Mary Moore tells her classes that "point" is a swear word. Therefore, during discussions, students can't say "The answer is six point 92." Y'all, this is amazing. Matt Coaty has Math R.I.P words. Y'all. I'm exited just typing it! My fingers can't move fast enough. I'm thinking about doing a word wall; I almost want to change it to a R.I.P word wall. Ehhh, that may not be a good idea. I don't know. I'm thinking as I type. Waahhhh!!! I'm bubbling over with excitement! This reminds me, though, when my students call out answers. When a student says the answer is "seven nine two one four," I'll quickly say "I don't want a whole bunch of random numbers, I need an answer." Then, they'll say "Gaaahhhh, seventy nine thousand, two hundred fourteen." I chuckle everytime this happens.
To draw this to a close, during #msmathchat...
One minute, I tweeted this:
"We're talking about fractions. I mean mixed numbers. I mean improper fractions. No,
top-heavy fractions. I mean, idk.#MSMathChat"
The next I tweeted this....
"Pizza topping: Ranch. Yum!!!#MSMathChat"
Just to give you some perspective.
Until next time,
Ms. C. Watson
I logged onto my twitter to complete the challenge. Or at least part of it. I talked with others about MTBoS. It was pretty fun. But then....
I was introduced to #MsMathChat!!!! It's the best thing ever!! I saw it last week, but had no idea what it was. Initially, I thought it meant Mississippi Math Chat. I was WRONG! It's Middle School Math Chat. Just to talk to others about midddle school math is AHHH-MAZING. The woes and the triumphs. The hurdles and the joys. The bathroom passes and the top-heavy fractions. Heeehee..
I love getting new ideas. Mary Moore tells her classes that "point" is a swear word. Therefore, during discussions, students can't say "The answer is six point 92." Y'all, this is amazing. Matt Coaty has Math R.I.P words. Y'all. I'm exited just typing it! My fingers can't move fast enough. I'm thinking about doing a word wall; I almost want to change it to a R.I.P word wall. Ehhh, that may not be a good idea. I don't know. I'm thinking as I type. Waahhhh!!! I'm bubbling over with excitement! This reminds me, though, when my students call out answers. When a student says the answer is "seven nine two one four," I'll quickly say "I don't want a whole bunch of random numbers, I need an answer." Then, they'll say "Gaaahhhh, seventy nine thousand, two hundred fourteen." I chuckle everytime this happens.
To draw this to a close, during #msmathchat...
One minute, I tweeted this:
"We're talking about fractions. I mean mixed numbers. I mean improper fractions. No,
top-heavy fractions. I mean, idk.
The next I tweeted this....
"Pizza topping: Ranch. Yum!!!
Just to give you some perspective.
Until next time,
Ms. C. Watson
Fall Break! and the Start of Good Things and INBs
Hello all,
It's Fall Break!! I'm off! No kids! Woohoo!! Today, I'm spending my day apartment hunting, but lets talk about school.
Last week was hard.
End of story.
End of blog post.
Talk to you later.
Ok, not really.
Aside from last week being difficult, we start using interactive notebooks on Wednesday (after Fall Break). I'm super excited. I didn't require it simply because I didn't start implementing it at the beginning of the school year. I did say, however, that I believed it would help a lot of students and they're fun! They only really cared about the "fun" aspect of it.
I opened the topic of INB's by talking about "Good Things." I can't remember who I got this from. Maybe one of MathEqualsLove posts. Or maybe Mrs. Reilly. Or Planting Ideas. I have no clue. I've read so many blogs, I can't differentiate their content. Anywho, I absolutely loved the conversations that stemmed from "Good Things." Students were surprised that I wanted to know about some of the good things that happened to them during the past week.
Back to INBs.
Our first topic in INBs for 8th grade math will be slope, y-intercept, x-intercept, and graphing functions. All that good stuff. I guess I'll soon post a picture of our INBs. I think I may be more excited than the students.
For Algebra 1, we'll be starting with inequalities.
I got a lot of ideas about IBNs (or ISNs) from Megan Hayes-Golding and Jonathan Claydon.
Until next time,
Ms. C. Watson
It's Fall Break!! I'm off! No kids! Woohoo!! Today, I'm spending my day apartment hunting, but lets talk about school.
Last week was hard.
End of story.
End of blog post.
Talk to you later.
Ok, not really.
Aside from last week being difficult, we start using interactive notebooks on Wednesday (after Fall Break). I'm super excited. I didn't require it simply because I didn't start implementing it at the beginning of the school year. I did say, however, that I believed it would help a lot of students and they're fun! They only really cared about the "fun" aspect of it.
I opened the topic of INB's by talking about "Good Things." I can't remember who I got this from. Maybe one of MathEqualsLove posts. Or maybe Mrs. Reilly. Or Planting Ideas. I have no clue. I've read so many blogs, I can't differentiate their content. Anywho, I absolutely loved the conversations that stemmed from "Good Things." Students were surprised that I wanted to know about some of the good things that happened to them during the past week.
Back to INBs.
Our first topic in INBs for 8th grade math will be slope, y-intercept, x-intercept, and graphing functions. All that good stuff. I guess I'll soon post a picture of our INBs. I think I may be more excited than the students.
For Algebra 1, we'll be starting with inequalities.
I got a lot of ideas about IBNs (or ISNs) from Megan Hayes-Golding and Jonathan Claydon.
Until next time,
Ms. C. Watson
Sunday, October 6, 2013
MathTwitterBlogosphere (MTBoS)
Hello all,
Yesterday, I signed up for an online 8 week series of challenges/missions hosted by MathTwitterBlogosphere. Try to say that ten times fast.
You didn't even try. Shame on you.
Oh, you did? Sorry. Back to the topic.
MTBoS is completely new to me, but it is a group of math teachers who come together and talk about great teaching ideas. I mean, that's exactly what I need. Woohoo! This week's mission is to answer the following question:
Yesterday, I signed up for an online 8 week series of challenges/missions hosted by MathTwitterBlogosphere. Try to say that ten times fast.
You didn't even try. Shame on you.
Oh, you did? Sorry. Back to the topic.
MTBoS is completely new to me, but it is a group of math teachers who come together and talk about great teaching ideas. I mean, that's exactly what I need. Woohoo! This week's mission is to answer the following question:
"What is one thing that happens in your classroom that makes it distinctly yours? It can be something you do that is unique in your school... It can be something more amorphous... However you want to interpret the question! Whatever!"
Well, being that I'm a first year teacher, I don't have much that is distinctly unique to my classroom. I have, however, found some fun activities for students. During approximately the 2nd full week of school (after I'd gotten brand new desks), I realized that they worked just like dry erase boards. I mean, how cool would it be for students to be able write on the desks with dry erase markers?! They love it! We mainly write on the desks so that I may see which students fully understand the topic. It works great. At first, we were using Kleenex's to clean the desks, but obviously 8th graders don't know what a trash can is. While at Target, I found these cute, little, magnetic dry erasers. Of course I had to get them; they were perfect! They're not the final solution, but they definitely work for now.
In addition to writing on our desks, we do sidewalk chalk. The first instance was an epic failure. I tried it with my 8th grade Algebra 1 class while we were reviewing order of operations and exponents. The instructions were to create an expression whose answer was the number of days until ___________ football game. It was a disaster! Yea, it was cool to see the sidewalk chalk, but it could have been soooo much better! When others walked by the sidewalk chalk, I wanted them to know exactly what the equations were constructed to represent. Also, I have One Direction fans in my class. This was evidenced by the sidewalk chalk. (I'm not a Directioner. At all. By any means.) Now, since we've done it a few times, I (along with the class) have gotten the hang of it. We prep for it a day in advance so that everyone (including me) knows exactly what to do.
That's all for this week. This is an 8 week process. I'll try to keep up. But I get busy. You know. With naps and stuff.
Until next time,
Ms. C. Watson
Friday, October 4, 2013
It's a Learning Process
Hello all! Let's cut the small talk. Here were go.
On Friday, September 27, I had my first formal evaluation from my assistant principal. Surprisingly, I wasn't the least bit nervous. I prepared my lesson and the activity, but I knew I would have a lot of feedback. I wanted the feedback. I'm a first year teacher for goodness sake! I know I'm not perfect. I wasn't expecting super high scores in every area - that's unrealistic. Any who, while he was in my room, students were VERY well-behaved. I mean EXTREMELY well-behaved. Now wait. I'm a first year teacher, but I don't have a crazy classroom. Praise God! Now, back to the story. Everything went smoothly. I knew there would be a lot of feedback. I just knew it. Monday morning, he talked to me about the observation (probably because I hound him about feedback from observations). I LOVED what he had to tell me. He gave me such great advice, and he saw things that I hadn't noticed in my classroom. When he began talking, I started crying! I began to think about why I started teaching and the many things a teacher is capable of pulling out of students - the higher and lower performing students. He didn't notice when I first started crying, but when he did, it was so funny! I couldn't help but start laughing. He didn't know what to say, and I couldn't explain why I was crying. We laughed about it and kept the observation reflection going.
One thing I have really been struggling with is students' and our clashing personalities. There are particularly 3 students I have to pray for each day. Recently, the church I've been visiting has been talking about forgiveness and having a forgiving heart. We've also been talking about having bitterness in our heart towards someone. Y'all, I have needed every bit of that. It's amazing how God will send the exact message you need to help you with your test so that you will have an amazing testimony.
Another struggle of this 1st 9 weeks is presenting information so that students fully understand the concept. I can't tell you how many parents I've talked to who have said their child hasn't struggled in math before, but now they can only keep a "C" average. I know that it is not all my fault that students aren't doing as well. I like to blame it on the full implementation of Common Core; it's a beast! Along with Common Core, however, I struggle with engaging students everyday. Some days, we have tons of fun in class. Other days, it's like I'm pulling teeth to engage students. So far we've written on our desks, done sidewalk chalk, played competitive games, watched math videos, and taken pictures in class of activities. I'm ALWAYS up for new ideas. Again, I'm a first year teacher - I'll try anything! Why not? If it doesn't work, I'll just say "This is my first time doing this whole teaching thing, and I didn't know it'd turn out so horribly." So, next 9 weeks, I'm trying to engage students on a much higher level and cause them to really think about what they're doing and why it's important. That's my goal. I'm actually really excited about how it goes.
I'll keep you posted. Or not. I may get busy. And forget. But if I don't forget. I'll let you know. Maybe.
Have a great weekend!
On Friday, September 27, I had my first formal evaluation from my assistant principal. Surprisingly, I wasn't the least bit nervous. I prepared my lesson and the activity, but I knew I would have a lot of feedback. I wanted the feedback. I'm a first year teacher for goodness sake! I know I'm not perfect. I wasn't expecting super high scores in every area - that's unrealistic. Any who, while he was in my room, students were VERY well-behaved. I mean EXTREMELY well-behaved. Now wait. I'm a first year teacher, but I don't have a crazy classroom. Praise God! Now, back to the story. Everything went smoothly. I knew there would be a lot of feedback. I just knew it. Monday morning, he talked to me about the observation (probably because I hound him about feedback from observations). I LOVED what he had to tell me. He gave me such great advice, and he saw things that I hadn't noticed in my classroom. When he began talking, I started crying! I began to think about why I started teaching and the many things a teacher is capable of pulling out of students - the higher and lower performing students. He didn't notice when I first started crying, but when he did, it was so funny! I couldn't help but start laughing. He didn't know what to say, and I couldn't explain why I was crying. We laughed about it and kept the observation reflection going.
One thing I have really been struggling with is students' and our clashing personalities. There are particularly 3 students I have to pray for each day. Recently, the church I've been visiting has been talking about forgiveness and having a forgiving heart. We've also been talking about having bitterness in our heart towards someone. Y'all, I have needed every bit of that. It's amazing how God will send the exact message you need to help you with your test so that you will have an amazing testimony.
Another struggle of this 1st 9 weeks is presenting information so that students fully understand the concept. I can't tell you how many parents I've talked to who have said their child hasn't struggled in math before, but now they can only keep a "C" average. I know that it is not all my fault that students aren't doing as well. I like to blame it on the full implementation of Common Core; it's a beast! Along with Common Core, however, I struggle with engaging students everyday. Some days, we have tons of fun in class. Other days, it's like I'm pulling teeth to engage students. So far we've written on our desks, done sidewalk chalk, played competitive games, watched math videos, and taken pictures in class of activities. I'm ALWAYS up for new ideas. Again, I'm a first year teacher - I'll try anything! Why not? If it doesn't work, I'll just say "This is my first time doing this whole teaching thing, and I didn't know it'd turn out so horribly." So, next 9 weeks, I'm trying to engage students on a much higher level and cause them to really think about what they're doing and why it's important. That's my goal. I'm actually really excited about how it goes.
I'll keep you posted. Or not. I may get busy. And forget. But if I don't forget. I'll let you know. Maybe.
Have a great weekend!
Saturday, September 28, 2013
The End is Near
My first 9 weeks of teaching is drawing to a close. I am approaching week 8 with 8th graders. My first year of teaching is 1/4 of the way done. Whew! Lets look at the good and the bad.
The good:
- I absolutely love teaching! It's actually exciting to see students' faces light up when they understand a topic. Last week, one student said "Ms. Watson! I actually get it. I usually hate math, but I love this!" I wanted to cry. Not really, but I was genuinely happy.
- I have amazing coworkers. Y'all, I would probably be miserable if I didn't have such an amazing support system to help me make it. The math team at PMS consists of 6 teachers. I'm the only brand-spanking new one. They help me so much! They share ideas, activities, triumphs and struggles. They give me advice on what works and what doesn't. This applies not only to the math team, but also the entire staff at PMS. I absolutely love them. I do not think I could have dreamed of a better staff to work with during my first year of teaching.
- Of course there are some students with whom your personalities don't mesh well together, but generally students look up to their teachers. I never realized this. I have began to try to let my students know that I have high, but attainable, goals for them, and I believe they can achieve them with hard work. It's amazing how they will strive to reach those goals because they do not want to disappoint you. Now, this is not true for all students (oh, how I wish it were true), but most want to do well in school. I mean, who wants to get a test back and it has a big, fat, bold-faced 40/F written at the top? Definitely not me!
- I went to Taco Bell with some friends. They were jokingly saying they look up to me (I was slightly embarrassed), but it made me think! I'm 23 with a Bachelor's, a full-time job, and working on a Master's. I never thought I would say that in my life! I strive to tell my students that education is obtainable, but it starts now! They all want to be lawyers, doctors, pharmacists, football players, and such. Their pathway to get to that goal, however, starts at this very moment. What they do now shapes their futures. (I love writing this blog because it makes me reflect on what teaching truly is.)
The bad:
- I wish I only had 8 o'clock classes. In undergrad, I always complained about 8 o'clock classes because I had to wake up at 7:00. Now, if I am not out of bed by 5:30, I will most definitely be late to work. That just can't happen.
- Saturdays are my personal days. This is when I go to Wal-Mart with no make-up on, rocking a t-shirt, blue jean skirt and Keds. The last time I did this, I saw one of my student's parent. I was embarrassed. It hasn't happened again.
- I cannot tell you how many times I've been called Mrs. Watson (when students write my name as their teacher). I always wondered how they figure I'm married. Then one day - WHAM! I wear a True Love Waits ring on my left hand ring finger. It looks like a wedding band. I let them continue to think I'm married. That's a conversation I would not like to have. And that's all I have to say about that (My Forrest Gump ending).
Friday, September 6, 2013
WHAM! It finally hit me!
Hey all,
Because we live in a world in which students can't attend school without taking tests (pros and cons), my Algebra 1 kids are taking a Common Core pre-test. While they are testing, I pass out Smarties. Didn't you just love getting Smarties in class during a test? I did; it made me feel all good and bubbly inside. Almost as if my teacher actually cared and wanted me to succeed. Anywho, I gave out Smarties, and seconds later all I hear is rattling paper. It was quite annoying for approximately 5 minutes. Needless to say, the thing I thought would help them may have, in fact, hurt them. Whoopsies.
Ok. Back to the reason for this post. I began thinking right after I gave out the loudest candy known to man. Thinking. Ha! My kids say they're not accustomed to thinking. Thinking? What's that word? Never heard of it. Baaahhh!!! As I'm writing, students are still rattling. Ok. Back to the story. I began thinking (teehee). I can't believe I actually have students in my classroom! I'm a teacher. Like, a for real teacher. I'm no longer in school learning about classroom management or how to teach certain math concepts. I'm putting all of those things to practice, or at least that's what I'm supposed to be doing. I have parents' prize possessions sitting in my classroom. That's an eye-opener. Do students feel safe? Do they feel loved? Do they feel protected? Do they feel important? Do they feel belonged? Am I mama? Got ya! But really! I'm an important component of their Monday-Friday lives. Am I really? Whew!
I'm excited about next week! All of my classes are starting on 1-step equations and ending with multi-step equations. Also, Open House is next week. Woohoo for parents!
That's my weekly update! Back to your regularly scheduled lives.
Because we live in a world in which students can't attend school without taking tests (pros and cons), my Algebra 1 kids are taking a Common Core pre-test. While they are testing, I pass out Smarties. Didn't you just love getting Smarties in class during a test? I did; it made me feel all good and bubbly inside. Almost as if my teacher actually cared and wanted me to succeed. Anywho, I gave out Smarties, and seconds later all I hear is rattling paper. It was quite annoying for approximately 5 minutes. Needless to say, the thing I thought would help them may have, in fact, hurt them. Whoopsies.
Ok. Back to the reason for this post. I began thinking right after I gave out the loudest candy known to man. Thinking. Ha! My kids say they're not accustomed to thinking. Thinking? What's that word? Never heard of it. Baaahhh!!! As I'm writing, students are still rattling. Ok. Back to the story. I began thinking (teehee). I can't believe I actually have students in my classroom! I'm a teacher. Like, a for real teacher. I'm no longer in school learning about classroom management or how to teach certain math concepts. I'm putting all of those things to practice, or at least that's what I'm supposed to be doing. I have parents' prize possessions sitting in my classroom. That's an eye-opener. Do students feel safe? Do they feel loved? Do they feel protected? Do they feel important? Do they feel belonged? Am I mama? Got ya! But really! I'm an important component of their Monday-Friday lives. Am I really? Whew!
I'm excited about next week! All of my classes are starting on 1-step equations and ending with multi-step equations. Also, Open House is next week. Woohoo for parents!
That's my weekly update! Back to your regularly scheduled lives.
Saturday, August 31, 2013
Ms. Watson, Ms. Watson!
First day. I survived. Second day. Students weren't here. Woohoo! Third day. I'm still making it. Fourth day. It's Friday! I'm yet alive?? Praise the Lord!
I've taught 8th graders for 18 days now. Eight. Teen. Days. I don't think I've ever cried this much. Enough of that. Let's get to the good stuff.
So, before I got my current job at PMS (Panem Middle School - because I'm fighting to survive), I was super excited about being a teacher! The first job I applied for was to a super small school district. A few days after the interview, I got the call; I didn't get the job. I was devastated. Crushed. Disappointed. From this closed door, I decided to apply to nearly every single job posting within a 30 mile radius of home. My next 2 interviews were for PMS and a local high school. At the time, I was set on the high school because I didn't want to teach middle school. When I went to PMS for my interview, I was BLOWN away by the interviewers: the principal, the new assistant principal, the counselor, and the lead math teacher. I was so excited during the interview (definitely different from the 1st interview experience). Upon leaving the interview, I knew that was the job I wanted. As you can see, I was offered the job and accepted it! I couldn't believe I was excited about teaching middle school students, but I was.
Fast forward during the summer. I was in summer school for my Master's in math. It was miserable.
When I met the faculty at PMS, I was even more sure that God opened this door for me. I knew I was exactly where I needed to be. That was definitely reassuring.
The first day of school, I felt like a new student. A 6th grade student. I didn't know the location of the cafeteria, other teachers' classrooms, or if I was doing the right thing at the right time. It was an experience for sure!
So now you may be thinking, "Cononiah, is it what you thought it would be?" My answer? Nope. Not at all, but I still love it. I teach 2 classes of 8th grade math and one class of Algebra 1. Sometimes I still feel like a chicken with its head detached. Some days I feel like students had fun while learning. Other days, I wonder if the day was productive. Did my activity turn out as planned? Did I explain a concept in the best way? Did I really lock a student out of the classroom for 10 minutes? Yep - that happened.
One thing every college education program should tell its students - your first year of teaching is about survival. It's the truth. If it weren't for the amazing people at PMS, I do not believe I could make it.
I've taught 8th graders for 18 days now. Eight. Teen. Days. I don't think I've ever cried this much. Enough of that. Let's get to the good stuff.
So, before I got my current job at PMS (Panem Middle School - because I'm fighting to survive), I was super excited about being a teacher! The first job I applied for was to a super small school district. A few days after the interview, I got the call; I didn't get the job. I was devastated. Crushed. Disappointed. From this closed door, I decided to apply to nearly every single job posting within a 30 mile radius of home. My next 2 interviews were for PMS and a local high school. At the time, I was set on the high school because I didn't want to teach middle school. When I went to PMS for my interview, I was BLOWN away by the interviewers: the principal, the new assistant principal, the counselor, and the lead math teacher. I was so excited during the interview (definitely different from the 1st interview experience). Upon leaving the interview, I knew that was the job I wanted. As you can see, I was offered the job and accepted it! I couldn't believe I was excited about teaching middle school students, but I was.
Fast forward during the summer. I was in summer school for my Master's in math. It was miserable.
When I met the faculty at PMS, I was even more sure that God opened this door for me. I knew I was exactly where I needed to be. That was definitely reassuring.
The first day of school, I felt like a new student. A 6th grade student. I didn't know the location of the cafeteria, other teachers' classrooms, or if I was doing the right thing at the right time. It was an experience for sure!
So now you may be thinking, "Cononiah, is it what you thought it would be?" My answer? Nope. Not at all, but I still love it. I teach 2 classes of 8th grade math and one class of Algebra 1. Sometimes I still feel like a chicken with its head detached. Some days I feel like students had fun while learning. Other days, I wonder if the day was productive. Did my activity turn out as planned? Did I explain a concept in the best way? Did I really lock a student out of the classroom for 10 minutes? Yep - that happened.
One thing every college education program should tell its students - your first year of teaching is about survival. It's the truth. If it weren't for the amazing people at PMS, I do not believe I could make it.
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