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
Subscribe to:
Posts (Atom)