Big think is a good complement to routine tasks

Today I'm engaging in a lot of routine tasks--rather dull tasks, but important tasks with regard to the the study those tasks promote.

I like to pair big think with dull tasks--I like to be thinking about the bigger questions of my life and work as I complete routine tasks. What big think questions will complement those tasks today?

Preparing for departure
In three years, I'll leave the teaching profession. I want to leave the best of what I've done in ways that are easy for my colleagues to access and use. Therefore I'll be thinking about how to best organize those resources. I'll also give away or throw away the less valuable resources I've accumulated, resources that are outdated or no longer connected to the main work I do.

Streamlining the learning environment
I want less things in the learning environment as less things will mean less items to take care of and more time for caring for students in important ways.

Learning more
Good teaching means learning more about the main subjects I teach: math and science.

Next steps
I'll likely do work that involves greater creativity, writing, and research after I leave the day-to-day teaching. I'll be thinking more about what that exactly means. I will also likely find myself working with children who need greater attention in some way too. In so many ways, working to help and support children is life's greatest teacher.

Onward.

Mastery Teaching: What is the base ten numeral system and how does it behave?

Today students and I will focus on what it means to master learning as we dig into the question: What is the base-ten numeral system and how does it behave?

I'll tell students that their math job in the next few weeks is to master their understanding and use of this math system (an amazing invention). I'll ask students what they think mastery is and what they might do to master this information?

After that, we'll begin our study using this booklet as a guide.

Focus. . .Focus. . .Focus

Sometimes in schools people talk at us, and sometimes in school we may talk at people too. It's rarely, if ever, positive to be talked at or talk at others. And, when you're talked at, you may lose focus.

As I think about this. I'm thinking about how I want to avoid this not-so-positive behavior. First, know your audience. You are less likely to talk at people if you take the time to know them--talking at people often arises from one's projection about others rather than taking the time to get to know people and talking with them.

So as I think about focusing on what's important, I'm thinking about vetting the talking at me and the avoiding of talking at others.

At fifth grade, we have a lot of positive teaching and learning going on. So it's not a time for new, but instead a time to dig in to what we're focused on.

Good learning routines
Students mostly are eager to do well. For the few that are not eager to learn, we're working on that as we try to find out what's getting in the way. To help our eager and not-so-eager learners, we're focusing on the many ways we can help students access helpful practice/learning information and get support for that learning. The more we know students and work together as learning team members, the better we are able to support each and every learning with positive learning routines.

Math mastery
Students know the math routines now, and the next focus is on mastery. We'll talk about what it means to master skills, concepts, and knowledge points and how we can help each other as we start a new unit.

Science explorations, labs, and mastery
We're deepening our science teaching and learning in multiple ways this year. The ways we're developing this work includes the following:

• participation in a statewide evaluation pilot to identify if we're on track with the goals we've set for science teaching and learning.
• creating routines and patterns for the procedural work so that we can focus more on the deeper study.
• expecting greater depth, precision, and attention to lab reports.
• mastery of content displayed via assessments, projects, and hands-on explorations

Social emotional learning; community building

Developing a strong, caring, helpful learning community with all members of the learning community including families, students, teachers, administrators, and community members. 

These are the main goals for the year. Good goals to focus on, and goals that take precedence of being talked at or talking at others. Onward. 

Endless Potential: What's your shortlist?

Since the role of teacher is a role of endless potential, we all have to make ourselves some shortlists to live and work by.

This is my shortlist for this week:

Sunday: Purchase a few remaining materials for this week's science explorations. Review a box full of assignments (not fun, but definitely worthwhile)

Monday: Teach and prep for upcoming science explorations. Faculty meeting. Complete a few chores related to Friday's presentation.

Tuesday: Teach and prep for Friday's presentation. Plan with team for more effective collaboration coaching for this week's science explorations.

Wednesday: A day mostly devoted to science exploration. An afternoon of student-led family-student-teacher conferences.

Thursday: Teach, sub plans, copies for Friday's presentation, Union meeting, prep for Friday's presentation, pack for long weekend event.

Friday: Leave early for the presentation, present, attend other presentations, homeward, and off to the weekend's event.

Planning what you will do is as important as planning what you won't do. This won't be a week for much big think or future project work--there simply isn't the time. There will be time for that next week. Onward.

Schools: Joyful Places

As I thought about the weeks ahead, weeks that will make up the Season of Light for so many, I thought about the need to make school a joyful place for students. I know that our team has been working hard to put schedules in place, meet expectations, help everyone follow the "group plan" and coordinate our efforts in meaningful ways. We've been working hard, and perhaps we've been working a little too hard since I'm feeling that need to get back to the needed joy that makes schools great places to be and great places to learn, make friends, create, and come together. 

The tweets at the top of the page, in part, fostered these thoughts in me. Also, our wonderful, recent field trip to Old Sturbridge Village reminded me of the joy possible with playful exploration and learning in wonderful teaching/learning spaces.

So how will I increase the joy in the days ahead. First, I'll work to slow it down a bit so there's more time and attention for what matters most. Then, I'll likely not add anything new--we've got a good plan in place and now it's time to refine that plan rather than add to it. And, I'll think of the many festivals and holidays related to light and gratitude that students will be celebrating, and I'll work to bring that brightness and spirit into the classroom. Onward.