School Culture

This morning the staff discussed elements of school culture. Our grade-level team has been talking a lot about school culture. In many ways, we all agree, but due to our experience, grade-level positions, and specialist perspectives, we all see things a bit differently too. For some points, I became sensitive since I know our team is working deeply on related issues. I suspect the same is true for others too. We're a good sized school with a lot going on at all times, thus both the strength and challenge of coming to consensus with issues related to culture.

While sensitive, I was also listening. I brought the discussion to students as well and listened to them too. There's a fair amount to tease out as we think about what works best for all children and how to coach them forward successfully. I find myself shoring up a lot of protocols and routines to create a developmentally appropriate, standards-based, engaging learning environment for all the children. At times those adjectives complement each other, and at other times words like standards-based and engaging seem to defy each other. With that said, the ultimate goal is to meet the adjectives posed: developmentally appropriate, standards-based, engaging, and I should add respectful and humane too.

We know that schools of old, and still sometimes today, could be cold and impersonal. We know that's not the way students learn. We also know that structure is necessary particularly when you're working with large numbers of students in relatively limited spaces.

I work with a dynamic group of educators.Not one teacher I work with is not invested in doing a great job by students. That's a very positive community to work in, one I continue to growth from and with even when our differences can create challenge and sensitivity. Onward.

The Troubled, Sick, and Evil Amongst Us

I ache for those impacted by the Las Vegas shooting.

I wonder how we can end such acts in our country.

I don't know how an individual can bring himself or herself to foster such acts of hate and violence?

From where I sit, I know that the one thing I can do is to try to make school and family a positive place for children--a place where children learn empathy, care, responsibility, and a sense of belonging. It's important that at home and in school, students feel valued. We need to understand what helps students become the good people they are able to be, and how to help out with the troubling circumstances that can occur.

On a larger level, I'll continue to support laws that regulate and minimize gun use. I'm okay with responsible people owning guns for sport, or for law enforcement owning guns for safety, but in general I see little need for guns especially the kinds of guns that are only aimed at hurting and killing others.

Too many people are impacted by gun violence, and I believe that we have the intelligence and drive to end this dangerous disease in our country and world.

Personalized Practice: Math Skills and Concepts

I'm attempting to personalize math assignments for practice this year. It's tender because students like to be at the same place and do the same thing yet their skill status differs somewhat. What I decided to do is give students personalized practice sets, and then invite students to do the other sets if they like. That way they're getting the practice they need, and they have the choice to reach a bit more if they would like and feel ready to do this.

I really like the way many computer programs do this kind of personalization. For example, I used Khan Academy for this kind of practice last year, but that is no longer allowed in my school system. Symphony Math, which we do use, allows this, but it's difficult for students to do this at home particularly at this time in the year since they often need coaching to understand the visual models, the kind of coaching that's not available in most homes since it's a new way to learn and think about math. I know that there are other sites that level students up as they develop skill, but we don't have access to those at this time, so I'm attempting to do this on my own using a number of online sites as assistants.

Soon I'll be meeting with family members and students too. I'll inquire about this homework routine, one in which students have to access online menus to complete. I'll think with family members about what kind of practice works for their child and in their home, and we'll make some decisions that will support this personalized path.

It's very important to me and for the children that they begin to take ownership over their learning by following the directions, thinking about what works best for their learning, and advocating for what they need. I want the children to learn to learn, self-coach with positive talk and choices, and help me to help them. I also find that these personalized paths help me to know each child well and coach them better.

If you have thoughts about how personalized practice in math, let me know. I like it so much better than the one-size-fits-all practice that typically was too slow for some, and too fast for others--the personalized paths aims for the "just right" assignments.

Professional Betterment

While I prepare a nice harvest dinner for my parents, I'm thinking about professional betterment. What can we do to better our practice, collegiality, and service to families, students, and all staff.

As I think of this, I am reminded of the following efforts:

• Inclusive, targeted, respectful, and regular communication. We don't want there to be surprises, lack of communication, or misunderstandings, and we don want to include the voices and choices of all stakeholders in what we do.
• Serious attitude towards professional practice and efforts.
• Recognition that errors will occur, and find the promise in those problems to make the program better. In other words, learn from your mistakes.
• Have a sense of humor and see issues with good perspective--sometimes we can be too serious about matters that don't require that level of seriousness.
• Listen--truly hear what others have to say and see the benefit of multiple perspectives.
• A little for today, and a little for tomorrow--be prepared for today and also work towards a good tomorrow.
• Ask questions. Don't stay stuck or confused. There's no harm in asking questions, and inquiry leads to better practice.
• Don't over or under commit. It's important to commit to some new initiatives and extra work, but don't overcommit.
• Stay away from impromptu conversations in the hallway or elsewhere about serious matters--serious matters demand serious attention and care. Make time for those conversations in a private place with needed time. 

Schools are busy places that are always evolving. It's important to stay the course with as much professionalism and care as possible--professionalism and care with respect to language, actions, goals, and efforts. That sets the stage for good work and models good work as well. Onward. 

Place Value Study Continues

The place value unit is a lengthy unit because it's the first unit of the year, a unit that includes teaching routines and how to access multiple online and offline learning supports. This week will find us doing more of the same.

Vocabulary
Students will dig into the place value vocabulary in a number of ways.

Place Value System Parts and Relationship Model
Students will learn how to make a complex paper/pencil math model using a table, labeling, coloring, and symbols. A few children will make this model online as that's a more accessible way for those students to complete the task.

Coaching Oneself Forward
Differentiated homework that's both online and offline will help students learn new information and how to coach themselves forward.

It takes time to set the stage for good learning, and if we rush the start, we challenge the units that follow. I believe it's best to take the time you need to get the program off to a good and comprehensive start.