Today, we had some fun.
Students studied a lot for a good amount of time, and then they had a nice recess.
Later we filtered mixtures and solutions to find out what they were made of.
And, we had another recess.
We discussed an upcoming, engaging project which created a flood of creative ideas, and then did the chicken dance.
There was library and a few minutes to play outside at the end of the day.
It was a good day and a day with a good amount of fun.
Tomorrow students will take an assessment, go to gym, and attend reading, writing, lunch, and recess.
As we get closer to the big tests, we're meeting the learning standards and looking forward to the fun projects ahead: the play, the biography project, the global cardboard challenge, and environmental science exploration. Onward.
Wednesday, April 04, 2018
Program Development: How We Use Time?
One challenge of teaching well is how we use time. In many schools, the expectations far exceed the time available which leaves educators always making choices about what they'll teach and how they will teach it. Personally I deal with this situation by making sure that I introduce all standards and provide students with the opportunity to practice those standards. I don't have the time to help every student reach mastery with every standard simply because students come to us with great variation with regard to readiness to learn the standards and time and ability to master those standards with the time and support they have available.
For example if you're a bright student who is involved in a heavy after school schedule related to a special talent or skill, you may not have the time or energy to master every academic standard presented. Or if you are a new student entering our school from a program that differs greatly with regard to standards and expectations, you may not have the readiness skills to learn and master the grade-level standards--it may take you more time to meet our expectations since the expectations of your former program were so different.
As I think ahead, I'm wondering about how I spend time with regard to teaching the curriculum, and how I might use time better. This summer I'll revise the current curriculum map with close attention to this matter. This is particularly relevant since we changed the curriculum program this year with the addition of a new science program and next year we'll be making changes related to revised social studies standards and expectations. Truly programs are always evolving so every summer most teachers take a close look at how they use time in order to teach with as much capacity and impact as possible.
For example if you're a bright student who is involved in a heavy after school schedule related to a special talent or skill, you may not have the time or energy to master every academic standard presented. Or if you are a new student entering our school from a program that differs greatly with regard to standards and expectations, you may not have the readiness skills to learn and master the grade-level standards--it may take you more time to meet our expectations since the expectations of your former program were so different.
As I think ahead, I'm wondering about how I spend time with regard to teaching the curriculum, and how I might use time better. This summer I'll revise the current curriculum map with close attention to this matter. This is particularly relevant since we changed the curriculum program this year with the addition of a new science program and next year we'll be making changes related to revised social studies standards and expectations. Truly programs are always evolving so every summer most teachers take a close look at how they use time in order to teach with as much capacity and impact as possible.
Do You Lead for Yourself or Others?
Whether you lead a family, classroom, school, system, organization, community, state, or nation, you have to continually ask yourself this question, "Do I lead for self or others?" Of course the answer is both--you have to both lead for yourself and for others, and striking that right balance is good challenge every leader, great or small, faces.
If you don't lead for self, you might not have what it takes to lead for others. For example if you give too much, you won't have the time to take care of yourself and be able to give to others with good energy, creativity, and attention. On the other hand, if you let your ego take over, it's likely you'll make decisions that only support your own gain, and not the gain of others. This kind of egotistical leadership, I believe, eventually fails because you'll lose the trust and support of those you lead.
As I bring this big idea back to the classroom, what's most important is that we listen to those we lead--what do children think, want, desire? What does the leadership team of teachers, administrators, and community members deem to be most important? Further, how do other organizations affect our classroom leadership, and then how do we harmonize the needs, interests, and expectations of all of these groups to continually lead well and teach well. Teachers continually choreograph with this in mind to lead well.
Of course, good process is essential to good leadership. When we use good, inclusive process to make decisions and forward our efforts, we lead well. With this in mind, I'm thinking of the processes in place to lead our team's collective teaching/learning work, processes that include the following:
If you don't lead for self, you might not have what it takes to lead for others. For example if you give too much, you won't have the time to take care of yourself and be able to give to others with good energy, creativity, and attention. On the other hand, if you let your ego take over, it's likely you'll make decisions that only support your own gain, and not the gain of others. This kind of egotistical leadership, I believe, eventually fails because you'll lose the trust and support of those you lead.
As I bring this big idea back to the classroom, what's most important is that we listen to those we lead--what do children think, want, desire? What does the leadership team of teachers, administrators, and community members deem to be most important? Further, how do other organizations affect our classroom leadership, and then how do we harmonize the needs, interests, and expectations of all of these groups to continually lead well and teach well. Teachers continually choreograph with this in mind to lead well.
Of course, good process is essential to good leadership. When we use good, inclusive process to make decisions and forward our efforts, we lead well. With this in mind, I'm thinking of the processes in place to lead our team's collective teaching/learning work, processes that include the following:
- regular collegial meetings
- notes and discusses led by systemwide leadership
- student/family member meetings
- state/union announcements, policies, and expectations
- professional responsibilities and expectations related to teaching well
- research, reading, professional study, and collegial efforts
And of course to lead others well, we must lead ourselves with the kind of good balance that creates good energy, demeanor, and will to do what is right and good by our students, colleagues, the community, and systemwide leadership. Onward.
Energize and Organize
As we move closer to the spring vacation, I find myself looking forward to a few days to rest up, relax, and have some fun. It's been a busy stretch since the February break with leading lots of dedicated science, math, and reading study. I'll push ahead by completing the following activities with and without students:
- Completing physical science study - there's lots of science materials spread out all over the classroom waiting the completing of several explorations. We'll complete that study and then I'll be able to clean up that area.
- Readying for the MCAS tests. Not only will students take a number of practice tests, but I'll also reshape the classroom to give students the space they need to take these tests with comfort and focus.
- Reading time: soon I'll sort the many reading books available in the class too. Some are ready to be tossed since they are torn and ripped, and others simply need sorting and a better display.
When I leave for the break, I want to leave the room cleaned up and ready for MCAS test/study and the upcoming biography research we'll be doing after that. Onward.
The Tools Scientists Use
Students will continue their exploration of matter today by deciding whether mixtures are heterogeneous mixtures or homogeneous solutions--can they see the separate parts of mixtures and can they separate those parts using filters, screens, or evaporation?
I'll model the exploration, then let students work to notice the properties of mixtures, and then try to separate those mixtures using the tools that scientists use.
As students explore, I'll support their efforts to work together, discover, and inquire. I know they'll enjoy this exploration.
I'll model the exploration, then let students work to notice the properties of mixtures, and then try to separate those mixtures using the tools that scientists use.
As students explore, I'll support their efforts to work together, discover, and inquire. I know they'll enjoy this exploration.
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