Thursday is also a Short Day (kiddo-parlance for early release days, where teachers stay afterwards and do professional development). Thursday’s PD ends up being time to work on our scopes-and-sequences, which we use to outline our courses in attempt to do some vertical alignment (vertical alignment being the staff-chosen yearly focus).
We spend Thursday working through graphs. Some of the kiddos can graph in their sleep. Some kiddos have never seen graphs. I try and make this explicit. We often frame this situation as such: some kiddos learned how to graph in their country, some did not (side note: this year, we’re viewing this through the lens of having the right to an education). It’s now time to remedy that. I appeal to kiddos who know how to graph to be empathetic and support those who don’t know how to graph yet. I appeal to kiddos who don’t know how to graph to try hard and ask questions. (Graphing isn’t really groupworthy, anyway.) We do an explanation quiz, again, where kiddos have to make the graph, then call me for a checkpoint. It feels like more of a familiar structure now. I remind myself that repeating structures often in the beginning of the year (and the rest of the year as our classes continue to grow) is important.
Photo: So many graphs.