Week 4: We All Fall Down

This week’s Explore the MathematicsTwitterBlogoSphere prompt is awesome: You are going to write a blogpost about one mistake/error/failure you made, and proudly and publicly share that with the world. OR… and this is more ambitious but wow would reading this keep us glued to the screen… keep a log of teaching failures for a day, a few days, or even the entire week… and then publish it!

I love the vulernability of this prompt and am also terrified of answer it, partially because it’s embarrassing (but worthwhile) and partially because there are so many things I wish I could do over that it makes my head explore.

Anyway:

Monday: Solving Equations Group Test

We do a group test to prepare for the individual test on Wednesday. In general, the test runs short, which is actually OK, though I wish I’d added some more challenges to some of the problems. I also forget to give out the supplement – a half page on inequalities and equations with weird solutions (no solution, infinite solutions, x =0), which would have been a productive way for more groups to talk about interesting mathematics. During group tests, Curriculum Partner and I only allow groups to ask 2 group questions – if someone has a question, the whole group has to talk together and one person – the Resource Manager – has to call me over. I don’t do a great job setting this up or necessarily having kiddos follow through. I wish I’d made a bigger deal of it since it’s our first group test of the semester and so many of our kiddos are new. There’s at least one group where one team member is totally capable of doing the work, but seems to want to call me over. I don’t necessarily regret answering some of the questions in the name of relationship building and mathematical confidence, but I know this kiddo and I probably should have pushed them to talk to their group more.

Monday evening, I mean to look through the group tests. I skim through some from my first class and note that students aren’t always using the scripts we gave them to help with language and are sometimes not solving equations with negative numbers correctly (they subtract from both sides when they should add to both sides). I think about ways to address this on Tuesday…and then don’t.

I also make a mental note to write up the team meeting agenda for our Wednesday team meeting…and then don’t.

Tuesday: Test Review Day

Many of our kiddos either don’t really know how to study for a test or don’t have the time to do it, so we always spend a day reviewing in partners. Curriculum Partner and I explicitly explain that the groups are leveled – someone who knows more English and someone who is still learning. I don’t do a fantastic job framing this. One of our four school values is Act With Empathy. It’s a value that most of our kiddos recognize, though I’d argue that understanding empathy is harder. I wish I’d explicitly made more calls to that.

We also give kiddos a copy of the rubric to help grade their tests. It seems like kiddos understand that they should read through the rubric, which is a step up from earlier in the year. I wish I’d made the rubric more explicit. A part of me wants it to be general enough to guide the kiddos, but not give anything away. Another part of me needs to remember that, if we’ve gotten through the group test and are still confused about something, we need to step up the intervention and be more explicit.

I also find Racing Dots on Desmos as an extension. It looks awesome. Some kiddos try it. I don’t look at the results or really talk to or support the kiddos working on it. It’s an extension and there are kiddos who are still trying to make sense of the test (let alone all the study materials). I stand by this decision, but I regret it a bit, too.

Wednesday: Individual Test

The curriculum part of today actually goes as planned, largely because it’s a test day, so we spend most of the day taking the test. I do have one kiddo from last semester, who now has a different teacher, come in and say “I miss your class because you would always help me on the test.” I wonder if I’m giving too much help on the test.

Team meeting goes well despite me only having sent out the agenda and checked with facilitators the night before. The team meeting part of meeting (there’s also a student support meeting) is actually being facilitated by a different team member. Had it been strictly team meeting, I would have liked to have thought about the agenda more and sent it out earlier.

I think about grading when I get home, but end up not having time, partially because I have to buy flyswatters.

Thursday: Shapes Review

In preparation for our next unit on similarity, we do a bunch of different review activities. We draw shapes, we put names to the shapes, we find area and perimeter, we play the flyswatter game where I call 2 students to the front, name a shape and then have them swat the named shape with the flyswatter. This activity also actually goes relatively smoothly. Except for the one class where the Instructional Coach lovingly has to ask us not to be so loud when celebrating. #IRegretNothing

I take a phone from a student who is taking a selfie with their entire table when they should be doing the opening. This is followed by about 20 minutes of bickering with another student who says it’s not fair and they should have gotten a warning (it’s the first time anyone has taken this student’s phone; they will have many more warnings).

I have an interaction with a student while explaining our work for today. “But this is middle school work,” says the student. I continue reminding students that we have a range of abilities in our class and are doing review to help everyone learn. I make call to act with empathy and then start class. Do I wish we had talked more about why we’re reviewing for a range of abilities? Do I wish I had specifically drawn attention to the fact that this student attended solid schools in their country while some students struggled to even attend elementary school? Answer unclear…

I do have a cranky interaction with a coworker in the staff room in the morning, which is what happens when everyone is trying to do everything in the morning. I wish I had just backed away and asked to talk about it later, but couldn’t quite get my brain to process that fast. We talk about it at lunch and things are better.

I drop the ball a bit again after school. I have 2 meetings and am relatively unable to help Curriculum Partner print out materials for Mondays, though we are able to finish most of our planning during prep.

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One thought on “Week 4: We All Fall Down

  1. Pingback: 2017 Week Four Round Up of #MTBoS Blog Posts, We All Fall Down | Exploring the MathTwitterBlogosphere

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