For Effective Schools, Teamwork is Not Optional

"The truth is that no industry succeeds in isolation or secrecy."

http://www.edutopia.org/blog/effective-schools-teamwork-not-optional-sean-glaze

"Every New Beginning Comes from Some Other Beginning's End."

It is a very bittersweet moment to report that my student teaching year has come to an end. I will miss the students, staff, and colleagues that I have come to know over the past year, very much. They have taught me more than any textbook or lecture ever has. I learned things that I never thought I would. I was faced with challenges that I never thought I would. However, I would not trade my experience for anything. I now will move on to the next chapter of my life and continue to impact children's lives forever. 

"Every new beginning comes from some other beginning's end."

On the last day of student teaching, I gave my students a little gift that I made. A few days before, I had my students write down one positive adjective or attribute for each of their classmates and for my cooperating teacher. I then took their adjectives and made a word cloud for each of my students using tagxedo.com. 

The students were so delighted and happy to read what their classmates thought of them. All of them (even the boys I thought would think it was sappy ;)), were walking around the room showing off their "hand prints." The students all were smiling. It was a great moment to end the day with. 

Term of the Day: Inspiration

"Do not confine your children to your own learning, for they were born in another time"

"If we teach today's students as we taught yesterday's, we rob them of tomorrow"- John Dewey

"The best way to predict your future is to create it." -Abraham Lincoln 

Positive Behavior Reward System Update! We Have Filled a Jar!!

The students have filled their first jar!! They know what success feels like! :) 

The students were beyond excited to fill up their first jar and receive their reward. This reward included tangible items from a "Treasure Box." The other two jars will include intangible rewards (extra 10 minutes at the end of the day and extra recess time for the week). I cannot wait to keep seeing my students take control of their own learning and positive behaviors!! 

Will update again soon!

Positive Behavior Reward System (Pom Poms) Update!

Hello there! 

I am very excited to write about the update with the positive behavior system I have implemented in my 5th grade classroom! 

I have to say that I was a little nervous that the students were not going to like the system and that they would think it was too "childish." With that, I was worried that no one would want to take the responsibility to walk over and place a pom pom in the jar. 

HOWEVER, the students are LOVING IT!! 

The students chose to earn pom poms in the following 3 ways: 

1. Follow directions 

2. Show respect for others 

3. Behave at recess and in the hallways

These 3 ways are behaviors that the students know they need to work on so it made me happy that they are recognizing the behaviors that need improvement. 

The first day I implemented the system the students were on their best behavior during their writer's block. They were focused, on task, and following directions. I rewarded the students by placing two pom poms in each jar. They seemed excited but I wasn't sure. 

The next morning the students did an AWESOME job working quietly while eating their breakfast and working on work in the morning. Therefore, I believe they deserved to earn a pom pom. After telling the students why I believe they should earn one I asked for a volunteer to walk over and place a pom pom in the jar. I was nervous that no one was going to want to. BUT TO MY SURPRISE almost ALL students raised their hands eagerly. I chose one student and he carefully thought about which jar to place it into while the other students watched. From there I knew that this was going to be a successful system. :) 

The students keep asking me on a daily basis things like: 

"Are we on our way to earning a pom pom?" 

"Did we do a good job at recess?" 

"Did we earn a pom pom?" 

They are all so excited to earn a pom pom that they are showing the positive behaviors in order to do so. On top of that, I have noticed the students for the first time quietly and respectfully reminding the other students to listen, follow directions, etc. I am very proud that the students are now taking control in showing positive behaviors and creating a warm and nurturing classroom environment. 

Lastly, the students chose to work towards earning extra recess for 4 days for their large jar. 

We are on our way!!

The first pom poms they earned!!

 The 3 behaviors they chose to show in order to earn pom poms

The most recent picture (4 in small jar, 3 in medium sized-jar, and 2 in large jar) 

The poster that I made for the classroom

Positive Behavior Reward System- Pom Poms!

I'm really excited to implement a positive behavior reward system in my 5th grade class tomorrow!

 Our school does not implement PBIS, however, I am trying to tie in a component of the system by rewarding the positive behaviors in the classroom with the goal of eliminating negative behaviors. 

Tomorrow I will have the students brainstorm 3 different ways that they can earn pom poms. This may be three things that they believe they can work on. I will make sure that the students explain what that positive behavior looks like. For example, if they say something that they can work on is being respectful, I will ask them what that looks like. Therefore, the students know exactly how that positive behavior looks. These 3 behaviors will be made into a sign or poster for the students to be able to view at all times. 

How it will work!: 

There will be 3 different jars as seen below. Each jar will be a different reward. The far left jar (the smallest jar) will be the smallest reward and so on. Once each jar is filled, the students earn that reward!

When I see the students following the positive behaviors, I will either put a pom pom(s) into a jar or I will have a student come up and put the pom pom(s) into a jar. If I choose a student to put a pom pom(s) in the jar, I can either have them choose a jar they want to put it in or I can tell them which specific jar they should put it in. Therefore, the smaller jars can be filled up too and I can reward superb behavior by having the students put it into the larger jar. 

It will be important to be as general as possible with the rules of adding pom poms because I want to be able to control it and add pom poms whenever I feel it is earned whether or not it follows the 3 targeted behaviors the students choose. 

The Rewards

1. Small Jar- Choose an item from the "Treasure Box." This includes fun pencils, erasers, stickers, stuffed animals, etc. 

2. Medium Jar- I will have the students choose between choosing their own seats or an extra 10 min of free time at the end of each day. I wanted to have an intangible reward. 

3. Large Jar- With this reward I will have the students brainstorm possible ideas that they would like to earn. I will have the students write down 1-2 things they can work towards and then I will choose 2-3 things that the students can then later vote on. I will give them the suggestion of a popcorn party!

 

I am really excited about implementing this positive behavior system in the class tomorrow and seeing the students work towards filling up the pom pom jars! I will keep you updated on the rewards the students chose as well as how the system is working! 

Formal Observation #2- Aligned with CCSS & Evaluated using the Charlotte Danielson Framework

Lesson Plan- Formal Observation 2 (Spring Semester)

Teacher Candidate: Lisa Papeck

School/Grade: McKinley Elementary/Grade 5

Subject: Math

Day/Time: Monday, February 10, 2014

Goals/Objectives: The students will be able to develop understanding of fractions as numbers.

Common Core Standards:

CCSS.Math.Content.5.NF.B.3: Apply and extend previous understandings of multiplication and division: Interpret a fraction as division of the numerator by the denominator (a/b= a+b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

CCSS.ELA-Literacy.SL.5.1: Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

CCSS.ELA-Literacy.SL.5.1b: Comprehension and Collaboration: Follow agreed-upon rules for discussion and carry out assigned roles.

CCSS.ELA-Literacy.SL.5.1d: Comprehension and Collaboration: Review the key ideas expressed and draw conclusion in light of information and knowledge gained from the discussions.

Resources: Fraction Stick chart, pencil, 7 pieces of large white construction paper for each table with 5 “bridges” drawn on them, bags of clues, bag of colored posts, answer sheet

Opening Procedures:

1.     - I will explain the purpose and objective of today’s lesson clearly to the students. I will also remind them that -today’s lesson will build upon their previous knowledge of working with number lines and equivalent fractions.

2.      -I will review with the class what a whole number, numerator, and denominator are because they will be encountering these terms in today’s lesson.

3.      -I will then explain to the class that they were hired as workers to build five bridges. These bridges must be in the correct order and must have the correct color posts in the correct locations. Otherwise, their bridges will collapse.

a.       I will model what the bridges look like and what the posts are.

4.      -I will explain to the students that they architects didn’t leave plans, but they did leave clues for how to build the bridges.

5.      -Each table will receive a bag containing 16 clues.

6.      -I will explain that they will work as a table group to solve the puzzle.

7.      -Each member of the group will receive about 4 clues each.

8.      -I will explain that once they begin, the heads of the table will read their first clue. Then, they will try and solve their clue independently. Then, after they try, the rest of the group members will be able to share their input regarding the clue. This process will continue for the remaining group members.

a.       (This way all members of the group are required to participate).

9.      -Next, I will explain that the lines on their large piece of white construction paper are the “bridges” and the colored squares are the posts.

a.       Each bridge is already marked as halves, thirds, fourths, sixths, and eighths.

10.  -I will explain that they will have to place their correct post in the correct location on their “bridge.”

a.       For example, if I believe that my purple post is 1/3, I will need to place it where 1/3 of my number line is. I cannot place it close to 1 because that is not the correct location.

11.  -I will also explain that each of the five “bridges” begin at 0 and end at 1.  

12.  -I will then stop and check for understanding by asking someone to repeat what they are supposed to do.

13.  -I will advise the students that if they get stuck on a clue, they should skip it and come back to it because another clue might help clarify their misunderstanding.

Instructional Strategies: Collaboration, guided practice, brainstorming, predictions

Procedure:

1.      -Opening procedure

2.      -I will model an example or two up on the projector for the students to see how the process should work.

a.       (I will be using a clue(s) different than the students’ clues).

3.      -I will ask if anyone has any questions to clarify any misunderstandings.

4.      -Once the students think they have all the correct posts in the correct location, they should raise their hands and I will come around and check their answers.

a.       If they are incorrect, I will advise them to keep trying!

b.      If they are correct, I will have the students work together to label each of their posts with the correct fraction. Once they are done, I will then come over again and check their answers.

5.      -The students will then be given time to work collaboratively to “build their bridges.”

6.      -Closure

Closure:

1.      -To close the lesson, I will ask the students if this activity helped them learn more about fractions. They will answer by giving me a thumbs up or a thumbs down.

2.       -I will then ask the students how confident they are working with fractions after today’s activity. They will answer in the same way as before.

Assessment: I will be using an informal assessment to monitor the students’ comprehension of the lesson and their ability to meet the objectives/standards of the lesson. I will complete this informal assessment by observation.

Modifications/Differentiation: To modify the lesson, I have included the labels of the “bridges” or number lines in order to meet the needs of all learners in my classroom. I have also added tick marks to represent each spot a “post” is supposed to go on. Also, each table group has mixed ability members. This will allow the lower level learners to participate and learn from the higher level learners. If needed, I will review more examples for the students if I assess that they do not understand the activity. 

Students started off with a bag of clues, posts, and a mat. They had to collaborate with one another to determine the correct placement of each colored post in order to "build the bridges." 

The end result!