Benefits of Blogging

Here is a list of 8 reasons blogging makes for a better teacher.
My favorite is "self-reflection." It is true blogging forces you to think about your practice and reflect before you can write. It almost makes time for this when maybe you wouldn't otherwise do it!

http://www.soyouwanttoteach.com/8-ways-blogging-makes-me-a-better-teacher/

Grade Level Teams

Throughout the year I have seen many benefits to grade level teams. I am in one of four Kindergarten classes in my school. The teachers collaborate on tons of things; they encourage and support one another on anything from homework for the month to issues with parents.
Last week I sat in on the K and 1st grade meeting. They discussed the successes and failures that they are witnessing in their classes. Then the 2nd and 3rd grade teachers joined the meeting. These teachers essentially asked for a LONG list of things they wanted addressed before students enter their classrooms. The K/1 teachers explained how they can only do so much. Also, some of the things that the 2nd and 3rd grade teachers were asking for were developmentally-based, according to the K/1 teachers.
I left the meeting feeling like it was very ineffective. I think the K/1 teachers felt attacked and the older grade teachers frustrated with what they are seeing with their students. I couldn't help but think that there has to be a more diplomatic, kind way to approach one's colleagues. It almost seemed like "what not to say/do in a staff meeting" experience. I am wondering in what ways the meeting could have been more successful? How could communication have been improved?

Names. Helpful or Invasion of Privacy? What do you think

So a couple of weeks ago we had a late start and a district directed work time. They handed out lists by grade level to each of the teachers with their students' Dibble test results summarized on them. On these sheets were listed the grade level averages, and then listed each teacher, and each teacher's classroom percents for fall and winter test results. They had four columns, students at high risk, students not at grade level, and students at grade level or above, and then total class percent. It listed the number of students in each category in the fall, and where they were when tested in the winter, and then what percent had moved up, and what total percent of the students were testing at grade level or above.

I looked at this, and the first number that jumped out at me was the percent of students each teacher had at or above grade level. It was highlighted and obvious. I suppose I am a bit too competitive, because I naturally started looking at each teachers numbers and comparing how many students they had at grade level or above. They ranged from 90% to 65%. My first thought was, wow, that teacher at 65% must not be very good.

Then I looked further. I started looking at where the students started out the year. I looked at the teacher with 90% and saw that she had started the year with just 2 students in the high risk and 2 in not achieving grade level category. The teacher with the 65% had started out the year with 8 in those two categories.

I started thinking about the kids in our class who fell into the lower categories, and how much extra time we spend with them, and there are two of us in the classroom. I tried to imagine having 8 students like this in our class. Suddenly her 65% took on a whole new light. How can you dedicate enough time and energy to make a significant difference in these cases?

After I found out how angry some of these teachers were about these sheets going out with the teachers names on them. They felt the district was trying to shame some, that it was unethical and unfair to show everyone these numbers. They argued that it would be like posting employee evaluations at a regular business. No one would dream of it. One teacher even went to the union and filed a complaint.

I wonder at the strength of these feelings. Why they were so angry. It didn't seem like a big deal to me. It was pointed out to me that they feel it is a step towards trying to tie teacher pay to students performances.

If you go back to the teacher with 65%. When you delve deeper, more information than is in those numbers appear. I asked, why did she have such a large number of students who need extra help? It seemed disproportionate and unfair to her. I was told it is because she is a great motivator, and a very calm influence, and has a reputation of doing very well with kids who are hard to reach. She may not be able to get them up to grade level all the time, but they make more improvement in her class than anywhere else. Would it be fair to tie test scores to her pay? She is working harder than the other teachers because of the kids in her class. She willingly takes on a higher number of these kids, but would she if her pay was dependent on their scores? Would she speak up and refuse these kids in her class? Or would she be penalized and maybe burned out and leave the profession in time?

I am curious. What does everyone think? Should teachers be given the rest of their peers results? Is it a step towards tying grades to pay?

Music and dance drive academic achievement

Interesting video and article from Edutopia, the George Lucas educational foundation. Judy would be pleased! ;)

http://www.edutopia.org/arts-opening-minds-integration-video

Family Communication

Speaking of parents and families...I have been thinking about how I will communicate on a regular basis with my students' families. I liked creating a newsletter, but I also like the idea of having a class website or blog as a central place for all communication. Also, I think once a week would be appropriate to fill families in on the week's events and provide reminders/information about the upcoming week.
Any thoughts about family communication?

Conferences and teacher/parent meetings

We were talking in class today about conferences and other teacher's meetings with parents. I have been thinking alot about it, and feel like I need to let all my fellow future teachers know how the parents you meet with feel.

I am a white, middle class, college educated woman, with a supportive family who loved school, and has nothing but positive memories of school. I know the teachers well. I volunteer at the school, I have been on the PTO board for years, have served on the technology committee for the school, am the school's bond and levy representive. I am on a first name basis with the principal, and know her well enough to have her actually sends me funny emails . I am not the norm. And yet, I am nervous before every conference. My palms sweat, my stomach is tight, I have overwhelming feelings of protection for my children. If I feel that way, what do others feel like?

When I went in for an IEP conference for my daughter, with all these people I know and have worked with, I was intimidated. It was a them and us, all of them on one side, my husband and I on the other. In my head I know that these people are here because they care. I know that they are here to try to help, but it still feels like I have failed in some way. I have given birth to someone who is not perfect. They have all been analyzing my child and passing judgement on her, and on my parenting.

With 4 kids, I have been to many conferences, most of them good, but still I get a bit nervous before each one. I would like to pass on some things that some teachers over the years have done which I have appreciated greatly.

First - Make it a comfortable environment. Don't put the parents in little kids chairs while you sit in the big chair. Candy is a great ice breaker. My husband loves the teachers who have candy in a bowl, the sweets make the conference sweet he says. Some teachers put out tableclothes on the table, with candles, have coffee and water. This is all nice, but doesn't fit everyone. A bowl with tootsie rolls, jolly ranchers, kisses, etc. is simple and a great ice breaker.
Put up kids' work in the hall outside the door, parents stand out there while they are waiting for you to finish the previous family, and it is nice to look at the kids work while you are waiting.

Second -be welcoming. We talked about this a little today, but greet the parents. I know you don't have much time, and have alot to cover, but take the time to say hello. Ask them how they are. It really does set a nice tone to things.

Third --start with the positive. Tell them how much you like their child. Tell them about something cute, funny, or nice their child did recently. Parents know their child isn't perfect, but they like to know the good stuff.

Fourth -- Show them their student's work, mix in the good and bad, don't just show them the bad things. Their strengths and weaknesses.

Last -- don't forget to ask them if they have any concerns.


Most of all remember. This is their baby you are talking about. Whether they are 6 or 16, this is still their baby. Remember they are nervous too. Remember you both want what is best for the student. You are on the same team.

Lend a Helping Hand

I have been asking myself the same thing lately...am I really prepared to teach. Can I apply what I am reading and experiencing in the classroom on my own and in my own future classroom? It is one thing to read about something, but it is quite another to put it into practice (sometimes on the spot)!

I think it gets back to not being afraid to ask for help. Like we talked about in class today, if we are not sure of an answer, be honest! Ask for help. Turn a potentially embarrassing situation into an opportunity to invite others (students included) to work with you to come to a conclusion.

Speaking of technology... here is a blog posting from one of my favorite blogs. She discusses the importance of teachers helping each other overcome their technology troubles.

http://bettyb.teacherlingo.com/default.aspx