Math Reflection

I began teaching the Problem of the Week to my math class today. I started with the Dart Board problem (if anyone remembers it).

To begin I had my students solve the problem of forming an arrangement of tables to sit around. They usually sit three to four at a table and I asked to have all 14 around an arrangement of tables. Using that example I taught the basis of solving problems.

I had them read the scoring guide intermittently with solving the problem. First I had them reda the requirement for part 1 of POW - restating the problem. They then told their partner how they would explain the problem. I then had them read over the problem and discuss with their partner how they would approach the problem. Then I had them work with their partner to solve the problems.

I made a mistake in handing out the materials of individual whiteboards and pens before I finished giving directions. They were signing their names and drawing pictures, etc. Later, though, I made the decision to have them turn over their boards when another classmate was explaining his solution. That worked well. It prevented temptation from arising.

Overall I think the lesson went well. Next week we will work on the problem together in partners and then I will have the students do the write up on their own.

For extra credit I have offered the students the MathNexus from WWU's website and told them any work they turn in will count as extra points for their summative grade. So far no one has taken me up on it.

Subbing

The past two days I have been fully in charge of my class without my teacher as she is in Italy. It hasn't been completely smooth, but no disasters. My schedule hasn't allowed for complete smooth days. Yesterday my reading class was interrupted to call some students to MAP testing, my math class was interrupted to call some students to pictures and both periods of Social Studies were interrupted for pictures.
Today my afternoon was interrupted for MAP testing. All the fifth graders in both my class and my team teacher's class were called to test so I couldn't continue with Social Studies or the plan for Language Arts. Instead I had the students use the time to workshop on their Mountain School Reports. However, as some students began to finish and others came back from testing things got a little unorganized. However, students have personal projects in this class and they were able to work on those.

I'm learning a bit about subbing this way. Students are familiar with me but they know that I am not their full teacher so they are pushing me. I having to balance out enforcing what my teacher has done in the classroom and my own techniques.
Other teachers in the building have been very supportive and willing to help out whenever possible. I appreciate my fellow 5 and 6 grade teachers who are involved in similar lessons to help guide me through this process. It's nice to have the entire class to myself to make decisions with the other teachers to guide me, which is a different support than what I have with my direct teacher with me. I can consult with others and not feel like I am overstepping boundaries because I am fully running the show.

Reflection

I am currently working on putting in my paperwork for my intern sub certificate. It's taken a bit longer than I had thought at first, but I will have it done soon. Teresa leaves on Tuesday to Italy for a conference as an educator representative and during that time I'm full on. It's going to be fun and challenging and quite the learning experience. I collaborate both with Teresa and Michael (we swap kids through the day) frequently and I will be taking on the task of preparing the classes for Mountain School. I also collaborate with the other three teachers in the upper grades (another 5/6 and one 5 and one 6 grade class).

This week I filled in for one of the teacher's reading groups because she was at Mountain School and our reading groups are spread throughout the school. Teaching a class of 3-6 graders is an interesting mix. These students are at a 4.2 reading level and so the third graders are a year ahead and the six graders are almost two full grades behind. It also gave me a feel for being a sub in the future. Some of the kids were great and helped me out even if I didn't know them before and I asked the kids from my homeroom to help me out when I needed to. I even got an "Encouraging Word" slip from one of the kids. Today as I was going down the hallway I got a plethora of "hellos", hugs, and smiles.

I'm still not sure what grade I want to look for a job in, they all have such a spread of challenges and ... what's the word I'm looking for... benefits?

Right now I'm actually poring over my math book and trying to decide how I'm going to move forward. This year I thought I was teaching sixth grade math but was moved into "Highly Capable" math with sixth graders (and a few fifth graders with exceptional scores). However, only one of our students is really at the "HiCap" level, the rest are merely above the rest of their classmates. I'm trying to decide how to move them forward and align the new Performance Expectations in math with this curriculum and at the same time be sure to teach what they will be tested on with the current GLEs because the PEs are not included on the WASL this year although we are teaching to them.

I'm not too worried about them understanding estimating fractions, but more how I approach estimating adding fractions to them...

Back to the math book!

Student Teaching Blog Began

This is the beginning of my student teaching internship blog.

Ms. Jessica McKell