Thursday, May 30, 2013
Wednesday, May 29, 2013
Missed Opportunities
The title says it all. In other professions, it means different things. Thoughts of a higher commission, a faster cure, a more sure fire defense; some serious, some lighthearted, but something all professionals reflect on or should, at some point. For teachers, missed opportunities bring on a sense of guilt. Woulda, coulda, shoulda, and a child didn't get to realize their full potential.
So is the story of my friend, JK. A child from a broken home, low SES, but supportive (most of the time) environment. Inconsistent, but involved enough to return library books, turn in homework (some weeks), but not present at after school events.
About a month ago, I told Olivia JK was a story I'd missed. He has several nervous habits--fingernail chewing, sitting on his feet, not his bottom, purposefully sits on the end of his row,etc. Taken alone, not a huge deal, but possibly a sign of something. Tried to contact Dad a month ago, didn't get a call back, lost focus, didn't try again. That's when I told O, there's something I'm missing. Something I
might regret.
Ability wise, his strength is math. Great puzzler--sees the solution to things big-picture view. Made
great strides in reading. Had been reading level D, with a group of 5 others. Next to lowest group.
Time for guilty part now...
Running record tested to a level J today. Where my almost top group is reading. Missed opportunity is an understatement. I knew he was the strength of this group, but really? I'm 4 groups off? 7 levels? How unfair to him. A kid who can't afford to miss the chance to be challenged and I do.
So, 3 days of school left. No time to fix this mistake, so here's a promise. Next year a schedule of assessment for every student and running record check every 2-3 weeks. Lessons planned from analyzed records. Fridays? 6 students? That would be everyone systematically once a month. Each group once a week?
A folder, with space to record and dates. Keep forms and notes in there. In addition to my planning folder. If it's there and set up, l'll use it. No more JK mistakes.
Here's my plan...
Names Date
column column
list GR level
All kept in folder--include single copy of Houghton Mifflin books, one from each level A-J (make sure labeled on front of book), my calculation sheet, blank sheet of paper for each student--label name at top from beginning, sheet with name of book and word count for each book. Keep in GR crate.
More on assessment notebook I want to start in next post. I think I'll title it now.
So is the story of my friend, JK. A child from a broken home, low SES, but supportive (most of the time) environment. Inconsistent, but involved enough to return library books, turn in homework (some weeks), but not present at after school events.
About a month ago, I told Olivia JK was a story I'd missed. He has several nervous habits--fingernail chewing, sitting on his feet, not his bottom, purposefully sits on the end of his row,etc. Taken alone, not a huge deal, but possibly a sign of something. Tried to contact Dad a month ago, didn't get a call back, lost focus, didn't try again. That's when I told O, there's something I'm missing. Something I
might regret.
Ability wise, his strength is math. Great puzzler--sees the solution to things big-picture view. Made
great strides in reading. Had been reading level D, with a group of 5 others. Next to lowest group.
Time for guilty part now...
Running record tested to a level J today. Where my almost top group is reading. Missed opportunity is an understatement. I knew he was the strength of this group, but really? I'm 4 groups off? 7 levels? How unfair to him. A kid who can't afford to miss the chance to be challenged and I do.
So, 3 days of school left. No time to fix this mistake, so here's a promise. Next year a schedule of assessment for every student and running record check every 2-3 weeks. Lessons planned from analyzed records. Fridays? 6 students? That would be everyone systematically once a month. Each group once a week?
A folder, with space to record and dates. Keep forms and notes in there. In addition to my planning folder. If it's there and set up, l'll use it. No more JK mistakes.
Here's my plan...
Names Date
column column
list GR level
All kept in folder--include single copy of Houghton Mifflin books, one from each level A-J (make sure labeled on front of book), my calculation sheet, blank sheet of paper for each student--label name at top from beginning, sheet with name of book and word count for each book. Keep in GR crate.
More on assessment notebook I want to start in next post. I think I'll title it now.
Sunday, May 19, 2013
The beginning
So, it had to happen sooner or later--me blogging. I don't even know right now if this is public or private; started it impulsively in the car in my phone. I realized when I have an aha moment or read something new, I send it by email or discuss it with others, my first mode of operation. But then, I have no record of the thought, and I've decided (thank you, Michelle Stellato), that there needs to be hard evidence, so here it is. My Random Thoughts.
Here's what inspired it. Friday (5/17/13) I took my kids to the computer lab, and left being so thrilled with what they'd done, not always something that happens with this class very often. Their assignment, given in the room 2 hours before, was to log on to the network, find PowerPoint on the desktop, type their name in the first box they saw, shrink the box, change the font, and place their name in the top left. Then insert a picture (from a file of pictures they'd looked at before and knew how to access) resize if necessary, then type in their comment from their journals that they'd written the day before. Also showed how to animate each box. Whew! Who thought they'd remember any of those directions, but about 60% of them were in, name written, picture inserted, and ready to type within about 5 minutes. Amazing. Teachers (had an STP sub and Amy there to help, plus Sam and me) took over and typed sentences (along with correct spelling and punctuation) after they'd given the typing a try, then restated directions on how to get to the animation tab and let them play with the animation. All slides were typed, edited, and saved in about 40 minutes. Again, amazing.
As I left and headed to STP, I stopped to think about how successful it was and how often this class struggles with simple directions and activities in the classroom. As a group (of course there are exceptions to this) they hate to illustrate, don't take care with handwriting and general appearance of their work, and can't stay focused to finish the task. But put them on the computer, and it's a different story. They're engaged, helping each other, and solve many problems on their own without asking us.
So, what do I learn from this? One, that I'd love to have had a class set of iPads for them; that I probably missed a ton of learning opportunities by not having enough lessons that were highly hands-on, whether with computers, or not; and that I need to continue to modify lessons that reach students like this, because that's what's probably coming to me from now on...hence the reason I wanted to write this down so that I'd actually do the things I was thinking about at the moment. Hopefully this space will make me remember that.
Here's what inspired it. Friday (5/17/13) I took my kids to the computer lab, and left being so thrilled with what they'd done, not always something that happens with this class very often. Their assignment, given in the room 2 hours before, was to log on to the network, find PowerPoint on the desktop, type their name in the first box they saw, shrink the box, change the font, and place their name in the top left. Then insert a picture (from a file of pictures they'd looked at before and knew how to access) resize if necessary, then type in their comment from their journals that they'd written the day before. Also showed how to animate each box. Whew! Who thought they'd remember any of those directions, but about 60% of them were in, name written, picture inserted, and ready to type within about 5 minutes. Amazing. Teachers (had an STP sub and Amy there to help, plus Sam and me) took over and typed sentences (along with correct spelling and punctuation) after they'd given the typing a try, then restated directions on how to get to the animation tab and let them play with the animation. All slides were typed, edited, and saved in about 40 minutes. Again, amazing.
As I left and headed to STP, I stopped to think about how successful it was and how often this class struggles with simple directions and activities in the classroom. As a group (of course there are exceptions to this) they hate to illustrate, don't take care with handwriting and general appearance of their work, and can't stay focused to finish the task. But put them on the computer, and it's a different story. They're engaged, helping each other, and solve many problems on their own without asking us.
So, what do I learn from this? One, that I'd love to have had a class set of iPads for them; that I probably missed a ton of learning opportunities by not having enough lessons that were highly hands-on, whether with computers, or not; and that I need to continue to modify lessons that reach students like this, because that's what's probably coming to me from now on...hence the reason I wanted to write this down so that I'd actually do the things I was thinking about at the moment. Hopefully this space will make me remember that.
Subscribe to:
Comments (Atom)