Year Three, Week One

So I didn't post all summer and I also didn't read any posts. I never thought I would be one of *those* teachers. But life happens. I spent the first month of summer in grad school which I wanted to post more about but didn't. So far, I'm not super impressed with grad school. I've taken three classes and not learned a whole whole lot but we did learn a lot about observation techniques, clinical supervision, and Flanders. I may post on that more in the future but don't hold your breath. I spent the next month of summer moving back into our house after the flood and FEMA and remodeling.

Anyway, I'm teaching Algebra II for the first time this year so I'm really just posting so I can share my first lesson. I spent the last few weeks of summer creating really solid pacing guides that I felt put me off to a positive start. I feel confident that I know what my kids need and I've paced it out to be able to give it to them. So yay for me.

But I'm also teaching Algebra I, Geometry, Geometry lab, Test Prep, and an advisory period. So last night when it took me two hours to create a lesson for Algebra II and it was 10:!6 before I even started for Algebra I and Geometry, I knew it was going to be a long year.

I was tired and cranky today and in tears by fourth hour. Exciting, I know. And I don't mean misty-eyed, I mean full on stuttering through my tears, red nose, voice cracking.

I'm killing myself to create bell ringers, notes, and homework every day for at least three classes. How do you use the textbook to teach? My teacher bestie thinks I am hurting the kids and that I need to put responsibility on them. I think that I am redesigning what the book does in a way that is scaffolded for students to do on their own and hopefully be better thinkers. I don't know if I'm doing harm or good.

But enough complaining before we all get a little misty-eyed.

So here's some goodies that hopefully someone else can enjoy!

Solving Linear Inequalities with Absolute Value, Homework

Foundations of Geometry PPT, Notes

Draw and Label Basic Geometry Terms

First Days 2011-2012

 

Teacher Preparation

I have been getting some information and participating in surveys for NCTQ, the National Council on Teacher Quality. They are trying to get information about teacher education programs which is something I know is near and dear to all of our hearts. I really was unsatisfied with my teacher education program so this is something kind of personal for me as well.

Anyway, they've put together a survey and are asking for teacher responses. You will be entered to win a $25 Amazon card, which they award 2 of a day. The survey took me about 10 minutes so I think it was well worth it.

So here is the link. Now go get yourself $25!

Independent Learning

How do you teach your students to be learn without you? How will they learn when you aren't there to create a Powerpoint, a handout, a  screencast, a Jing tutorial, a Youtube video, etc? Do you explicitly name and teach these skills or are they implied?

I've been researching some literacy strategies for technical reading, reading textbooks, and so on (which I will probably blog about later) and I'm realizing that we need to be more intent on teaching specific learning and comprehension skills.

This was all sparked by our conversation about the use of textbooks, which I'm still reading, asking, listening, and learning about.

What I've come away with so far is that I need to teach my students how to learn and how they learn so that they know what to do in any context, whether that be college, trade school, work, parenthood, marriage, etc.

That is 21st century learning.

The Purpose of Textbooks. Convince Me.

I was having a discussion with my colleague about teaching in general and we ended up discussing textbooks. She suggested that next year I use the book for Algebra 2 because it is closer to college level mathematics and students need to be prepared for that.

Then I spoke with a teacher that works with the hearing impaired who has been in my class at least one day a week throughout the year. Her opinion was that the worksheets and activities we do equal to or surpass the work found in textbooks. She said that the notes we do in class are fit more to student needs and add visual context rather than the canned curriculum of a textbook.

Both teachers have far more experience than me and both agree that there should be a balance, no all or nothing.

I think I don't know how to use a textbook.

As a teacher, I use the book as a problem bank, a guide for sequencing lessons, and in geometry I steal the diagrams and drawings because an artist, I am not.

For my students, we really only used the book to look up definitions or formulas in class.

Am I hurting my students by not using the textbook?

How am I supposed to use the textbook for their benefit? What is the difference in them taking notes from a book or notes from a Powerpoint or notes from a discussion? Is it not still reading, writing, and listening?

Am I supposed to have them just take notes and teach themselves from the book? I'm not saying there is no value in textbooks, I'm saying I haven't found a values that's worth using them for.

I enjoy creating lessons. It puts me in the mindset of a student and helps me think through possible questions and confusion that students may encounter. I use the book and my standards at the beginning of the year to create a pacing guide and priority standards to tell me what to teach. Then I search the Internet, blogs, and Twitter for ideas on 'how' to teach those concepts. Honestly, I don't see how a textbook can add to the rich resources I'm currently using. I don't know how using a textbook will improve my teaching or my students' learning.

So convince me. Why and how should I use a textbook?