There once was a boy...

Today started our new semester, and a new semester for me brings a new group of students to my remediation Algebra 1 class. These students are assigned to this class because they were not proficient on the Algebra 1 Keystone Exam (Pennsylvania's state assessment). The law requires us to remediate these students, prior to them taking the test again.

Every one of these students have a 2nd math class. They all have a year long Geometry class. Most of these students are your struggling math students, that simply don't like math. The thought of having 2 math classes in (sometimes) the same 4 block day, is daunting and scary.

My remediation class is a flipped mastery class, where the students do absolutely all work in class. There is no outside homework, and they are always able to improve on any score they receive. It is a standards based graded course as well. Every student has their own individual learning plan, based on their state assessment scores.

So, 2nd block today, while waiting for the students to find the room, and for class to start, the following conversation happens. The boy's name will be John for this conversation, so that his identity is protected.

John: "Are you Mrs. McGowan?"

Me: "I am!"

John: "I just want to tell you I don't want this class. I already have another math class, and I can't simply handle another math class. Can I please be exited from this class?"

Me: "But, John, I was SoooOOOOoooo looking forward to teaching you. I was told that your smile will brighten my day, and that your humor will surely make me smile, regardless of the day that I was having.

John: just looking at me

Me:  "I was told that I you are such a great student, that I will be blessed having you as a student"

John: "You were really told that!"

Me: "Yes! Can you give me a chance?"

I continued with class, where we did absolutely no math. We did a kahoot about me, students answered 10 questions about them, filled out a blog on "I wish my teacher knew...", did a learning style quiz, and played a Socrative space race on pop culture.

While playing Kahoot, the para's name in the room was mentioned. John exclaimed, "I know her! She's in my Geometry class too!" I, then told John, that is who told me all of those nice things about him.

John looked at the para and said "You really said those things! Thank you!"

At the end of the block (90 minutes), John announced to the class:

"I like you, Mrs. McGowan. It's going to be a great semester together!"

Now, I just have to make sure I live up to my end of the bargain. That my friends, is how I hook the students. I learn positive things about them, prior to knowing them, so that I can make sure they know I care.

Why allow redos and late homework?

I just had this conversation with my students last Thursday. "Would you do homework if it wasn't counted for toward your grade," I asked my students. Here were some of the responses:

• "Wait, we get points for doing homework?"
• "We have to do your homework. If not, we would be totally lost the next day. Your homework is mandatory to know what the heck we are doing in class."
• "Only certain subjects. It only counts for 10% of our grade, so not that big of deal. Other classes, it counts for 50% of the grade."
• "Videos, yes! Worksheets, no!"

I asked this question because it never fails that majority of my students do their homework, and it just seems to be unnecessary for me to walk around and make sure they all really did do it. However, I do, because if I assigned it, then it is important. I don't assign homework just to assign homework. There is always a purpose.

The concept that it is important and it serves a purpose is exactly why I allow late homework. When a student doesn't do a video, he/she is asked to leave the room to watch it, so that he/she can be fully engaged with the activity taking place during class time. I don't deduct points because it wasn't done. Once the video is watched, the student is integrated back into the class activity. Usually it only takes once or twice for a student to realize, 10-15 minutes the night before is worth it. 

As for worksheets or other homework other than video, if a student doesn't have it complete when class starts, I ask the student to please complete it later, and once done, to show it to me for full credit. That usually catches the student off guard. "You will allow it late for full credit?" "I assigned it, right? It's important and you need to do it." 

As for test redos, I allow them. I allow students to retake summative assessments. This retake can't happen until a few things are done. The student must write me a letter (and their parents) as to why they should be allowed to have a retake, they must correct all mistakes on the first test explaining all mistakes, they must complete extra practice problems that I assign, and they must meet with me to go over practice problems. When those events are completed, then a retake is issued. I have very few of these retakes, because students realize the work involved and do well on the first test to begin with. Also, because I give so many different ungraded formative assessments prior to giving the summative test, I often know exactly who is going to do well and who isn't. I try to have the face to face conversations with those that won't do well, to help them do well. 

Some arguments that I hear from colleagues is that I am not teaching the students for real life, for college, for blah blah blah. "Would you want a doctor to work on you that has made mistakes," I am asked? Well, yes, I would because he/she had the opportunity to make the mistake prior to working on me, get it right, and I think I am pretty safe. If I wouldn't have had the chance to take my teacher exams more than once, I wouldn't be teaching. I had a grand-mal seizure during the first round, and the test was marked as a failure since I couldn't complete it. 

Stuff happens. Everyone deserves another chance!

What is a formative assessment?

I am a firm believer that formative assessments must be part of the teaching and learning process. I tell my students that an FA (formative assessment) allows me to get a pulse on their learning and their understanding, and gives me a direction in the path of teaching. Consider this situation: You are on a path of teaching, and you reach a fork in the road. What path you choose should be based on students' understanding.  Through administering a formative assessment, you have information that helps you decide the right path that is best for the students. In this blog post, I hope to touch on what a formative assessment is, what a formative assessment is not, different types/methods of formative assessments, and different programs/internet sites one might use to administer a formative assessment.

What exactly is a formative assessment?

A formative assessment is a quick assessment that allows a teacher to get a pulse on the students' learning. To me, what is important is that it's quick. FAs can be planned, but the most powerful ones are those that come about by observing the students, and listening for the students' understanding. FAs can also be used to check for common mistakes and used to discern those mistakes. It is not an assessment that checks for mastery of an objective or learning target. Mastery is usually associated with summative assessments.

Furthermore, a formative assessment is not a graded assessment. In my opinion, as soon as you grade a formative assessment, the learning stops. Students view it as a one and done type of assessment. Students also tend to get anxious when grades are assigned, and anxiety often times prevents a teacher from seeing the true understanding. Because you aren't checking for mastery, it is important to allow the students to try and try again if needed. The students are more willing to take risks in their own learning, when they are not being graded.

However, formative assessments do require feedback. It makes no sense to give a formative assessment, if you do nothing with it. As a teacher, after administering a formative assessment, regardless of type, I need to provide feedback to students. Sometimes, the feedback is simply a "High-five, you are on the right track!" but other times, the feedback needs to be a private face to face conversation with the student. This provides for a very powerful teaching opportunity. Those face to face chats can help you learn so much about the confusions a student has.

What are different types of formative assessments?

A formative assessment can be done at the start of the class, some points in the middle, and/or at the end of class. It should be done often.  It can be done gesturally, on paper/pencil, or digitally. All three have pros and cons, and all three can be employed rather quickly. Some ideas for each include the following:

• Gesturally- Extremely quick, but hard to give feedback. This also requires trust that the student is being honest with their learning since no work can be seen.
• Thumbs up/down for understanding
• Cards that indicate where a student is understanding (Got it! Almost Got it! Need Help! Not sure at all!)
• Fist to five (5 fingers = Understand completely, 4 fingers = Understand mostly, 3 = Understand pretty well, 2 = more practice, please, 1 = need help, fist = No understanding)
• Paper/Pencil- Not the quickest way to get information, but is important if technology isn't available.
• Homework practice- since a teacher doesn't expect mastery on every single homework problem, one might look at homework practice as a type of formative assessment. I know that I do when my students have practice problems for homework. 
• Entrance Tickets or a "Do Now" problem. This can help you decide differentiated groups. 
• Get the Goof- Teacher solves a problem, but makes an error. The students need to find that error and explain why it is wrong.
• Quick Pulse- What can the student do at this point, and what needs to be stressed. This can been done a poll, a quick discussion using a back channel, or simply a problem to solve.
• Exit Ticket- What are students' take away from the class (summarize what they learn, give a quick example of what was taught) what thoughts might a student have, what needs further discussion
• Digitally - These are software/internet sites that help you "see" the learning and engage using technology. (These are just a few options!)
• goFormative- My favorite. Only one (that I know of) that gives you live results as your students work. Many different ways to make a FA easily.
• Today's Meet- A back channel that allows you to gather information/discussion with your students. Can be used as a way to do virtual office hours as well.
• Kahoot- a site that can create competition with your students
• Poll Everywhere - allows you ask questions or a series of questions to check for understanding
• Socrative - a site that allows you to establish a virtual room (no logins needed) with different types of FA (multiple choice, open ended, space races)

Regardless of what you teach and how you teach it (traditional vs flipped classroom), formative assessments have to be an integral part of the teaching process. They show you what your students are learning, and where on the learning path they stand. They are not meant to be used to penalize a student for lack of understanding.  Formative assessments are simply meant to inform you of your teaching, and help you determine what the next best step is for the students.

Rice Krispy Treats in a cone

I really wanted my students to "see" exactly how a conic section is created. Yes, I could show them this visual

taken from Wikepedia

but what exactly does that mean, and again, HOW does that happen.

So, after reading a blog (I completely forget who's blog it was), I decided to buy conical shaped paper cups and stuff them with rice krispy treats. (I made one for each student. I hadn't realized how much rice krispy treats I would have to make, and how time consuming that job was. Thank God for Michelle Maher @mmaher19923 for helping me.)

The students were then given a paper plate, a plastic knife, and a conical shaped rice krispy treat to dissect. I had the students look back at the definitions of each and asked them to cut their treat into the 4 different conic sections. I had the students take pictures of their conic sections as they went, and post to a padlet.

Did this activity make them understand conic sections any better than the students that have come before them? I am not sure, but it certainly was fun, it made for a lot of laughter, and it was done on a day when majority of the students were taking some type of state test. Very low stress.

Will I do the activity again? Absolutely!

Why do the soft skills matter?

If you invest time in the student teaching the soft skills, regardless of subject, then the student knows you care about him.

If the student knows you care about them, then the student cares more about your class.

If the student cares more about your class, then the student cares more about school.

If the student cares more about school, then the student is (more likely) wants to be at school.

If the student wants to be at school, then the student tries harder in their other classes.

If the student tries harder in their other classes, then the student's overall demeanor toward school becomes more positive.

If the student's overall demeanor toward school becomes more positive, then the student is a happier person.

If the student is a happier person, then the student tends to treat people with respect and appreciation.

If the student treats people with respect and appreciation, then the student becomes a better citizen.

Thus,

If you invest in the student teaching the soft skills, regardless of subject, then the student becomes a better citizen.

          

You Matter! You really do!

Within the first month of school, I received a package in my school mailbox. It was an "award" given to both my husband, Erol and me. (My hubby is also a math teacher!)  The award stated something to the effect that it is noticed that we go above and beyond our duties to help our students.  

With the award were two "Super PI" t-shirts.

One for me and one for my husband. The award was totally anonymous, and still to this day I have no clue who gave it to us. However, it made me feel appreciated. It made me feel like I made a difference. It made me feel like I mattered.

About a month ago, my husband was having a particularly rough day. Nothing seemed to be going right. He did his routine check of his email, and found an email from a fellow French 4 colleague. This colleague wrote to Erol, explaining to him that she had her students give speeches in French. One girl got up and talked about how she hated math until this year. She gave my husband all the credit for making her like math. This particular email made my husband smile, and made him realize that he does make a difference.

Several weeks after that, I was participating in a twitter chat, and I honestly don't remember which one it was. I think it was the #paedchat. We were chatting about what we can do to help our teachers that are in funks right now. How do we help that new teacher continue, or that teacher that is having a rough year? Stacy Lovedahl (@braveneutrino) happened to stop in the chat and introduce me to #edulift and their challenge for the month. The challenge is to lift someone up in teaching, to encourage, to support, and to let them know they matter. 

The last 3 weeks, with the help of my students, I have put "You Matter" note in about 30 teacher's, administrators, custodians, food service, and para professional mailboxes. My students are helping because they are the ones telling me the teachers that matter to them. The little notes just tell the person that they matter to someone, that they do make a difference, and that they are appreciated. I will continue this until every single person gets a "You Matter" note. These are completely anonymous, and I hope it stays that way. (trusting that no one in my school reads my blogs!) 

I also hung You Matter posters in the staff bathrooms. We really do matter to someone! 

So, that is who I am thankful for this year. I am thankful for that anonymous teacher that put that package in my mailbox, for the French teacher that emailed my husband, but Stacy for encouraging me to #edulift my colleagues. I feel that I am much happier person because of it! 

Continuing to keep the positive in the culture

At this time of the year, it is very hard to keep the positives up, and the negatives away. The students are getting tired and many are sick, the end of the marking period is near, and state testing for one of my courses is looming in the near future. However, this I will always continue to try. Giving up is never an option.

I try to CONNECT with my students each day by greeting each student as they enter my class and smile when I say hello.

I SHARE a funny story about me, my cats (usually), my family, or something I saw since I last saw the kids. That shows them I am human.

I JOKE with the kids, regardless of why or about what, just to get smiles on their faces.

This year, I have several students call me MOM, (it started because one girl said she wished I was her mother, and so several started calling me mom), and of course, I respond like a mom. MOM? WHAT? Go to your room!, etc. The boys particularly find this funny.

I ATTEND the students' activities outside of school. I have been to volley ball games, soccer games, choral recitals, foot ball games, parades (which I particularly don't care for!) and even a farm show (sorta).

I HELP my students with subjects other than math. I don't make math elite. I show my students that I want them to do well in all of their classes, and so I make sure they do well. I have helped students with spanish (thanks @SenoraGibbs for helping me to help them), biology, chemistry, geometry, and even Agriculture class (studying for a test on birds!).

I LISTEN to the students, regardless of what they want to tell me, and regardless if I have "time" to listen.

I LOVE my students!