A Lament for Veteran Teachers

I haven’t even returned to school, and I already feel the void. One of my co-workers, a veteran teacher with over 30 years of service, decided to retire at the end of last year. Truth be told, she was more than just a co-worker. She was a friend, a mentor, a force of nature when it came to educating and motivating students. I don’t know what I’ll do without her. I’ve been teaching for 8 years, and I only recently did I begin to feel like I have a foundation on which to effectively educate my students. When I first began teaching, I thought I had all the answers. This veteran teacher humbled my young mind. She made me realize that despite my ambition and body of knowledge, I still had a lot to learn. She listened attentively as a fretted over lesson plans that failed, students that hated my class, and parents that couldn’t understand my teaching methods. She helped me celebrate my successes; she was one of the first people I told about my teacher of the year nomination and grant funding opportunities. She still kept me grounded and forced me to want to learn more and become an even better educator. I can admit, without equivocation, that much of my success stems from her leadership as my mentor.

I shiver at the thought that the next generation of teachers won’t have veteran teachers to look up to. So many of the teachers I started with have moved out of the teaching profession. So many veteran teachers are retiring. I cannot deny the sadness I feel because I know the power these teachers command. And I know even after 8 years, I cannot even begin to match that power.

When I talk to teachers, I often tell them the story of Ms. McGowan. She was not my teacher; she was my father’s math teacher. I met her after a long trip to the middle of nowhere (my father grew up in deep South). At the time, my father had taught math for about thirty years. After all that time, he still felt his high school math teacher was important enough to his life that he took his daughter to see her. I still remember watching my father transform into a respectful young man in her presence. The pride he held in his eyes. All because of a veteran teacher.

Even though Ms. McGowan has passed on and my friend and fellow teacher retired, I can still look to them for inspiration. They are the promise of what education can mean to teachers and students. They are the hope that we can continue to persevere despite the challenges. One day, I want to be a veteran teacher - just like them.

Is Reading Comprehension the Real Problem with Math?

Like many educators, I have become very familiar with all things data. As a math teacher, I am highly concerned with the number of students that have issues with math concepts. Although my experience is based on middle school students, I’ve discussed this concern with elementary and high school teachers, as well as college professors and administrators in math-related fields. I’ve even talked to kids about their issues with math and why some of them hate the very thought of the subject. Several revelations came from these conversations. First, there seems to be a disconnect between understanding a concept (why) and applying the concept (do). Far too many students are entering middle school without knowing how to multiply and divide, and they are entering college without knowing how to find a solution to an algebra problem. Another issue arose that I can best describe with an example:

For every 4 girls in a school, there are 3 boys. What is the ratio of boys to girls?

On an assessment, the percentage of students providing an answer of 4 to 3 is greater than expected. The students that provide this answer have an understanding of ratios. They know it is a comparison of two related quantities. They even know how to represent ratios in different forms. If the question asked for a model, the majority of students would be able to generate one with no problem. The issue is not with the understanding of ratios; the issue is the question itself. Unless students comprehend that the wording of the question asks them to order boys before girls, they will get the question wrong. I can understand how that can lead to frustration. Are the students who get this question wrong being judged on their knowledge of ratios or on their ability to comprehend what they are reading?

I reviewed data from some of the assessments I gave last year, and the reading comprehension problem became more evident. It is particularly problematic with multiple choice problems, when the one shaded circle was the only chance for students to demonstrate their knowledge. When students were given an opportunity to explain their thinking through writing and justification, there was a measured increase in their grades; however, I still found that some students reverted back to the reading errors when given multiple choice problems. This error pattern was most evident with the following math concepts: ratios, rates, measurement conversion, solving for area and perimeter, circumference (including finding radius and diameter), and probability.

Of course, with the increased rigor of test questions, students’ ability to comprehend what they are reading is more important than ever. I don’t know if giving students problem after problem with the same type of question will help them understand (insert math concept here) better if the issue is with how to read problems. That will only lead to resentment and more apprehension towards math class. I realize that I will need to collaborate with my fellow ELA teachers for some methods they use to increase reading comprehension. One challenge will be getting students to make the connection between math and reading. When I introduced journaling in my math classes several years ago, I heard this question from students and parents: “Why are we writing? This is math class.” I’m sure a similar question will arise if I introduce reading comprehension techniques in my math classes.

Despite the upcoming challenges, I know I have to make it happen. When it comes to my students and knowing that they can be successful, it really isn’t an option. It is, however, an opportunity.

Mission Organization - More Organization Containers

When it comes to the digital life, I'm big on organization. I love things neat and orderly in separate folders designated by a combination of words and digits. Organization in my classroom has been a challenge. My classes are lively; many times we work in groups and there is movement everywhere. As the year passes, my room gets more unorganized. This school year, I'm determined to put an organization system in place that lasts the entire year. For my students, that means at least 70% of their work will find a home in their interactive math notebooks. For me, that means making a place for everything we use on a consistent basis. It also means creating a great and inviting classroom atmosphere full of color.

My theme for the year is flower-based. I don't have a title yet, but I have a color scheme. Last week, I displayed my mid-sized containers. This week, I want to share my smaller containers. I found them at my favorite dollar store.

You won't find these storage container treasures in the school supply aisle. They are actually snack and sandwich containers. What I like about them is that both sides snap open. I already have erasers, push pins, and paper clips in them.

The snack containers are 2 for $1.00 and the sandwich containers at $1.00 a piece. It's a pretty good deal for a useful storage piece.

Happy organizing!

Yeah! Organization Containers for Math Class

I've been working a lot this summer - taking professional development and planning for the upcoming school year. I'll have over 150 students this year, so organization is very important. After reflecting on last year, I believe I spent too much time organizing with technology and not enough time organizing the kiddos' physical space. Since my classes do a lot of project-based learning, there were many times my classes were a mess! So, my mission is to create an inviting, colorful classroom with highly visible organization tools my students can use during math class. Of course, one of my first stops on this journey was my favorite dollar store. I don't know what I'd do without it! I found this wonderful small storage containers. I'm going to use them for task cards and for some of my math centers.

I consider 8 bucks for these containers a great deal! Now, I'm venturing to Pinterest to find more organization ideas. It won't be long before I have to put my plan into action.

The Joys of Professional Development

It's summertime, and I am fresh off a week of math professional development. There's more to come, of course. Who started that urban legend that teachers get summers off? I am equally tired and invigorated, if there is such a thing. I love learning new things, so I really enjoy getting information about new approaches to teaching math. On the other hand, the time does tend to weigh me down. After years of these trainings, I'm still surprised that I still hear the same concerns from teachers: (1) How can we apply this new-found knowledge to every child in our classrooms, and (2) When will we have the time to apply this new-found knowledge, given the pressure to prepare students for testing?

I, by no means, have the answer. I struggle with the same issues. Our group completed a very interesting activity on volume and graph relationships. I was blown away. I loved it! My brain started working on all the ways to implement the activity in my classroom. Then, I started thinking about the time. Or, what my evaluator would think by some of the more "off-task" components the lesson requires for success?

Now, I'm thinking I need to take professional development on time management and differentiation, and other subjects critical to my enrichment as an educator. But, I've taken those types of PD sessions before. Some things I've gleaned from those sessions worked, and others...not so much. The realities of a classroom full of students changes the perspective of a teacher working in a room full of other teachers. Maybe therein lies the true lesson, and why we all sign up and attend numerous PD each year. We realize that we'll get something, but not everything. So, we have to go back. Learn. Teach. Repeat.

Ahhh, the joys of professional development.

Kids will Rise to the Challenge

The end of the school year is beyond busy; I can't help but wish for 30 or so hours in the day. It is also a time for reflection. I like to think about what went well this year and what steps I need to take to improve. My students tend to dominate my thoughts. How can I fuel their desire to learn math? How can I help them accept that failure is not an ending, but a beginning and an opportunity?


For our final projects, I gave students the chance to choose among several options. Business plans were the most detailed projects, and videos were the least challenging (or so the kiddos thought). I did not have low expectations, but I am still TOTALLY amazed by some of the projects my students submitted. By law (I think), I cannot choose a favorite, but I'm glad I can brag about the awesomeness of my students. One group decided to create a floor-sized board game where humans were the game pieces. Another group built a spinner out of a trellis. Project after project, I kept thinking, "Wow! Wow! Wow!"

The final project experience reminds me that students will rise to the level of expectations given to them. I could have given them restrictive limits, but I chose not to. They had to submit a preliminary plan for approval, submit other items based on their project, and given a final presentation. I wanted them to explore without worry, learn to iterate without fear of failure, and take pride in their final projects. This year taught me that ALL kids want to succeed, and it is my responsibility as a teacher to nurture their abilities and challenge them to be better students.

Summer is upon us now, and as I prepare for professional development and begin to plan for next year's incoming students, I feel a sense of excitement I haven't felt for some time. The possibilities are endless, and I am quite ready for the ride.

Transforming Dollar Store Toys into Rigorous Math Challenges

I consider my various neighborhood dollar stores an educator's best friend. I have been known to spend too much money at the dollar store (I mean, what could they possibly have that separates me from $50.00?). Truth be told, when it comes to inexpensive school supplies, cute reward stickers and incentives, and various clearning supplies, it's hard not to consider shopping there. I truly love when I find little toys I can transform into math games for my math stations. One of my recent dollar store finds was a mini-connect four game.


We've been working on review for state testing, and I wanted to create additional activities for my math review stations. I used a sharpie to write various equivalent rational numbers on the chips (equivalent to 2, 3, 4 and 5). In less than 30 minutes, I had a challenging game. Total cost: $1.00 plus tax.

The true test came when I introduced the game to my students. They are naturally competitive, and listening to them converse about equivalent rational numbers while trying to block each other from getting four in a row was enlightening.                  

                                 
I'm thinking of purchasing some more so groups can create their own connect four games. So, the next time you're looking for a game for your students or children, considering stopping by a dollar store. The results are more than worth the cost!