Many teachers are familiar with the concept of a mid-year reflection. For those who aren’t, it is exactly what it sounds like: an opportunity for the teacher, roughly half-way through the school year, to look back and what has been working, what hasn’t, and what changes need to be made before the second half of the year starts. For some teachers, this is a requirement of their professional evaluation. For others, this is something that they do on their own. I am a part of the latter group, which, honestly, is likely not a suprise to anyone.
I am writing this sitting in the lobby/breakfast area of an economy hotel about an hour south of Cleveland, Ohio. My wife and I traveled with her dad to visit family in Chagrin Falls and are now heading back home. It is snowy and cold, although not as snowy as it is in Erie, Pennsylvania, where I have extended family buried under more than five feet of snow (yes, friends outside the United States, that is over 1.5 m!), nor is it as cold as it is in Washington, Illinois, where my mother and two of my siblings live. Still, it is cold and it is snowy.
Why do I mention the weather conditions as they compare to other places? Well, I feel like it is an apt metaphor for my mid-year reflection. Far too often, we compare ourselves and our surroundings to others, either to point out how it could be worse or better. But, really, does it matter? What we are going through right now is still what we are going through right now. My challenges are still challenges, even if they aren’t as great as someone else’s challenges, or even my own challenges from a year ago. So as I look back at the first half of the school year, I am going to make an effort to not worry about whether things are better or worse than last year, nor whether or not they are better or worse than the things my coworkers may be experiencing. Instead, I want to focus on what has been happening in my classroom now.
I am using a tool, briefly mentioned above, as I do this reflection. I learned about it years ago from Michael Brandwein, a leadership training speaker who came to the Illinois Teen Institute (now known as the Cebrin Goodman Teen Institute). The tool is called Awareness of Process and it consists of three simple yet important questions: What’s working? What’s not? What will I do differently? As I answer these questions, I use a three-two-one approach in answering. Three things that are working, two things that are not, and one thing I will do differently. This helps me stay focused on the positives while realistically setting goals for how to improve.
What’s working in my classroom this year?
My students are working, that’s for sure! Mathematics, reading, writing, inquiring, engaging, growing, thinking. All of these things are going on. And I am working, too! Planning and leading lessons, guiding students, reading, writing, mathematics, inquiring, engaging, growing, thinking. Yes, my students and I are doing many things together and we are working as we do it.
Restorative practices are working… for most. The majority of my blog posts this year have been connected to the restorative practices we are using. I have written far fewer office referrals this year than I have in the past because I am finding different ways to respond to students’ undesirable behaviours and to coach them in peacefully resolving conflicts so that they can stay in the classroom and stay with their peers.
Tabletop gaming has been working well. This seems like a strange thing, but, seriously, the more I watch how my students interact with one another as they play games, the more I am glad that I was able to acquire these games in the first place. (Thank you, once again, amazing contributors to my Donors Choose project!) Through tabletop gaming, my students are developing cooperative problem solving skills, using peaceful conflict resolution, and learning to take turns, to listen to others, to be encouraging, and to be responsible in using materials in a way that others can enjoy later.
What’s not working for us this year?
Technology management. This has been a huge stumbling block for us. In the past, teachers have had access to web-based software that would let us monitor students’ use of Chromebooks while we were doing other things. This meant that I could have group of students in one corner of the room reading articles online, another group of students in a different corner doing math practice, another group in a different corner writing narratives or essays, another group in a fourth corner expanding their vocabulary, all while I am meeting with a small group or an individual student, but I could monitor what everyone was doing in real time and put into place controls as needed. Due to a host of decisions made by others, we have not had access to this software this year, nor were we given a replacement. As a result, my students have not always been diligent in doing what they were supposed to be doing when using Chromebooks and I have not been as effective as I could be in monitoring them because I needed to do more important things, such as work with a small group or an individual student.
Another thing not working has been how my students have interacted with other teachers in our building, especially our fine arts teachers and our librarian. Somehow the positive behaviours we have been trying so hard to hold one another accountable to are not transferring to working with other teachers. Far too often, the reports I get from these specialists are full of concerns about disrespect, irresponsibility, and unsafe actions. It is frustrating for me because while my students are not 100% perfect, I know they can do better and I haven’t figured out why it is that they aren’t. (This is, of course, speaking of my class broadly and not of individual students, some of whom do an amazing job working with every teacher they have everywhere. The issue is that they are a much smaller percentage of my class than I would like.)
What will I do differently?
I can’t change the decisions made by the district technology team regarding device management, so I will have to keep on trying to solve that problem in a different way, but that isn’t going to be my focus going into the second half of the school year. No, my focus is definitely going to be on how my students interact with other teachers. Specifically, I am going to find ways to bring those teachers into our classroom so that they can develop better, healthier, relationships with the students. Our librarian is an amazing researcher. I will invite her to our classroom to help our students work on research projects and engage in the grand work of inquiry. I will invite our fine arts teachers to our room to help bring the arts to our classroom activities. The goal is for students to get to know these teachers better so that they can build stronger relationships of trust and respect. Hopefully this will result in fewer problems when they are with other teachers. If it doesn’t, well, we will try something else. But if there is one thing I have learned over the years of my teaching, it is that doing something is better than doing nothing!
With just a few days of our winter break remaining, I am going to spend most of my time with family and friends, playing games, watching movies, reading books, taking naps, and trying my hardest to not think about all of the undone work in my classroom, such as my messy desk or my unorganised bookshelves!
Many years ago, when I attended my first Joint Annual Conference in Chicago, I heard a keynote address by Dr. Tony Wagner and was immediately captivated by his work. It took a while, but I acquired three of his books: The Global Achievement Gap, Creating Innovators, and Most Likely to Succeed. I read The Global Achievement Gap about a year and a half ago and wrote a review, which you can read here. While I haven’t read Creating Innovators yet, but I recently read Most Likely to Succeed: Preparing Our Kids for the Innovation Era, which Dr. Wagner co-wrote with business expert Ted Dintersmith.
The Global Achievement Gap focused on seven “survival skills” students need to be taught to be successful in our 21st century society:
- Critical thinking and problem solving
- Collaboration across networks and leading by influence
- Agility and adaptability
- Initiative and entrepreneurship
- Effective oral and written communication
- Accessing and analyzing information
- Curiosity and imagination
Creating Innovators focuses on the three aspects of education that will, well, create innovators:
I will be reading this book soon, but I have made a commitment to myself to put new books on the bottom of my To Be Read pile so that I don’t let books languish for months or even years before being read.
Most Likely to Succeed is, in many ways, a synthesis of these two books, with relevant anecdotes to show practical application. Dr. Wagner and Mr. Dintersmith put together a compelling thesis that what we have been doing in public education, especially in grades 9-12, need to be radically changed in order to meet the needs of today’s students and today’s society. More specifically, our education system was designed by a Committee of Ten in 1893 and hasn’t, at its core, changed much. Students still take classes on biology, chemistry, and physics not because these are the most fundamental or important scientific fields but because they were essentially the only scientific fields in the late 1800s. Students still take math courses that lead them toward calculus instead of statistics because, in 1893, statistics weren’t very important. And so on and so forth.
After decades of this structure, the United States came to a cross-roads in the 1950s when the Russians launched Sputnik 1 and our nation developed a national interest in “beating the Russians.” This came to a head in the 1980s when President Reagan commissioned the report on public education that we know as A Nation at Risk. This provided an opportunity for the nation to move from the assembly line model of education to a new framework. Instead, policymakers doubled down on a century-old model. The authors suggest this was one of the greatest disservices to students and society in generation.
So what is the solution? How do we change? It will take a massive effort of students, teachers, parents, policymakers, researchers, and school leaders. They need to take a good long look at what students are doing and what we want them to do and make the changes necessary to get us where we need to be.
That’s scary. Really, really scary. But I am ready to jump into the dark with my flashlight. Who’s going to join me?
I suppose I should start by pointing out that I meant to write this yesterday, but the day got busier than anticipated, which is why you get it today, instead. Of course, I suppose I should also acknowledge that I still, even after all this time, have no idea how many people actually read my blog, nor how many read my posts as they go up. (To those reading this in the future, I am writing this on a Tuesday.)
My students are about to start module 3 in the Eureka Math program (their fourth module because I started the year with module 4 and then jumped back to 1). This unit is all about the multiplication and division of multi-digit whole numbers. We could have started the unit yesterday, but I wanted to take some time to establish a firm foundation of basic multiplication facts before moving into the actual arithmetic.
To accomplish this, I introduced a new (to them) part of our weekly schedule: Multiplication Mondays. Every Monday, before we get into our regular math lessons, each student will complete an online 20-question multiplication quiz that I found during my first year of teaching here at Wiley. Each quiz is randomly generated, which means that no two students will have the same questions in the same place. For the first quiz, I gave the students as much time as they needed. For the second quiz (this coming Monday), they will have three minutes. Every Monday after that, the students will have just one minute to answer the 20 questions.
Why just one minute? Several of my students still rely on alternative strategies to figure out single-digit multiplication facts, whether it is using a times table chart, counting on fingers, or drawing a picture. None of these strategies are bad or wrong; they are just time consuming! I want my students to be able to quickly recall these basic facts so that they can more successfully solve complex problems.
The goal, of course, is not to focus on rote memorisation. The goal is for students to have a solid foundation of basic facts that they can apply in multiple settings. For example, if a student has a problem that requires multiple steps and mixed operations (a real-to-life scenario that we as adults regularly encounter when shopping and trying to determine how many items to buy, how much they will cost in all, and whether or not we have enough money to purchase them), I do not want him or her to get bogged down in the basic fact computation and forget the actual problem! Automaticity of basic math facts, then, is one of the few instances for which memorisation is key.
For the rest of this week, the students will continue to practice their multiplication facts, working on improving both speed and fluency. We will dive into the actual math module next Monday. Then we will have about ten days to work before we have a two-week winter break and then back to it in January. Module 3 is one of the longest we have this year, so we will be working on it until probably February.