Top 5 Things I Love About Teaching

I have started the 30 Day Happy Teacher Challenge this week and today I am doing #26 (I am not doing them in order...I pick one out that I want to do each day - HAHA!):

Think about the top 5 things you love about teaching. Write them down and have them somewhere as a reminder when teaching gets stressful.

 So...here it goes.

1. Being around young people.

I became a math teacher because I loved math and I wanted to coach softball. I had seriously considered pursuing a degree in engineering but the coaching part had me move in the direction of teaching. I spent a couple of years trying to be a stay-at-home mom and working part-time. At the end of that time I realized that I was called to teach. It wasn't just a desire that I came up with - God placed a love of young people in my heart! I have had the opportunity to speak at some workshops and meetings this year which required (of course) for me to be around adults all day. They were wonderful people and I enjoyed it...but I REALLY missed my students. I guess I am just a kid at heart!

2. Figuring kids out,

I learned early on that those "strange kids" who dress and act differently are usually some of the sweetest. If you treat them the same way you treat everyone else and gain their trust they will be your biggest fans. I often think that students do some "wild" things just to see if you are going to judge them by their outward behavior/appearance rather than getting to know them.

3. Witnessing growth

I love seeing people grow and improve. As a veteran teacher I have seen that in myself, my colleagues, and my students. It is so rewarding to see students who enter your room without confidence in their ability to do math/school and then in a year their confidence has grown so much. Then I get to see them walk up and down the halls over the next few years and grow in maturity and confidence (in most cases). 

4. Awesome colleagues

I have had the privilege of teaching in 4 different schools. In my experience the majority of teachers are helpful and encouraging. I had some incredible mentors ("teaching Moms"as I called them) when I was young AND now I have some amazing friends/mentors. Most teachers are so willing and excited to share their ideas and resources. Also, now with Twitter and the MTBoS (when I first started teaching I didn't even have Internet in my classroom!!) I have such an even larger group of teachers with which to share and collaborate.

5. Having the same schedule as my own children

When you have school-age children it is an added blessing to be a teacher because most of your holidays coincide. Also, when your children have practices and games you get off work in time to attend them or get them there!

Hey...I still love math:)

I know this is a strange comment for a math teacher to make. For years I have just taught math. I chose to become a math teacher because I love math but to be honest all the years of teaching math to people who do not really want to learn it had just "sucked the life" right out of my math enjoyment! I was covering the standards but rarely ever used any activities that peaked the curiosity of my students.

Thanks to our "Meaningful Math adventure" (see this blog post for an explanation) I am having fun teaching math again. I see my students having more fun learning math. Last week I had a student to tell me that she had fun in class that day. I also had some students tell me that we do the most work of any of their classes but my class is also the most fun. I read Teach Like a Pirate this Summer and I have come to realize that it is okay to have a goal of having fun with your students...as a matter of fact we need to throw in some activities that the students will consider a "fun break" from "regular math."

Today I also found myself sitting at my desk working on the High-Low Differences activity in Overland Trail's supplemental activities. I was "noticing and wondering" myself! I was thinking that I really need to find some extra time to investigate why this works like it does. Then I was so ambitious that I answered one of the questions (in a survey I had to take) to indicate that I considered myself to be a mathematician! (HAHA!) I have found value in addressing problems from a student's perspective. Our new textbooks from It's About Time give me many opportunities to have fun working on math and then turn it around to my students as an opportunity to problem solve and enjoy themselves while they do it. I asked them a few times last week if they wanted me to "introduce" them to the activities or let them just try to figure it out on their own. I was amazed at the number of students who wanted to try it without any assistance.

Now, don't get me wrong. I still have students who sit there like "knots on logs" and wait for the problems to be presented to the class so that they can write down the answers - they just hope that when I roll the dice to call on someone that their number is not called. And when I do call on them they tell me they didn't do that problem...and then I talk them through it until I pull the answers out of them...in some cases it would be easier to pull their teeth without anesthesia. I also still have students who gripe and whine and ask for help before I even get the page number out of my mouth. However, it is so cool to catch that student who says he hates our textbooks truly engaged and enjoying himself during an activity (because he figured it out by himself!). This certain student that I have in mind was "called on the carpet" when I told him that I noticed he had fun working on the activity for the day - which just so happened to be "Getting the Gold" that I blogged about here.

I would like to end this blog with a funny picture of what some of my students did last year after I had gotten onto them for sitting there like "knots on logs" instead of doing their work.

Comedians!! 

IMP Problems of the Week and Rubrics

For some reason today I have been thinking about how much I enjoyed doing the Problems of the Week (POWs) with my algebra students. (Disclaimer: We did not do them every week...we did about 2 or 3 each 9 weeks). Here is a post with a picture of part of a POW writeup that was good. And this post (toward the bottom) has a portion of one of my favorite write ups from this year. One of my favorite quotes from a POW was "every time we use this I go deeper into thinking than I ever have in math."

When I attempted to grade the first POW writeups I was so disappointed. I had a rubric that I used to grade it that I found at gphillymath.org and it was so helpful. Our Instructional Partner, Dr. Shelley Montgomery (@DrSMontgomery), came by and I was talking to her about my students' writeups. She asked me if I had given my students the rubric when I gave them the assignment. I didn't even find the rubric until I got ready to grade the assignment. I went over each of the categories for the POW Write-up and gave examples...but I did not give them the rubric ahead of time. Don't judge me! HAHA! Please remember I am a math teacher and I was not accustomed to grading writing assignments. I ended up giving the writeups back to the students WITH my grading rubric. The 2nd attempt at the POW writeup was much better. As the year went by my students really improved in this area. It was frustrating how many of them just did not pay attention to details. I am hoping that the experiences they had using rubrics in my class will serve them well as they use them in their future English classes - I know that their 10th grade English teacher uses them often.

If you are teaching using the IMP curriculum please go to the gphilly website. There are many awesome resources which will make your life easier. AND...give the grading rubric to the students on the first day that you go over the POW in class.

As a math teacher I feel that there are 2 different ways to use rubrics. The POW writeups are similar to the types that English teachers use. However, before this year I had mostly used rubrics to help me to grade my tests consistently. Awarding partial credit can get confusing when you can't remember how many points you gave for portions of the answers being correct. I have not included these "rubrics" on the quizzes or put them on the board for my students to look at while they are taking the quizzes but I feel that it would be a good thing to do. Maybe if the students saw the ways in which you were going to award credit they will be more willing to try problems that seem difficult at first.

Even the teachers had to PERSEVERE in problem solving to figure out the POWs - Coach Whitt was cracking me up on this day!

I love that the students learned how to ask for help and find other ways to help themselves via the Internet or asking for help from their parents or friends. I allowed that for POWs as long as they included how they received help in their writeups.

End-of-Year Teacher Reflections on IMP Meaningful Math Algebra

I have been challenged by Brian Lawler to answer the same End-of-Year Reflection questions that my students answered. He reworded them a little and I am going to paste them into this blog and answer them. They are all very thought-provoking!

1. How was this experience "teaching mathematics" different from your previous work teaching mathematics?  How was the math itself different? Did you learn the mathematics differently?

This teaching experience has been different in numerous ways. First, I have never taught a curriculum that had unit problems or "themes." Having a context for almost every algebra topic that I taught this year truly did make the subject more meaningful to my students. Secondly, the tasks are written in a way that students are given the opportunity to discuss and "struggle" with the problems even if they do not initially understand the math behind it. The teacher's guides always provide you with great "leading questions" that help you to guide your students to discovering the math without you just saying, "This is how you do this problem. Write it down." Having the teacher's guides AND having seen this style of teaching at AMSTI training were huge helps for teaching this curriculum the way the authors intended (or at least close to the way it was intended to be taught). We also received training from It's About Time in which we were able to go through many of the activities as "students."

When going through the training as a student (at AMSTI and It's About Time training) I was reminded often to quit thinking like a teacher. I think that one piece of advice was one of the most helpful. At first I would only see the training from a teacher's perspective and I would be worried about what formula I should use to solve the problems. As I taught this curriculum I have realized that the students are asked to use common sense, repeated patterns, and the context in order to solve the problems. The formulas can also be used (and taught, of course!) but when a student is taught to totally rely on formulas and then they get on the ACT (or other standardized test) and forget the formulas they don't have the problem-solving experiences that will help them to persevere and be successful.

This is my 2nd year to teach the entire year with my students sitting in groups of 4. Although I had already taught with students grouped last year, the majority of the year the only function the groups had were that my students could check to see if they had the same answer on a problem and help each other if someone was confused. This year the IMP Meaningful Math Curriculum provided my students with opportunities to utilize group work in a whole new way. The problems were presented in such a way that the students would start discussing their ideas on the best way to solve the problem. Sometimes a few of them would work quietly until they felt like they had an idea to share with the group. Other times they would sit there and talk about it before they tried to put pencil to paper. The exciting thing was that the groups this year were used for actual mathematical discussions about how to solve problems.

I think what I "learned differently" was that the students will really and truly try different approaches to solving problems if you give them the freedom. When I used to stand at the board and show them how to do a particular type of problem that is the way they did it. However, I have seen multiple times this year that if I give them a task and then give them the opportunity to figure it out on their own (with the support of their group members) they will solve it with various approaches that make better sense to them. I use to teach them the way that I thought was best. This year has taught me that struggling math students do not interpret and work through a problem in the same way that an algebra teacher does!

2. How have you changed personally as a result of your experience? Has your confidence in your own ability grown? How has your experience of working with math-teacher colleagues changed?

I had a day or two that I would kind of go back into my "old teacher" mode and stand at the board doing examples and "giving notes." I would actually stand there and think that I was boring myself to death! HAHA! I have learned a new way to teach that is much more engaging. I do not want to go back to my "old teacher" mode again.

My confidence in my ability to teach math has grown. I have always been a confident math student. I was good at math and so I wanted to be a math teacher. In the past I believed that math was something that some students were gifted at and others were not. The way this curriculum is written gives students more than random "number crunching" in math class. This is a problem-based curriculum in which they are constantly applying the math within a context that gives it a purpose. Using this curriculum literally helped me to reach students that had failed my class in previous years because of lack of interest.

I am blessed to be a part of a terrific team of math teachers at Etowah High School. Sonya New and Gary Webb were also implementing this algebra curriculum. Sonya and I were able to discuss our lessons on a daily basis because we had the same planning period. It was harder to have discussions with Gary but we did have lunch with the entire math department so we were able to talk to him some during lunch. I do not believe we would have been as successful without the opportunity to collaborate and learn from each other.

I also reached out to other IMP teachers via email and Twitter throughout this year. I have found so many helpful teachers who have shared their teaching ideas and resources.

3. What are your mathematics-teaching goals for next year? How have those goals changed over the past year and why?

My main goal is to keep improving. There are many times I felt that I was blindly going through the curriculum this year. I would sometimes hesitate to introduce a particular "math formula" because I didn't want to "steal the thunder" of a future lesson. There are so many concepts that the curriculum kind of allows the student to develop his/her own understanding instead of a teacher just telling them how to perform the problem using a formula or particular process. Another goal I have is I want to do a better job teaching my students how to present their work next year!

My goal of teaching students to present their work is different because the types of tasks that they do in this curriculum are different. For example - If a student is asked to solve a system of equations where they are already given the 2 equations there is not a lot to discuss. They can go to the board and tell the class the method they chose (substitution, elimination or graphing) and then work it out. In the IMP curriculum the students would be given a scenario in which they have to write their own equations and then solve the system. They would have the opportunity to discuss how they assigned their variables, wrote the equations, solved the problems mathematically, and verified that the solution was viable within the context. There is so much more to discuss!