I was recently asked to be the "Math Lead Teacher" at my school. Basically this means that I have to go to district meetings regarding math strategies, curriculum, and other random math related stuff...
I guess this can be seen as an honor, as I was selected out of all the teachers at my school, but at times it definately just seems like more work.
Other than that... not too much is new around here. I will be taking my students to camp (Tuesday-Friday) next week. It is an overnight camp so it should be pretty exciting. For some of my students this will be the first time they have been away from their guardians for more than an evening. I will be sure to take lots of pictures and post them for everyone.
Have a great day!
- Joe
Thursday, September 30, 2010
Sunday, September 19, 2010
I went SKYDIVING...
On Thursday I was asked by my friend Oscar if I wanted to go skydiving on Saturday for David's (my counterpart at Berry Elementary - he teaches 5th grade math and science too but teaches to the students transitioning out of the bilingual program).
At first I thought he was joking, but then he asked again on Friday if I was "still in" for skydiving on Saturday. I found out more of the details and decided that I would do it. After a very busy week at school I didn't put a lot of thought into it. I told Oscar sure and left it at that.
Saturday morning came and I was up early to meet up with the rest of our crew for skydiving. Out of the 15 people who said they were going, only 7 showed up the morning of the jump. We made it to the grass "airport" just outside of Houston and waited for our turn to be called.
(suited up and ready to go)
Our groups' number was called and about 15 minutes later I was walking to the airplane, having no idea what I was doing. A guy had helped me put my harness on in the main building, but I had yet to receive any instruction as to what was going to happen on the plane.
The plane pulled up to pick us up. A guy ran over and with a heavy British accent asked if I was Joe. He informed me that we would be jumping together and to stay by him. We got on the plane, he attached himself to me, and the plane took off.
The door on the plane was open during the entire takeoff and there were no seat belts. I held onto a piece of rope that was by my leg. The instructor next to me was eating a sandwich and offered my instructor, Sam, a cookie. When Sam was finished with his cookie, he asked me if I was ready. We had been ascending for about 10 minutes and were over 2 miles in the air.
I asked Sam if I was supposed to hold onto "these things," referring to the little straps by my shoulders. He replied with a laugh, "Oh now you ask, it's a little late to be asking questions." When he was finished laughing, Sam told me to lean my head back and to keep my feet back and together during free fall. He told me these tips as we walked to the open door. "Ready!" Sam yelled, but before I could respond we were already out of the plane's door.
Free fall was amazing. It wasn't as violent as I thought it would be. Actually, none of the skydive was violent. It was pretty peaceful, floating down to Earth in my parachute. There were many times that I couldn't believe what I was doing, and that my body seemed to be confused as to what I was doing as well, but I made it through.
(this is a picture of the group that went before us)
On the ride home we were joking with David that this was the best birthday party that we have been to. I was at Chucky Cheese for two hours on Thursday after school for a fundraiser and I would have to say that, although I had fun at Chucky Cheese and was happy with the number of my students that showed up, skydiving made for a better birthday party. It was also a great experience that helped to break up the monotony of the average week.
At first I thought he was joking, but then he asked again on Friday if I was "still in" for skydiving on Saturday. I found out more of the details and decided that I would do it. After a very busy week at school I didn't put a lot of thought into it. I told Oscar sure and left it at that.
Saturday morning came and I was up early to meet up with the rest of our crew for skydiving. Out of the 15 people who said they were going, only 7 showed up the morning of the jump. We made it to the grass "airport" just outside of Houston and waited for our turn to be called.
(suited up and ready to go)
Our groups' number was called and about 15 minutes later I was walking to the airplane, having no idea what I was doing. A guy had helped me put my harness on in the main building, but I had yet to receive any instruction as to what was going to happen on the plane.
The plane pulled up to pick us up. A guy ran over and with a heavy British accent asked if I was Joe. He informed me that we would be jumping together and to stay by him. We got on the plane, he attached himself to me, and the plane took off.
The door on the plane was open during the entire takeoff and there were no seat belts. I held onto a piece of rope that was by my leg. The instructor next to me was eating a sandwich and offered my instructor, Sam, a cookie. When Sam was finished with his cookie, he asked me if I was ready. We had been ascending for about 10 minutes and were over 2 miles in the air.
I asked Sam if I was supposed to hold onto "these things," referring to the little straps by my shoulders. He replied with a laugh, "Oh now you ask, it's a little late to be asking questions." When he was finished laughing, Sam told me to lean my head back and to keep my feet back and together during free fall. He told me these tips as we walked to the open door. "Ready!" Sam yelled, but before I could respond we were already out of the plane's door.
Free fall was amazing. It wasn't as violent as I thought it would be. Actually, none of the skydive was violent. It was pretty peaceful, floating down to Earth in my parachute. There were many times that I couldn't believe what I was doing, and that my body seemed to be confused as to what I was doing as well, but I made it through.
(this is a picture of the group that went before us)
On the ride home we were joking with David that this was the best birthday party that we have been to. I was at Chucky Cheese for two hours on Thursday after school for a fundraiser and I would have to say that, although I had fun at Chucky Cheese and was happy with the number of my students that showed up, skydiving made for a better birthday party. It was also a great experience that helped to break up the monotony of the average week.
Friday, September 17, 2010
Math STARS
Sorry If I have been a little sparse in my writing over the last two weeks. I have been very busy at school as we were "chosen" to take part in a controversial new math program this school year.
Houston Independent School District (HISD) was selected to take part in an experiment that Harvard University is running. Fifty elementary school's will be taking part in the program which is called Math Stars.
So far, the program seems great. It is supplemental to whatever curriculum your school is using and automatically differentiates based on student needs. The program generates students' homework for every night. The student scans their homework each morning and then the computer will grade it, provide the student with information as to how they did, and then print them homework for the next evening. If the student did well, they will move on and have new homework, if the student did poorly, the program will automatically give them more practice problems of the topic they struggled on and mix in the new assigned topics (assigned by me).
*The experiment will provide my classroom with a brand new computer, laser printer, and the scanner that is needed to use for the students homework. It is exciting to get a new computer in the classroom because I will be able to use it for this program, but also because it will be available for the students to use during tutorials, science, and whenever else we are able to use computers.
Of the fifty schools selected, twenty-five will be providing their students and parents with financial incentives. The goal of the study, as stated to us during a meeting at HISD headquarters, was to study student motivations when financial incentives are in place. Here is the financial breakdown.
STUDENTS = Possibility of making $500
$2 per objective mastered (up to $400 because there are 200 objectives)
$100 bonus for completing all 200 objectives
PARENT/GUARDIANS = Possibility of making $560
$2 per objective mastered by student (up to $400 because there are 200 objectives)
$20 per meeting with teacher (up to $160 because they are to meet with me once a month for 8 months)
It is a very interesting study. Initially I was very against the program, which I didn't really have much of a choice of implementing. I don't think it is right to pay students for doing what they are "supposed" to be doing as students and paying parents for doing what they are "supposed" to be doing as parents. I was also very concerned as to how this will effect my students' performance long-term, as they most likely will not be getting paid to do school work ever again after this year (well other than indirectly - scholarships).
We have had two parent meetings this week after school and not one question was brought up regarding moral implications or what will happen to the students in the long term. The only concerns we have had from parents were questions regarding when they will get the money (payday is once a month), and some concerns about not wanting to do the program due to a lack of "papers" (none of the parents will be asked about citizenship and everyone will be able to participate, regardless).
Since I don't have much say regarding my feelings on this program, I haven't taken a lot of time to worry about it. I also really haven't had much time to worry about it, as I have been reading, going to trainings, and meeting with parents everyday since we found out we were implementing this program. We will be starting on Monday, with an online diagnostic test that will provide the program with an individual starting point for each student.
Is this a long term solution for education? I don't really think so, but it will be interesting to see the effects of the program and how my students' react. It is also interesting to be part of a national study on educational reform and motivation. I am sure you will see reports on this in the news in days/weeks/months to come. It is a big deal in Houston right now.
Here is more information about the program from the Houston Chronicle:
"HISD Families Could Get Up To $1,020 If Kids Master Math"
Take care,
- Joe
Houston Independent School District (HISD) was selected to take part in an experiment that Harvard University is running. Fifty elementary school's will be taking part in the program which is called Math Stars.
So far, the program seems great. It is supplemental to whatever curriculum your school is using and automatically differentiates based on student needs. The program generates students' homework for every night. The student scans their homework each morning and then the computer will grade it, provide the student with information as to how they did, and then print them homework for the next evening. If the student did well, they will move on and have new homework, if the student did poorly, the program will automatically give them more practice problems of the topic they struggled on and mix in the new assigned topics (assigned by me).
*The experiment will provide my classroom with a brand new computer, laser printer, and the scanner that is needed to use for the students homework. It is exciting to get a new computer in the classroom because I will be able to use it for this program, but also because it will be available for the students to use during tutorials, science, and whenever else we are able to use computers.
Of the fifty schools selected, twenty-five will be providing their students and parents with financial incentives. The goal of the study, as stated to us during a meeting at HISD headquarters, was to study student motivations when financial incentives are in place. Here is the financial breakdown.
STUDENTS = Possibility of making $500
$2 per objective mastered (up to $400 because there are 200 objectives)
$100 bonus for completing all 200 objectives
PARENT/GUARDIANS = Possibility of making $560
$2 per objective mastered by student (up to $400 because there are 200 objectives)
$20 per meeting with teacher (up to $160 because they are to meet with me once a month for 8 months)
It is a very interesting study. Initially I was very against the program, which I didn't really have much of a choice of implementing. I don't think it is right to pay students for doing what they are "supposed" to be doing as students and paying parents for doing what they are "supposed" to be doing as parents. I was also very concerned as to how this will effect my students' performance long-term, as they most likely will not be getting paid to do school work ever again after this year (well other than indirectly - scholarships).
We have had two parent meetings this week after school and not one question was brought up regarding moral implications or what will happen to the students in the long term. The only concerns we have had from parents were questions regarding when they will get the money (payday is once a month), and some concerns about not wanting to do the program due to a lack of "papers" (none of the parents will be asked about citizenship and everyone will be able to participate, regardless).
Since I don't have much say regarding my feelings on this program, I haven't taken a lot of time to worry about it. I also really haven't had much time to worry about it, as I have been reading, going to trainings, and meeting with parents everyday since we found out we were implementing this program. We will be starting on Monday, with an online diagnostic test that will provide the program with an individual starting point for each student.
Is this a long term solution for education? I don't really think so, but it will be interesting to see the effects of the program and how my students' react. It is also interesting to be part of a national study on educational reform and motivation. I am sure you will see reports on this in the news in days/weeks/months to come. It is a big deal in Houston right now.
Here is more information about the program from the Houston Chronicle:
"HISD Families Could Get Up To $1,020 If Kids Master Math"
Take care,
- Joe
Monday, September 6, 2010
Labor Day
Back home, in Minnesota, we didn't ever start school before Labor Day, but as a teacher I really like the fact that we do...
I have been in the classroom for two weeks now and this three day weekend has been a great opportunity for me to get caught up on all of the things I have wanted to finish since school started. I have had to input my student's names into several different programs and create login names for them, set up my online grading system, and of course complete more lesson plans. Most of the work involving entering students into programs is pretty futile to try and do before school starts because the "rosters" that I get before the school year are not very accurate at all. I know that they try to provide me with an accurate picture of who will be in my classroom, but in reality the students I teach are coming from a very transient population of people and numbers are going to fluctuate a lot. Already this school year I have had as high as 22 students in my class to as low as 17. On Friday I left school with 19 students in my class. I think that is a pretty good estimate of the number of students I will have in my class this year.
In comparison to some schools, 19 is a relatively small class of students. I am fortunate to have an administration that believes in small class sizes (something I do agree with them on). With my students coming to me preforming anywhere from a 2nd grade level to a 6th grade level as far as math and science content knowledge (not to mention varying commands of the English language) I feel that 19 is more than enough students in my classroom. It is a definite challenge to try and meet the needs of all my students and ensure that they are progressing to their growth goal of a year and a half growth in one academic year. I have to differentiate all of my lessons and try to teach to everyone at the same time. It is a challenge, but can be very rewarding when you see students make progress.
On a sad note, one of my lizards died over last weekend. I am pretty sure it is the one that I caught outside and not the one I bought from the store. The students were a little bummed out, but it was not as traumatic as when the chickens died. Oh class pets... always entertaining.
I hope everyone is enjoying the 3-day weekend. The Vikings play on Thursday vs. the Saints. Saints fans seem to have infested Houston after Katrina so this city is full of them. I will probably stay home to watch the game, but I will be cheering extra loud on Friday after we (the Vikings) win! Also, It was nice to see the Twins beat up on the Rangers last week. :)
I have been in the classroom for two weeks now and this three day weekend has been a great opportunity for me to get caught up on all of the things I have wanted to finish since school started. I have had to input my student's names into several different programs and create login names for them, set up my online grading system, and of course complete more lesson plans. Most of the work involving entering students into programs is pretty futile to try and do before school starts because the "rosters" that I get before the school year are not very accurate at all. I know that they try to provide me with an accurate picture of who will be in my classroom, but in reality the students I teach are coming from a very transient population of people and numbers are going to fluctuate a lot. Already this school year I have had as high as 22 students in my class to as low as 17. On Friday I left school with 19 students in my class. I think that is a pretty good estimate of the number of students I will have in my class this year.
In comparison to some schools, 19 is a relatively small class of students. I am fortunate to have an administration that believes in small class sizes (something I do agree with them on). With my students coming to me preforming anywhere from a 2nd grade level to a 6th grade level as far as math and science content knowledge (not to mention varying commands of the English language) I feel that 19 is more than enough students in my classroom. It is a definite challenge to try and meet the needs of all my students and ensure that they are progressing to their growth goal of a year and a half growth in one academic year. I have to differentiate all of my lessons and try to teach to everyone at the same time. It is a challenge, but can be very rewarding when you see students make progress.
On a sad note, one of my lizards died over last weekend. I am pretty sure it is the one that I caught outside and not the one I bought from the store. The students were a little bummed out, but it was not as traumatic as when the chickens died. Oh class pets... always entertaining.
I hope everyone is enjoying the 3-day weekend. The Vikings play on Thursday vs. the Saints. Saints fans seem to have infested Houston after Katrina so this city is full of them. I will probably stay home to watch the game, but I will be cheering extra loud on Friday after we (the Vikings) win! Also, It was nice to see the Twins beat up on the Rangers last week. :)
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