This year, I’m part of an #MTBoS community recording the stories of our day throughout the year. Follow us throughout our journey at #DITLife.
Earlier this week I was pretty sick and went to work Tuesday even though I probably shouldn’t have. I was super happy that I woke up this morning at 4:45 and stayed up – which is moving in the right direction. Hopefully I’ll be able to start going to the gym again because I really liked those slow mornings and working out. But, I’ve been sick and before then my class schedule went insane
After lounging, showering and prepping, I left for school at 6:15 and was the first person to arrive 15 minutes later. I unlocked the building and gates to get ready for the day. While coming into the teacher work area (we have a communal space with desks for all of us by the copiers) I graded assessments from Precalculus from the day before. Once I finished inputting those grades and making sure I had copies for the day, I grabbed a laptop cart and rolled it down the hall to my room.
First hour began at 7:40. We’ve been working in precalculus with increasing, decreasing and positive and negative intervals. There’s been a challenge getting students to understand that increasing does not always mean positive so we focused today on using Desmos to see that visual relationship and color-coding graphs to represent our increasing/decreasing/positive/negative intervals.
8:46 Second hour Algebra 1 was focused on applying information we learned about parent functions earlier in the week by creating a graphs that met different criteria and then practicing using the different properties of functions we know. The english-language-learners in class have definitely struggled, even with a bilingual co-teacher, since it is such a vocabulary heavy unit. I’m still trying to find the best ways to support them and be successful as they learn both English and mathematics.
9:50 My AP Calculus class has finally got to the point where I introduced the power rule for differentiation to make their lives a million times easier. I left class because I had to go to the bathroom and told them to “Fill up the board with as many problems like the ones you’ve been doing. When I get back I’ll find their derivatives in 2 minutes.” Not only did students give me insane functions with exponents of 100, but by leaving up my mental work they were able to see how I was taking derivatives. Definitely increased the excitement in class and we’ve had much more understanding than last years. Even though this isn’t a rigorous proof, we’ve got it down and can apply it.
10:51: Right after this class come announcements every day. Recently, half a dozen heard back from Arizona State University and were accepted – and a ton of them were already in my class. I taught all those who were accepted last year – and most were in my room for Calculus and I’m so proud of all the hard work they’ve done.
Thursdays are special days, where all students go to lunch together followed by a 30 minute tutoring block. Students self select a class they need additional help in or are requested by a teacher. Instead of my normal set of 13 10th grade boys, I had a group of 8 students working on make up work for Algebra 1. One of the students in my tutoring block was T – a new student. I got him caught up on our work for Algebra 1 by giving him a notebook and having him take notes from the week so he’d be ready for class Friday. I also had a chance to check in with him one-on-one before he came to my class later in the day.
In tutoring block I also this interaction with a student
Student: “Is that a hickie on your face?”
Me: “No, I have a skin condition….not a hickie. See, it makes my elbows look funky too” [shows elbows]
Student: “I have kidney stones”
Me: “I hear those are painful”
Student: “Just kidding, I just know someone who has kidney stones”
Me:”Let’s get back to work…”
After that interesting conversation, my day normalized with my next course starting at 12:00. This class is for struggling learners and we always begin with a number talk. We’ve been focused on composing and decomposing numbers to multiply…and haven’t made much progress. I’m keeping the faith and being explicit about thinking…hoping that it helps long term.
We worked on solving mobile puzzles from EDC. One problem required a student to split 24 into two equal groups. I asked her to do that and she started giving me random numbers. I handed her 24 rulers and asked her to split them into two equal groups. She still looked at me like I wasn’t making sense, so I modeled what “two equal groups” meant. After giving her some time working, I circulated back through and worked through the problem with her, using rulers as manipulatives because it was what was handy. I didn’t walk into class today expecting that struggle, but we worked through it together.
Finally, my planning period at 1:00. Since I missed my check-in meeting with my Principal earlier in the week on Tuesday (it was the day after Labor Day and I forgot) I met with her and chatted about the need for manipulatives and more SPED support from our contractor in my fourth hour class.
I checked in with our Dean because earlier in the day I saw and took a paper in a backpack hat had the following written on it:
“Drink hot bleach”
“Go eat dog shit”
“But what if I don’t?”
“Then too bad”
I didn’t know why those comments were written, but they don’t belong on another person’s work. The Dean said she’d follow up with the student whose paper it was and let her know she was concerned….we’ll see what happens there.
I had a student hunt me down and ask for make up work. I got him extra copies and then made my next video for AP Calculus so I could post it for homework.
2:10: sixth period arrived. Or, 22 rambunctious students came into my class. In 60 minutes, students earned 26 consequences. Everything from juggling glue sticks, to walking around the room instead of heading back to a seat to continuing conversations which prevented us from learning new content. The work we were doing was just a new way of looking at previous learning, but it took us so long to get through it we barely finished the content. I left class frustrated and overwhelmed – what I’m doing isn’t working and consequences don’t seem to make a difference.
After school, our counselor and I forced a student who wants to apply to MIT to actually make progress on his application since he hasn’t on his own for weeks. (It isn’t that hard to email someone to set up an interview….). I stopped by our principal’s office again to share my exasperation with my sixth period – we decided to try snacks as another incentive to see if that will help us change behavior. I met with the coordinator of MAES from ASU to see how they could partner with us this year. We decided if it would be awesome if they could come and help us build robots since we plan on competing this year. When that concluded, I went back to my room where a couple boys were continuing to build our future robot. At five I sent everyone home so I could go home too.
At home at 5:30, I cooked dinner, relaxed and did absolutely nothing else. Long days do that to you.
Teachers make a lot of decisions throughout the day. Sometimes we make so many it feels overwhelming. When you think about today, what is a decision/teacher move you made that you are proud of? What is one you are worried wasn’t ideal?
While I’m not proud I had to do this, I am proud of how I took the note from a student’s backpack. I saw the paper hanging out of a student’s backpack, noticed it had a different name on it who wasn’t in class and had those disturbing comments on it. I slid over, silently, grabbed it and put it on my workstation to look at closer later. I don’t think she even noticed. I kept the incident itself completely uninteresting instead of blowing up or questioning her in the middle of class. I think if I had less experience that could have ended in lots of eyes hearing a conversation that none of us needed to have during Algebra.
My sixth period can quickly turn toxic….and I haven’t found a way to make that passion and energy productive. Every time I give 20+ consequences in a class of 22 it concerns me that I set a negative tone for the class that could have dramatic ramifications for their future since this is a ninth grade course. So much depends on this year and their futures shouldn’t be determined exclusively by not facing forward or listening to directions and right now that is what it feels like.
Every person’s life is full of highs and lows. Share with us some of what that is like for a teacher. What are you looking forward to? What has been a challenge for you lately?
I think teaching while being sick is one of the hardest possible things – you just want to be able to turn off a little part of your brain but when you do crazy happens. I’m looking forward to the weekend to recover fully.
We are reminded constantly of how relational teaching is. As teachers we work to build relationships with our coworkers and students. Describe a relational moment you had with someone recently.
Tutoring block today had a couple moments I hope that can build into something more. First, I tried to be really intentional and personal with our new student. I know how hard it can be to transfer and that he didn’t have an easy freshmen year last year. I’m hoping that by being kind, gentle and a human being right off the bat will help him get adjusted and be more successful. Second, I was intentionally vulnerable with the student who asked about my “hickies.”He’s a student that has been struggling to stay on task and I want to build a relationship to work with him to make class work for him and his needs. I’m hoping that by me being honest and open he’ll feel comfortable doing the same and share anything as it becomes relevant.
I’m also reminded of working after school in the office, pushing a student to make the next steps on his MIT application.
What have you been doing to work toward your goal? How do you feel you are doing?
- Survive with four preps, and do a good job for our students.
- New course load that is more reasonable. Still surviving. Adopted a new curricula so I could better serve students.
- Close lessons to summarize student thinking
- This is still a low priority in planning – it just takes time but I definitely feel like I’m making progress on this front slowly.
- Continue to increase student engagement and cognitive workload
- Currently no progress has been made…and I don’t that. Sixth period needs more engaging work but I’m overwhelmed so I plan quickly, which isn’t always the most engaging tasks. Hopefully I’ll be better balanced this next month.
What else happened this month that you would like to share?
Well….my schedule changed for the third time in 5 weeks so I now teach 4 preps in 5 sections – but I teach Precalc instead of statistics which I’ve done before so I can do it much quicker and know what I want students to know. I also told my principal if we didn’t make changes to make it more sustainable I’d quit – going into week 3 of school I had a meltdown where I was working. We’ve made changes for the better – now were looking at long term, more sustainable solutions. #smallschoolproblems