Friday, April 7, 2017

Day in the Life:  March 26, 2017:  

Out of Darkness and Into Light

What a difference a month makes!!!

In my last DITL post on 2/26/17, I had just gone to a teaching job fair looking for a position for next year.  I had been offered a long-term substitute teaching position for math until the end of the year in a new district.  I accepted the offer, and they invited me in for what I though was a formal interview on 3/2/17.  It turned out to be very informal and more of an “are you sure?”, and then we went through the details of the job.  I formally accepted, and I was shown my room and a brief tour of one wing of the school.  I then went to the district offices to meet with human resources and set up the fingerprinting and background check.  This was Thursday, March 2, 2017.  By Monday, March 6th I was fully onboarded to the district, and my first day was Wednesday, March 8th.   What a whirlwind it was, but I can say that the positivity, efficiency, and strong community I witnessed on the day of the district’s teacher job fair not even two weeks prior continued to prevail throughout the hiring process.

It also continues to this day in the school I am at.  Teachers and kids are happy, REALLY happy.  There is not a colleague (most I do not know) that I pass in the hall who does not say hello with a big smile on their face.  My math colleagues are so welcoming and supportive, and the students are great.   There is a great amount of pride in this school, and I feel blessed to be a part of it.  I am teaching Algebra 2, which is my favorite course to teach no matter what level!  I also teach Algebra 2 support and AMDM, which is short for advanced mathematical decision making and a fourth high school math course option.   The only thing I have stressed a lot about since I have been here was working with a promethean board (we had different projectors in my previous county), but I gave myself a good YouTube crash course with it the night before I started and have winged it pretty well the rest of the way. 

My Algebra 2 team lead has been great!   She sent me so many resources via email before I started, and I met with her two days before I got to the classroom.  She gave me great crash courses in navigating the grade book system, the county teacher website portal, and she was been a super hero in putting together all the grades for me to enter in the grade book.  The previous teacher left a fair amount ungraded, and the Algebra 2 team worked relentlessly to get all of that caught up while also keeping up with their classrooms.  Two of the Algebra 2 team members taught my students on their prep hours in the two weeks between the resignation of the old teacher and my arrival.   When the department chairs said at the job fair that they are a family that works together well, they were not kidding; everything they had boasted about their department has proven true beyond imagination!

I walked into the classrooms mid-week, in the middle of the logarithms unit.  I walked into classrooms that had lost their teacher suddenly, were struggling with some of the most difficult content to learn in algebra 2 in the absence of their teacher, and trying to get used to the styles of the other teachers.   On top of all of that, in one of the classes the students had lost their class mate forever in the same time frame.  Was I nervous about being able to connect with these students?  Absolutely so - no first day of school I ever had could even compare to it.  I knew these students were hurting and apprehensive about a new teacher coming in; who could blame them?

I knew I needed the best strategies I had in my bag to connect with them.  They needed to know that the newbie was interested in getting to know them as well as wanting to teach them.  This was a situation that screamed for Sara Van Der Werf’s name tents, so that was the first thing in my preparation for class.   If you have not heard of or seen these, you need to go to her blog and reed about this great classroom building activity here!

I had used these last semester at my previous school, and I loved them.  It is an amazing way to get to know your students at the beginning of the year, and it is a complete asset if you are coming in to a new classroom in a pressing situation in the middle of the year.   I believe it helped the students to heal and adjust to their new classroom knowing their voice in it mattered through the questions I asked them to get to know them, and the opportunity to ask me questions.   We are not done with them yet.  What is designed as a 5-day question and answer exchange in the beginning of the year, has become a staggered question and answer exchange.  We still have a couple of days left on it, and I do use it to seat for group work on certain days.  I love that they ask when they will get to do the name tags again!  I also love the questions they asked me – much different than last semester.  A lot of them wanted to know what made me decide to be a teacher – we all love to share those thoughts!

One challenge has been planning for the AMDM class, which is a senior math class with seniors in their last semester of high school.  If you have taught seniors, you know their motivation at this point has definitely seen better daysJ    In the name tents, one of the questions I asked them was their post high school plans.  It was a great mix of plans ranging from 4-year college, to trade school, to finding themselves, to military.   What I know from my experience as a teen who took an alternate path into adulthood and later my own education is that at some point there is most likely a college type algebra class in their future.   I decided from the information I pulled that I would give them exit exposure to some foundational algebra concepts they have learned in high school, one per week, to give them something to launch from later on.  When I went back to college as an adult, I did not recall the algebra up front on the placement test, but the foundation was there when I started algebra courses and re-learned it.   Now that I am a math teacher writing a math teacher blog, well – you never know!
The algebra review is to keep time rolling along for them in the last long weeks of school.  I also want to do something really meaningful with them light on the math but high on the life problem-solving skills.  Their former teacher had started some sort of tax-budget challenge with them, but most were not engaged with it when I got there.  I see the direction their former teacher was going in getting them to build a budget and make practical monetary decisions in life, and I want to expand on it.   I figure we can all build a perfect budget, but life happens.  So, that is what I want to do with them – have them re-build their budgets, but I want to throw life scenarios at them a couple of times a week and have them problem solve.  If any of you played the game Payday as a child, that is along the lines of where I am going.  More on this later as I will blog separately about the whole experience, but I can tell you that I feel a socratic coming on for them at the end of this project!
So today is March 26, 2017, and I have been back in the classroom for three weeks.  I am absolutely loving the experience, and my physical health continues to thrive!   It has not been perfect or without bumps, but less bumps than I ever expected.  Given all they have gone through, the kids are doing great and working hard at learning the math involved.  My colleagues did a great job teaching them the beginning content of logarithms, and they were ready for the graphing of logarithms when I got there.   Given they were expected to graph logarithms with transformations and no calculator, I would say they embraced that challenge in that their test results for the end of the unit were phenomenal and brought their grades up a lot.  I believe this and having a consistent teacher again has helped them to relax and feel good about learning math again. 

As far as tutoring, I was able to transfer a few students to my colleagues in the area who had spots and were looking for students.  I am still tutoring a fair amount until the end of the year, but many of them not on a weekly basis.  My hopes for next year are to remain in the classroom and then get the tutoring down to a bare minimum.  

This weekend we are up at our friend’s hobby farm near Winston-Salem, North Carolina.  I had planned this trip a couple of months back with the intention of visiting Anna Vance and her classroom, but being back in the classroom means I had to shorten the trip a couple of days and will not be able to make that happen; I will look forward to seeing her and many others at TMC 2017 though!   As I sit and drink my morning coffee from the porch and reflect upon this past month, I cannot believe how fortunate I have been to find a teaching opportunity this late in the year at such an awesome school.   We have one more week until spring break.  The kids are ready for the break, and it will be a long week most likely, but I cannot wait to work with them again on Monday!

Reflection Questions: 

1) Teacher 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 about?

I am proud of the fact that I already feel like I have connected with the students and that we are in a solid rhythm in the classroom.  I am both proud and thankful that I have sought to become a member of MTBoS and have resources to great classroom ideas both content and socially orientated that have helped me to build a positive learning environment in a tough situation in the middle of the school year.

2)  Every person’s life is full of highs and lows.  Share with us some of what that is like as a teacher.  What are you looking forward to?   What has been a challenge for you lately?

As told above, I struggled with what exactly to do with my senior math class in the final weeks of school.  I am excited about the “life project” and the ability to try and hook them into something that can be of great use to them almost immediately as they begin a new chapter in their life soon.  Though the math part is lighter, the problem solving will be intensive, and I believe that will be the project’s strength.

3)  We are reminded constantly of how relational teaching is.  As teachers we work to build relationships with teachers and students.  Describe a relational moment you had with someone lately.  
My whole month since March 8th has been relational for me getting to know a new group of students and working to earn their trust in me.  We are further with that then I could have ever imagined; I am proud of them for their perseverance in a tough situation!

4) Teachers are always working on improving, and are often have specific goals for things to work on throughout the year.  What have you been doing to work on your goal?  How are you doing?

As I said above with the senior math project, I feel another socratic coming along!!!  I will also think of a new way to incorporate a socratic into Algebra 2 and Algebra 2 support before I am done.  This will help me to continue to build my bank of experience to share at Twitter Math Camp this summer.  Also, I am not sure if my students have been exposed to socratic seminars in other content courses like they had in my previous district.  I am kind of hoping they have not been or at least not a majority, so I can run through the experience of teaching them the rules of the process just as I will need to do with TMC 2017 participants when they do socratics together.



   



Day in the Life:  February 26, 2017
Continued Darkness and then an Unexpected Light

I do not have a timeline for this day.  I am stunned today but excited, and the course of the blog will explain it.

After returning home from Minneapolis for the second time at the end of January, I found that what I thought was a temporary funk about being out of the classroom had turned in to more of a darkness for me.  I had been out of the classroom for weeks, and my physical health had rebounded amazingly, but emotionally I was lost.   I never thought I would miss teaching as much as I did, and I felt completely empty without a classroom to prepare for and care for.  The daily interactions with students was still happening through tutoring, but not in the same way that teachers and students interact in the classroom through instruction and learning.   Also frustrating was trying to keep and maintain a tutoring schedule for a lot of students all of which had crazy schedules with spring sports, theater season, and field trips.   A lot of times students would cancel, and by the time I would see them again, there was not enough time in one session to review content and enhance the learning they had previously had with their teacher.  It felt like an endless game of catch-up, which is not uncommon to a classroom as well, but this was somehow different and very uninviting.   Because I felt so empty inside, I found myself without the energy to make the physical time of my days anything but empty as well.  I slept longer into each day, I accomplished less each day until it was time to tutor, I dreaded the long hours of tutoring, and I missed seeing my family because I worked at night. 

By mid-February I knew without a doubt that I wanted to teach again next year.  I knew that I could not break the cycle I was in until I started taking steps to make that happen.  I knew there would be job openings in my former district, so I re-applied and also check-marked substitute teacher thinking that if I did not get a position, I could at least get back in the groove by doing that next year.  At the same time, one of my tutoring student’s mom had gotten a job in a neighboring district this past year and reminded me about that district’s job fair at the end of February.   I had thought about applying to this district before, it is not far away at all, but to me I still saw my district as “home”.   I took her advice though and began to prepare for the job fair by applying to that district, gathering transcripts, responding to inquiry based essay questions about my teaching experiences and philosophies, and re-vamping my resume(that was the most arduous task trying to figure out all that needed to be added and what was dated enough to be deleted).   I worried that leaving one district in the middle of the year, although for health reasons, would affect my chances of consideration into this district.  The district I was applying for was growing by absorbing the most recent urban sprawl from Atlanta, and was becoming a very sought after district to apply in.  All former colleagues I knew that had gone to this district really liked it, so I was curious to see what the job fair was like.

Now, I do have a timeline for yesterday, Saturday, February 25, 2017

7-8am:   Nervously getting ready for the job fair and mini-interviews.  It has been awhile since I have
                done this – first impressions are everything for a competitive district.

8:15am:  Leave for job fair.  It is at one of the high schools closer to me and starts at 9am.  When I 
              arrive 15 minutes later I am glad I left when I did because there is bumper to bumper traffic 
              to get into the parking lot and park.  Further, they have student volunteers there to direct 
              traffic???

8:45-9am:  Pick up my name badge and job fair folder and instructions in the cafeteria.  Start towards
                the wing of the building that has the high school meet and greet mini-interviews.

9am – 10:00am:   Each classroom in the wing housed department chairs and admin from a specific
                          school in the district.  I hand in my resume to each, talk to a head counselor from
                          one high school and department chairs from 2 other high schools.  I am asked if
                          I am interested in an immediate long-term sub position at the 2nd school; they had
                          a math teacher resign the previous week.  

10:15am:  I am finished with meet and greets.  I go back to the room for school #2 and verbally
                commit to the long-term sub position.             

10:30am:  I leave the job fair for home trying to grasp what has just happened, but I am excited!

11am-12pm:  I arrive back home and email the department chairs with my intent to accept the job. 
                    Am I really going back so soon?

Here’s the thing – From the moment I parked the car and walked into the job fair, I was impressed.  From the sheer numbers that showed up for a potential job, the friendliness of the students and staff working to direct candidates to the right areas, to the organization of the whole affair, it was clear this was a desirable district to be considering.   The superintendent of the district was driving candidates from the parking lot to the registration and interviewing area in a golf cart, and he came and shook every candidate’s hand in line to do meet and greet interviews.  All administrators representing each school were so welcoming to all candidates, and everyone was just HAPPY…   It was clear that this district was full of pride and focused on community and relationships.   Having come out of the classroom because of exhaustion and run-down health due to a very toxic school environment, this was a breath of fresh air I was afraid I would never see again.   When I did the meet and greet with school #2, the department chairs were so kind, and I could tell they loved their school and department not just in what they said, but the pride in their face.   They talked about how awesome and supportive the administration was in supporting them and their department.  They told me that even though their department was large, it was like a family that always looked out for each other and respected each other’s knowledge and contributions.  They were impressed with my resume, but could not offer a permanent job.  Still, they immediately asked if I would consider a long-term substitute position for a teacher that had resigned the week before.  I told them I wanted to think about it and make sure my health was in a place to which I was ready for it and being there long-term for the students. 

I went to another meet and greet after that, but I could not get over what a positive vibe I got from those teachers.  I could not stop thinking about what it might be like to step back into the classroom in a completely different district so soon, but my excitement at the prospect rose with every thought I had.  All of the sudden I had more energy than I had felt in a long time, and by long time I mean at least a year or better.   I felt my physical health could continue to thrive in the environment they described, and I knew that my emotional health needed me back in a classroom.  I finished the meet and greet with school #3 and headed straight back to talk to the department chairs from school #2.  They were with another candidate, but they were talking with other candidates.  I talked to the assistant principal they had raved about and told him I would like to accept their offer.   He said to go ahead and email them and that they would be in touch the following week.  He thanked me and again reminded me of how pleasant and professional an administrator could be.

I went home and emailed the department chairs again and accepted the offer if they had not found someone else.   Now the waiting game begins.                      

Reflection Questions: 

1) Teacher 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 about?

The decision to go back to making a lot of decisions throughout the day as a teacher has me both excited and worried.  Am I going back too soon?  Did I gamble my physical health to save my emotional health?  Am I right that taking care of emotional sadness will help my physical health to maintain and get even better? 

I am proud of the fact however, that I made the decision to apply for employment in a new district.  New experiences can be scary and intimidating, and I am proud that I got out of that car pushed through the nerves to go to the job fair and not let the competition turn me away from fighting for the opportunity to teach again.

2)  Every person’s life is full of highs and lows.  Share with us some of what that is like as a teacher.  What are you looking forward to?   What has been a challenge for you lately?

As told above, I have been in a very dark and empty place being away from the career I love.  I look forward to the opportunity of being in a classroom again while also getting a foot in the door to a new district that seems full of growth and positivity.

3)  We are reminded constantly of how relational teaching is.  As teachers we work to build relationships with teachers and students.  Describe a relational moment you had with someone lately.  

The relational moment came with meeting the department chairs of school #2.  I instantly felt at home while talking with them, and I felt that I would really enjoy working for them.  It is really nice when an interview, even a mini one, does not feel like an interview!

4) Teachers are always working on improving, and are often have specific goals for things to work on throughout the year.  What have you been doing to work on your goal?  How are you doing?

I applied to speak at Twitter Math Camp in July 2017; I am truly honored to have been selected.  I am giving a workshop on integrating socratic seminars into math classrooms, and I had implemented socratic seminars in a different way to my Algebra 1 classes last fall.   I have been excited to give the TMC session, but I was regretting that I would not be able to explore more with socratics during spring semester.   If I get the opportunity to go back into the classroom, I will be able to work with socratics again before the sessions this summer.   This is definitely another reason I am excited for the long-term substitute opportunity – to continue working on new ways to incorporate this learning tool for students to connect and problem solve in mathematics.


So – did I get the job?   Stay tuned for March’s DITL post coming after this one!!!


Day in the Life:  January 26, 2017:   Unexpected Realizations

Almost a month has gone by now since I have gone out of the classroom.   My days are pretty redundant, and I am finding myself pretty non-productive in the redundancy spiral…   This week is different though because unfortunately, my best friend’s father passed away this week.   Thus, I find myself on my way back to Minneapolis for the 2nd time this month.

9am – Wake up and grab coffee, still trying to get used to having the day all to myself.

9am-11am:  Browse Twitter and other social media, read some MTBoS blogs, and book a rental
                    car for my trip on Friday 1/28.   I am finding that it may be more challenging to 
                    rearrange a tutoring  schedule for my students and worry about income lost than it is to 
                    request sick leave in teaching and write lesson plans for a sub.   I never thought I would 
                    hear myself say words like that.  Still, I would not be anywhere else but by my friend’s
                    side to support her, so anything it takes.

11am-12pm:  Rearranging tutoring schedules, contacting parents, and prepping tutoring materials for
                       the evening.

12pm-2pm:  Reading current book selection:  Kristin Hannah’s latest book – The Nightingale.  
                    turns out to be phenomenal by the wayJ

2pm-3pm:  Prepare and cook dinner for later in the evening.

3pm – 10pm:  Tutoring Pre-calculus, Algebra 2, Geometry, Honors Algebra 2, 
                        Honors Pre-calculus, Honors Algebra 1, and Honors Algebra 2; all in that order.  
                        Definitely getting a varied fill of math each evening!

10pm-11pm:  Decompressing and finishing up texts to tutoring parents.  Off to bed at 11pm, so I can
                      get all errands run during the day before I leave early morning on Friday for 
                      Minneapolis.


Reflection Questions: 

1) Teacher 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 mover you made that you are proud of?  What is one you are worried about?

Because I am out of the classroom, I do not experience the day-to-day deluge of decisions throughout the day.  Many would think that is a lucky thing, and I thought I would enjoy being free from this for a while myself.    In fact, I miss this challenging part of being a teacher terribly.  Tutoring is predictable from week to week except for a schedule change or two, but the students come for tutoring, I help them, they go home.  I don’t make the big decisions, someone else does, and I find the materials to enhance the instruction that has already taken place.  I did not look at tutoring this way when I taught during the day and then tutored at night; back then I still had the challenge and excitement of running my own classroom.  Yes, that is right – excitement; folks I MISS it!!!  Today I am proud of the fact that I did not look back on the decision to get to Minneapolis to help my friend despite all the scheduling of tutoring is off balance now, and the parents and kids have been great about it.
The decision I am worried about is the one to leave teaching for a while – will it affect my ability to get back into the classroom as I am definitely thinking that is where I need to be.
 
2)  Every person’s life is full of highs and lows.  Share with us some of what that is like as a teacher.  What are you looking forward to?   What has been a challenge for you lately?

I am definitely in a low right now, and I never thought I would be.  Not seeing colleagues and students on a daily basis has been challenging for me.   I am not using my time during the day productively.  I had visions of working on developing materials for tutoring during my day hours and learning to try new recipes and adopt healthier eating habits.   None of this seems to interest me or engage me.   Of course I am prepared for tutoring each day, but planning for 4-6 different preps for students that have been instructed differently than my delivery kills my energy to prepare beyond extra practice.  Trying to think about doing so just reminds me that I no longer have a classroom to prepare and care for.  I browse Twitter for inspiration, but it makes me miss teaching even more.  Still, I save the ideas, activities and blogs I see for a later date.  I figure this is just temporary and normal and that I will shake this funk eventually.

I am looking forward to seeing my friend.  Helping her will help me to get my mind off of not teaching, and being with her will probably comfort me as much as I intend to be there to comfort her.

3)  We are reminded constantly of how relational teaching is.  As teachers we work to build relationships with teachers and students.  Describe a relational moment you had with someone lately.  

One cool thing with tutoring this month is that one of my new tutees is a former student of mine from last year.   It was great to know that when she needed extra help in honors pre-calculus, she chose to contact me and seek help.  In working with her this past month, we have been able to laugh and share some great memories from her class last year, and it is really exciting to see the things that she remembered from honors algebra 2 last year!   Still, polar and parametric equations are a different mathematical world for students, and she has not formally had physics yet, so the applications were tougher for her.  Best of all, I talked her into taking calculus next year!  She did not want to do AP Calculus, and I agree that she may not yet be ready for that, but she did not realize they were going to offer non-AP Calculus.  She is definitely a candidate for that course, and then she could either continue into AP Calculus or then take AP Statistics.  With her, I know I have made a difference both in the past and presently.  She is such a hard-working student, and she will do great!

4) Teachers are always working on improving, and are often have specific goals for things to work on throughout the year.  What have you been doing to work on your goal?  How are you doing?

One of my professional goals for my self-induced sabbatical included visiting other teacher’s classrooms to observe, gain ideas, and reflect on my own practices for growth.  I wanted to visit Minneapolis South High School since I had student taught there in 2004.  My cooperating teacher Don Winnes is still there, so I wanted to visit and catch up with him.   I also wanted to visit Sara VanDer Werf’s classroom again (I observed her for about 20 hours during my pre-service practicum in 2004), and my hopes were to see a couple of Sara and Don’s colleagues’ classrooms.   Luckily, the week of my trip worked with their schedules as school was back for Minneapolis that week.  She gave me a choice of days, and I chose Friday because it was supposed to be up to 6 degrees that day/warmest day of the week.

Yes – 6 degrees…  I had really thought the weather channel was kidding, but no chance.  Good thing I crocheted that big ball of yarn into a new scarf and picked up new boots – this weather-pansied Atlantan was COLD – can you tell?






I am glad I made it the scarf long enough to wrap all around my head and neck!  Here I am at Matt's Bar trying to warm up, so I can order a Jucy Lucy!






I honestly do not know how I made it through so many Minnesota winters back in the day….

BUT-it was totally worth braving the cold to go back to Minneapolis South High.  I got to observe my former cooperating teacher Don, Sara, and her colleague Morgan Fierst.   I spent an extra period catching up with Don, and it was great to be able to pick up the conversations we had many years ago.   I was observing Sara and Morgan’s classroom around the time they did the Fireworks Task that Sara posted usingDesmos to model projectile motion with quadratics/parabolas.  Morgan had introduced the activity the day before and was continuing by helping the students to explore contextual component.  She did a great job challenging the students to connect the contextual ideas to the components of the graph of a parabola.   The contextual part of the problem was several paragraphs long, and I loved the strategy she used to keep students engaged and navigating through the problem.   The context of the problem was broken into smaller paragraphs that she numbered off to help students disseminate and discuss the information in the problem.   I now realize there are so many problems that I have unnecessarily skewed down to avoid students being lost in context; now I have a great new way to help me to keep the content rich in context and mathematics.  As always, activities using Desmos are great, and I will definitely be using it at first opportunity when I return to a classroom.  

Here is my copy of the activity Morgan gave her students including the numbering strategy that the kids and she were using to connect the context and the math


  
When I observed Sara, she was reviewing operations of polynomials in order to connect the past and push forward into more work with solving quadratics.   This connect back and push forward strategy is a common one of mine as well, and I was happy to see that my work falls in line with a teacher who has a huge amount of experience and success.  I felt very comfortable circulating in her classroom, and the coolest thing was when one of her students asked me for help when she was helping someone else and could not get over to him.   Another cool thing was the table she set up in the back of the room for the kids to work with geometric block tiles to build mathematical patterns. There was a design in progress on the table, and it was clear that kids are at pattern play in her classroom (no surprise thereJ).   This is another idea I want to incorporate into the next classroom I find myself in.

At the end of my visit I sat and chatted with Sara for a while.  She asked me what was still the same about South High, and my immediate reply was that I remembered how awesome it was.  The student body and faculty are very diverse, the environment is so friendly, and students are active learners.   I loved the students and teachers when I student taught there many years ago; it was great to see that had remained the same. 

Going back to Minneapolis South High School and observing was a great experience.   Sara, Don, and Morgan all made me feel very comfortable in their classes and introduced me to their students.   I wish I would have taken pictures to share, but I was so happy to be there and absorb the things around me that I did not think to do so.   Besides, it was probably weird enough for the kids to have some random teacher from Atlanta roaming around their room let alone snapping photos.  I took away some great strategies and ideas, visited and met great people, and re-connected with the beginning of my teacher career.  What I did not know at the time though was that it was the first realization I had that the passion for teaching that I thought was lost and needed searching for was still very much alive in me and did not need extraction.







    

Monday, January 2, 2017

Self-Induced Sabbatical Begins….

Day in the Life Post:  12-26-2016

I cannot timeline this post because today I seem to have no concept of time.  Not only is it winter break, but it is the first day after Christmas; we were in school until December 22nd.   The 23rd was spent decorating and shopping, and then holiday festivities with the family for Christmas Eve and Christmas Day over the weekend.  This is truly the first day of winter break for my district, but it is more than just a break for me.  I will not be returning next semester to teach, so it is the first day of what I am going to call my self-induced teaching/classroom sabbatical.   I will still be working from home tutoring students, but I have chosen this time to step away from the classroom to physically get well (chronic illness) and refresh and rejuvenate my teaching soul.

I think I got up somewhere around 9am, and I have not done much of anything this day, nor did I plan to.  It allowed me to spend some time with my son early afternoon, which was nice just the two of us visiting.  He asked me if I was excited to be out of the classroom, and I told him it was a complete mixture of emotions.  Furthermore, I still have had zero time to even decompress from a long and challenging semester.  I know I am not going back to school in a couple of weeks, but that idea is a statement to me right now rather that a fact that has resonated with me enough to feel the excitement of a new challenge.

I have been in the classroom 12 years, so it is very strange to think of myself without a classroom of students to teach for an indefinite amount of time.  I know I will miss my daily interactions with kids and will face a new challenge in finding a schedule/routine to stick to outside of one that is provided for me.   I will still tutor students in mathematics, but it is much different providing follow-up instruction versus original delivery of content.  Given this, I know myself well enough to realize that I will find a way to still  make the mathematics more authentic to them even if it is not the first time they have exposed to the topic. 

I do not really know what my long term plans are, or rather I am trying my best not push myself into decisions about that when I am so worn out.   I am most certain I will teach again, but I do know that I must be very thorough in picking a school that is a good fit for me.   I do not know if public education is a good fit for me anymore, but I could feel differently about that months from now.  What I do know is that I need to take some of this time to learn and explore the world of teaching again just as I did when I was in pre-service teacher training.  There are so many things I have felt behind on in the past couple of years in the classroom that I would definitely like to learn about and gain knowledge in before I ever go back.  Some of that is technology based, some of that is looking deeper at current pedagogical methods, and also taking the opportunity to visit the classrooms of practicing teachers again just as I did during teacher training. 

My decision to leave the classroom was prompted by my body telling me physically to pull back and rest, but the desire to re-train myself is a goal I am pursuing to help me get back in touch with my passions for teaching.   I believe that re-connecting with my career passions will help re-store my physical health by replacing ongoing stress with the excitement of learning; endorphins and such.  Becoming more current on new ideas and best practices can also help when I go back to teaching.  A sizeable portion of my teaching stress was from feeling like I was never able to get a good grip on the change I wanted to make.  I am lucky that I have the resources to take this break and fulfill my goal to re-train, but I wish that all public school teachers had this opportunity.  College professors are afforded the opportunity to apply for sabbatical, spend a year researching and focusing on new ideas for their careers while still maintaining their seniority, tenure, and benefits.  I believe it is critical for K-12 teachers to be given the same opportunity.   Our world is fast-paced, challenging and constantly changing.  Educating children to function and thrive in our world is so much more complex than it was even 5 years ago let alone when I went through pre-service teacher training.   Given the in-flux of constant evolution of new ideas in best instruction and learning practices, I think it makes sense that every K-12 teacher have the chance to take a step back and focus on learning more and enhancing the experience they have already gained.   I know this would pose a tremendous financial undertaking for school systems, but there are districts that have found funding for this through private charitable donations.  I hope it is something that more school districts explore through stipends, continuation of benefits, or at the very least the retention of seniority and job placement upon completing a year of sabbatical leave. 

Educating our future means educating those who teach and nurturing the passions and talents they possess.  It is an investment worth making to preserve the presence of solid teaching and learning in classrooms as well as potential to counteract the problems with teacher retention.   I talked to Tina Cardone a month ago inquiring about still being able to write “A Day in the Life” blogs if I was going out of the classroom.  She was very supportive and said that she was totally open to it if I could find a way to make it work.  I think now I realize the direction I want to take in my “Day in the Life” posts is to share my “self-induced sabbatical” journey.   As I propose that more school districts consider this for their teachers, I would like to demonstrate an example of what this may look like by writing about what I learn, observe, and resulting reflections as I step away from role of teacher to teacher learner again for a period of time.


After Thanksgiving the Year is Over Right?

A Day in the Life Post:  November 26, 2016

6:00am:  We arrive at the Wichita Airport and catch our flight back home to Atlanta.  We have spent the week with my husband’s family for Thanksgiving.  We opted to go this week instead of Christmas because I was going to have a shortened Christmas break; well, that was when I booked the tickets and before I resigned from teaching.  Still, even though it was a shortened trip, we enjoyed seeing the family, and I always love spoiling my little nieces!  It is actually pretty relaxing at my in-law’s house or rather, I make it so.  I did get two books read this week after all.

9:00am:  We land in Atlanta.  I am exhausted still even though I slept most of the flight home.  These early morning flights kill me – it is hard enough to be up by 6am for school let alone on an airplane.  Hartsfield-Jackson airport is dead, and we somehow make it from landing gate to our driveway up in the north suburbs by 10:10am.  Anyone reading who lives in Atlanta knows that is a miracle within itself. 

10:30am:  I am at home and just made a cup of coffee.  I am trying to relax and catch up on some fun reading and social media before getting back to the grind on Sunday (tutoring lined up for students testing the first couple of days back from Thanksgiving break).  I am dreading going back to school on Monday because I am still so exhausted from the pre-thanksgiving push in the classroom as well as traveling.  One of my colleagues from my former school once said:  “once you make it to Thanksgiving the year is over.”  Why don’t I feel this way?  Especially when my year is truly over at the winter break?  There are 4 weeks left (finals included) before winter break, and I literally do not know how I will get through them.   I decide to take a nap; I am still so tired.

3:00pm:  Wake up from nap on couch – apparently I was snoring…  I cannot believe I have slept most of this day away already.  I spend the rest of the evening in my chair with my i-pad, scanning twitter, facebook, and then streaming Netflix.  I completely went into vegetation mode.  The one good thing I did for myself the Friday before break was stay at school until 7pm to get materials ready for both classes for the first week back.  I knew that would relieve stress the weekend before returning, and that certainly became a fact today.  I am so glad I am ready to go for Monday in my classes and can spend my 1st hour planning period to mentally get back in the game.

8-10pm:  I am wide awake and will not get to sleep early tonight for sure.  I decide to pick and print my tutoring materials for the next day.  Big Pre-Cal, AP Calculus, and Honors Algebra 2 tests coming up at the local schools I tutor for this week as well as continued prep for some students for the Geometry EOC coming up before winter break.

12:00am:  I go to bed and hope to fall asleep soon as my working world begins again in just over 12 hours.  I realize I have not completely shut it off this week, but I am not sure a teacher ever does.   I think Thanksgiving break is about pulling back for a few days and resting enough to have energy for the final push to winter break.

Reflection Questions

1) Teacher 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 mover you made that you are proud of?  What is one you are worried about?

I have not made any daily decisions regarding teaching in over a week, and that actually feels great!  I feel like this will give me the energy to face the daily decisions again coming up again in a couple of days.  One decision I am worried about is that I chose to tutor tomorrow instead of enjoying the last day of my break.  The kids need it though, and this is the work that will sustain me when I am out of the classroom in a month.  It is hard for me to say no to my students whether they are in my classroom or my tutoring students.  This is what wears me and so many teachers out.  Caring about their progress, their needs and what is best for them when they don’t realize it themselves.  It is both grueling and rewarding –double edged sword sort of thing.
 

2)  Every person’s life is full of highs and lows.  Share with us some of what that is like as a teacher.  What are you looking forward to?   What has been a challenge for you lately?
It has been challenging to keep Algebra 1 students on track in this long push to Thanksgiving break.  Our Unit 2 lasted through 6 assessments, and starting our 3rd unit on Exponential Expressions and Equations has been hard to do so late in the semester.   I am looking forward to the graphing portion of this unit because I am going to use my transformations activity together with Desmos to push exploration of the asymptote and transformations of exponential graphs.  This is just the spice we need after Thanksgiving break to keep it interesting in these last weeks until winter break.

3)  We are reminded constantly of how relational teaching is.  As teachers we work to build relationships with teachers and students.  Describe a relational moment you had with someone lately.  

It is really about a relational past few weeks with a group of students.  I had mentioned in an earlier blog about my 3rd period Accelerated Algebra class being the toughest group of honors I have worked with.  In past weeks they have stepped out ahead in their pursuit of learning and understanding in our current quadratics unit, which has been the hardest unit so far this semester.  A few weeks ago, they were so reticent in experimenting and struggling with concepts.  They have pulled back on that resistance while also working with a more involved type of function in our toughest unit so far this year.  I feel we have brought our communication and teacher-student interactions into a rhythm that works better for all.   It may have been easier to do because they are a smaller class, but seeing them work hard and subsequently find more success is so rewarding. 

4) Teachers are always working on improving, and are often have specific goals for things to work on
     Throughout the year.  What have you been doing to work on your goal?  How are you doing?

     I feel like I am working well with spiraling homework within a given unit, but not as good with
     spiraling homework for the semester; the time factor beat me on that.  I am still pushing as much
     as possible to keep integrating Desmos and exploration of concepts in every chance I get, and that
     part is a win; especially given that it is on the front-loading part of instruction.


Thursday, October 27, 2016

Out on the Sea….

A Day in the Life:  Wednesday, October 26, 2016

It is the time of year where I feel like I am floating along in an open sea with no land behind me and no land in the horizon.  This long pull to Thanksgiving often feels to me like the longest time of the year.

6:15am:  Up earlier than usual in order to get to school for a parent meeting in the morning.

7am:
I am as ready as I am going to be, and I am staggering to pack my lunch and get out the door.  I decide to wrap up my breakfast sandwich and banana and eat it on the road.  I slam it down in stop and go traffic.

7:45am:
I arrive to school, drop my stuff off in my room and then go to my department chair’s room for the meeting.  The meeeting goes well.  Student is making progress through a tough transition to high school, which is great!   Student is in my support math enrichment course twice a week in addition to regular math class with one of my colleagues.  The two together have really helped!

8:15am
1st period planning.  Time to put my classroom back together from testing rows.  The pair’s  desks work so much better for peer collaboration.  It is tough when one set of classes tests,and then the others sit in rows.  This year I have really gotten used to having students sit together, work together, and talk about math together a majority of the time.  I finish working  through the INB notes for today and then grade the test review assignments turned in from the last two days. 

9:30am: 
2nd Period Algebra 1.  We are working through the last segment in Unit 2.  Unit 2 has included Linear equations and inequalities in all different ways in one and two variable, graphing, writing, analyzing, and now in this last portion  as systems of two equations or inequalities.  We have been in this unit for many weeks with many different assessments, but the scaffolding allows a pacing that helps students to process information more thoroughly.  I love that the end of the unit is culminating in combining all graphing and algebraic skills to study the meaning of 2 lines as a system.  The application problems are, I feel like, one of the best tie-ins to life activities around them.  We started systems today by estimating intersection points
when graphing 2 lines.

10:30am-12:35pm: 
2nd and 3rd period Accelerated Algebra.  We have started Unit 4 with Polynomials, which will lead to an emphasis focus on Quadratic Functions.  This is one of my favorite units in algebra  to teach!    We started with new vocab and concepts with polynomials, and then started operating on polynomials under addition and subtraction.  I cannot wait for the next couple of days with multiplication and area models.   They are a little wary of the classifying  of 1, 2, and 3 term polynomials and naming under early degrees, but they will tackle it.




12:35-1:24pm: 

Lunch and Accelerated Algebra PLC meeting.   Our department chair was the to collaborate with us on planning a pre-assessment and post-assessment for data collection for state testing.  In our course, we finish the algebra in March, and then our students study 4 units of Geometry for the remainder of the year.  This will give  us more time to prepare our students for the state exam.  We discussed and planned                          strategies for reviewing, and utilization of resources our principal has agreed to fund us with.  She has been generous in purchasing a great online system for EOC review.  We are also about to embark on teaching students factoring for the first time in their  math lives (formally at least).  We know this can be a big undertaking for Algebra 1 students even at an advanced level at the onset, so we discussed possible formative assessment strategies for them along the way to check for understanding.  Probably                          the best PLC meeting for Accel Algebra this year!

1:30 – 2:27pm: 
5th Period Accel Algebra again with polynomials.  This time I heard a total “Oooohhhh” when I worked them into the reason a constant polynomial had degree zero.  Weaning them off of the idea that a number is not always “just a number’.  That lightbulb energized me for the rest of the work day.

2:32 – 3:30pm: 
6th period Algebra 1.  I just acquired this class along with my 5th period Accel Algebra as new classes within the month.  Yes, 2 new classes, 8 weeks into the school year, and hard on the kids and myself.   What I will say is that this stress was the last straw for my health and led to the decision I made to resign after 1st semester.  Anyway, my 6th period class was split from a class of 40 students my colleague had.                    They are a good group of kids, and they have made so many strides with their progress as a smaller group,  so it is a greatway to end each day

3:45-4pm:
One of my Accel Algebra 1 colleagues stopped ask for advice on pacing of content leading up to our quiz on Monday.   Being in a new unit in which students have not seen the content before requires more “mini-PLC” conversations, but I like it.  I had missed having  those mini-meets as my former colleagues and I talked all the time about instruction; to be fair, the layout of classrooms and teachers at my old school was more conducive for this.

4:00-4:45pm: 
Working  at school to tie-up loose ends, send needed emails, and work copy assignments for tomorrow.

4:50-5:20pm:  North Fulton traffic – 4.5 miles, 30 minute drive home; sigh.

5:30pm:  Dinner with my family – I love when the three of us get to have dinner together; it is not often!

6:00-8:00pm:

Grading tests taken by all students this week both Algebra 1 and Accel Algebra 2.  I am absolutely exhausted, and do not want that to affect the grading process, so I put them away for now.
                   

8:00-8:30pm: 
Finish writing DITL blog for today.   In re-reading this, I realize that my biggest break today was for dinner:  30 minutes with family.  I am worn out with 2 more action packed days ahead of me this week.   I realize quickly that this post will have to go out tomorrow because I need to get to bed and get some rest.  As it is, I am
sleeping copious on the weekends due to my health condition, and I am growing exhausted earlier and earlier each week.

Reflection Questions
1) Teacher 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 about?
I am proud of the fact that I stopped the work horse in myself with grading the tests when I was too exhausted to give them the concentration they need.  I did not get all tests graded by far, but some of them, and I can approach the other when I am fresh enough to do so.
I actually had no concerning decision today.  Every once in a while it is great to have a day where you feel good about the work that was done.   I am going to take it!

2)  Every person’s life is full of highs and lows.  Share with us  some of what that is  like as a teacher.  What  are you looking forward to?   What has been a challenge for you lately?
My challenge lately is been keeping my stress under control as much as I can to keep my health at a place where I can finish the semester with my students.  My new school has a much bigger workload than my previous school, and it is a load that my health will not handle at this point in my life having Crohn’s disease.  What keeps me positive about my decision to go out of teaching is the opportunity to rest and get well and take time to refresh my teaching spirit.  I would like to think of this time period as a “self-induced sabbatical”.
Once I am well, and when I am well, I have plenty of technology avenues I want to explore, teaching strategies I want to research and plan for, and classrooms and teachers I would like to visit locally and nationally.  This was probably one of the hardest decisions in my teaching career, but I know it is time to take care of myself, which will have its long-term benefits; I just have to be patient with the time it takes to see the benefits.   I hope to achieve remission once again and be rested enough to teach again someday.  I know I will miss being in the classroom terribly.


3)  We are reminded constantly of how relational teaching is.  As teachers we work to build relationships with teachers and students.  Describe a relational moment you had with someone lately.
     I really enjoyed the mini-PLC with my Accel Algebra 1 colleague today.  I really felt like we 
     shared great ideas and worked together well to plan for the next few days leading into the next 
     quiz.  We are both work horses by nature, and our rooms are not close together, so we tend to get 
     caught up in our work a lot and not share as much as we could.  I am glad today was different – he
     is a great teacher, and even though we have a similar amount of teaching experience, I have still 
     learned so much from him this year.

4) Teachers are always working on improving, and are often have specific goals for things to work on
     Throughout the year.  What have you been doing to work on your goal?  How are you doing?

     Unfortunately, because I am not well, my goals have not accelerated as much this month as last. 
     I am still planning and executing instruction and activities, but not as often as I would like. 
     To compromise, I have worked on increasing student talking and questioning more so into 
     instructional delivery, since the time to plan peer activities has given way to other tasks I must 
     prioritize with the time my health affords right now.   I am still going to push to do more in the 
     next month with groups, and I hope I can accomplish a little bit more.


5)  What else happened this month that you want to share?

   One of my former leagues and I are planning  to attend the Southern MTBOS Tweet-Up in 
   Chattanooga, TN  November 5th.  We are both very excited to meet other math peeps from around 
   our region.  It is a day trip only, but should provide a great amount of resources to help with 
   planning activities when time is so limited now for me.  There are a few of us meeting from the 
   southeast region, and I know I will learn a lot  from them.  I am glad that there are teacher work 
   daysthe following Monday and Tuesday that will afford me the chance to still do this and not lose 
   the rest I need.


Monday, September 26, 2016

A Day in the Life:  9/26/16

6:15am:   Husband woke me out of a dead sleep – I had no idea what planet I was on.  Apparently I had slept through my alarm; great way to start Monday.

7:30am:  Arrived at school already late for morning duty.  Sent an email to my PLC that we would not be meeting at lunch today because 3 of us are going through class changes again after 7 weeks of school.  Yes, that’s right, classes not balanced yet.   We have a big test coming up this Friday, so I instructed the team to work on lesson that can really help to review and reinforce content for the students.

7:45am:  Went to morning hall duty all way across the school and roamed up and down stairs and 2 floors of the 2000 building.  I was checked up on 3 times before I was done at 8:15am.  Ship is tight here folks! 

8:20 -9:20am:    Started my planning period by running off interactive notebook pages for Accelerated Algebra 1.  Even and Odd Functions abstract proof – definitely not a favorite, but planning for visual tie-ins as much as possible.  Scrambled the rest of the hour to start putting together activities and homework for both classes as they are all testing on Friday.   Emailed for a quick meeting with my principal this week to talk to her about going out in December.   Meeting scheduled for Wednesday at 8:30am, and I can say with all honesty I am not looking forward to it at all.

9:30-10:25am:  2nd period Algebra 1 and compound inequalities.  I started by making reference to compound sentences and coordinating conjunctions in language arts and explaining that they would now take the same idea with only 2 coordinating conjunctions to connect inequalities/math sentences.  The classwork/homework I gave on Friday had them graphing compound inequalities from interval notation and graphs, so that part was waiting for them to assign a meaning to.  The lesson went really well, and they worked in pairs with their assignment for the remainder of the period with me there for help.

10:30-11:30am:  As much as 2nd period was a success today, 3rd period was an epic fail, or at least in my book.  3rd period is my “scared to wonder/explore” class, and I have not been able to crack through their shell completely.  Because of that, they retreat right back into the shell when things are tough.  Abstract proof of even and odd functions, even with a graphical lead-in, was not received well at all.  I attempted to tie the symmetry to the geometric transformations they learned last year with y-axis symmetry and 180 rotations.  They just could not make the connections today, which I am fine with, but they are a group that lets anger and discomfort impede their attempt and progress.  They might be the toughest group of accelerated students I have encountered.  I assured them that practice will help, that we will go pattern exploring tomorrow with their findings, and I now am planning on bringing DESMOS to the rescue.

11:35am-12:35pm:  4th period – my wonderers and active questioners!   They did not love the even and odd topic, but they were willing to approach it and bring it down to their own words.  They pushed my thinking and helped me to verbalize the proof of odd functions better.  It is crazy how different one class is to the next.  I somehow have to push 3rd period to be more comfortable with the uncomfortable.

12:40-1:24pm:  Lunch.  My Algebra 1 colleague Ben came up to my room to talk about the next quiz we are writing and to vent about the state of our 6th period.  A little explanation:  due to over-enrollment, we have had to staff another math teacher, which took a while to find.  We found and on-boarded the math teacher, but they have yet to completely dissolve my 6th period support class and split his class of 41 students, which was the plan.  They were supposed to do this at the latest last Friday, and we have not word of when this will happen.  Meanwhile, we are trying to prepare students for a test on Friday with as little disruption as possible and greatly concerned about it.  Hopefully the situation is resolved tomorrow, but it is frustrating to say the least; especially for him.  I am just looking forward to meeting new kiddos!

1:30-2:25pm:  5th period Algebra 1 and the compound inequalities again.  They were equally as receptive to the lesson and applied the preparatory work from Friday to extended inequalities.  They are still a little wary about when the inequality symbol switches direction, but they kept at it at a good pace.  Some of them were not happy with the shared grade on their partner’s quizzes from last week, but they learned that partner’s quiz means helping each other rather than dividing the problems.  I told them they would have another stab at that this week.

2:30-3:30pm:  6th period, which is currently not a 6th period.  Some of my support students still have not been moved to their new elective courses, so the 5 that remain worked on their math homework for today, and I answered questions.  I am hoping that my new class is in place tomorrow, so we can wrap up inequalities and start preparing for Friday’s exam.

3:40pm:  I have a student in my room waiting for his mother, and we will have a parent-teacher conference.  My department chair arrives to inform me that he has no idea when the schedules for the new math classes will be changed and to try and hang in there.  It is hard for me to do this because it is affecting the students.  The overloaded class of 41 needs to be downsized to 2 of us, so they can better receive instruction in a smaller environment and subsequently more support.

4:00pm:  Parent-teacher conference for one of my Algebra 1 students struggling with the transition to high school math.  He is good about keeping up with classwork and homework, but needs to work on seeking extra help and reviewing a little each night to keep the concepts alive rather than waiting until the test.  The parent is asking for extra resources at home too, which is awesome.  The meeting was light-hearted as much as serious; when parents are open to collaborating, it is always better for all involved.

5:00pm:  Just arrived home and started the blog – hard to believe I kept track of everything.  Ate a quick dinner and chatted with my husband.  We have tutoring tonight.

6:00-8:00pm:  Tutoring appointments for AB Calculus and Geometry.   From limits and derivatives to classifying triangles, the math continues into the night!

8:15pm:  I am now finishing up this blog with a dish of smores ice cream – nice, sweet end to a long day.

9:00pm:  I am going to watch the presidential debates – just cannot bring myself to miss it no matter how tired I am.



Reflection Questions
1) Teacher 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 movr you made that 
     you are proud of?  What is one you are worried about?
     Today I am glad that I canceled our PLC meeting for lunch to give us all a chance to breath
     and plan. As an Algebra 1 team, we have come a long way in recent weeks and are rolling along 
     nicely.  We have fallen into roles that reflect our strengths, and we get that chance to breathe, 
     we can start enriching our meetings with more sharing of teaching and strategies.

     I am concerned about the decision I need to talk with my principal with on Wednesday.  I do not
     want to elaborate today much as it was a long and tough decision.  More on this in future blogs.


2)  Every person’s life is full of highs and lows.  Share with us  some of what that is  like as a 
     teacher.  What  are you looking forward to?   What has been a challenge for you lately?
     Today the highs and lows came in different periods back to back.  From the push to explore even
     and odd functions in 3rd period to the willingness to explore and redefine in 4th period.  Two 
     different  classes, same course, two different ball games.  People may assume the same course 
     does not change from period to period, but any teacher knows it does.  This might be a more 
     extreme case than what I am used to, but it has been my challenge lately, and I tend to make 
     challenges my mission.  I am hoping to get my 3rd period class to a point where they will not 
     fight  back tooth and nail at being uncomfortable in the learning process.

3)  We are reminded constantly of how relational teaching is.  As teachers we work to build 
      relationships with teachers and students.  Describe a relational moment you had with someone 
      lately.  In the beginning of the school year, my Algebra 1 colleague and I were at odds on the 
      PLC.  Lately, we have taken a step back, started learning how to work with each other, and now
      we are able to lean on each other in the wake of all the stress with our class changes.  They say 
      that relationships that take more work tend to be the most worth it in the end, and that is turning 
      out to be true for us.  We are both experienced teachers from different schools coming in this 
      year.  We both are passionate about teaching and had to find a way to make a big enough arena
      for all of our ideas, and in this time of stress, I think we stick together to draw on our shared 
      passion of teaching and working with kids  to get us through. 

4) Teachers are always working on improving, and are often have specific goals for things to work on
     Throughout the year.  What have you been doing to work on your goal?  How are you doing?

     I pushed on both of my teams to push the next test back a day or two, so I could incorporate some
     Meaningful activities into our review.  Lately I have felt like the passenger on an non-stop over-
     Informative highway with no room to breathe on any one concept.  I know if I feel this way, the 
     kids are probably going crazy.  I am happy to say my teams agreed, and I have some fun and 
     reinforcing things planned for Wednesday and Thursday.

     Per my goal of spiral review, I have really been working that into my Accelerated Algebra 1 class 
     and will hit the mark on every assignment with it this week.  They are working with topics that are
     pretty tough for them at this level, and I know I am over-preparing them, but I want them to be 
     able to sustain for future honors math courses.  Because I have taught and tutored every level and 
     course except AP Statistics, I know the concepts they are headed for.  It will be a delayed 
     gratification for them, but I know they will be glad when they are able to use what they have 
     learned later.
    
5)  What else happened this month that you want to share?

       I got to have dinner with two of my colleagues from my former high school just last Friday night.
       They are teaching the Algebra 1 support block class that I taught last year and doing the 
       interactive notebooks   They told me that I had totally changed the support class for them by 
       teaching them to do this, and that they loved teaching the course and watching how much the
       students used the notebooks as a resource in class and were such hard and confident workers in 
       math.  They said they had never seen that before.  My heart melted.  I know how much I loved 
       doing the notebooks with that class, so I know the joy they are experiencing, and I am glad that 
       I was able to influence that.