This is the block I mad tonight for Saturday's block party.
Wednesday, January 18, 2012
Saturday, July 31, 2010
Week 4-Presentation information
I might be able to be a late add to the county in service since the conference is being held in my districts buildings. Still waiting for the word on this.
Annual NCTM conference submissions are due the week after each annual conference (that would’ve been last April).
I am a good friend of one of the ladies on the AAGT board, she can get me in the book to present at the next conference in March.
Annual NCTM conference submissions are due the week after each annual conference (that would’ve been last April).
I am a good friend of one of the ladies on the AAGT board, she can get me in the book to present at the next conference in March.
Week 4- Presentation ideas
I think I will start by looking at my favorite conferences to attend.
I have put in and been accepted to present other topics at the Annual National Council of Teachers of Mathematics NCTM conference. Due to a funding issue my district was not able to send me to the conference. I still think it would be fun to present at this conference. There are math teachers from all over eager to share ideas and present various methods to each other. I always come away from this conference with something new that I can use in my classroom.
NCTM also holds regional conferences throughout the year. They are smaller and usually closer to home.
The county I live in does an annual in service for teachers in the community. It is built into our school calendar and every so that all teachers in the district can attend. This would be a great place to start out, sharing my thoughts and research with local teachers that I am comfortable with.
Each year the Arizona Association for Gifted and Talented (AAGT) hosts a conference in Phoenix. I learn a lot from other teachers and educational professionals on how to reach my gifted students…they need to be reached too as they are often performing below their best. I am always trying to learn more about differentiated instruction as I think it is a way to reach all students. Games in the classroom can definitely help someone differentiate their instruction.
I have put in and been accepted to present other topics at the Annual National Council of Teachers of Mathematics NCTM conference. Due to a funding issue my district was not able to send me to the conference. I still think it would be fun to present at this conference. There are math teachers from all over eager to share ideas and present various methods to each other. I always come away from this conference with something new that I can use in my classroom.
NCTM also holds regional conferences throughout the year. They are smaller and usually closer to home.
The county I live in does an annual in service for teachers in the community. It is built into our school calendar and every so that all teachers in the district can attend. This would be a great place to start out, sharing my thoughts and research with local teachers that I am comfortable with.
Each year the Arizona Association for Gifted and Talented (AAGT) hosts a conference in Phoenix. I learn a lot from other teachers and educational professionals on how to reach my gifted students…they need to be reached too as they are often performing below their best. I am always trying to learn more about differentiated instruction as I think it is a way to reach all students. Games in the classroom can definitely help someone differentiate their instruction.
Wednesday, July 28, 2010
Week 4- Chapters 10-12
Ah, the blame game. My students would do better if the teachers they had last year taught them more, their parents were more involved, we have more money to spend on them. I have what I have and I am given the students I am given…I can find excuses for why they aren’t performing at the highest levels or I can look for ways to help them achieve more. I choose to look for ways to help them achieve more.
I like the idea of thinking of myself as the board, rather than a single chess piece. When I am in a situation that I am not happy with or frustrated I should look at where I am and how I got there…then determine what I can do to change the place that I am in.
I like the idea of thinking of myself as the board, rather than a single chess piece. When I am in a situation that I am not happy with or frustrated I should look at where I am and how I got there…then determine what I can do to change the place that I am in.
Sunday, July 25, 2010
Week 3- Comment 2
Joy Flack wrote:
http://web.me.com/onegreeneyedmonster/LMO/MAC_ALL/Entries/2010/7/24_Week_3_Reading_7-9.html
I use to be so afraid to make mistakes in front of my students. I was afraid to make a mistake while I was being observed…mistakes scared me. I guess I too have learned to embrace them, I know I am human, I tell my students that I am human and that I know I will make mistakes. I only get irritated with them when they are rude about pointing them out to me (occasionally I get a rude one or two). I remind them that they are also most likely going to make a mistake or two and tell them I won’t be rude when pointing it out if they aren’t.
http://web.me.com/onegreeneyedmonster/LMO/MAC_ALL/Entries/2010/7/24_Week_3_Reading_7-9.html
I use to be so afraid to make mistakes in front of my students. I was afraid to make a mistake while I was being observed…mistakes scared me. I guess I too have learned to embrace them, I know I am human, I tell my students that I am human and that I know I will make mistakes. I only get irritated with them when they are rude about pointing them out to me (occasionally I get a rude one or two). I remind them that they are also most likely going to make a mistake or two and tell them I won’t be rude when pointing it out if they aren’t.
Week 3- Comment 1
Kenya wrote:
http://sunny1way.blogspot.com/
How many of us as parents and educators say "It's not about us. It's about them." and actually mean it? Too few unfortunately. We want to believe that we let our children come first, however, that isn't always the case. It's not that we don't want that to be, it's more that it isn't always feasible. As parents, there many obstacles and realities that come into play such as work, financials obligations, and relationships that often take full attention from children and what they wish were a reality in their lives. As educators, there are the administrative constructs that dictate what a child should learn, when they should learn it, how they should learn it, and sadly, even how the instructor should teach it to meet the previous three criteria. There is not enough trust from the administrators in that the teacher can go about meeting the criteria without their influence.
I agree with what you say about giving students some control in what they are learning…how they are to learn it will help them to do more and gain a deeper understanding. Also by giving alternative types of assessment we can gain a better understanding as to how much a student understands. I have many students that can put together a beautiful correctly done project but if I give them a multiple choice test they will bomb it every time. In Arizona there are many free options for students that don’t want to attend traditional high school. To keep our students…to keep our numbers and the funding we have to be willing to teach in ways that kids learn.
http://sunny1way.blogspot.com/
How many of us as parents and educators say "It's not about us. It's about them." and actually mean it? Too few unfortunately. We want to believe that we let our children come first, however, that isn't always the case. It's not that we don't want that to be, it's more that it isn't always feasible. As parents, there many obstacles and realities that come into play such as work, financials obligations, and relationships that often take full attention from children and what they wish were a reality in their lives. As educators, there are the administrative constructs that dictate what a child should learn, when they should learn it, how they should learn it, and sadly, even how the instructor should teach it to meet the previous three criteria. There is not enough trust from the administrators in that the teacher can go about meeting the criteria without their influence.
I agree with what you say about giving students some control in what they are learning…how they are to learn it will help them to do more and gain a deeper understanding. Also by giving alternative types of assessment we can gain a better understanding as to how much a student understands. I have many students that can put together a beautiful correctly done project but if I give them a multiple choice test they will bomb it every time. In Arizona there are many free options for students that don’t want to attend traditional high school. To keep our students…to keep our numbers and the funding we have to be willing to teach in ways that kids learn.
Week 3- Chapters 7-9
I think in this profession I have to be willing to accept some things the way they are or I won’t make it. I will run out of working white board markers at the front of the room on occasion, some days the internet will be down, my class sizes will always be too big and I will never have enough time to cover everything I need to do. If I expect everything to be perfect everyday I will go to bed disappointed every night. This does not mean that I will lower my expectations, I expect my students to work to their full potential and complete their homework daily…I know that it doesn’t happen but I won’t let them think I am satisfied with anything less.
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