I just finished talking with some teachers about math. It was an interesting conversation based mostly on the current topic of "Singapore Math". I am always amazed at how many teachers believe that bar modeling is Singapore Math. I have talked about this in a blog before, and multiple times in inservices, but feel obligated to restate some basic information about Singapore Mathematics.
The basis of true Singapore Mathematics is problem solving. Real world problem solving. I agree. This does include bar modeling. But it also includes mental math, number bonds, going from concrete to pictorial to abstract thinking, as well as geometry, algebra, and basic concepts including NUMBER SENSE.
Although well intentioned, you can not change only one part of your math program and expect it to change how students think about math. You can't teach bar modeling only and expect your students to become proficient overnight. If it was that easy to do, I would tell you to do it. I am more concerned with student understanding than with selling products. However, it just isn't true. Students have to start out with a firm understanding of basic number sense. Using a program that teaches students about numbers is necessary. Teaching students and ensuring mastery is necessary to produce forward thinkers that are going to be successful in math.
Thursday, February 17, 2011
Monday, February 7, 2011
Colorado Literacy Conference
It was CCIRA time last week. The numbers were WAY down, but it was so exciting to still see a number of teacher's showing up to learn more about how to best educate children. This conference is not cheap, and many of the teachers I was able to talk with had to pay their own way. Remember that when you are joking about summers off...They might have summers off, but are paying for it in many different ways!
This year was a great time to catch up with new and old friends! I was able to talk with local authors, vendors, and teachers! I was given many tips, some I thought I should share!
Most teachers write stories everyday. Many dream about having books published. I took the down time this year to ask author Justin Matott about getting a book published. His words of advice??? Get an agent. Go to writing conferences and show your work. Make connections with people that write in the genre you are writing in.
Hope this helps any aspiring authors out there. At least it gives you a starting point if you are serious about it!
This year was a great time to catch up with new and old friends! I was able to talk with local authors, vendors, and teachers! I was given many tips, some I thought I should share!
Most teachers write stories everyday. Many dream about having books published. I took the down time this year to ask author Justin Matott about getting a book published. His words of advice??? Get an agent. Go to writing conferences and show your work. Make connections with people that write in the genre you are writing in.
Hope this helps any aspiring authors out there. At least it gives you a starting point if you are serious about it!
Friday, January 21, 2011
Required Reading
I woke up last night thinking about this topic, and decided I better write about it today, rather than put it off.
When I first started teaching, computerized comprehension testing was just taking off. You bought the tests on cd's and they were very expensive. It wasn't required that students read these books, but it was something we wanted them to try. We knew that students needed practice with comprehension, and these tests provided fairly good comprehension baselines. However, they offered very few books to test on, in comparison to what was available in the library and what kids were interested in reading. And although we have come quite far since then, not all books are included in these computerized comprehension programs still today.
You might wonder why I bring that up. But I've been wondering for MANY years about the effectiveness of requiring students to read books and take tests of items they aren't interested in. Now I'm not saying that kids should only read what interests them...We teach subjects all the time that kids aren't interested in. But I am saying that, in my experience, students do MUCH better taking these comprehension tests when reading books they are interested in.
For example, I know a second grader who consistently tests below grade level on all standardized tests. This child is advanced in spelling, can write at or just below grade-level, but struggles considerably with comprehension. Our school requires students to take a pre-determined amount of these comprehension tests each quarter. If this student is allowed to read books that are highly interesting to him, he has scored at 85% proficient on ALL tests. And what's more interesting to me, he reads books that are up to 4 grade levels higher than his current "reading level". This is just one example, I have seen it every year I have taught, with multiple students.
I guess I am wondering what to make of this data. Have other teachers seen this? Are you questioning some of your students' scores? I just wonder if we are putting to much emphasis on the amount of tests/points students are getting each quarter. When we should be focusing on the amount and types of books students are reading. I understand there is accountability in there. But don't we have reading blocks where we look at comprehension, fluency, inferences...Should we really be utilizing these computerized tests as part of their reading scores? If we are truly trying to raise lifelong readers, shouldn't we be encouraging young readers to read what interests them? Graphic novels (ie comic books), fantasy, sports, historical fiction, biographies, and science fiction, whether or not they are included in the computerized comprehension programs?
When I first started teaching, computerized comprehension testing was just taking off. You bought the tests on cd's and they were very expensive. It wasn't required that students read these books, but it was something we wanted them to try. We knew that students needed practice with comprehension, and these tests provided fairly good comprehension baselines. However, they offered very few books to test on, in comparison to what was available in the library and what kids were interested in reading. And although we have come quite far since then, not all books are included in these computerized comprehension programs still today.
You might wonder why I bring that up. But I've been wondering for MANY years about the effectiveness of requiring students to read books and take tests of items they aren't interested in. Now I'm not saying that kids should only read what interests them...We teach subjects all the time that kids aren't interested in. But I am saying that, in my experience, students do MUCH better taking these comprehension tests when reading books they are interested in.
For example, I know a second grader who consistently tests below grade level on all standardized tests. This child is advanced in spelling, can write at or just below grade-level, but struggles considerably with comprehension. Our school requires students to take a pre-determined amount of these comprehension tests each quarter. If this student is allowed to read books that are highly interesting to him, he has scored at 85% proficient on ALL tests. And what's more interesting to me, he reads books that are up to 4 grade levels higher than his current "reading level". This is just one example, I have seen it every year I have taught, with multiple students.
I guess I am wondering what to make of this data. Have other teachers seen this? Are you questioning some of your students' scores? I just wonder if we are putting to much emphasis on the amount of tests/points students are getting each quarter. When we should be focusing on the amount and types of books students are reading. I understand there is accountability in there. But don't we have reading blocks where we look at comprehension, fluency, inferences...Should we really be utilizing these computerized tests as part of their reading scores? If we are truly trying to raise lifelong readers, shouldn't we be encouraging young readers to read what interests them? Graphic novels (ie comic books), fantasy, sports, historical fiction, biographies, and science fiction, whether or not they are included in the computerized comprehension programs?
Thursday, January 20, 2011
Let's Talk Jobs
Sorry I have been missing in action for a while! I decided to let my reader's choose the topic this week. I have had quite a few people ask me for advise on finding/landing a new job in eduction. With the economy the way it has been for the past couple of years, teaching jobs are rather hard to come by. Whether you are a teacher at the elementary level or college level, my advise to you it to apply for any and all jobs that look promising to you. This is probably the most redundant statement you have heard, but if you don't apply, you won't get hired.
Most preschool, elementary, and secondary teaching positions are posted (or applications are accepted) starting in February or March. Districts all have their own rules for applying, but most in my area have applicants fill out application packets that are held in the district office until an opening occurs. Then principals look through the applications and decide who should be granted an interview. From there you may need to send in more information to the specific school, or bring it to the interview. Look on the district website for specific rules and requirements for teaching jobs. But it's important to remember, these application packets are more than likely your one chance to get a principal's attention. Make sure you highlight your accomplishments and background, and have recommendations from prior teachers and administrators.
College positions are listed throughout the year. Just today I searched for college jobs and found multiple opportunities! These positions are filled through online applications. Search the area near where you live for all college opportunities. Just because there are no large colleges in your area does not mean that there are no jobs for you to do from home. Online colleges are a huge deal right now. They are always looking for staff members that work from home.
As for landing a position, I don't have a magic answer. I don't think there is one. I have sat on numerous hiring committees in the elementary setting. Each building principal is different and is looking for different types of teachers. You may be the perfect fit in one school, but not in another. Sometimes an applicant looks great on paper, but after a meeting it's decided employment wouldn't work.
Some advice: Don't lie anywhere on your application or in your resume. You might not think it is a big deal to say you were the "head of special educators anonymous" during your college career. But it only takes one phone call to prove that statement wrong. And if a potential employer finds something that isn't true, you have just lost the position, even if you were the best fit.
And we really do call references :) Let them know they are a reference for you, so that they are prepared with what they need to say. Also make sure they WANT to be a reference for you. Just because you worked together for 4 years, does not mean they would give you a glowing recommendation! Choose carefully! And make sure to update your letters of recommendation every couple of years. You may have been a fantastic teacher's aide 15 years ago, but I'm more interested in what you have been doing in the last 3 years or so...
Finally, be yourself. Do not try to be what the school wants you to be, or what you think they want you to be. You will be unhappy, and that will carry over to your students. If you don't fit, you don't fit. There is a position you will be a fit for somewhere. It might be disappointing, but that's how it goes.
And just a small final note, if there are no schools hiring in your district, and then all of a sudden one building is hiring 10 new teachers (and it isn't a new building) be leery. Find out why there is a turnover. Did the teachers all quit? Did they get reassigned to new buildings? Is there a new administrator, or some other type of shakeup? Ask around, you don't want to be surprised when school starts!
Good luck in your endeavors!
Most preschool, elementary, and secondary teaching positions are posted (or applications are accepted) starting in February or March. Districts all have their own rules for applying, but most in my area have applicants fill out application packets that are held in the district office until an opening occurs. Then principals look through the applications and decide who should be granted an interview. From there you may need to send in more information to the specific school, or bring it to the interview. Look on the district website for specific rules and requirements for teaching jobs. But it's important to remember, these application packets are more than likely your one chance to get a principal's attention. Make sure you highlight your accomplishments and background, and have recommendations from prior teachers and administrators.
College positions are listed throughout the year. Just today I searched for college jobs and found multiple opportunities! These positions are filled through online applications. Search the area near where you live for all college opportunities. Just because there are no large colleges in your area does not mean that there are no jobs for you to do from home. Online colleges are a huge deal right now. They are always looking for staff members that work from home.
As for landing a position, I don't have a magic answer. I don't think there is one. I have sat on numerous hiring committees in the elementary setting. Each building principal is different and is looking for different types of teachers. You may be the perfect fit in one school, but not in another. Sometimes an applicant looks great on paper, but after a meeting it's decided employment wouldn't work.
Some advice: Don't lie anywhere on your application or in your resume. You might not think it is a big deal to say you were the "head of special educators anonymous" during your college career. But it only takes one phone call to prove that statement wrong. And if a potential employer finds something that isn't true, you have just lost the position, even if you were the best fit.
And we really do call references :) Let them know they are a reference for you, so that they are prepared with what they need to say. Also make sure they WANT to be a reference for you. Just because you worked together for 4 years, does not mean they would give you a glowing recommendation! Choose carefully! And make sure to update your letters of recommendation every couple of years. You may have been a fantastic teacher's aide 15 years ago, but I'm more interested in what you have been doing in the last 3 years or so...
Finally, be yourself. Do not try to be what the school wants you to be, or what you think they want you to be. You will be unhappy, and that will carry over to your students. If you don't fit, you don't fit. There is a position you will be a fit for somewhere. It might be disappointing, but that's how it goes.
And just a small final note, if there are no schools hiring in your district, and then all of a sudden one building is hiring 10 new teachers (and it isn't a new building) be leery. Find out why there is a turnover. Did the teachers all quit? Did they get reassigned to new buildings? Is there a new administrator, or some other type of shakeup? Ask around, you don't want to be surprised when school starts!
Good luck in your endeavors!
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