Online+Classes

Here is the link for my independent field study website:
www.wix.com/lmswitalski/blogging

You should be able to use the feedback tab for your thoughts as well.

Thanks, Lindsey

Online class April 9, 2012
Please see the document for this week's online class. It includes work related to your data analysis process and how you will be sharing it with your colleagues in our next class 4/16. I am assuming your "presentations" will take about 30 minutes each. Please let me know if you have any questions ** February 6, 2012 ** ** Please see the class map: **

** Sign Up to Research A Country's Educational System: **// Please put your name and your choice below so we have no duplicates. //
 * Geri - South Korea
 * Michelle- Uganda
 * Lindsey- Finland
 * Jessica-Phillipines
 * Laura -Norway
 * Kim-Italy
 * Katie-Poland
 * Matt- England

** Assigned Readings/Attachments for 2/6/12 In Class Work and Homework: ** ** Online Class Discussion related to Emotional Resilience Article: **

Part of the purpose for focusing on teacher resilience, besides the fact that it is necessary even for survival in the educational and political climate of today (and Wisconsin), is that acting as a change agent is one of the IDS program outcomes and one that is often a strong focus of term III. Therefore, I’d like you to think about your resilience as a teacher overall and especially your development of emotional resilience and participate in the related discussion. Please respond to all three questions.

1. I love the quote the article begins with: “I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my daily mood that makes the weather.” I myself have experienced this as a teacher (and as a mother!). What are your thoughts about this? Provide a specific example(s) to support your response.

I completely agree with the quote! As a mom, teacher, and wife, I have seen this first-hand. In the classroom, I have always made it my mantra: “They may forget what you taught them, but they’ll never forget how you made them feel.” It’s not the easiest to live by, day after day, moment to moment. Sometimes, just when I feel like screaming in frustration, I have to emotionally step back and get perspective on things. An example of this is a particular student in my classroom. He is a challenging young man, making impulsive decisions, but has a good heart underneath all those poor choices. This week, he really touched my last nerve: during math class, he “accidentally” shot a spitball out of the end of a disassembled pen casing. It landed on another student’s desk right in the front near where I was standing at the time. The receiving student told immediately. My anger, quite honestly, flared inside. This is a student who has no business wasting even a moment fooling around in class (because he is //that// far behind in math); and frankly, the whole class kind of had an apathetic feeling that morning as we did math. They were a hard-to-move-along, hard-to-engage group; it was Monday morning and they were tired (and so was I). I knew that this was a make or break it moment; how I responded to him would matter! I calmly (after taking a few deep breaths!) asked him to step outside the classroom so that I could speak with him, got the other kids working on something, and went out to where he was seated, leaning against the concrete wall. I sat down on the cold floor, eye to eye with him, and we had a long talk. Was it earth-shattering? No. Did it permanently change his behavior? No. Did it continue the calm tone of the classroom? Yes. Did this student realize that he could trust me not to scream at him, but to react in a calm, collected way? Yes. (Michelle) Michelle, I also think that often, when we react in a completely calm manner instead of getting angry, like the students assume we will, it has an even greater affect on the students as a whole. Basically it freaks them out. We respond so with an eiry calm that the other students watching sit back and really think about their own behavior. Muuuhahaha! Point--Us! -**Lindsey** I need to step back sometimes before I react as well. I think this year with my students really testing me I have learned a great deal about facial/vocal reactions. Sometimes when my assisstant comes and it has just been a really long morning, I ask her to take the class to the bathroom. This just gives me a few minutes before they return for me to take a breath and begin again. I went to a behavior conference on Thursday and I learned many new nonverbal cues that I would like to try in my classroom. I hope to implement a few by next week. Jessica

I do really feel this comment is very true and very relevant. I have noticed this at times in my class as well. I have had days where I feel if I escalate my voice the students voices get louder as well. If I feel stressed and try to hurry things along, my students can feel this too. Although, this year, I have 2 friends that they are escalting their behavior and then my tone needs to get more firm to speak over them. It is very difficult for my other friends to learn. At this point, I have begun to catch myself trying to talk over them. Now I just wait and give myself a breath. I give them the choice to choose to follow directions or go to time out. This I felt took a while to get into place, but I do feel it is beginning to work. Besides my mood, I can sometimes see how my students come to school in the morning. If they are bothered by something that happend on the way to school, sometimes they carry into the classroom and you can just see that their day is going to be rough. This is when I step in and change "my weather mood" to really upbeat and happy to try to change theirs. Jessica

My attitude determines to a great degree how the day is going to go. Especially with three and four year olds, they thrive on excitement and whether I’m smiley and personable to them. They love to show me what they’ve accomplished or tell me stories about things going on in their lives or what they’ve been doing at home. I love seeing them smile and their reaction to our relationship and how I treat them. I have had friends that go out during the week and I can’t imagine not being at my best each day for them, I would feel too guilty. I think back to my first year as a teacher and my class was really difficult behavior wise. I didn’t always react well to them and in return that would just make things worse. Now, I really try and take a breath before I react. (I see and hear some pretty ridiculous stuff, as I bet many of us do) It is also nice to be able to tell my aide that I need to step out for a minute and then come back in with a new strategy. **Kim** Seriously, the power of a few deep breaths. I find that I use this cooping method often...more so with parent emails than students but, yes, with students as well. I also am a firm believer in the 24 hour email rule: read the email, fume, process, write whatever you want, save to DRAFT!, go home, go to bed, wake up, re-read draft, re-type a professional respond, and click send. I am positive I have avoided many confrontations thanks to the 24 hour rule. **-Lindsey**

Jessica-when you wrote about how your student's mood is in the morning made me think of many of my students. I'm glad I've built a relationship with my parents where they tell me about things happening at home, how they are feeling, ect... so I know what to expect for in the day and I'm not blaming them for things they maybe have no control of. **Kim**

I start work at 8:00 and my students come at 8:45. On the days that I have an 8:00 meeting I feel rushed and it has an influence on my students. When I am able to get my prep time at 8:00 I feel more prepared for the day and then my confidence and comfort level has a calming effect on my students. I also feel that the more my class can stick to a normal daily routine the better our day will be. At least with 5K the kids seem to like the predictability of our routine. I may teach a different mini-lesson each day at Reader's Workshop, but the kids know that Reader's Workshop follows morning recess without me even needing to tell them.

As for Jessica & Kim's comments, any thoughts on the effects of a full moon? I think there is one tonight! (Laura) Haha, the teachers at my school always say, "must be a full moon". Today was good for me though, fingers crossed for tomorrow. In response to keeping to a routine, that is sooooo key for my room. They really excel when they can look at the board and see the schedule and it's similar to the other days in the week. When my schedule changes, I see it in them immediately. **Kim** Yes, for sure. I completely agree with the full moon theory. Our principal emails us when their is a full moon as well. However, I think January-March must have a full moon on a weekly basis? **Lindsey** I noticed the full moon the other day. I even joke about the full moon with my colleagues. Whenever the kids are awfully chatty or out of control some days, we often ask each other if it was a full moon!!! Jessica I totally believe in the full moon theory! Although, being a PE teacher I want high energy. Usually if a classroom teacher says, "it has been a rough day" that usually means that the day goes really well and the students are participating in the activity really hard like they are working through their frustrations as well. But, I think that when the PE teacher says the kids are crazy. . . they are truely CRAZY! And that usually moves with the full moon :) ~Katie Katie (and Matt) - On full moon days & indoor recess days all classroom teachers pray for a gym class day so they can get that energy out. There is nothing worse than an indoor recess day with library being the only special! (Laura)

Yes, I definitely agree with this statement. However, even when I know that I am feeling overwhelmed or frustrated and possibly taking that out on my students this does not tend to encourage me to improve my mood. For instance, last week one day, I can’t remember which exactly, but there was one day when my students were just wild…to say the least. It was as if they had forgotten all rules, or standards related to in school behavior. I was annoyed and frustrated and at one point felt like I was talking to no one. This is especially frustrating when you know your students are capable of excellent behavior, you know they know what is expected of them, yet they all seem to know when to simultaneously disregard their prior knowledge. At one point I sat down at my desk and simply let them do whatever, I watched the clock to see how long it would take any of them to notice I was disappointed. I also have a bit of a “needy” class this year and, while they have made significant progress, when their negative behavior comes out so does their neediness. Many of them, at one point were literally corning at my desk and, of course, they don’t often think about waiting their turn to speak...so, I just ignored all of them and went on like no one was there. (As I think back on this I can’t help but giggle, it was sort of funny.) When reading this quote I thought, maybe my acting like I was just going to let it go on or ignore it encouraged my students to continue ot ignore the expectations as well. However, as I just wrote this example I was thinking to myself that I could’ve reacted in a much more extreme manner. I could’ve gotten angry, raised my voice, told them I was disappointed, reprimanded them, etc. Maybe I have grown more resilient to certain behaviors. I suppose I thought about the fact that it is February and everyone is getting a bit stir-crazy?? Hmm interesting…as I think of this example I am wondering if, possibly, I did handle this in a //somewhat// resilient fashion…possibly??

I guess, when I really think about this quote I have to think about all the outside “junk” that carries over in to the classroom. As I have mentioned I currently have a difficult parent situation. Basically, my principal and social worker (that we have been having facilitate some of our discussions) told me that I will never win. Whatever I do, regardless, this mother will not be happy with it. And, sometimes, before I even enter my classroom, I have to remind myself that this is not the student’s fault…he deals with his mother every single day. But…still, it is sometimes //very// difficult not to feel more negative toward this child. I will admit that I have often thought how much easier //everything// would be if he were in another class. Every __single__ thing that I say to this child I fear will come back to haunt me. So I am possible a tad standoffish with him?? I don’t know? Now I am beginning to think that this quote is causing me to over think the entire situation. Ugh…frustrating, to say the least. Feb, March, April and May...that’s it…just get through the next 4 months and this mom will make a 6th grade teacher’s life miserable. **-Lindsey** This reminds me of my 2nd year of teaching. I had a student that was very angry and did not know how to control his emotions.I felt that I was always walking on egg shells. AThe parents were in such denial and blamed it on the environment that I never felt like I could do enough for this child. SO on he went to first grade and after first grade left our school. I sometimes wonder how he is doing. He would be in 4th grade now. Jessica

This quote can be even more applicable with PE when I am trying to motivate students to move around. If it is not their favorite activity and I am tired, frustrated, or not into it, the kids totally pick up on that and will not want to try something new, push themselves to do well, or care about what we are doing. Quick example, if I am not fully into the dance unit and selling the fitness and fun aspect of it, those 6th grade boys will definitely not get into it. Matt You teach dance??!! Just kidding! Dance is a unit where a PE teacher certainly needs to be moving in high/excited energy or it won't go over well. There are a few units that are like that and that is why I come home on those days utterly exhausted. . . more than most days! ~Katie

I agree with this statement as an educator and as a mom! My mood is the determining factor on my students (and children’s) mood for an entire day. My husband is famous for waking up in the morning cranky because he is tired and setting off the kids in the morning. Even if I have been up with the kids a while and then he gets up later, he is just naturally crabby until the “sleep fog” wears off and he will get the kids all crazy. The same goes for school. When I was frustrated about the pedometers I was using in class the kids picked that up and were also frustrated. I maintain a positive mood my troubleshooting how I can do something better and more efficiently. Once I find that I am golden! ~Katie

2. What are the characteristics of emotionally resilient people that YOU possess? What do you feel YOU need to work on to become more emotionally resilient as a teacher? How might you do that or enlist the support of others to help you do that (since the author states that it //can// be developed.

The characteristics of an emotionally-resilient person that I possess are:

- I understand what I’m feeling and why - I persevere through difficult situations - I believe in my own strength - I am connected to my spiritual side, and these beliefs guide my decisions and interactions - I try to maintain a sense of humor within stressful environments - I do teach amongst an emotionally-supportive team of teachers and principals

The characteristics of an emotionally-resilient person that I need to work on are: - Being more optimistic - Believing that I’m in control of my life - Not seeing myself as a victim - Approaching obstacles as “challenges” and adversity as something that can make me stronger

//How// to become a more resilient teacher/individual is a question that I have been struggling with for years. Unfortunately, I am a person who is influenced by my environment, and this is not good. I need to be more “thick-skinned,” if you will. I know that, for me, positive self-talk is very important, because I can spiral quickly down into negativity. I also need to stay focused on the reason why I’m there: the children. It’s not about the politicians, curriculum changes, testing, or whatever. It’s about the relationships with my students and their families, my coworkers, and supporting each other. Honestly, I don’t know what exactly to do to develop more resiliency… but I would love to hear suggestions. I am trying to “branch out” more by trying new things. School can’t be my “everything;” life is flying by, and I have so many things that I want to try. Perhaps by trying some of these things, I will develop a better balance of self, family, work, … (Michelle)

Characteristics I possess: I feel that I like routine, but can be flexible I want to do everything I can to help children feel very successful and try to stay focused on what I can to do help them learn I felt that I was called to this profession and I really don't know what I would do if I did not teach I also feel that I am looking for new ideas to try and implement in the classroom I have friends that support their work as well as mine

Characteristics I need to improve on: Mentor others Take Charge and solve problems Know when to get involved and when to let go

To improve on mentoring others, I have already looked into helping some of the other kindergarten staff learn about the Daily 5 program. We are looking to set up a meeting time to talk to each other about it. To improve on taking charge and solving problems, I feel will be a difficult task for me. I like to come together as a group and make decisions instead of being the one to actually own it. I guess it depends on the situation. I think 2 heads are better than one as the saying goes. I guess this is also part of talking things through. To improve on letting go and getting involved, I guess I have always had trouble saying no, so this is something I have begin trying to do. I also tend to always want to see things through to the bitter end, but I have been learning that there are days I just have to let it go. Sometimes, the lesson is a bust and I have realized it is okay to change it midstream.

Jessica __ I possess __ Personal values that guide my decision making Stay focused on the children and their learning Do whatever it takes to help children be successful Have friends and colleagues that support my work Interested in exploring new ideas __ Need to work on __ Professional development Mentor others (I feel like I still need mentoring, I never had one, which I think was a big mistake on my schools behalf) Take charge and solve problems (I’m sometimes indecisive) Know when to get involved and when to let go (I in general have problems letting go, of anything) __ How can I do that? __ I’m interested in professional development, but I don’t feel like I have time right now to do it. There is a kindergarten specific conference that my principal forwarded me, if it were next year, I would for sure go. It has to be a topic I’m interested in and I need to have the time/it be somewhat convenient. I ask my other colleagues for help all of the time and I help them out a lot with Head Start related paperwork. (Since I subbed for a year in Head Start) **Kim** Kim, I completely agree with your thoughts on your school's lack of a mentor program. When I first started teaching, I worked there and also had no mentor. I didn't really know the difference so I didn't think anything of it. When I started my second year teaching, in Oconomowoc, I was assigned a mentor and was part of the mentor program with all other first-year in the district teachers. While, at the time I didn't think to much about how beneficial this was, looking back, having 6 amazing mentors is what truly made my teaching experience from BGCS to Oconomowoc so DRAMATICALLY different. I enjoyed my job at BGCS but once I got to Silver Lake I fell in love with my job and the people i work with. I was formally assigned one mentor, Amy Ehrgott, but I was blessed with 6 other fifth grade teachers that I knew I could go to for anything, at any time, without any hesitation whatsoever. Is your school planning to begin a mentor program any time soon. There is so much research on their importance and significance of mentoring in education---for our sanity, and resilience, alone. - ** Lindsey **

Characteristics I possess: A "calling" to the profession - third generation teacher, I can't think about what else I would do a commitment to what I do and the students I work with a true belief that I am making a difference in the lives of kids and families a family support system (husband and parents) who value what I do & colleagues who support each other a willingness to try new ideas I am routine in nature & I have set routines in my classroom which give me students a sense of security I am more recently in touch with my religious beliefs and this has a calming, everything will work in the end effect

Need to work on organization/multi-tasking, "keeping on top of everything skills  presenting myself in a more professional light outside of the classroom (I work in a school filled with people who are the curriculum chairs for the elementary schools or "standout" in some way, I am more the type to be doing great things behind the closed door of my classroom (Laura)

**Characteristics I Believe I Posses** **Characteristics I Need to Work On** **How I Can Become More Resilient**
 * Have personal values that guide my decision-making
 * Mentor others.
 * Take charge and solve problems.
 * Stay focused (yes, Michelle, I really do) on children and their learning. (Okay, sometimes, we will skip science and have fun)
 * Have friends and colleages who support their work emotionally and intellectually.
 * Are not wedded to one best way of teaching and are interested in exploring new ideas. (This is my favorite and the one I feel I really exemplify)
 * <span style="color: #f60e65; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Know when to get involved and when to let go.
 * <span style="color: #f60e65; font-family: Tahoma,Geneva,sans-serif; font-size: 90%; line-height: 21px;">Place a high value on professional development and actively seek it out.
 * <span style="color: #f60e65; font-family: Tahoma,Geneva,sans-serif; font-size: 90%; line-height: 21px;">Do whatever it takes to help children be successful. (While, yes, I hope I do this, there are often times that I think maybe I should have done more, maybe I should have tried this or maybe I should've tried that. I wonder if I gave up, if I would've tried more if a particular student would've been more successful?)
 * <span style="color: #f60e65; font-family: Tahoma,Geneva,sans-serif; font-size: 90%; line-height: 21px;">Knowing when to let go (yes, this is in both categories)
 * <span style="color: #f60e65; font-family: Tahoma,Geneva,sans-serif; font-size: 90%; line-height: 21px;">Have friends and colleagues who support their work emotionally and intellectually (yes, also in both)
 * <span style="color: #f60e65; font-family: Tahoma,Geneva,sans-serif; font-size: 90%; line-height: 21px;">I know that I often become annoyed with our district's events and required meetings that are labeled "Professional Development." This is often because I feel that I have much more important things I could be doing when these events are schedule (like right before Open House when I could be working in my classroom). However, I do think many of us should recognize the fact that we must place some value on developing, further, as professionals if we are enrolled in the IDS program, right?? Maybe I need to begin realizing what I really do to develop as a professional and maybe I am more resilient than I thought? However, I can focus on having a more positive attitude in regards to RTI, new models of Special Education, Building culture, etc. All of these meetings and discussions are held to better the current situation and I sometimes need to put everything else aside to remember the overall goal--to help kids be successful.
 * <span style="font-family: Tahoma,Geneva,sans-serif; line-height: 21px;">I also noted the friends and colleagues characteristic twice. I think that recently, this week specifically, I cam to realize the importance of being surrounded by supportive and positive people. I have thought a lot about moving to a higher grade level and the opportunity was brought to my attention earlier this week. I said I would be interested in a possible move to 7th and 8th grade. Then I really began to think about my job and why I do love it (regardless of the parents, and crap we deal with sometimes). I love my job because I love teaching but a //<span style="font-family: tahoma,geneva,sans-serif; line-height: 21px;">huge // <span style="font-family: Tahoma,Geneva,sans-serif;"> part of why I love my job is the people I work with. They keep me sane when things get crazy, they keep me positive when I want to dwell, they help me remember that I am a great teacher and some parents just complain. We all do this for each other and I am fortunate to be part of a, truly, dynamic team. I know that other teachers in our district know we all work so well together and I think it is because we are all true friends...like sisters, as cheesy as it sounds. I need to recognize that more often and I need to think twice when I think about leaving the amazing work environment I am a part of. Sometimes, other things can cloud my vision but I think making these realizations, just this week, have helped me to grow more resilient in just the past few days. **-Lindsey**

When I was 7 months pregnant with my first child I got moved to another school for one year. At the end of that year I was moved back to Valley View (where I currently teach). Overall the people at the new school were very nice and welcoming. The other two 5K teachers went out of their way to be anti-social with me. Looking back, and because they are both very pleasant to me know when I see them at school meetings, I think it was because we didn't see eye to eye educationally. I think it is important to have co-workers that you get along with personally but also in professional thoughts and actions. (Laura)

Matt- I guess the way I handle it all best is by being able to separate one job from another. I do not let anything carry over to the next job or task. If the morning at my house was a sprint or a struggle to get ready, that is over now when I get to school. I get things ready for the day, respond to the students coming in and out, and do not let whatever happened at home affect my teaching. When I leave school, it doesn't matter if I got spit on or a shoe thrown at me, or a kid lost control, that stays at school. I am home now to get my girls off the bus, help with their homework and get dinner going. Regardless of how that goes, it doesn't carry over to basketball practice. If my team has a garbage practice, or we lose that night, or I have a parent convo that was rough, it does not change how I end my night at home. Whatever I am doing at a certain moment throughout the day, that is it.....it is not those kids, adults, players, or family members' fault that my previous job was a struggle or frustrating.....I need to give my best to whatever it is I am doing at that moment. I can separate each task and not let other tasks affect the current task.

I feel that my short term memory is also a good thing. It doesn’t matter what happened yesterday with a student or a player, today is a fresh start. This is great for those students who emotionally lose control often. I “forget” and they have a new day to make better choices. I make sure not to hold a grudge or hold those one day actions against them for the rest of their career at Elmwood or their basketball season. One thing I could work on though is not sharing every aspect about a kid to new co-workers or substitutes. They need to know some things about students but I need to be able to let them form their own opinions about students and let them have their own experiences with them. Things that bother me might not bother them. Experiences I have had with students may be different with the new teacher and I need to let them have those and respond to those experiences on their own.

I also have been a mentor for the past 4 years. Going through those training sessions helped my teaching and hopefully helped the teachers I have mentored. It has kept my teaching fresh after 9 years as I have been able to share and get new ideas from other teachers.

I think I possess a lot of the qualities of an emotional resilient person. I like challenges that keep me thinking. It makes me feel successful as an educator and individual when I overcome those challenges. Of course I think there is a limit as to how much a person can take at any one time. This year has been a great test as to how many challenges and frustrations I can handle as an educator. I have had many instances this year in feeling like I am just not measuring up to what my district expects. And as soon as I feel better about myself, something else drags me down. I do feel as though I am an optimistic person as long as I can vent my frustration and get it out to someone or through exercise I feel better. I am not a person that shuts down or will ever let myself feel like a victim. //Everything happens for a reason//. . . that has been a motto of mine for years. . . that and //it always works itself out//! I am very flexible and just roll with whatever comes up each day at school and at home. I think that being a PE teacher I have always had to change plans on a moments notice due to having the largest "classroom" area in the school things just seem to come up that move us around.

I don’t feel as though I would want to lead a group of teacher’s in my district through a professional development session on emotional resilience. I do feel as though anyone (including myself) would benefit from it but I do not want to be the leader. There are many teachers that would stick up their noses to professional development on this because “there are more important things to do” and I don’t want to be on the receiving end of that.

3. One of the IDS program outcomes is becoming a change agent which includes the following: • Chooses to join political and/or professional advocacy organizations • Initiates new curricula or programs to address inequities • Demonstrates engaged thinking about/planning for advocacy in assigned work.
 * Outcome 8: Change Agents: Acting as change agents advocating for all learners.**
 * •** Assumes an advocacy role in professional dialogue

How might you connect emotional resilience to this outcome? What are some examples of how you //do// or //might// use emotional resilience in the remainder of this current school year to demonstrate your “Acting as a change agent and advocating for all learners” in your own school setting? Provide a specific example(s).

Advocating for all learners is always on the mind of a good teacher. Four years ago, I joined the (newly-forming) Response to Intervention district committee. I was interested in being part of how RtI was going to be implemented in our district. While the committee has definitely spun its wheels over the years, I have been reignited recently when I attended a CESA conference on RtI issues. While many, many teachers still have reservations about the whole process, and continue to hold out on moving forward, I am eager to get moving! We can start small, but every step we take will be something better for those kids who aren’t achieving where they should be. RtI/PBIS can also address behavioral issues, attendance issues, etc.. , which are such huge factors in some of these students lives. I am trying to lead our team through these unchartered waters, taking the lead to start a data wall, contacting resources throughout our district, creating forms for our team to use, etc.. (Michelle) Michelle - Good for you to be involved in RtI. My district only has non-classroom teacher staff involved in the training and things so far. When things are mentioned they have a "how can this work in my classroom?" issue to them that these people can't seem to answer. (Laura) RTI sucks....and, yes, we will shoot the messenger. :) Oh, Michelle, we love you and you know we will do this and we will do this well...we just have to get our (for lack of a better work) bitchin' out. Whenever we join committes we often know we will have to bare some bad news at some point. We do all appreciate that you are our representative for this committee!! Even if it means we yell at you and don't listen when you try to talk to us....oh, the joys of working on an 8 woman team :) We all love each other and have a great dynamic...but try to have productive meeting...good luck. **-Lindsey** **So true, Lindsey. I remember when Casey had to deliver all the Lucy Caulkins news to our already overwhelmed team... we shot the messenger then too, to a certain extent. -Michelle**

If I am understanding this correctly, I feel that emotional resilience and change agents are silmilar due to acting as a mentor, wanting all learners to do well and become successful, trying to implement new ideas to help a multitude of learners. Some learners need more than others, so this could be where advocacy for each learner steps in. We, as teachers, are all learning a new program and we all need to figure out how to best implement it on our classroom to differentiate for all the student's needs. I have to try new things and really let go if if falls through. I also will need to voice my opinion on how it is going for the students. My colleagues and I will work very closely together to discuss all these options and opportunities for the children and to make them all feel successful.

Every Wednesday, my teammate and I meet to discuss student needs. We just finished a conversation about 4 of my students possibly needing extra help in reading, but due to me feeling that I have not worked with them enough in class since we only had 2 weeks on guided reading, I felt that I needed a few extra weeks with them. I realized right away that 2 of them needed to get into the extra group time, so that has not occured, but the other 2 I am still working with. This would be the perfect opportunity to discuss these ideas and/or concerns.

Jessica

I think you have to have emotional resilience to be a change agent. People who are not resilient are not willing to stand up for what they believe in or what they think/know is right.

My 5K colleague and I have shown resilience this year in demanding more help for our two classes for our Jaguar Time (intervention time). We have simply insisted that we are unable to carry out interventions when each teacher has 25 students. Due to our persistence we have been able to get the special education teacher to take her 5K student at that allotted time. We have the reading specialist take the 7 kids that are not yet meeting the June expectation. The other 5K teacher and I split the kids who are just beyond the June reading expectation and then our 5K aide has the kids that are significantly above grade level. Without us being the "squeaky wheel" we would not have the support that we do.

In May I will be challenged to be emotionally resilient and to be a change agent when we work on the all-school schedule for next year as part of the SLAT (school leadership & assessment team) committee. This has always been a challenging process in the past and it continues to get more difficult with shrinking budgets (less aide time, more part-time employees, etc.) and the high expectations for students and teachers. 5K has always been looked at as "just kindergarten" when making the schedule, but if they expect differentiated instruction and daily interventions I need my fair share of support, after all my students are the academically neediest and the least independent in the school due to their age. I am not looking forward to that meeting. (Laura)

Emotional resilience connects to being a change agent in the aspect of taking charge and solving problems. Other aspects of being a change agent that apply to characteristics of resilient teachers are doing whatever it takes and exploring new ideas. I definitely plan on sharing my action research with my colleagues. I see examples of the importance of relationships with students on a daily basis. Some of them don’t have a voice at home and they get so excited to be able to talk to their teachers and have them listen. (My students included) I’m on the science committee and we’re starting to explore what options we have for incorporating more and a variety of science into the K3 classrooms. When our report cards had to be modified and updated last month I put together a several page rubric for our teacher use. **Kim**

Emotional resilience and change go hand-in-hand. The very notion of change in schools and education draws out many emotions, both positive and, more often, negative. Recently, with the new laws regarding RTI, we have been discussing interventions a lot. While my team has griped and complained about this, at the end of the day, we all know it's out of our hands...we have to do our best and do our job. So, this week, during our Tuesday RTI meeting, I think many of us finally stopped and listened to what was being asked of us. While I am fairly certain Michelle had more to share with us than she was able to, I feel we are beginning to make progress. While RTI is a bit of a pain, what is more concerning in our district are the changes that are going to be made in regards to Special Education. The Special Ed. teachers love that their case loads will be decreasing...however, their current students are not going ot be suddenly waking up regular educations students, the guidelines for special ed. qualification are simply changing. Thus, creating larger case loads for the regular education teacher. However, when looking at the special education specialists report for our district their is a lot of good data and information presented and the overall goal is to give //all// kids the education they deserve. I need to begin to look at this in a more positive light as this new Special Ed. model will be happening next year. I need to view the positives in this in order to be more emotionally resilience. It all boils down to the concept of positive thinking (I know it's cheesy, but I read __The Secret__ and can't help but connect with it here, if you think positive it is more likely that the outcome will be positive. Negative thinking only breeds negativity.) I have to remember that we (my team) are all in this together and, like always, we will get through this and we will be successful. We are great teachers, we work hard and this will work. **-Lindsey**

Matt We are still in the process of writing the PE curriculum and now are including how to change the report card. We will be changing what and how we assess and anytime you do that you have to also work on how you will help students do well on these assessments. Therefore we have to modify activities, increase feedback we give to students, and differentiate what we teach to each student. Students will know what is expected of them, we will help them achieve it, and parents will know exactly what their child can do in many different areas…..or how we can help them help their child improve in these areas. Change is not easy and being resilient is not easy but we do it because it is better for our students. Then we can keep tweaking each routine and get closer and closer to getting it all down to a science.

Change is really hard! But, when I go to a conference and I see a session that really pertains to what is happening at my school or in my teaching it motivates me to get better. I think that being a change agent is very important for teachers. . . more now than ever! Somehow the view of teachers in Wisconsin has changed drastically and instead of being victimized we need to change the way we do things in order to gain the respect back that we deserve. It is not something that happens overnight or without many bumps in the road but change makes everyone work harder and push themselves to be better. ~Katie

Katie is right about the view of teachers in Wisconsin right now. At my parent meeting this fall I told parents that I respond to all emails within 24 hours of receiving them on "school time". There have been times this year where I have checked my email on a weekend and replied to a parent on the weekend, but that is up to me. One things that I have purposely and routinely done this year is send my weekly newsletter to the families & the Principal via email on the weekend. This shows the parents and the Principal that I put in my own home time for school purposes. In a really ideal world I would only "send" it on the weekend and have it written ahead of time, but usually I am writing & sending it on the weekend. Numerous parents have mentioned the fact they couldn't believe I was sending an email from home. The only thing that shocks them more is when they find out that my family our four is out the door at 6:30am so I can come teach their child! That is a favorite to tell the habitually truant child's parent. (Laura) **January 2, 2012 Online Class** **Please see the class map:** <span style="background-color: #ecb1e9; color: #000000; display: block; line-height: 0px; overflow-x: hidden; overflow-y: hidden; text-align: left;"> **MIO80 10/3 Onl****ine Class** Read the following articles related to assessment as previously assigned: 1. //The Courage to Be Constructivist// 2. //Ahead of the Curve Book//, Intro chapter and Chapter 1 – Using Assessments to Improve Teaching and Learning

On the class WIKI, the 10/3 class will consist of an “//active and ongoing//” discussion related to the articles and assessment in general.

This means that you will need to be active as you spend at least 2 hours over the course of 5 days (Monday-Friday). Please visit the WIKI at least 2-3 times reading and responding to the questions posted and the responses of your colleagues. Please try to visit the WIKI early in the week and later in the week so that we can have a true “discussion.”

**Here are some questions to get you started; however, I’d like you to add your own questions as well. Use a different color font for your responses and include your name. You do not need to answer ALL the questions, but don't shy away from the "tough" ones :) Also, make sure you respond in some way to each article.**

**Ahead of the Curve Article: Intro and Chapter 1:** **1. How do YOU define student success? How do you know if your students are successful?** I see student success as multi-dimensional. First of all, students need to FEEL successful, like they've accomplished something to be proud of and worthwhile. Secondly, students show success when they show personal connections and understanding to new learning. I love to see them take something new and make it their own. Lastly, when students can take what they've learned and teach someone else how to do it (or about it), this takes their success to a whole new level. ~Michelle **-I bet at the elementary level it is rewarding to see that happening. I remember a teacher of mine in 7th grade saying that I would be a good teacher because I was teaching the math lesson to the person sitting by me and not just telling them the answer. Kim**
 * K3 is really about becoming independent, following a routine, following directions, and trying to apply themselves to all of the knew concepts and activities being taught. If they are trying and willing to do these things, that is success to me. The K3 teachers have created our assessment and report card for Bruce Guadalupe and we also came up with the rubric for the assessment. If we are interacting on a day to day basis with the students we are going to know what they're capable of. It is when you sit down with them and ask them all of the questions on the assessment that I get the most accurate picture. From there I can create centers or talk about topics at circle time that they need more help with. If they know less than a certain number on our rubric, we know that it isn't working and they aren't learning the material like we expect. If they exceed what we expect them to know by the end of K3 then they are not only succeeding, but they are advanced. My assessment is more closely related to the Mountain Curve because it doesn't divide students into winners and losers like the Bell Curve, but rather it highlights what kids are able to do and doesn't mention what they are not. (We only circle what they are able to do) Kim ** **Kim, we do the same thing at the higher grade levels: rubrics, aiming for predetermined targets, etc.. If child goes above and beyond, then they are advanced. We never consider the bell curve. I do remember a time in my life when I was graded on a bell curve. It was in college, a child development class (Piaget and all that fun stuff!). The instructor was very old-school, and the curriculum was very deep and dense. I remember worrying that I hadn't done that well on a test, but I discovered that he was grading on a bell curve and I came out looking like a star!! Hindsight, I still didn't hit the learning target head on, but ironically, I ended up looking awesome. ~Michelle** **I like when that happens! Kim**
 * <span style="color: #800080; font-family: Verdana,Geneva,sans-serif;">My students come in with such a range of skills that it is hard to define success. I think that all students show success when they increase their skills. For some students that may mean that they go from a level A to level C on reading. For other students it means that they develop comprehension skills to match their reading level. Similar examples could be given for all content areas. Success could also be defined based on behavior or attention goals. Obviously there are grade level expectations, but I truly feel that students show success when they show personal growth from the beginning of the year to the end of the year. (Laura) **

**I think that having students experience succes is extremely important! To students, if they can experience success that boosts their self-esteem enormously which is huge at any age. I think when a student has improved or showed some amount of learning that is a success. Not everyone is going to learn at the same rate, especially in physical education which is highly dependent on physical development. So, each year, the focus is for students to get at least a little bit better at every activity. But, I think that students are more aware of their success in an activity or lesson that they struggle with. When they hit that "aha" moment and finally get a skill that they have struggle with for a long time they really find the joy in success which makes their hunger to learn increase. ~Katie** **I like the connection to their self esteem. My research talks a lot about finding the positive and playing it up, that will motivate them. Kim** **I totally agree about the esteem thing too, but I have one little spin on it. As I was talking to the owner of a restaurant (who employs teens) she was saying how every little thing they do has to be recognized and given kudos for. Sweep the floor? They expect a pat on the back and recognition. Sweep the floor Night #2? They expect a pat on the back and recognition. Get the idea? I thought this was a very interesting look at the "work ethic" or "approach to a job/project" from someone outside education and viewing it from an employer's viewpoint. It's almost like sometimes kids get so many kudos (external rewards and motivation) that they don't know how to be intrinsically content, and just feel good because they know they did their best. Additionally, I've seen at my level, the pride in work and finished product significantly decrease over the years. They want the grade/positive feedback, but don't want to push through struggles/make extra effort/etc.~Michelle** **I think that you are right about students feeling more successful after they have struggled with something. Kids today are very aware of their own strengths and weaknesses and of those of their peers too. (Laura)** __Lindsey__: I definitely notice this too. I like that things are such a secret anymore, even though some things still are. But, it does amuse me when students knowing their strengths and weaknesses is clearly something they have heard from their parents and it's actually enableing their students. I have had a few students who, when I ask them what their thoughts are on something or why they are doing nothing at all when they just received instructions at the mini-lesson, etc. and they will repsonse with something along the lines of, "well, actually, I have some attending issues and lack focus so I am going to need you to make this more engaging for me." Seriously, this student said this to me last week (after his mom sent me an email giving me pointers on how I could post the daily homework on my website more promptly). It took all I had not to laugh and say, "are you kidding me? suck it up." But, I did not and in turn, explained how their are many things we can do within the classroom to impove his focus and he agreed to try some of those things before resorting to doing nothing. (FYI: my response to the mom was that I was "one of few teachers that post daily homework and with our homework being relatively the same each night [read anything you want for 30(ishi) minutes and journal about anythng you want for 20 minutes] that I would no longer be posting the homework online and would be focusing on utilizing the student planners that they purchased and increasing student accountability." Bring it, seriously.) **Lindsey-** **I don't think I'd know how to respond to an elementary student or how to talk! Michelle-That is a really interesting view! I'd like to know how much appreciation is necessary and when it is overboard or lacking?? Kim** === Success to me is when you accomplish a goal or achieve something you worked hard for. It can be measured in many way. In Kindergarten, success can be as little as learning to write your name on your paper, or how to become a kind friend (social skills). -Jessica ** Emphasis on "worked hard for"? ~Michelle ** ===

__Lindsey__: It's crazy to me how success is so different for all of our students, but we all have the same job of teacher. I never really thought about this from the Kindergarten perspective, Jessica. Great point--it's like those "All I Need to Know I Learned in Kindergarten" posters....but maybe that's actually 4K now?? Or maybe it's what Kim is doing in 3K?? Still makes me so mad....no wonder so many kids being hating school so early--where are the darn finger paints!?! (Sorry tangent :) But I should def. make a point to finger paint this school year)

It's my turn to tangent or make a connection to Lindsey's comments. I DO have one of those kindergarten posters on my classroom door. Today I went to a meeting about our data wall and all the interventions & assessments we will be doing on all our 5K students who are in the intensive and selected sections of the data wall. As if this isn't enough then my Principal says she doesn't like that we are pulling kids out of play time for guided reading or reteaching. (I could agree with this comment if it wasn't followed by the next comment) Then she says that the district feels that 4K is really the old 5K and therefore 5K shouldn't have play time any more!!!!!!! She felt that we should be using this time for more academics! Later in the day, while I was still steaming about this, I was thinking about how 5K doesn't get music or guidance. So... if we take away our play time and replace it with academics then 5K will actually have more academic teaching time per day than any grade in my building 1-5. Now where are the finger paints?!?!?!?!?!? (Laura) **That makes me think of my friend who works 10-12 hours a day. At some point you aren't productive anymore, but many don't see that! Kim** Yikes, Laura. You sound like you're caught in the middle of an ideological dispute. Are they kids who need play time, or young small-sized adults who should work, work, work through their school day? Kids need play to learn about their world. And they deserve to be kids. We're gonna burn these kids out..... ~Michelle I found out from my sister that Pewaukee has removed their plastic kitchens from their 5K rooms. I'm not sure if this is related to the common core standards of just keeping up with the Jones' but I don't like it! (Laura)

Matt- For me, student success is when a student is not very good at a sport, skill, or activity and then hits that home run, beats that score, makes a great catch, or scores their first point. I know they have success with what they like and are good at but it is different when they succeed at something they struggle with.

__Lindsey__: (Ekk, a bit late...I just, today, realized that today was Wednesday--I am writing my own response first and will then read others so that I don't feel tempted to not include something I thought was already said or steal everyone else's ideas :) To me success is measured by growth and desire to learn. This will be different for each student and it is essential that the teachers gets to know her students, immediately, at the beginning of the school year, and then continues crucial dialogue with those students throughout the year. While there are numerous tests, programs, formats, etc., for gathering this information nothing, in my opinion, is better than teacher-to-student relationship. Because, once again, each student will require a different format, program, etc. I feel that success can't always be measured in words, drawings, conversation, etc., alone but will require a combination specific to the students and the individual student themselves. Success to me is when a student shows growth from one period of time to a later period of time and true success is evident when the student notices this growth and realizes how hard they worked--that the work was truly worth it--to achieve that growth.

Katie~ Michelle I agree about kids needing play. When I was a kid we had an hour of recess per day that was broken up throughout the school day. Now, kids get 20 minutes for the whole day and PE class which is minimal at best since it is not every day. The rise in obesity rates is not fault but our own if we keep encouraging kids to sit in a desk or at a computer all day. We are creating these habits because the standards of what students need to learn are so high and this is what is "expected" of us. New Berlin now has a 90 minute literacy block for all grade levels. You tell me what K-2 student will be able to sit for 90 minutes straight to do those lesson and activities. I think it is going too far and expectations are too high. . . the movie Race to No Where is making more and more sense these days! = = =**2. What do the author's mean on pp. 2 when they state "...effective practice and popular practice are very likely two different things"? What are your personal thoughts on this? Provide an example to support your opinion.**= Michelle- I totally agree with this. Sometimes I suppose I am guilty of this too. Popular practice is when you just do what you've always done without really analyzing why, or what's best for this particular group of kids. Sometimes this could also include the educational pendulum that swings back and forth, and we are at the mercy of implementing the changes "or else." Effective practice requires knowing your ind'l kids, their needs, staying highly aware of changes and growth within their academic lives, and staying one step ahead of them while at the same time staying in actual time with them! It's a fine dance to be done. For example, popular practice has been (in our district) to have students do an on-demand writing piece 3 times a year. Each one takes 1 hour of class time. These have traditionally gotten shoved into folders to be passed on to future teachers to view as needed (they never see the light of day, really). Effective practice would be to use these 3 hours to coach students in their writing, or, if a writing sample is truly needed, allowing the students to dissect their writing pieces, to be involved in the actual assessment and growth process. **-Have you stuck to the on-demand writing piece throughout the years? Has our class motivated you to move away from it at all? Kim** My district is doing a writing formal writing sample two times a year that is "graded" on the Six Traits. The assessment is given in October and January so that the data may be used FOR instruction. This data is also to be shared with parents at Nov conferences and March conferences (as needed). This is our first year doing the assessment this way. In the past we did it in January (using it for instruction) and then in May (for the file). Teachers complained that the process didn't give them any more data than they already knew, but the assessment was proof of what we know from daily interactions. Changing the timeline this year is supposed to help us use the data as more of a formative assessment. (Laura) I think that we as teachers know so much more just from our everyday interactions too! Hopefully the timeline will be more effective. Jessica __Lindsey__: We are told to do these "assessments" three times per year during a particular window of time. The student groan and complain when the time comes and it can be a struggle to get them going. I am often tempted to use any sample of writing from the month of September. Often the students will get writing, on their own--not when forced, and can't write and write and write but when told they //have// too they hit a mental block. I think some are fearful of the blue "assessment folder," like it is super important and a bad writing sample will negatively affect them. I think some can't come up with an idea on the spot--and we teach away from this in our mini lessons anyway--and then shut down. There are numerous factors. WE, as a team of teachers, haven't really even discussed the insignificance of it because, all in all, it's a really easy district requirement assessment to just do and get out of the way so that we can get back to our instruction that we know is best for our kids. If we urged for something different there is that fear that it would end up being a pre-packaged, even more stringent, assessment that would deviate further from our overall goal. The 5K teachers in my district tried to plead our case for how inappropriate it was to grade 5K, 1st, and 2nd on the same rubric at the same time of year. We have gone through two years of hassle. Now this year we were listened to a little. We still need to do it, but for kids who cannot write yet we are able to have them dictate it. We are also ONLY giving up two days of instruction instead of the traditional 5-6. Now it seems manageable compared to that unknown other choice of assessment. (Laura)


 * It mentions a lot in the article that often people are too scared of the risk of change and the backlash. Often people do not stick with it and it doesn't last for very long. Effective practice to me would be implementing the Mountain Curve because it represents your students the best. The popular practice would be using the Bell Curve because that is the norm and you don't want to have any negative results from others about it. Kim **

I wish the authors would have given me a real-life example on this quote. Are they talking about the popular practice within a school where we do the same thing over and over because "that's the way we have always done it" or do they mean that one school/district is comparing themselves to another school/district to see "how we measure up". Doing the status quo without any purpose behind it can be very detrimental, but sometimes looking at successful schools/district and trying to emulate their work can have good results. (Laura) __Lindsey__: YES!! I was wondering the exact same thing, Laura. I said this below before I read your post. I feel like our district is always keeping up with the Jones' as far as curriculum is concerned. And I wonder, if we are using something that really works well with our kids why are we changing just because this other district is. I think this was about doing what's best for kids and so much of it seems to be about what you can print on a banner hanging above your school entrance or in your district flyer (or whatever those school snap-shot things are),

==== To me, this statement has a significant meaning. In the past (and really still today), physical education teachers have held the stigma that we are lazy and chose our profession to earn a living doing no work. Popular practice, although this is changing dramatically, is to teach physical skills to the students and stop the learning there. That is still a difficult job but now the effective practice in physical education is to teach physical skills, fitness, sportsmanship, and now (according to my district) teach all aspects of education from literacy to numeracy and beyond. I do find cross-curricular learning important but the main focus in physical education needs to be physical education and fitness with the other components of education being supplemental to the curriculum. That being said, each year I try to introduce something new to my students and stay on top of my discipline to give my students the best education they can get. That typically means taking the rocky road into effective practice and leaving behind what was once expected in physical education. ~Katie ==== **It reminds me of when you and Matt said you feel bad for the middle schoolers and high schoolers because their gym teachers never switch it up. Kim** === I think that popular practice is what people have seen done before and will continue that practice and effective practice is based off the needs of the students. I think that sometimes when teachers have taught a certain way for so long that it is difficult to embrace change and therefore want to continue to to what they know instead of taking a risk and trying new ideas with their students(popular practice). We have many new programs and standards each year that we need to try. This year we are focussing on the common core standards and I am trying the Dily 5 program in my classroom and using it for my action research(effective practice)-what is best for students, best practice. Jessica ===

=== Matt- Well you all said it- popular practice is doing what has always been done. We all get set in our ways and it is tough to break that mold. Unfortunately, it continues to happen when teachers sit in district meetings every year about implementing new practice, and then that new practice is dropped the next year for a newer new practice, and the next year the same thing. That discourages teachers and some end up closing their door and just doing what they always do. As teachers we have to stay a little out of our comfort zone to allow for growth and better practices and then we can pick and choose what works best to our style. === === I think that Matt hit on a big reason why teachers resist change. By the time we have that change mastered, the districts are handing us more changes. Sometimes we get multiple new curriculums at a time. Teachers like to master what they teach, but sometimes we do our best teaching when we are learning along with our students. (Laura) ===

** I like that comfort feeling at times! I agree that you need to continue to learn and change what you do, but sometimes it feels like the changing is happening all the time. Kim **
__Lindsey__: The idea of popular practice VS. effective practice has me hearing Michelle in my mind :) Aw, young Jedi, I've trained you well:) ~Michelle When I was first hired at Silver Lake Michelle explained the "pendulum of education" to me. In her teaching experience it has swung drastically and, now, being aware of that, I see this all the time. It's like our district will just jump on the band wagon of whatever "such-and-such" district is doing or says in right. For instance, Kettle Moraine adapted Lucy Calkins Writing Workshop and then later the Reading Workshop (it may have been the other way around but you get the jist). Oconomowoc gets wind that blue ribbon Kettle Moraine is doing this and, bam, so are we. I love this curriculum and am happy with the switch. However, the difference between KM and Ocon. is that they do these things slowly, over time, allowing their teachers to understand the curriculum. We adopted Writing last year and Reading this year when half of us are still not fully comfortable with writers. It's that whole miles upon miles of curriculum that are just an inch deep thing that someone in class (Geri I think?) mentioned. Teachers feeling like their heads are just above water and students feeling the strain of constant curriculum being shoved down their throats cannot be effective practice. Therein lies the importance of the teacher knowing what their student really need and what will in fact be effective. **I guess I viewed popular practice as, yes, what's always been done but also as in "keeping up with the Jones'" as far as curriculum goes and neighboring school districts.** **Well said, Linds. We just me with our principal today and discussed this very issue. A mile wide of curriculum, and an inch deep. Our principal was a wonderful listener as we discussed this with her, and she's feeling the same way: overwhelmed. We can't keep adding to the curric without cutting. We can't add new curriculum each and every year without getting good at anything. We're short-changing our kids. ~Michelle** We had **a last minute staff meeting today to discuss our stress. It's goo, and sad, to hear that all teachers are feeling this same way. One of our 5th grade teachers thinks we are especially prone to feeling this way because "we are union thugs." :)**

**Katie~I always thought that my first couple years of teaching would be the most difficult and the most work. As of right now, that is not the case. Every year I find myself doing more and more for the students and taking more and more work home with me. At some point, there has to be a limit of how much work can be loaded onto the teachers. . . but I evidentally don't know where that limit is!** =**3. The authors believe what Rick Stiggins states, that " assessment is most productive when its purpose is for learning . " Add to the chart below with examples and nonexamples from your own or your colleagues teaching experiences:**=

on one help with recognizing the alphabet, numbers, colors, shapes, ECT... Kim || Our new language assessment was set in place just to show those who donate to the school that K3 is worthwhile and we are improving on a yearly basis. Kim || <span style="color: #800080; font-family: Arial,Helvetica,sans-serif;">year- This assessment shows which students have no book <span style="color: #800080; font-family: Arial,Helvetica,sans-serif;">knowledge, which have some, and which may already be <span style="color: #800080; font-family: Arial,Helvetica,sans-serif;">readers. This assessment helps give me a starting point <span style="color: #800080; font-family: Arial,Helvetica,sans-serif;">for guided reading groups and instruction to start the year. (Laura) || Any assessment that the classroom teacher does not use the data from to influence teaching or learning. While I like my concepts assessment in the fall, I also have a phonemic awareness assessment that checks 4 things: # of words in a spoken sentence, hearing rhyming, creating rhymes, and putting parts of words together (ex: pa per = paper). While these are skills that have benefits, I think it is ridiculous for me to be asking this specific info on day #3 of 5K when I haven't  even taught it. By the way, it isn't taught until Nov or later so it isn't even a pre-test. (Laura) || scores in the spring. Students really find satisfaction in seeing that they can beat the score that they once had. It gives them something to strive for! ~Katie || Comparing students scores to other students in the class. I truely emphasize that each student is working at their own ability level and doing their personal best each time is the most important. If I compared each students against each other it would lower self-esteem and create tension and competition amongst them. ~Katie || baseline idea of what they already know.-Jessica || I wonder if I could put WKCE testing here??? I know that it is used to see where a sstudent may be struggling, but I feel it is a one day, one time test and we receive the results so late in the year. How can we really use this information? The student may have learned these concepts after the fact!!!-Jessica || that early in the school year. These then help me determine material to discuss in class, what books and writing topics may interest each student, etc. It's useful and that's why I do it, not because some piece of paper says I have to. || __Lindsey__: MAPS testing, WKCE testing, IOWA tests, etc. Also, reading benchmark assessments and writing on-demand samples. I agree with Laura when she said any assessment in which the data is not directly used in teaching/learning. To add to that I also feel that it is any testing that is redundant--like the readin benchmark test. I gain more about my students reading level from confering with them daily and talking with them about their books. I now need to begin to benchmark all of my students when I feel like this is certainly redundant for a large portion of  my kids. || =**Any comments on the contents of the chart??**= I am happy to say that at my level it was easier to come up with examples of the statement vs.the non-example. I don't think this could be said across my school or my district though. (Laura) __Lindsey__: I'm saddened to say the opposite. But, as I have been tryng to fill out that chart I realized that so much more of what I do is "assessment" than I thought. Just a simple, "how are things goign with your social studies project" can give me so much info. that I can use, on the spot. Or a "tell me what you're working on as a reader" can instantly tell me if they have been comprehending the mini lessons, if they are using their time wisely, if they know that comprehension is an issue for them of not, etc.
 * **Example of this statement:** || **Nonexample of this statement:** ||
 * pretesting in math to see what students already know || high-stakes testing ~Michelle ||
 * I use our BGCS assessment to see who needs one
 * <span style="color: #800080; font-family: Arial,Helvetica,sans-serif;">Concepts of print assessment at the beginning of the
 * Comparing fitness testing scores from the fall to the students fitness testing
 * Running records at the beginning of the year to get a
 * Matt- Where students are at skill-wise at the beginning of a unit and where their skills are at the end of the unit. Comparing 1st graders rolling at the beginning of the ball handling unit to their underhand throw at the end of the unit. Almost the same skill but practice and assessed two weeks later. || Matt- Students not seeing their fitness scores from year to year. They fitness test once a year and really can only compare to the national average chart because most forget what they got last year on the same test. ||
 * __Lindsey__: Spelling inventory (even though I hate it, I suppose we use it.) Get to know me "assessments" at the beginning of the year. I have students do All About Me projects. So many of the students completely open up during these and I find out more about them through these then any thing else, especially

Matt- To go with what Lindsey just said....those little convos with kids are so important. Even the student's description of how an assignment went or what they struggle with gives teachers great insight into where a student is with a certain skill.

 =**4. What are your thoughts/reactions related to the "mountain curve"?**= **Jessica-I guess if I had to choose the bell curve or the mountain curve, I would choose the mountain curve, due to the fact that even if a students does poorly or fails, in some way they are still feeling success.**

__Lindsey__: I would agree with Jessica. But, I will admit that I was a bit lost when I read this portion of the article. I was going along just fine and then I must have had a break down in comprehension here :) Either way, I felt like I agreed with the article overall. In general the beliefs align with my teaching philosophy and my firm belief in democratic education. It was obvious that they favored the mountain vs. the bell so I am gonna have to go with the mountain. I did find it interesting the way the author countered all of many people arguments for the bell curve. I never though about it in those terms--that those at the top of the bell curve may still have gotten things completely wrong yet they simply were not as wrong as those below them. Such crap (sorry, Geri :/ ) **I agree, it shows the positive even if there is very few aspects to mention. Kim**

**Matt- I remember learning about the bell curve in high school trigonometry class. It was taught as more of a mathematical concept. If you were in a class with less advanced students, then some of those students who got B's ended up getting A's because the curve said "with this many people in the class, there can only be a certain number of A's." Conversely, if many students earned an A, some were bumped down to a B because there could only be a certain number of A's. We were not graded this way but this is how I first learned about the bell curve. It is in some ways similar to the way the bell curve is described in this book. The book also discusses the inferiority to other students, the zones of failure and success, and of course the great examples of pilots, teenage drivers, chefs, brain surgeons and how there is no way the bell curve could work in society with these professions.** =**5. Gusky asserts that many teachers today are using assessments (classroom based, not standardized testing) similar to the way they were assessed when in school. What are your thoughts about this? Are you using assessment like your own teachers did? Why or why not?**= ==== I don’t think that I really knew how my teachers were assessing me in physical education in elementary school. I was an athlete so PE class came extremely easy to me so I never put much thought into it. I do feel that every time I hear something new that is happening in education I do compare and contrast it to my own education. But, I soon get my reality check and realize that the way of my education can’t even compare to what education is today. Society itself is radically different so most comparisons are not reasonable. ~Katie ====

I'm not sure if teachers compare things today to when they were young, but many compare things to earlier in their careers. Usually teachers are not big fans of change, especially when it is done to us not by us. We often require the proof as to why the change is needed and how we know that this change is the right kind of change. (Laura)

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">Matt- Its not so much the way I was taught but the way I performed in school. I wanted to do well and not get in trouble and be respectful and work hard so I expect my students and players to be respectful, not talk back, work hard no matter what, have a great attitude, get along with others, be discipline, and a good listener. I realized real quick that just because I did it that way doesn't mean all kids will. Direct instruction, standardized testing, unit tests, sitting in a desk and silent for most of the day, etc. worked for me but does not work for all.

I could have written Matt's comment. It is so true that just because I was that way doesn't mean my students will be. The kids that I remember being troublemakers when I was a kid wouldn't be considered so anymore, yet we think they will all fit into the mold that we expect. (Laura)

**I don't remember how I was assessed, but my team meets together and comes up with ways to evaluate our kids that will cover the most important information and that will give us the most benefical results. Kim**

__Lindsey__: While reading this part of the article I kept thinking that this particular section made it seem a bit dated. I can remember my 5th grade teacher, Mrs. Beers, as scary as she may have seemed at the time, being very constructivist in her approach. I can remember being frustrated toward the beginning of the school because she woudl never give me a definitive "yes" or "no" but, rather, she made me really think about things and explore. i don't remember ever having a math test in this grade (I'm sure there was some assessment) but I can remember a lot of one-on-one meetings/conference/discussions with Mrs. Beers and a lot of group work/group created projects. Then, the following year, in 6th grade I had a brand new teacher. She was strict and challenging but she was so good. I don't think I would have said she was //nice// really but I learned so much that school year. She had a way of connecting everything and making us all care more about hwat we were dong than she appeared too. I don't really know how she did it and to this day I still remember being challenged but still enjoying that school year. (She later went on to begin her own charter school in Oconomowoc, Impact school, and now she and her husband run a school in Colorado--or so I hear).

I also cannot remember how I was really assessed in school. I do however, remember the fitness testing. I was pretty good at the fitness, so it never really bothered me except the pull-ups. I hated those. I often think about the students that are not as athletic. I wonder how they feel when fitness testing come around? Jessica

Matt- Even though I did well with sports and in PE I do think about what Jess said.....what are the non-athletes thinking about during fitness tests We are wishing for our 30 min of phy ed to be done!!!! (Laura) ? Hopefully I have changed the focus of it to self improvement, beating your score, and personal best. That sounds much better than the focus on who will get the president's award (Laura) Also, I hope that we include enough variety of sports and skills so that those non-athletes have a few units in which they can shine. Katie~For fitness testing I emphasize the "healthy fitness zone" which is a range of numbers that students scores should be within or above to be healthy. And I explain that the Fitness Award is for students that are extremely fit and well above the average. I try to correlate it to other awards and that if anyone could get the award it would not be an accomplishment. I stress for the students to improve their scores from fall to spring and emphasize that they are not being compared to anyone else. I know that it does make some students feel bad and I do my best to boost their self-esteem and tell them how good they are doing. And if they do not get a good score, I inform all students that that is now an area they should focus on improving. Just like Matt, I hope that with all of the different units and activities we cover that every students is finding something (or many things) that they enjoy and can take from class.

=**6. There are many examples to exemplify what good assessment is and is not throughout the Gusky chapter 1. Which example(s) struck you? Why?**=
 * I'm going to address the areas I underlined and where I made side notes. I liked that they said that assessments don't surprise. "Instead they are well-aligned extensions of the teacher's instructional activties." The surprise aspect reminds me of when in class we discussed what a "gotcha moment" was in one of the readings. How could that ever be an appropriate way to see what your students know or are able to do? I also liked when it said that they don't mark the end of learning. "Assessment must be followed by high-quality corrective instruction designed to help students remedy whatever learning errors identified with the assessment." I thought about tests I had throughout school and I can't remember this process happening too often. Usually when I didn't get something and did poorly, I tried asking for help and understanding it further, but by no means do I remember teachers seeking me out and identifying exactly what mistake I made in the process. I also liked, "Teachers who use classroom assessments as part of the instructional process help all of their students do exactly what the most successful students have learned to do for themselves." Just today I had all of my students cutting out the letter P for our weekly letter. Some were able to do it on their own, some I had to help hold the paper, and some I had to hold hand over hand. I had a better view from my assessment of who would need help so i could adjust the project appropriately. Kim **

I had a lot of this chapter underlined as well. A few things that stuck out were: 1. making assessments useful section - 3 ways to change approach 1) use assessment for info for teachers and students 2) follow up the assessment with high quality corrective instruction 3) give students a second chance to demonstrate their success (In the past students got it or they didn't, there wasn't any corrective measures taken) 2. This corrective instruction is not simply restating info but rather teaching it in a different manner  3. It was interesting to read that some assessment experts believe that students "learn nothing from a successful performance" but rather students "learn when their performance is less than successful, for then they can gain directions about how to improve." (Laura)

__Lindsey__: Me too. Good idea, Kim. So here are the parts I highlighted/starred/underlined/etc. and that were meaningful to me.
 * 1)  In the very first paragraph in the chapter I underline the following: " //--large-scale assessments, like all assessments, are designed for a specific purpose--to rank-order schools and students for the purposes of accountability--"// This stood out for me because, early in the day, I had been paging through the newest issue of "Rethinking Schools" and there was a picture of some protesters with a sign that had a similar statement. I don't have it with me right now but it was something about accountability. When I first saw it in the magazine I agreed with the sign. Then I read this and saw that word again, "accountability."
 * 2) I also put a box around the section that recapped what an effective approach entails. The section I highlighted stated: "//For assessment to become an integral part of the assessment process---[teachers] must 1) use assessment as sources of information for both students and teachers, 2) follow assessments with high-quality corrective instruction, and 3) give students second chances to demonstrate success."// I liked this section because it was a quick recap of the main points and I knew it was something I could remember. I also really liked and agree with all 3 of the components mentioned in this short blurb--they are not uber specific but coincide with my overall philosophy.
 * 3) I also underlined the following: "//Classroom assessments that serve as meaningful sources of information do not surprise students."// I have been working on not making assessments so secretive this school year. At the beginning of our first math unit I shared with the students what the questions on the unit assessment were. They stared at me like I was crazy and this gave me another opportunity to further explain and share my teaching philosophy. I told them that I would not keep assessments a secret but that I wanted all of them to be prepared and do well. I also let a few of my students re-take the first math assessment. Now, I am thinking I should spend more time going over the first test with the entire class and not just the ones who did not do so well.
 * 4) The particular part that I starred and highlighted and boxed was one that really had me thinking. I thought it made so much sense. It was also something that I could take with me and remind myself of in the future. The statement is: "//[Teachers] recognize that if a particular concept is important enough to assess, then it should be important enough to teach. And if it is not important enough to teach, then there is little justification for including it in the assessment."//
 * 5) //I also underlined, "To charge ahead knowing that certain concepts or skills have not been learned well would be foolish."// This rang true for me because I feel like I am constantly cramming curriculum down my students throats. I have to remember I am a professional my opinion of my students and their needs should count for something.
 * 6) I also highlighted: "//To become an integral part of the instructional process, assessments cannot be a one-shot, "do-ordie" experience for students."// Agreed!!
 * 7) Lastly: "//Some assessment experts argue, in fact, that students learn nothing from a successful performance. Instead, they learn when their performance is less than successful, for then they can gain direction about how to improve (Wiggins, 1998)//

Matt- What first struck was the quote "less than half the states require competence in assessment for licensure as a teacher. Lacking specific training, teachers often do what they recall their own teachers doing." Such an interesting quote when every year more and more assessments are being added and yet what do the results actually tell us? Or those results are received months later and then teachers can look at the results and plan for next year (which is good) but what about those kids who just took that standardized test? Another good line was that some teachers take pride in trying to out-guess the students. How many students can I trick into getting the answer wrong? The best line in the book is that assessment is just an extension of the goals, standards, or concepts and that assessment is just an extension of the teacher's instructional activities. Good teachers then look at the results and figure out are the students missing something or is the assessment missing something?

Katie~ I think assessment is important but it does need to tell you something or show you what you need to focus on for teaching. To assess just to assess is pointless. I feel that assessments can be very stressful for students as well because grades are based on those and they feel the pressure to be perfect. If grading was not attached to all assessments I think that students would be able to learn from them better when the results are shared with them.

=**7. Somedays I wonder really how informative an assessment can be? The students take the assessment on one day and then we group them by how well they do. How do you feel about this? As teachers I feel we know our students by the informal assessments we do everyday and not just on one occassion.-Jessica**= I agree that good teachers really know their students abilities. I think one of the problems is the level of accountability that we have in a culture that currently doesn't value teachers. I think a lot of the formal assessments (MAP, WKCE, Writing assessments, running records, etc.) have become a way for districts to know their teachers are fullfilling their job description (fidelity) and to compare students across schools or districts. (Laura)
 * Adding in a question???**

=** 8. Do any of your schools do the "Baldridge system"? I began training on it today as a member of the leadership team for my school, but now I feel more in need of leadership than ever! (Laura) **=
 * We only do our BGCS assessments in English. There is another assessment done in Spanish, but it would be nice to know if they know any of the information in Spanish. It makes a huge difference if they don't know it in either language. Kim **
 * I'm kind of surprised that you struggling students aren't given the assessment a second time to see if English is the cause for their low scores. If I were you I would be tempted to have the aide ask them a few of the questions (in Spanish) to help you know why they didn't succeed on the English test. (Laura) **
 * I think it is like the conversation we had last week about that you just know your students. I know from the daily conversations who understands and speaks what language. My aide also does two assessments in Spanish. One is specifically just a language on. However, the specifics that we look for on the BGCS assessment isn't asked in Spanish because we aren't a bilingual school, they only want to know about what they can do in English. Kim **
 * Not sure, Kim **

Never heard of it, but I'm sure if our surrounding districts start doing it, it'll be on our to-do list by next year!!!~Michelle

What is the Baldrigde system? Jessica

=**9. What type of an assessment/results do you feel your parents of the past have been more interested in hearing about? Kim**= In the past my parents have been interested in things like book concepts and reading levels, but they REALLY want to know the most about how their child functions in school overall - socially, emotionally, are they friends, do they listen, etc.I actually like it when parents want to see the whole picture of their child at school and when they realize that MAP scores etc are just a part of who their child is as a student. (Laura)

I think that my parents want to also see a big picture as well. I think that they also want to make sure the have friends and social skills. Jessica Fifth grade parents, in my opinion, want to know about social success/concerns, learning strengths/concerns, and how they can support at home. Homework is a big discussion with some students' parents (specifically: child isn't motivated). GT parents are interested in how their child is being challenged. Other than that, they don't ask about specific assessments usually. WKCE is sometimes asked about, but only because they're confused about the results. ~Michelle
 * I agree, my parents want to know how they are doing socially and emotionally especially in the beginning of the year. We are changing our first report card yet again to write paragraphs about what they are doing well in and where they need improvement, more of an observation style. Kim **

= 10. Does anyone else feel like their curriculums are simply too vast to conquer? That, in order to utilize effective practice--effective anything for that matter--you have to put something else on the back-burner? -Lindsey = = = = I sometimes feel this way. Every year it seems to become more and more things to do ad not enough time in the day to actually do them. Being in 3rd grade last year, I realized how much time is spent on the curriculum that you really do not have the time to add anything in. It was really hard for me to not have the fun projects for the holidays, so I made time for them. I felt the kids still needed it. I know that my mom is in 5th grade and still does all these fun projects with the kids. She takes a half a day for a project day at christmas time. She gets parents to volunteer to help and they have a great time making and constructing things. We need more of that. GET THE PAINTS OUT! Jessica = = = **Lately I have because of all of the assessments. I really want to get activites done in class but I've really been lacking. It is a time issue! Kim**

If you are interested, please check out the websites that are mentioned in this chapter: [|www.allthingsassessment.info]

__**The Courage to Be Constructivist Chapter**__


 * 1. Are you a constructivist teacher? Do you hold constructivist beliefs? Provide evidence for your "Yes" or "No" using the 5 central tenets of constructivism found on pp. 188. If you answer "no," please explain why not.**

Lindsey: Yes, most definitely. This article basically support my action research, as well as my own teaching philosophy, in it's entirety. Yes, I seek the point of view of my students in all things that we do. Today for instance, we recently began new social studies projects and we all sat down, in our meeting area with our calendars, and came up with rubric guidelines together as well as manageable due dates for different project topics. I also make all attempts to challenge each of my students in a way that is appropriate to their learning styles and specific needs. Am I always successful at this? No. Is there something to be said for trying? I hope so. I learned a great deal of this information through my lit. review readings this summer. So, I have made every attempt I can to make all things in my classroom relevant to my students lives. If something proves difficult to spin into a relevant topic I have seriously evaluated its effectiveness. I have gone so far as to omit parts of curriculum (which, according to our class contract, you cannot share with anyone :) but I have never seen kids more passionate about different subjects now that I have worked on making things more relevant and meaningful to each student. Yes, structure lessons around big ideas has actually allowed me to honor our curriculum (yes, kind of) while also making things more relevant and meaningful for this current group of students. Yes, I also do the final tenant of contructivisim. I conference with my students daily in readers and writers. I also make contact with my student daily, in Learning Lab, about their math progress. During Social Studies and Science power weeks, I then switch to S.S./Science individual conferences. Within these conference we discuss how the student is doing in the subject, what they are working on as a reader/writer/investigator/historian. It is these one-on-one and small group conference that are the most beneficial assessment tool I have. It sounds like almost your whole day is workshop based, just Reading wksp, writing wksp, science wksp, etc. I do conference with all my students daily at writer's workshop (currently in the form of helping most of them stretch sounds), but I am only averaging 8 kids a day during Reader's Wksp. The kids don't have too much stamina, or skills, to make reader's wksp much longer. (Laura)
 * Matt- I do value what my students like and dislike and find different ways to appeal to them. I am able to talk with every student about food they eat, games they play, movies they watch, music they like, etc. and then use that info to relate to them or find similarities in my activities to their interests. I hope I challenge students' suppositions by relating to their background and learning experiences. I don't think you can have the second tenet without the first one. I make the curriculum relevant by adding new sports or activities, discussing the benefits of exercise, and the "big idea" of staying fit for life behind all the games we play. When I do assess, most of the skills are tested during the context of the game in order to see if they are performed correctly in that sport or activity. I assess throughout the unit to give feedback and not improvement. **

I think I am definitely a constructivist teacher. I think that I assess as much as possible in the context of daily classroom investigation, I attach relevance to the curriculum, I try to teach students the bigger picture by emphasizing the big ideas, and I feel that I certainly value the students’ points of view. Besides continuing my progress with the above, I think I need to work on challenging the students suppositions. I want students to take ownership of their health and physical activity and I think I fight the stigma of physical education every day. At school I feel like my students value the lessons I teach them but then when they go home those lessons are losing their importance. I need to work on bridging the gap between know what is healthy and participating in what is healthy. Something I, myself, struggle with! J Katie


 * I like to think that I a constructivist teacher. I try to learn about my students intererests and try to use them in my teaching. I think one of the biggest questions we as teacher sometimes get is "why do I have to learn this?" I remember asking this as I went through school and aslo asking is this really relevant? I always wondered if this was just something I needed to know to get through the test or if it would really help me later in life? Due to me asking this all the time, I try to give a reason why we are learning the specfic concept. Jessica **


 * The common theme in all of my articles for my action research was getting to know your students interests, which will create a positive relationship. Kim **


 * Yes, #1. my students have a voice in my classroom as much as possible. I am constantly communicating with them and trying to meet their needs. Right now, we are working on appropriate ways to do so. (raising your hand and sitting quietly until it is your turn) #2. I definitely differentiate instruction. Some of my students are four when they enter and some have just turned three. It would be boring and unrealistic to teach the same way to all of them. #3. I'm constantly trying to connect to their daily lives. Our first theme of the year is all about me, I try to get to know as much as possible about their families. I also look to see what they're interested in and that is what we will focus on for the month. #4. I teach a big idea every month. This month's theme is community and Harvest. We also have letters that we're working on each week. #5. I look at what my kids are doing each day by writing anecdotal notes for Head Start. It helps me look at an overview of the students by looking at all of the developmental areas. Kim **

I think I am a constructivist teacher and I think that my grade level tends to lean toward using a constructivist approach. I do believe in most of the constructivist tenets. I think it is important to value the student's point of view and backgrounds. This helps the lessons become important to them and it motivates students too. A lot of my 5K curriculum is around the big idea. A concept (such as reading for meaning) may be introduced as the big idea and then taught, re-taught, re-taught in so many different ways. A lot of my curriculum is based in a spiral because the concept is started as a big idea and then refined little by little over time until it is just engrained in the student's brains. So much of my assessing is done on a daily basis that I think the fifth tenet accurately describes me. The tenet that doesn't apply well to my current teaching is the second tenet where the teaching challenges students' suppositions. The only example I could think of was when I ask students to tell me why they read a word correctly. Sometimes I ask for this justification when they are wrong, but I also ask for it when they are right. (Laura)

I believe I am a constructivist teacher. My beliefs in how children learn certainly support this. Does that mean I'm perfect in what I provide my students each day? No. Our curriculum is getting tighter and tighter, with less flexibility and fluidity allowed. Time (lack of) is also such an issue. I do value my students' opinions, and seek them out. I have always tried, since I was a young teacher, to attach relevance to what we're doing. I went through school as a kid who never had teachers do that, and it drove me crazy. You've got to get the learner on-board first, get them to buy-in or connect in some way, before you can move ahead. I have also always worked on getting students to see the big picture, so that they can connect the small parts. Yes, I like details too, but the big picture is what I keep coming back to. I'm getting better at (since I started teaching in 1994) assessing learning as we go (versus only summative). That has changed with the times. Additionally, I am really working on challenging students with WHY they think what they're thinking, not just stopping at surface level.~Michelle

=**2. On pp. 187, the authors state, "learners control their learning," and that "this simple truth lies at the heart of the constructivist approach to education. " Provide an example or two of this - either a positive or negative example (from your own learning experiences or those of your students).**=

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Matt- I guess I think about college and the tougher courses I had. I had an Anatomy and Physiology quiz every week and it was tough. If I didn't study or learn the terminology I did not do well. If I chose to learn the vocabulary and take the time to study every night then I did well. The professor gave the notes but I had to learn them. Jessica-Great example Matt. I too think that it is really the effort that you put into your work. If I didn't study and did not do very well, then the fault is all mine. I did, however feel that when I studied hard and did bad, then it had to have been the way I studied. An example, in college I had a professor who lectured and then gave a test. I felt that nothing I studied was ever on the test. I would look through my notes and could never figure out why I did so bad. I spoke with the professor and he let me come in to take the test orally or do essay. I did much better after I was allowed to choose the way I learned the information.


 * Last year I had a boy in my class who was very capable and yet very unmotivated, lazy, and difficult to get working. When conference time came I filled the parents in on his behavior and lack of motivation. They had a talk with him and suddenly he was motivated. (The parents took his DS away until they got happy news from me). While I know that the student's motivation was initially just to get his DS back, he soon began to improve his skills at school. As his skills improved he became more confident and more motivated and soon I was sending happy notes. The great part was that the motivation and willingness to work hard continued long after the DS was given back. (Laura) **

This also makes me think of my daughter who really wanted to read a dolphin book from my classroom this summer. Comprehension is her reading weakness and the book was a few levels above her ability level. At first when she asked to read the book I told her that it was above her level and that we would need to read it together in order for her comprehension to be good. This was not the answer she wanted so she kept pushing. I agreed that she could read the book by herself with some guidelines. She kept a notebook that had all the important info written in it. As she came across tough parts she asked for help or used a dictionary to look up words that she didn't know. She worked so hard and she developed a good understanding of the book in the end. Being able to control her learning and plan her learning is the only reason she stuck with this book even when it got tough. (Laura)

Wow Laura! I really like the fact that your daughter stuck with the book even though it was a little tough for her. The fact that she even wanted to try it after you gave her some guidelines. Props to her, Jessica

__Lindsey__: A couple weeks ago, as I mentioned, I told my students that they would each be choosing a topic to study for in Social Studies. We had finished our discussions on the explorers and I gave them very little guidelines. I did not want to hold them back or restrict them in any way. So, we headed to the library and the students got busy. I have never seen kids so eager to get to work. Eventually recess time rolled around and I have, roughly, 20 of my 25 students whining, asking if we could skip recess so they could get being a historian. It was crazy, I didn't even know how to respond. But it only furthered my beliefs and certainly backed up the statement on page 187 as well as many given by Dewey, Rosseau, etc.
 * That is great that you were able to "give" them intrinsic motivation through the way you presented the project! Kim **

=**3. The authors describe schools and districts that focus on high stakes assessments rather than constructivist principles. What do/could you do to work within this system and not compromise your beliefs related to constructivist teaching practices?**= <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">**Matt- I can do assessments throughout each unit, not put as much weight/emphasis on fitness tests, set up interventions or different activities for those who need to improve scores, and give different types of assessments so the kids get experience with all methods.**

**Time has been a factor for me. We have been non stop from one assessment to the other. I make sure to set aside time each day to get done the activties the kids enjoy and direct interaction with me. I also interview them at calendar time and ask one student a day what their favorites are and give them a few minutes to talk to the class. Kim**

Lindsey: I have condensed the curriculum and focused on the big ideas in the curriculum. I have to remember we are not wonder-women/men, we can not possibly cram 12 hours of curriculum into the 4 hours we actually see our kids each day. So, I figure, if I can't fit it all in, who I am to judge what I //can// and can't fit in. So....I make room for the things that I feel are more important for a particular group of students or things I feel are more beneficial in the long run. For instance---why waste hours of instructional time teaching earthquakes within our catastrophic events unit of Sciene when they have an entire unit for just earthquakes in 7th grade. Yes, we will talk about earthquakes and the basics but, you could devote entire college courses to earthquakes. I am there to "expose" them to this curiculum. So I "expose" them to some things a little less and to things that are relevent to them a little more.

I think that time has always been a factor when completing an assessment, but to help keep my constructivist views I would also need to add in that time to get to knoe my students and have fun with them. Make them feel they are playing while they are learning. Jessica

I take all my data to my meetings. When I am there talking about their running record data I also pull out their conference notes from Reader's Workshop. I also try to continually bring the talk at meetings back to a focus on the specific child and discuss them as a child, not a number. Unfortunately my focus seems to be different from my district's focus. (Laura)

=**4. What are some ways that you could become more constructivist in your beliefs about learning and/or teaching and/or in your teaching practices?**=

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Matt- I can always differentiate more, modify teachings, skills, and activities for lower skilled students, and stay current on technology and new activities. I feel I should get my students to see more of the big picture as far as the food plate, components of fitness, and lifetime activities. I could incorporate that more.


 * This year we went from one assessment in the beginning of the year to three. I haven't had time to sit down and do projects with them and interact with them like I have in the past. I think first we should condense the amount of testing we're doing and get rid of overlapping information. The day to day activties we are doing are going to give me a better understanding of what they can do and are capable of then the assessments. Kim **

This year I want to differentiate my math more than I have in the past. From others I have talked with, math games seem to be a good way to increase the skills of struggling students while yet extending the learning for other students. I think offering different math games to different math partners will be a great way to meet all students at their level. (Laura)

Lindsey: Within my action research I sometimes catch myself giving specific guidelines or making deisions that could easily be class deicison. It's just that we fall into a mode of teaching. I have to remember that my current students are used to choice now, and they are loving it. So, after realizing I have done this a few times, I asked my students to politely remind me if they feel I have made a decision that they think would be a good class decision. I am hoping to improve upon this. Where before I feel like it was more of a control issue, I know feel like it is more of a routine issue---that I need to get into my democratic/contructivist routine and fully out of my more traditional routine.

= **5. How do you stress to your students that it is ok to make mistakes and that we learn from mistakes when there is such an emphasis on reading levels and standardized test scores? (Laura)** = I see student success as multi-dimensional. First of all, students need to FEEL successful, like they've accomplished something to be proud of and worthwhile. Secondly, students show success when they show personal connections and understanding to new learning. I love to see them take something new and make it their own. Lastly, when students can take what they've learned and teach someone else how to do it (or about it), this takes their success to a whole new level. ~Michelle

=

 * -I bet at the elementary level it is rewarding to see that happening. I remember a teacher of mine in 7th grade saying that I would be a good teacher because I was teaching the math lesson to the person sitting by me and not just telling them the answer. Kim  **=====

=
** K3 is really about becoming independent, following a routine, following directions, and trying to apply themselves to all of the knew concepts and activities being taught. If they are trying and willing to do these things, that is success to me. The K3 teachers have created our assessment and report card for Bruce Guadalupe and we also came up with the rubric for the assessment. If we are interacting on a day to day basis with the students we are going to know what they're capable of. It is when you sit down with them and ask them all of the questions on the assessment that I get the most accurate picture. From there I can create centers or talk about topics at circle time that they need more help with. If they know less than a certain number on our rubric, we know that it isn't working and they aren't learning the material like we expect. If they exceed what we expect them to know by the end of K3 then they are not only succeeding, but they are advanced. My assessment is more closely related to the Mountain Curve because it doesn't divide students into winners and losers like the Bell Curve, but rather it highlights what kids are able to do and doesn't mention what they are not. (We only circle what they are able to do) Kim ** =====

**Kim, we do the same thing at the higher grade levels: rubrics, aiming for predetermined targets, etc.. If child goes above and beyond, then they are advanced. We never consider the bell curve. I do remember a time in my life when I was graded on a bell curve. It was in college, a child development class (Piaget and all that fun stuff!). The instructor was very old-school, and the curriculum was very deep and dense. I remember worrying that I hadn't done that well on a test, but I discovered that he was grading on a bell curve and I came out looking like a star!! Hindsight, I still didn't hit the learning target head on, but ironically, I ended up looking awesome. ~Michelle**
 * My students come in with such a range of skills that it is hard to define success. I think that all students show success when they increase their skills. For some students that may mean that they go from a level A to level C on reading. For other students it means that they develop comprehension skills to match their reading level. Similar examples could be given for all content areas. Success could also be defined based on behavior or attention goals. Obviously there are grade level expectations, but I truly feel that students show success when they show personal growth from the beginning of the year to the end of the year. (Laura) **

Lindsey: I actually make a point, near the beginning of the year intially, to tell my students that it's okay to make mistakes and that I, in fact, love mistakes. I wait for them to murmur a bit and then explain that it is from mistakes that we learn and grow and I tell them that I will actually be more saddened if they don't make any mistakes (which has never happened--a student that makes no mistakes at all throughout the school year, yeah right). I then occasionally just remind them of this or sing it to myself obnoxiously. "Ms. Switalski's loves mistakes, la-di-da-di-da." They think I'm ridiculous, they think it's weird that I talk about myself in the third person, but they remember that I don't care if they make mistakes. They also spend time laughing and making fun of me rather than each other, even for just a bit. :)
 * I think that having students experience succes is extremely important! To students, if they can experience success that boosts their self-esteem enormously which is huge at any age. I think when a student has improved or showed some amount of learning that is a success. Not everyone is going to learn at the same rate, especially in physical education which is highly dependent on physical development. So, each year, the focus is for students to get at least a little bit better at every activity. But, I think that students are more aware of their success in an activity or lesson that they struggle with. When they hit that "aha" moment and finally get a skill that they have struggle with for a long time they really find the joy in success which makes their hunger to learn increase. ~Katie **
 * I like the connection to their self esteem. My research talks a lot about finding the positive and playing it up, that will motivate them. Kim **
 * I totally agree about the esteem thing too, but I have one little spin on it. As I was talking to the owner of a restaurant (who employs teens) she was saying how every little thing they do has to be recognized and given kudos for. Sweep the floor? They expect a pat on the back and recognition. Sweep the floor Night #2? They expect a pat on the back and recognition. Get the idea? I thought this was a very interesting look at the "work ethic" or "approach to a job/project" from someone outside education and viewing it from an employer's viewpoint. It's almost like sometimes kids get so many kudos (external rewards and motivation) that they don't know how to be intrinsically content, and just feel good because they know they did their best. Additionally, I've seen at my level, the pride in work and finished product significantly decrease over the years. They want the grade/positive feedback, but don't want to push through struggles/make extra effort/etc.~Michelle **
 * The kids needing a pat on the back would fit in well with PBIS. (Laura) **
 * I think that you are right about students feeling more successful after they have struggled with something. Kids today are very aware of their own strengths and weaknesses and of those of their peers too. (Laura) **

Lindsey : I definitely notice this too. I like that things are such a secret anymore, even though some things still are. But, it does amuse me when students knowing their strengths and weaknesses is clearly something they have heard from their parents and it's actually enableing their students. I have had a few students who, when I ask them what their thoughts are on something or why they are doing nothing at all when they just received instructions at the mini-lesson, etc. and they will repsonse with something along the lines of, "well, actually, I have some attending issues and lack focus so I am going to need you to make this more engaging for me." Seriously, this student said this to me last week (after his mom sent me an email giving me pointers on how I could post the daily homework on my website more promptly). It took all I had not to laugh and say, "are you kidding me? suck it up." But, I did not and in turn, explained how their are many things we can do within the classroom to impove his focus and he agreed to try some of those things before resorting to doing nothing. (FYI: my response to the mom was that I was "one of few teachers that post daily homework and with our homework being relatively the same each night [read anything you want for 30(ishi) minutes and journal about anythng you want for 20 minutes] that I would no longer be posting the homework online and would be focusing on utilizing the student planners that they purchased and increasing student accountability." Bring it, seriously.)

=== This is a really good question to ask, because it is so true. How do you really prepare your child for these stresses? I always hated the HIgh Stakes testing. I took the IOWA BASICS tests in grade school and I always worked myself up to the point I made myself sic. I was afraid of doing bad. IN kindergarten the kids are now afraid to make mistakes as well. I continue to tell them that if they didn't make mistakes that I would be out of a job. Jessica ===

Matt- A lot of the skills I teach in PE come down to having the kids do the skill the right way over and over again. I tell the kids that we are going to do this 50 times today to teach our bodies to do it right. That repetition or perfect practice begins with a lot of trial and error and mistakes and the kids have to be taught that it is ok to do it wrong at first because then they will learn how to do it right. Also, if they can self-correct then they can self-improve. Hopefully they also see their growth. Where they were and where they are now. ** Online Class - August 2011 **

You have been spending the summer engaged in reading related to your research project for your literature review (knowing you are not "done" yet with your lit review process... but I thought this would be a good time to begin to synthesize what you have already learned.) The sole assignment that makes up this online class asks you to relay what you have learned to your colleagues (all of us being teachers interested in learning about a variety of topics and learning in general!) The goal of this assignment is to gain experience in professionally sharing what you are learning from your literature review, but also helping teachers learn too!

Directions:
1. Create an online workshop on you own WIKI page attached to our class page that your colleagues will "attend" online that teaches them what you are learning related to your literature review/research topic. Keep in mind that not all your colleagues (or instructor) are as well versed with your area of expertise, so providing some background and context may be necessary.

2. Your workshop should be in a format that is conductive to online learning - Incorporate interesting, engaging and interactive learning experiences. Use tools on the web as applicable, embed a powerpoint presentation, try your hand at incorporating some widgets (see button above), etc.

5. The sky is the limit! I am purposely leaving this open-ended. Have fun with this technologically, creatively and in sharing what you have learned from all your hard work.
6. Please complete this task by **Sept. 5. S**end me an email when your workshop is open for attendees.

7. After 9/5 and **before 9/12 (our first face to face class)**, each classmate will "attend" at least two classmates' online workshops and complete the "work" involved. You may view everyone's workshop, however, to make sure all classmates have attendance by at least two colleagues, please sign up when you complete the workshops below. Please check to make sure you are attending workshops that need attendance first. Thanks.

Please let me know if you have any questions!

<span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; text-align: center;">**Sign Up for Workshop Attendance (after 9/5):** __Matt/Katie__ 1. Lindsey 2. Kim

__Laura__ 1. Kim 2. Jessica

__Jessica__ 1. Laura 2. Michelle

__Lindsey__

2.Michelle 3. Matt/Katie

__Kim__ 1. Matt/Katie 2. Laura

__Michelle__ 1. Lindsey 2. Jessica

= = = = Online Class - Monday May 31, 2011 (Memorial Day Week) **There are two things to do for this week's class:** 1. Read the following articles based on James Banks' work: Five Dimensions of Multicultural Education: (written in 2009)

Levels of Integration of Multicultural Education: (written in late 1990s)

Notice how Banks' ideas have grown in the last decade or so related to what multicultural education means and how it should be integrated into today's classrooms.

Here is a picture of James Banks:

Here is the Model of the 5 Dimensions in a Map View:

2. Reflect thoughtfully on the following questions related to the reading. Word process your responses. Please print out and bring to class with you June ___ (need to check my notes and post ... I'm currently working from bed and don't want to get up! :)

For those of you who are interested in Banks' work here, you can read much more in his book that is reproduced "almost" in its entirety at this site. The beginning chapter provides more detail on his five dimensions as well as the history related to multicultural education and its underpinings. This is not a required reading assignment, but for those who want to further their understanding. [|Banks' Book] (Multicultural Education: Issues and Perspectives).

Enjoy your Memorial Day and see you next week for our last class of term I!!

= = = = Online Class - Monday April 18, 2011 media type="custom" key="9133564" align="left"

Dewey's "My Pedagogic Creed" - audio version. Listen to this while reading the text for "enhanced understanding"! :)

[[file:Class 14 Online 4 18 11 final.doc]]
= Online Class - Monday April 4, 2011 = <span style="display: block; font-family: calibri; font-size: 14pt; line-height: 115%; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Interdisciplinary Studies – Group MI045GIDS Class Map for April 4, 2011 ONLINE CLASS – Done on Class WIKI Word Document of Class Map for Online Class 4/4/11

** 1. Check In: ** ** Go to the ****discussion tab at the top of THIS WIKI (Online Classes Link) page (Check In April 4, 2011 Online Class)** - Check in with the group. How did your week go professionally (and personally if you want to share)?

** 2. Class Discussion about the Anti-Racist, Anti-Bias Conference ** ** I have created a new link in the main menu titled, “Conferences, Fieldtrips, Guest Speakers.” Go to this link to add your response to the following questions. As always, use a different font style and/or color to distinguish your post, as well as adding your name. Please check back by Sunday to read and respond (if so moved) to your classmates’ posts. ** - Discuss Saturday’s conference. What three sessions did you attend? What struck you? What surprised you? What was new information for you? What do you want to learn more about? Any comments about the keynote speaker? What are your overall impressions about the conference?

Matt – I will send you an article that you can read and respond to in order to complete this assignment.

 ** 3. Action Research - ** Please fill out the handout “Data Collection and the 5w’s and an h” related to your action research and post to YOUR PERSONAL WIKI PAGE – Insert your responses directly on the document. ** You can find the document under the “Action Research Resources and Information” link on the main WIKI page. Save the document to your computer and then add your responses, save and then upload the document to your WIKI page.**

** Homework Due 4/11 ** ** 1. Read ** the article posted on the page titled, “Assignments and Documents” called, “White Privilege, Unpacking the Invisible Backpack.”

** 2. Journal – ** Keep a “diary” for a week, beginning today, keeping open to the white privilege you notice in your daily life (and in some cases challenges you). As well, make a list of ways in which whites are privileged within your own school and community setting. This may be handwritten and will be turned in next week. Be open to what you might find! J

Online Class - Monday March 21, 2011

[[file:March 21 Online Class.doc]]
Word Document Listing Online class specifics and homework


 * ==Article Title== || ==Page Number== || ==Sign Up By Adding Your Name Here== ||
 * Superhero School Reform Heading Your Way || pp 12 || Kim ||
 * If There is No Struggle || pp 23 || Matt ||
 * My Teacher is a Lesbian || pp 30 || Laura ||
 * Neither Fair Nor Accurate || pp 34 || Katie ||
 * Teaching is a Fight || pp 39 || Lindsey ||
 * The History All Around Us || pp 44 || Michelle ||
 * The Whitening of Arizona || pp 49 || Jessica ||

**Information and Directions for Our Online Class 2/21/11 **