After a weekend of grading and grading and grading, I have finally completed reviewing the first unit test for my probability and statistics classes. I was so tense during the whole thing because I wanted desperately for my students to do well. I was also tense because it also reflects on how I taught all of the lessons--was I good at teaching the material? Would they respond to my instruction? Our class goal was an 80% class average. This a very demanding goal, as many of the students came into my class well-below grade level proficiency in all their math skills. They couldn't work with fractions, percents, decimals; couldn't calculate the mean, median, and mode of values, etc. So, it was a challenge, but here are the results:
Period 3 class average: 85.3%
Period 4 class average: 62.3%
My third period did amazingly well and my 4th period lacked. I knew the figures would show this, as my 3rd period motors through lessons and is always on task. 4th period, however, is a great challenge. I struggle getting through the material because of the chatter and distractions. I now can show them the data and say, hey, "you just got your clocked cleaned by the other period. What are you going to do about it?" Students love competition and love beating each other in anything. I will use this a a form of motivation.
I am heading into my 6th week. I'm tired, but still energized on a daily basis. Looking at what I've done so far is an incredible thing to do. I plan for hours on end, find time to eat, and do grad school assignments--it is a non-stop life. I'm loving it though because of moments like this.
On the back of one of the first unit tests:
"I think I did very well, Mr. Athmer. Thanks for teaching us."
Sunday, September 26, 2010
Sunday, September 19, 2010
Change?
I am heading into my fifth week of school and I had some time today to reflect on many of those "students." The students that come to mind when I plan or think of school in any capacity. I had fairly good conversations with several of these students on Thursday--about turning in homework, the importance of doing well on the unit test coming up Wednesday, and attendance patterns. I simply told them that I am not giving up on them and that they still have a chance to succeed in my class. We will see if they turn around their behavior tomorrow. I have the high expectation that they will.
This past Wednesday was my first welcome back night. I had a great time mingling with the parents. I had the opportunity to meet with 6 of my students' families. J's (leaving name out) mom was the most rewarding conversation. J is trying very hard in my class. He always participates and has a great demeanor about him--very mature and polite. His mom said, however, that she can't believe how he is talking about his math class. He comes home and talks about statistics (the class material) and how much he is responding to Mr. Athmer. She told me he has ADHD and has always struggled in the classroom. She thanked me for all I am doing. Stories and moments like this cancel out all of the difficulties that come with teaching. I have never worked so hard in my life. ever. I'm starting to believe I may never work this hard again if I leave education. I want to be the best possible teacher for my kids, so it has been a 24/7 job. Two of my "challenging" students came in to make up some quizzes during a lunch period and said that they "weren't use to this." "This" being having a teacher holding high expectations no matter what the circumstance. In addition, another student was due to make up a quiz after school, but said that he had a job interview and couldn't be back until 5 pm. I simply said that I'd be here waiting. He came back at 5 and smiled, saying that he couldn't believe I stayed. I said, "I told you! You need to make up this quiz! That is the most important part of my agenda tonight!" So he took the quiz and and left with a new appreciation for teachers--a step in the right direction.
Hope everyone is happy and healthy.
This past Wednesday was my first welcome back night. I had a great time mingling with the parents. I had the opportunity to meet with 6 of my students' families. J's (leaving name out) mom was the most rewarding conversation. J is trying very hard in my class. He always participates and has a great demeanor about him--very mature and polite. His mom said, however, that she can't believe how he is talking about his math class. He comes home and talks about statistics (the class material) and how much he is responding to Mr. Athmer. She told me he has ADHD and has always struggled in the classroom. She thanked me for all I am doing. Stories and moments like this cancel out all of the difficulties that come with teaching. I have never worked so hard in my life. ever. I'm starting to believe I may never work this hard again if I leave education. I want to be the best possible teacher for my kids, so it has been a 24/7 job. Two of my "challenging" students came in to make up some quizzes during a lunch period and said that they "weren't use to this." "This" being having a teacher holding high expectations no matter what the circumstance. In addition, another student was due to make up a quiz after school, but said that he had a job interview and couldn't be back until 5 pm. I simply said that I'd be here waiting. He came back at 5 and smiled, saying that he couldn't believe I stayed. I said, "I told you! You need to make up this quiz! That is the most important part of my agenda tonight!" So he took the quiz and and left with a new appreciation for teachers--a step in the right direction.
Hope everyone is happy and healthy.
Sunday, September 12, 2010
Honeymoon is Over
I am heading into Week 4 and all of the Teach For America folks claim that the next month and a half is the absolute most challenging portion of the school year. The honeymoon is over and the students are in the grind of classwork, homework, classwork, homework. I can definitely sense this becoming a challenge in my own classroom. I just think back to my high school career and know that I too was part of this grind.
My first two classes, the SAT Prep class and my first period of probability and statistics, are moving magnificently. The students are focused, ready to learn, willing to learn, and doing quite well. My classroom procedures are running smoothly and the students have that structure that they all really want without saying so. They know my expectations and I have a great time interacting with them all. My last period of the day, however, is definitely a challenge. I have six students out of my 26 that are special needs students. They generally shut down during lessons, never turn in homework, and performed horribly on the two quizzes we had. The inclusion model of teaching special needs students is a real challenge--one that I did not anticipate having. The inclusion model is where the special needs students simply are part of your general education class, so they are mixed with "traditional learners." I have been teaching in a style that reflects the way I learned in high school (clear notes, activities at my seat, etc.), but I need to know that not all students learn that way. I need to bring more variety to the classroom and get them active, moving, provide more visuals, and present content in a multitude of ways. This is a challenge when I'm just trying to keep my head above water during my first ever semester of planning. Differentiated learning is a tough thing to address when you have not taught before, or have been trained enough.
While teaching my special needs students is a challenge, several other characters in my 4th period are challenges as well. They consistently come to class late, get other students off task, seek attention, and are just generally the students that cause a disruption. In fact, I talked with W and J (leaving names out), two older seniors, why they are acting like middle schoolers in my class and they responded, "We are the popular kids. We need attention. People think we are cool." I wanted to laugh in their face, but I simply repeated my expectations to them and gave them every assignment they have not turned in. They currently have 0 percents.
My 4th period is a challenge, but I wouldn't ask for another class. This is why I am teaching--to empower students that are never given a shot and always expect the worst from their teachers. I am not going to give up on the students with 0 percents, I am not going to provide a poor education for those that bring excuses, I am simply going to push on. T (another student) has responded extremely well to my relentlessness and has performed better in every other class to date. I have seen results. I just need to keep pushing.
As for my other life, I don't have one. I am working from 7 am to 9 pm every night. Planning, reading up on content, and going to graduate school. It is definitely a grind, but already mid September. The year is going to fly by and I will not know what happened....hopefully no 0 percents.
My first two classes, the SAT Prep class and my first period of probability and statistics, are moving magnificently. The students are focused, ready to learn, willing to learn, and doing quite well. My classroom procedures are running smoothly and the students have that structure that they all really want without saying so. They know my expectations and I have a great time interacting with them all. My last period of the day, however, is definitely a challenge. I have six students out of my 26 that are special needs students. They generally shut down during lessons, never turn in homework, and performed horribly on the two quizzes we had. The inclusion model of teaching special needs students is a real challenge--one that I did not anticipate having. The inclusion model is where the special needs students simply are part of your general education class, so they are mixed with "traditional learners." I have been teaching in a style that reflects the way I learned in high school (clear notes, activities at my seat, etc.), but I need to know that not all students learn that way. I need to bring more variety to the classroom and get them active, moving, provide more visuals, and present content in a multitude of ways. This is a challenge when I'm just trying to keep my head above water during my first ever semester of planning. Differentiated learning is a tough thing to address when you have not taught before, or have been trained enough.
While teaching my special needs students is a challenge, several other characters in my 4th period are challenges as well. They consistently come to class late, get other students off task, seek attention, and are just generally the students that cause a disruption. In fact, I talked with W and J (leaving names out), two older seniors, why they are acting like middle schoolers in my class and they responded, "We are the popular kids. We need attention. People think we are cool." I wanted to laugh in their face, but I simply repeated my expectations to them and gave them every assignment they have not turned in. They currently have 0 percents.
My 4th period is a challenge, but I wouldn't ask for another class. This is why I am teaching--to empower students that are never given a shot and always expect the worst from their teachers. I am not going to give up on the students with 0 percents, I am not going to provide a poor education for those that bring excuses, I am simply going to push on. T (another student) has responded extremely well to my relentlessness and has performed better in every other class to date. I have seen results. I just need to keep pushing.
As for my other life, I don't have one. I am working from 7 am to 9 pm every night. Planning, reading up on content, and going to graduate school. It is definitely a grind, but already mid September. The year is going to fly by and I will not know what happened....hopefully no 0 percents.
Subscribe to:
Posts (Atom)