Accountability, Week of 9/16/13

My mission is to 

• Create a classroom culture where being brave is encouraged, fostered, and deliberately and diligently taught.

• Create a love and appreciation for science through exploration and discovery.

In order to stay true to my mission this year (even in the throes of the school year, when the novelty of "back to school" is long gone), I have hung a simple form behind my desk that I use to fill in evidence demonstrating my commitment to my mission.  

I hope to reflect on this document weekly.

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Week of 9/16/13

I did two things that were fun:

_x___1) Read The Story of Fish and Snail by Deborah Freedman to my juniors

_x___2) Showed Kid President's "Pep Talk to Teachers and Students" for "Feel-Good Friday"

I did two things that encouraged exploration and discovery:

_x___1) Lab: Laboratory Techniques

_x___2) Lab: Make a Solution

I put up a new quote: "Don't wait for extraordinary opportunities.  Seize common occasions and make them great." Orison Swett  Marden

I put up a new joke: Why are ghosts bad liars?  Because you can see right through them!

I put up a new "way to be brave": Make conversation with a stranger.

I put up a new Throwback Thursday sign-up: __x___

I encouraged students to use the brave board:  __I didn't do a very good job of this. :(_

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This week marked our first week of "real" labs in both regular and advanced chemistry.  With the new classroom set-up, I'm finding numerous issues that I have to deal with that I didn't need to in the previous arrangement.  But, I'm learning as I go.  It always amazes me how completely clueless the juniors come in as far as being able to operate lab equipment.  I always lose (errr...watch them break) about a dozen test tubes, along with several evaporating dishes and a couple of beakers or flasks.  This year, instead of doing a lot of micromanaging, I simply let the students try to figure it out, only intervening when safety was a concern.  It took much longer to complete the lab, but I think overall the students got a lot more out of it this way because they were able to experience and learn from their (many) mistakes.

One of my favorite things about this year so far is my implementation of "Feel-Good Friday" and "Throwback Thursday".

"Feel-Good Friday" started as a way for me to show something inspirational or encouraging.  It has gone over exceptionally well with the students, who only three weeks in are already looking forward to it.  This week I showed Kid President's "Pep Talk to Teachers and Students," which they loved.  Many of them had seen the original pep talk and were totally geeked to check out this new one.  This is considerably lighter than what we've seen so far, but it was fun to laugh and smile together as we watched.
"Throwback Thursday" is becoming my favorite part of the week.  The objectives are simple: choose a scientist who has done something brave, and describe a time in your past when you did something brave.  Students get the first five minutes of class to present both and a different student goes each week, with a maximum of two per class per week.  I love the scientists the students have chosen and learning what they think of as brave.  For example, this week I learned about Don Walsh, one of the first of very few people to have descended into the Marianas Trench and Roger Gonzalez, who designs low-cost artificial knees for amputees in developing countries.  I also love hearing their own brave moments, from stepping into a bullying situation, to supporting family members through illness or death, to rescuing loved ones from danger.  It has been incredibly powerful and I love all the stories and getting to know my students on this level.

Here's an example of a Throwback Thursday from this week:


This week got away from me a little bit.  At this point in the school year, it's easy to just put your head down and go.  Normally, when I felt this way, I would cross out things like Kid President and use those precious moments instead for jamming in more content.  I'm proud of myself for staying true to the mission and using those minutes for teaching about life instead.  It's different for me.  But I'm liking it more and more every week.

Accountability

My mission is to 

• Create a classroom culture where being brave is encouraged, fostered, and deliberately and diligently taught.

• Create a love and appreciation for science through exploration and discovery.

In order to stay true to my mission this year (even in the throes of the school year, when the novelty of "back to school" is long gone), I have hung a simple form behind my desk that I use to fill in evidence demonstrating my commitment to my mission.  

I hope to reflect on this document weekly, starting today.

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Week of 9/9

I did two things that were fun:

_x___1) The Color Wheel Lab

_x___2) Scaredy Squirrel Does a Lab Project

I did two things that encouraged exploration and discovery:

_x___1) The Color Wheel Lab

_x___2) Scaredy Squirrel Does a Lab Project

I put up a new quote: "You have to expect things of yourself before you can do them." Michael Jordan

I put up a new joke: Why was the sand wet?  Because the sea weed!

I put up a new "way to be brave": Admit you were wrong about something.

I put up a new Throwback Thursday sign-up: __x___

I encouraged students to use the brave board:  __x___

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I am not sure if it's lame or really cool that my "fun" activities were also the ones that encouraged exploration and discovery.  But, for now, I guess that I will say that I don't believe that those two have to be mutually exclusive.  

The Color Wheel Lab went beautifully in advanced chemistry.  I gave the students several topics pertaining to the lab to research prior to performing the procedure.  It's a beautiful, simple lab that demonstrates the principles of solubility, polarity, and convection currents.  After they finished making their observations, I allowed them to use any of their research to explain why they saw what they did during the lab.  There was a ton of critical thinking that took place and I was incredibly happy with the results.

Scaredy Squirrel Does a Lab was a project I dreamed up over the summer, while reading my kids the book Scaredy Squirrel by Melanie Watt.  You can read more about this project here.

I had some really cool Throwback Thursdays done by students too.  I learned that Albert Einstein was a member of the NAACP and called racism America's "worst disease".  Other students chose to highlight the bravery and innovation of Nikloa Tesla by defying traditional ideas about electricity.

The brave board is slowing gaining popularity.  My favorite additions this week were both by seniors. One posted "10 senior band members traveled to Olivet for a "home" football game to play and support the team." Another mentioned "_______________ singing live in front of the class during review karaoke."

Scaredy Squirrel Does a Lab

Instead of the traditional lab safety discussion I have done year in and year out (which I have always dreaded and is indeed as boring as it sounds), I decided to make this year's emphasis on lab safety take a decidedly different form.

I read Scaredy Squirrel to them on the second day of school, promising he would make another appearance later.  Then, on Tuesday, I introduced the project, placing a different Scaredy Squirrel book on each group's table.  The objective was to demonstrate their understanding of lab safety and the proper use of lab safety equipment using Scaredy Squirrel as inspiration.  I told them that they could create any "artifact" that would help them demonstrate their understanding.  My suggestions included a video, comic strip, keynote, children's book, or infographic.  Colby and I had even purchased two stuffed Scaredy Squirrel puppets that I allowed students to use if they wanted.  To make the assignment a little more well-rounded, I also included a component that required the students to include the proper names and uses of at least 3 pieces of laboratory equipment.  

On Tuesday, with roughly 20 minutes of class remaining, I asked students to form groups of 1, 2, or 3.  Then, they drew from a beaker for the 3 pieces of lab equipment and the 4 safety rules they had to demonstrate.  The rest of this time was designated for brainstorming.

Then, on Wednesday (an early release day), I gave them the entire class hour to work on their artifacts (approximately 48 minutes).  This was a super-fun day:

• The fire blanket came out of its container for the first time in my career, because I allowed students to start small (safe, contained) fires on their lab benches to demonstrate its proper use. 

• There were baking soda and vinegar volcanoes to show -- well, nearly everything; from the proper use of various pieces of equipment, to safety guidelines, to the "what not to do".

• The safety shower was pulled and the eye wash triggered -- repeatedly.   This is another thing I've never done, worrying about the mess.  It was definitely messy, but it was worth it to see the students so into it.  The Scaredy puppet even used the eye wash and the safety shower...which was pretty entertaining.

The project went better than I ever could have imagined.  I loved seeing the students engaged, working hard and being creative.  

On Friday, I designed a "showcase" for students to display their artifacts.  Each group's work was displayed at a different table in the room, and I allowed them to rotate about the room, observing the work of others.

There were some really incredible artifacts, including some amazing children's books, some very cool audio/video "books" made using the "Show Me" app, Keynote presentations, comics made using "Comic Life", and iMovies.  There were even a couple of live skits.  I hope to post some examples of student work later this week.  In the meantime, here is a tiny example of one group's presentation, in which they used an app to graphically "enhance" an existing image of Scaredy:

I am so blowing this up to poster size and hanging it in my room.

I loved that I took a risk and tried this project.  Not only do I think it was more fun that what I have done in the past, but I know the students got a lot more out of it and will be more likely to remember it throughout the year.

My Goal This Year

School starts in exactly one week from tomorrow.

My room, by the way, is a complete disaster. I can't even fathom how I am going to be able to teach in my room. It sort of makes me want to drink an entire bottle of wine.

Okay, I can't lie. It absolutely DOES make me want to drink a whole bottle of wine. Which I did. Last night.

So, any how.

I have been thinking more than I probably should about what I want this school year to look like. All kinds of crazy things are floating around in my head, such as:

Using Evernote -- how, why, when?

Incorporating Project Based Learning -- where in my curriculum does it already fit naturally?

Improving upon my existing Standards-Based Learning framework -- what does it mean to really assess my students accurately?

I know. Fun, right?

And when I start thinking about this, I get even more flummoxed and want to drink even more wine. Which is a bad idea, because I

(a) only have so much money with which to purchase said wine; and
(b) only have the one liver.

So, I have completely re-thought my perspective on this year.

My goal for this year --The only one--The most important one--The only one that matters-- IS (drumroll please...)

TO HAVE FUN.

Yes, that's right. Chemistry needs to be more fun. No more boring classes. No more freaking out about Common Core or PBL or SBG or NGSS or anything else equally ridiculous.

I refuse to be that teacher. I will not gripe, whine, or complain about the state of my room, the state of the school, or the state of the government.

I am going to have some freaking fun.

I will wear costumes.

I will yell and run and be crazy and blow things up and let kids explore.

I will be a dork.

I will be excited about science and questions and let kids try to find the answers. Even if they couldn't possibly.

I will laugh and hug and share and read children's books and not give a cat's patootie about anything that is an acronym.

Because ultimately if I am having fun, the kids are more likely to be having fun, right?

And if they are having fun, they are going to be fully engaged, right?

And if they are fully engaged, they should be learning. Like, a lot. Right?

So, I will sacrifice myself for the good of the cause. And, for the record, it is much more enjoyable to lesson plan when I keep my goal at the forefront of my mind. Advanced Chemistry's review packet has already turned into "Review Karaoke-palooza" and Chemistry's first activity has gone from the painful icebreaker to the creation of an informercial from the perspective of sumo wrestlers and boy bands.

I'm pumped.

Let the fun begin.

Hijacking the Newbery Challenge Video

Called Out

This morning when I walked into the office to check my mail, I had an envelope in my box that said

TO: MRS. SHARP

PLEASE READ RIGHT NOW!!

 By the way, multiple exclamation points are one of my pet peeves. But I digress.

 The words were typed by a label-maker, which I found strange, but I opened up the letter. As I started to read, the words hit me hard in the solar plexus and I found myself wanting to sit down and throw up at the same time.

 The letter was from a student and typed. It started out complimentary, talking about how I was this student's favorite teacher, how my class was their favorite of the day, and how I was someone this student looked up to.

 Then, it spent several paragraphs explaining how, lately, it seemed to him or her that I was becoming impatient with students, making them feel stupid, and becoming angry when students asked for help. The student explained that he or she no longer enjoyed my class or felt that he or she could ask for help any more. The letter was not signed.

 It pains me beyond measure to know that a student feels this way. I had been noticing lately that I had been more tired and irritable with students, especially after school. But it's one thing to see this in yourself and vow to change; another thing entirely to have it called out by a student.

 My first response was to be miserable. I felt like a horrible teacher and person. I internalized every word. I wanted to quit teaching because I was obviously so awful at it. How could I let this happen? How could I make a student (or as the author put it, several of them, actually) feel so poorly?

 I struggled with this for the rest of the day. It made my mind spin and I battled to make it through the day without spiraling into an overwhelming depression.

 This is one of my greatest weaknesses. I have a hard time with keeping perspective, I internalize people's opinions, and I see my own flaws disproportionately to the good things that I do. It took me most of an evening cuddling with a cute puppy and a 12 mile run to work it out, but I finally arrived at an answer to my questions.

 How could I let this happen? How could I make a student feel so poorly?

 Because I'm human. I make mistakes. Yes, I have been more impatient than normal lately, especially late in the day. I noticed it in myself, so why should I be so surprised that students have noticed too? I'm exhausted and overwhelmed because I bust my butt helping students the best I can all day long. And while this is understandable, it needs to be addressed.

 This doesn't define who I am as a teacher. What defines me as a teacher is how I respond to this. 

And I have decided that I will respond by improving myself. I will make changes that set me up for success in this area.

 First, I will establish more defined office hours after school for my students. One of the reasons I think I was becoming so irritable was because of the steady stream of students coming into my room after school at seemingly random times. Immediately after the dismissal bell rang, students were trickling into my room for extra help, a re-assessment, or to make up a lab. Any time this happened, I found myself stressing out about how to help them all at once. I wouldn't be able to get anything else done (like grading assessments, setting up labs, or planning for future lessons), which caused me significant anxiety. It was also causing me to leave school much later than I wanted to, be pressed for time in my Ironman training, and worry about picking up my kids on time from daycare. I think if I create established times for my students to be in my classroom for these needs, I will be more likely to be able to always interact with them positively . That time is specifically carved out for them, and no other reason. Likewise, I will have designated times for taking care of the other things I need to get done without students in my room.

 Second, I am going to create a form for students to fill out when they need help or when they are going to re-assess. This idea came from Mr. Abud's website, who has students fill out a Google Form before being allowed to re-assess anything. I love this idea, because it builds in some student accountability for their own learning. It asks students to reflect upon what they already know and what they have already done to help themselves before coming to the teacher for extra help and/or re-assessment. Part of my frustration was with students coming in for help, saying, "I don't get any of it," and with students who would approach a re-assessment through a "winging it" mentality. I think this will generate authentic reflection and responsibility in my students and help alleviate the irritation that was associated with these activities.

So, there you go.  I feel like I'm making myself pretty vulnerable here, but I needed to get it down in words and out of my system.

This letter will help me get better.  I need to remember that.

But now, it's going in the shredder -- and I'm getting to work.

Out of My League

My name is Alaina Sharp and I am a high school chemistry teacher. I don’t really belong in the ELA world. I couldn’t tell you the difference between alliteration and allusion without looking it up on Google, and I couldn’t fathom diagramming a sentence.

 But, I do have one very important thing in common with ELA teachers: I love to read and I desire to share this love of reading with my students.

 As I watch my students in class and talk with them, I get the funny feeling like they aren’t reading anything at all. For the most part, they hate their assigned books in English class (and use Spark Notes to get by) and don’t read for pleasure.

I feel that reading has made a huge difference in my life. It has made me more creative and eloquent, more experienced and imaginative, more empathetic and observant. I think it would be a disservice for me not to pass these opportunities for growth to my students.

 As a science teacher, I have to get a little creative in order to address this. Our school offers a forty-five minute per week session on Wednesdays called “Power Play”. During this time, students are offered remediation in classes they are currently struggling in. Those who do not need remediation are offered an enrichment session.

 This time I’m offering one of these sessions called, “Reading Doesn’t Have to Be Horrible! Come READ with me!” To my delight, a full classroom’s worth of students signed up for the session, but now I’m stumped. After looking at the names of the students who signed up, it’s apparent that many of them are already students who love to read and wanted the time during the day to be able to do that. I’m not sure how many non-readers I managed to snag on my list. What do I do with these students during this time? I am totally out of the realm of my own expertise and I could use your help.

 One option I thought of was to bring a huge stack of books to the session and spend the first 20 minutes giving a short “book talk” about 5-7 of these books. For the remaining time, I could have students choose a book that looked interesting and just read. If they like it, they can take it with them for the rest of the week. If they don’t like it, they can try another one.

 Am I way off base here? What else can I do or should I do? I want to do right by these kids, so any and all advice would be greatly appreciated.