During a summer workshop, the presenter posted this set of questions that I will be implementing this year.
One concept that has come up in our math curriculum is the idea of inclusive and exclusive definitions. For example, our curriculum states that a trapezoid is a 2D quadrilateral with AT LEAST one pair of parallel sides. This inclusive definition would make a square to be classified as a trapezoid. What other concepts have you come across that might cause some anxiety for parents who have said, “That is not how I was taught?”
How do you connect with your students prior to the school year beginning?
"How do you avoid teacher burnout?"
This is a question that I often get asked. Let's make a list for the beginning career teachers..................
I am always open to learning and using new resources and skills. Teaching the same way over and over gets boring, so I am always searching for new ways to keep things fresh and exciting. This not only helps me, but it also keeps my students excited to learn.
We are trying out Delta Math this summer … do you have any experiences or insight to share for this resource?
Do you know of any grants for family engagement?
Our math curriculum is using an inclusive definition of a trapezoid being a 2 dimensional shape with at least 1 pair of parallel sides. This means a square could be classified as a trapezoid. This might cause some issues with parents who have statements like, “that is not what I was taught.” What are some other possible academic stumbling blocks that you might have to discuss with parents?
I know most of us are enjoying our summer break so back-to-school resources sounds scary, BUT what are your favorite activities to do with students on the first week back that help you build relationships and set routines?
Do you have outdoor classroom or garden space at your school? How do you use the space and who cares for the space?
Do you incorporate practice into your students’ daily schedule?
There is evidence that classroom techniques designed to get students to participate in the learning process can produce better educational outcomes at all levels. Practice is essential to learning and practice-based experiences should be integrated throughout the curriculum. Learning and improving with practice depends on how frequently the skill is engaged. The more students do something, the better they get at it. If students do not practice often, the skill fades and they are going to forget what they learned. It’s all about bringing the consistency of practice into your daily schedule.
What are you reading? Professional or for fun!
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Have you thought about working on National Boards? Are you already? What’s holding you back? Why NBCT!?
How do you get organized for when you return to your classroom after summer break?
For example, I have a notebook where I make a list all summer so I know what needs to be tackled. What do you do to organize yourself?
How can you foster a positive classroom environment?
Get to know each of your students
-Greet them at the door each morning
-Use their interests when communicating with them
-Honor their talents
Encourage your students to interact in positive ways with one another
Praise your students in public. Discipline them in private.
Introduce non-violent ways to solve conflicts.
Praise your students for taking challenges even if they aren't successful
In what ways do you collaborate with other teachers throughout the summer when you were no longer in the same building routinely?
What are some ways you give students ownership of the classroom and what happens in it?
What are some of your favorite professional books that you recommend?
What is a math manipulative that you use multiple ways in the classroom throughout the year?
