Attitude

I came across this yesterday and I really liked it.  I forget this all the time.  I tend to dwell on things I can't change rather than the things I can.  I am going to give this to my students and get their response.  What are your thoughts?

Dave

Choose Your Attitude
 

This may shock you, but I believe the single most significant decision I can make on a day-to-day basis is my choice of attitude. 

It is more important than my past, my education, my bankroll, my successes or failures, fame or pain, what other people think of me or say about me, my circumstances, or my position. 

Attitude . . . keeps me going or cripples my progress. It alone fuels my fire or assaults my hope. 

When my attitudes are right, there's no barrier too high, no valley too deep, no dream too extreme, no challenge too great for me.

Yet, we must admit that we spend more of our time concentrating and fretting over the things that can't be changed in life than we do giving attention to the one thing that can, our choice of attitude.

by Charles R. Swindoll

How can you Measure Student Engagement?

Have you ever wondered if your students are engaged in their learning?  I have often wondered this and wondered how I could measure it.  So, some colleagues and I have come up with what is called the "ENGAGEMENT WHEEL."   It is a way to reflect on an hour of your day that you have taught and try to give it an ENGAGEMENT score.  The higher the score the more engaged your class was.  The engagement wheel measures what your students are doing.

 The engagement wheel score is most accurate when looking at the same class repeatedly over a number of days.  This will insure the score's validity.

I have an example for you.  Tuesday during 4th period I received a score of 5.  I filled in the categories that were true for that hour.  I would take samples from a few days in a row to determine where I stand.  Also, from this activity it will become obvious which pie slices you are not doing regularly.

PDF Color and B/W are available with the purchase of  Engaging Teaching Tools Book

THE ENGAGEMENT WHEEL IS FULLY EXPLAINED IN THE BOOK Engaging Teaching Tools  

GET THE BOOK Engaging Teaching Tools The book covers the Engagement Wheel in detail and many more Teaching Tools.    To purchase the book please go to to a website   Amazon  Corwin Publishing  Barnes and Noble

Let me know what you think and how you have used this.  I would really appreciate the feedback.

My Very Best,

Dave

Energizing Teaching Tools

I just finished this book. I'm excited about this book because it will help students participate with you in their learning.  It is a call to student action in the classroom.  The first section of the book deals with measuring student engagement.  The second part of the book deals with specific tools to build student engagement.  You can view the table of contents below for the topics that will be covered.  ENERGIZING TEACHING TOOLS is an easy reading book that any teacher can open to find some valuable tools.  It is a spiral bound flip book that is full of quick, practical ideas to increase your class participation.  It has a laminated front and back cover with 75 card stock pages.  Pictured on the front cover is the Engagement Wheel which is a self-evaluation tool to help measure the engagement level of your students.  There are also 50 teaching tools to help build a positive classroom environment and to involve your students.  Energizing Teaching Tools includes sections on the Engagement Wheel, Questioning, Classroom Climate, Classroom Activities, Physical Changes in your Room, Attitude Adjustments and Dealing with Parents.  50% of the author’s profit will go to a Chicago Public School.  To purchase the book please go to to the website  To purchase the book please go to to a website   Amazon  Corwin Publishing  Barnes and Noble 

Other Resources by David Sladkey

Energizing Brain Breaks Book

Energizing Brain Breaks Blog

Engaging Teaching Tools

Reflections of a High School Math Teacher Blog

Having Your Students Set Goals

Today was a good day.  I really enjoyed talking with my students about the goals that they have set for my class.  I was proud of the things that they wrote down.  I was encouraged with their vision of what they want to do.  It just affirms to me that the more we INVOLVE our students in their education, the more they will OWN it.

Here is what I did.
1.  I gave my students a page of questions to answer regarding goals. (see below)  One of the questions was what was their word for the semester.  It was their homework assignment.  There was no other assignment besides this.  That was yesterday the first day of the semester.
2.  Next, I met with my students individually and talked about their goals. I first asked them what their word for the semester was and why.  Then that started them talking and I just scanned the rest of the goals and asked them to elaborate on a few.  That was today, the second day of the semester.  For your information, I had the rest of my students working on a technology assignment with a school set of iPads.

POSITIVES:  I had One on One contact with each of my students.   I could affirm some of my students directly instead of through assignments or assessments.  Grades were not a focus of our meeting.  I gained a deeper appreciation for my students.  I addressed some issues with students like a lack of homework completion or low test scores.

DRAWBACK:  It used a full day of class.

SOME WORDS FOR THE SEMESTER THAT MY STUDENTS CHOSE:  Focus, Tests, Determined, Study,  Finish, Consistent...

I'd love to hear how you have used goals to help your students stretch towards excellence.
Best,
Dave


Here is what I handed out.

Goals for Precalculus Semester 2    Name_____________

Homework Completion

I hope to complete what percent of all the assignments in the course.    _______%

I am planning on doing my homework in this location.   _________________________________

I plan on spending this much time per night working on homework:  ________

Other Homework Goals?

Homework Questions

I plan on taking these steps when I’m frustrated and can’t complete my homework:

Procedural and Conceptual

Math Teachers try to get a balance of 50% procedural understanding and 50% conceptual understanding. 

Where are you now?  Where do you hope to be?

Trigonometry

The first 2 chapters of this course are extremely difficult.  (High Dive and Chapter 6 Trig functions)  However, once through these two chapters, the remainder of the course uses these concepts over and over.  How do you plan on mastering the first two chapters? 

Tests

Studying for math tests is difficult.  Besides studying the review homework, I plan on doing: 

Only for Seniors

Inevitably, seniors lose a little focus and passion for the course as May gets closer.  How do you plan on battling this?

Word for the Semester

Some possible words:  check, effort, preparation, tests, grade, excellence, understanding, believe, thorough…

My Word for the Semester is:  ______________   The reason I chose this word is…

No Easy Roads to Excellence

If you hope to do well in something there are no short cuts.   What are your thoughts on this? 

OPTIONAL:  Comment on your hopes for a overall % in this class

The Aim of Education is ACTION!

Here are some words that I associate with ACTION:

Involved

Engaged

Participating

Helping

Doing

Teaching

Movement

Creating

Judging

Accountability

My goal this year is to have a classroom full of ACTION.

Do you have any words to add to the list?  Please comment.

Being a High School Student for a Day

This week I was a High School Student for a day.  I shadowed a student for the whole day starting with 1st period going all the way to 8th period.  It truly was an enlightening experience.  It has really helped me appreciate the daily grind of our high school students.  This blog post is about the thoughts and ideas that this day has generated.  I hope that this will give you inspiration to ask your principal to allow you to shadow a student for a day so can experience it first hand.  

Why Shadow a Student for a Day?

While talking with a colleague Rob Porter last spring we pondered the question "What kinds of things do our students go through in a day?"  Out of that conversation we decided to ask our principal if we could actually shadow a student for a day.  He said YES.   We ended up shadowing different students on the same day this past week.  And yesterday we got to compare notes about our experiences.  It was a fantastic experience that I want to repeat at least every other year.  

Asking the Student

I couldn't ask one of my current students.  I would not want to be in my own classroom when there was a substitute.  So I had to ask someone else.  It turned out that I had just finished soccer season for my freshmen boys and Neil was on my team.  I decided to ask him.  He immediately said yes.  I told him he could think about it if he need to but he said that it was fine.  GREAT.  I then got a hold of his schedule and found out I would be in HONORS mode.  Neil is a smart student.  I asked his teachers and they all enthusiastically said it would be fine for me to visit their class.  And then I began to get worried about what I got myself into....   I really was a little worried about getting back into the classroom.  Things like what to wear and what lunch should I bring.  My worries were for naught.  It was a GREAT DAY.

1st Period   Honors English

2nd Period  World History

3rd Period  Honors Algebra 2

4th Period  Honors Chemistry

5th Period  Lunch

6th Period  Physical Education

7th Period  Spanish 2

8th Period  Study Hall

Here are some RANDOM THOUGHTS during my Shadow Day

• I feel trapped in these fixed (non-swivel) chairs.  
• I have warm classes and cold classes.  I'm glad I brought a extra fleece.
• I find myself thinking a lot about food.
• The teachers have so much passion about their subject.  It was clear they love their subjects.  
• I remembered that I don't like to be called on until I have had time to think about the question that is being asked. 
• I like it when the teacher introduced me.  I think all the students were wondering why I was there anyway so why not just answer the question early.
• 4th period I sat in a swivel chair.  FREEDOM!  Wow what a difference it makes to be able to move freely.
• I dressed and participated in Physical Education class and I can anticipate being sore because I have not lifted weights for a long time! 
• I need to move more.  
• The first few minutes always seemed to have the most energy and focus. 
• I don't like being late for class.  The distance was too much to actually make it on  time.
• Eating lunch with 15 freshmen boys was not so bad.   They did say their lunch conversation was 'different' because I was there.    
• Teaching is a great profession.
• I understand better why students want to look at their phones during class.
• I'm glad I don't have to do the homework that was assigned today.  
• I'm really tired.  My brain is drained.  I feel more tired than when I am a teach and am on my feet all day long.
• I received so many papers today.  I have to deal with them all.  That is overwhelming   

• I feel like I didn't create or accomplish much today.
• If all these teachers gave me 40 minutes of homework each night I would be in trouble.
• Time is easy to waste.
• The teachers answered so many questions.
• The teachers interrupted a lot  (i.e.  I forgot to tell you about....)  I do that too!
• As a teacher I think I give too much homework!  I need to pair down my homework so that only the best problems are selected.  I don't want too much repetition.  

What do I take from this experience

Shadowing a student for a day has really helped me to empathize with what exactly our students go through. I realize I need to think about my student's whole schedule and not just his/her mathematics class.  I will be changing my homework expectations.   I learned some cool teaching techniques along the way.  I need to have my students move more in class.  I want to maximize the energy of the first few minutes of class.  I won't be embarrassed about showing passion  in the classroom because it is an important part of my job. This was a really wonderful experience. I think all teachers should shadow a student.  Thanks goes out to Neal and all the teachers that hosted me.  I learned a TON!

What do you think?   

Give the Most Difficult Math Problems FIRST!

We as math teachers typically give the easiest problems first in our classes.  Then the problems get more and more difficult as we move along in the class.  Then finally we give the most difficult problem.  Sometimes we don't even have time for this problem because we have spent so much time on the easier questions.  Our homework assignments are the same.  We give 20 problems that get more and more difficult.  Then you get to the "Word Problem"  which is usually skipped by the student.  They are thinking that their teacher will go over it the next day. 

I think we should give the most difficult problem FIRST!  Then we use the easy questions to help us get to the solution.  When we do the most difficult problem first we showing students this is what we expect all to accomplish.  We give it PRIORITY!  When we go straight to the hardest question we show how vital all of the easy questions are to help us get to the tough question.  There is a NEED for the easy questions and not just busy work. 

This sounds really easy to implement.  But I'm having a hard time doing it.  My traditional teacher mind takes over and I can't seem to switch.  However, I'm also finding that you must get the right problem(s) to start with so that this can happen effectively. 

What are your thoughts?  Do you buy in?  How can we accomplish this?

Best