What will be the biggest change? Probably the FreshGrade, if it works. If it does, then I’m going to use a different grading scheme and get permission from my principal. I’ll need to have it all laid out clearly. That’ll come in a later blog post. Oh, and we’re supposed to have access to Schoology at some point, but we don’t know very much, as in “will we be allowed to plug in grades there?” And “Can I do SBG there?”. If not, I may just have a separate program to keep track of SBG grades and then update them weekly into the school system grade book. Yes, it’ll take longer but that time will be spent reflecting on where my students are and where they need to be.
]]>I also provide answer keys in the back of the room and students grade themselves (with my blue felt markers) immediately after every quiz. I want students to go beyond grading and actually correct themselves, but many ignore that and/or forget to do it over time.
So I thought “What if I graded out of 4 and one of the points was for correcting all the missed work?” That means if they got everything right, they automatically got the extra point. I could also penalize students for not checking themselves carefully (another thing that bothers me! Students counting their scores as correct when they’re actually not!) Of course I still grade after all the students, but it shows a lack of effort and attention to detail that I want.
Right now I still have to translate all these grades into numbers, so 3 –> 100, 2 –> 85, 1 –> 50 and 0 –> 0.
With the extra point, I could make 4 –> 100, 3 –> 75 (or 80 or 85), 2 –> 50, 1 –> 25, 0 –> 0. It would still be easy for students to get “1” and then bump it up to a “2” with lots of corrections, but of course then they’re writing down all the correct work on their quiz in my blue pen, which is, I guess, a good exercise.
I’m going to file this away for next year (I don’t want to change grading practices too much in the middle of the year!)
]]>One reason I think I “took my foot off the gas” was because at the start of last year, an 8th grader told me “I found your blog and read what you’re teaching us–will we also be doing this activity and that activity?” On the one hand, that was great. On the other hand, this student had the potential to spoil and surprises that I had for others, so it kinda killed my blogging momentum.
Right now I think no students know about this, so I’m going to get back in the habit of reflecting on my teaching regularly.
So for today I just wanted to say one thing that happened in my class that has solidified one practice I do for the rest of my teaching career.
A student walking into my room to ask me a question. Her friend, probably an upperclassmen (Jr. or Sr.), who I do not know, came in with her and commented “that’s cool” pointing to my birthday whiteboard where I write student’s birthdays and half-birthdays.
If a student whose name isn’t on there likes that, think how much more that means when I recognize students’ birthdays and half-birthdays by writing it on the board even if I forget to tell them Happy Birthday on their birthday.
I will forever write student’s birthdays somewhere in my room for as long as I teach.
Yes, a student wrote down a fake name while they were in tutoring and I was out of the room at a faculty meeting.
And yes, it’s my wife’s birthday this week. Don’t worry, I’ve got a really good birthday present for her! I just hope it arrives on time.
]]>This week’s topic is “First Day/Week of School”
In the Past
In the past I’ve done everything from hand out and read the syllabus (and hope the bell rings by the time I get to the end) to ignoring the syllabus entirely. If every teacher shares the syllabus on the first day, the students just hear “blah blah blah”. But if you do something different, you can always hand out the syllabus later in the first week. Or never[1].
I often have them fill out a “get to know you” form, either online if I know I have access to a Chromebook cart, or on paper. Last year I kept the papers in a binder and used them throughout the year, both studying students’ likes and dislikes, as well as keeping a record of contact home, and I was really glad for that. This year with fewer students at one time (3 block classes each semester instead of 5 non-block classes all year long), I should be able to focus and learn students’ better than in the past.
My father-in-law offered this wise advice: Make sure you do math on the first day to set the tone and the idea that “we do math in this classroom every day.” I think he even recommended starting with math before doing any sort of icebreaker or survey.
This Year
I’m going back to High School, and I’m sure that my Precalculus class will look very different from my year-long Algebra class, both in academic and social maturity.
This is also the first time that I’ll be teaching a block class on the first day.
One thing that Mary Bourassa mentions that she’s done on her first day was to show students a bunch of functions/lines/curves on Desmos without the equations. Students then work out how to graph them on Desmos. I’m going to do this in Precalculus and I’ll throw in some moving parts and some that are very difficult for the “reach” so that everyone is challenged. Here’s her Desmos Activity that she created based on the graph (I kind of like how the original activity was open-ended and students could pick which graph they want to try to create first!)
I’d like to do something like this in Algebra I, but I need to be careful not to throw too much over their heads because I think I lost a lot of students last year that way.
I’ve been reading others “First Day/Week Back” blog posts and here are some that caught my eye (in no particular order).
Hmm, I thought I had more resources to put here, but just #PushSend.
[1] I do think I forgot to hand out the syllabus one year. They sat in a stack in the corner of my room until I used them for scrap paper halfway through the year.
]]>Last summer (2016) my family moved back to Maryland from New Mexico and because of that, I needed to find a math teaching job. I was hoping for a high school position, but according to the county math specialist, it was a strange year because no HS math positions were opening up. They asked, and I said that I was willing to teach middle school, and before I knew it, I was teaching 8th grade math and Accelerated Algebra 1!
It was a big transition for me for several reasons: private to public, Christian to secular, high school to middle school; Precalculus, Physics, Chemistry to 8th grade math. In both schools I was fortunate to teach a very diverse group of students, though the makeup of the diversity changed[1].
One of the biggest changes was having an new boss/principal (who ended up being really awesome!) I didn’t know whether I would be allowed to continue my bizarre Standards Based Grading gradebook.
How I Graded This Year
Because of this, I graded differently in Algebra (where I was the only Algebra teacher in the school) than in 8th Grade Math (where I taught alongside an experienced teacher).
In both classes, we had quizzes/tests every Friday, for consistency, and the content of the assessment depended on where the students were in their understanding.
In 8th grade math, students could do quiz/test corrections, like I’ve done in the past, but there were not really standards in the gradebook and each quiz/test was one grade[2]. Classwork was a big chunk of the grade (~25%?) and by the end it was really just me grading their warm-up sheets weekly on effort.
In Algebra, I graded them out of 100, but they really could only usually earn multiples of 10 (50, 60, 70, 80, 90, or 100). Quizzes had fewer than 10 questions and I just took 10 points off for each one they got right (so getting 4 out of 6 right would be an 80). That was 95% of their grade and the other 5%, just like in the other class, was HW.
Where I’m Going
Next year, I’m going up to High School, and I’m moving to the local High School where my children will eventually attend one day!
I’ll be teaching two sections of year-long Algebra 1 and one section of Precalculus each semester.
Once again, I’m moving into unknown territory: I don’t know what the principal will allow. At least I’m a little more familiar with the gradebook, though I know it can’t do SBG the way I want it to (like ActiveGrade!).
One added challenge is that my “year-long” Algebra kids will really only have me for a semester because they switch all their classes around. So they’ll likely have two different Algebra 1 teachers. Also Precalculus is a semester course, so I’ll have a new batch in the Spring there too.
That means the weirder my grading policy, the more time I’ll have to spend explaining and the longer students will take to adjust to the new setup.
How I Want to Grade Next Year
I know I want to go back to more SBG than I did this past year. I need to have students see that grades are communication, not rewards/punishment. I need to give students second chances. And I need my classroom instruction to be driven by the focus that SBG brings. I need to work on what this looks like, so first up, I need to find well organized standards that are “just the right size”.
I also intend to flip the classroom. So much of my Algebra class left positive on that aspect of the class, more than I was expecting!
I also want to create a class website again. I used Google Classroom this past year and it was very effective for the middle school students, but it’s too difficult to find previous posts (even with the tagging system)[3] and the organization that a website brings is so helpful.
[1] In NM, 70% of my students were Native American, compared to in MD, roughly 1/3 of my students were African American and 1/3 of my students were Hispanic.
[2] Except for one time near the end of the year where I gave them a large quiz and wanted them to see that they were two different topics. I also wanted to reward them because I thought it was going to be a quiz that they’d do really well on. They didn’t. Oops.
[3] I still can’t believe that you can’t easily search within a Google Classroom yet. Makes no sense.
]]>Woke up at my usual time. It feels like it should be the end of the year, but we have 3 weeks of school left, so I’ve got to figure out how to motivate myself in order to motivate my students to try through to the end. This week is exam week at my last school, so it would already be the end of the year if we had stayed in New Mexico.
7:52 am
Students start coming into class and the morning lesson from admin is to vote on rising 6th and 7th grade students. It does not make a lot of sense for my 8th graders to care about the election, but they care more than I thought the would, so I appreciate their efforts.
8:40 am, 1st & 2nd period, planning
We have a diversity training. I already heard this from my “First year teacher” course, though it is new to most of my colleagues. The best time in the 45 minute session is 3 minutes where they ask us to share something meaningful with our colleagues. I wish we could have more time set aside for just that because we can learn so much more from personal stories.
10:20 am, 3rd period, Merit 8th Grade Math
The students are unfocused. There are always 5 different conversations going on at once and they are unable to stay quiet for more than 2 minutes at a time to listen to my explanation of what we’re doing today. It’s become my roughest period by far. A few students have their phones out and I struggle to ask them to put them away. After five minutes some of the phones return. I know at least one student is having a bad enough day that he might go off if I take his phone again. I decide to ignore him and his phone this time. [1]
In this class we did a “hand squeeze” activity, where students stood in a circle and we timed how long it took them to squeeze each other’s hands all the way around the circle. The goal was to create (in Desmos) a scatterplot with a strong positive linear correlation: the more people in the circle, the longer it should take to go around. Here’s a Desmos graph to go along with some of our data (I couldn’t convince everyone in the class to stand up and be willing to hold hands).
11:10 am, 4th period, Honors 8th Grade Math
This used to be one of the class I had the hardest time getting them to focus, but now they’ve done pretty well for the last several months. Phone calls home to this group really help and I’m staying in daily contact home with at least one of the students.
In this class we’re doing our end of year stats project. This involves finding two things to compare to each other via a scatterplot and creating a few questions for their classmates to answer.
12:00 pm, 5th period, Algebra
My Algebra students took their PARCC test (part 1 of 3) this morning and are taking part 2 in the afternoon. Since this is during their lunch time, they had to have their lunch during 5th period, so they just hung out and ate in my room. One student said “this is the best class of the year!”
12:50 pm, Lunch
Three students came into my room for “tutoring”–however, for these three regulars, they just hang out in my room. We got to have a discussion about various topics, such as religion (since they ask), friends, and family.
1:23 pm, 6th period, Honors 8th Grade Math
Just as before, we’re doing the stats project. I walk around the room, but this class has a harder time figuring out what they’re doing.
2:13 pm, 7th period, 8th Grade Math
This class is not as loud as 3rd period and we get much farther in the “Hand Squeeze” assignment. We just need to discuss the conclusion, but they’re ready to start the next assignment!
3:00pm
The end of the day bell rings and I go through my after school routine. Here’s my current checklist:
The email addresses are students that I contact daily, blurred out for obvious reasons.
I get to go home about 2 hours after the students are done. Tonight I need to grade Friday’s quizzes, figure out lesson plans for tomorrow’s Merit classes, and sign up students for tutoring who didn’t take the quiz on Friday.
Just 13 more days to go!
[1] I ended up making a positive phone call after school. I hope to hold it up to him tomorrow and point out that I could have called about his phone being out, but I want him to succeed. I need to keep trying to build relationships even if we’re in the last 3 weeks of school. This also helps me to feel that I haven’t given up on him: I ignored his lack of effort in class, but didn’t ignore it after school and won’t tolerate more than one day of being angry as an excuse.
]]>We’re doing volume of cylinders, cones, and spheres in 8th grade math right now.
Act 1
Me: Spring break is next week, and here’s my Spring Break plans.
Students: You’re going to the beach?
Me: Nope, I’m going to build a sandbox for Benji (my 2-year-old). What do you think is the most expensive part of the sandbox?
Students (in unison, surprisingly): The Sand!
Me: Right, so forget the wood for now because I have enough scrap wood that I can probably build the frame without buying any wood. My wife and I are trying to decide between a 6’x6′ and an 8’x8′ sandbox.
Student: 8’x8′ cause it’s bigger, duh!
Another Student: But that would cost more!
Me: What do you need to know to find out how much more it would cost?
Student: How much all the sand costs.
Me: Right. You don’t buy “one sandbox worth of sand” at Lowes. It comes in bags.
Eventually they get to needing (1) how much is in a bag (0.5 cubic feet worth of sand), (2) how deep is the sand in the sandbox (6 inches), (3) how much each bag costs ($4.25 is what I found at the local Lowes).
We did the comparison together because we were so short on time. If we had a block period, then I would have let them struggle instead, but I wanted them to get to calculating volume of cylinders in context instead. The work I write on the board looks something like this:
6’x6′x0.5′
18 cubic feet
36 bags
$153 is the total cost for a 6’x6′
8’x8′x0.5′
32 cubic feet
64 bags
$272 is the total cost for an 8’x8′
We have a brief discussion answering “why is $272 nearly double $153 but 8′ isn’t nearly double 6′?” Unfortunately I pointed this out to them and had to start the discussion but it’s something that I feel is important enough for me to “artificially” bring up.
Act 2
Now I want you to get one large (4’x2′) whiteboard for your table, one marker, and make a cost comparison between a 6′ diameter circular sand box and an 8′ diameter circular sandbox. Go!
The students did a really good job (we’ve been practicing finding the volume of cylinders).
Here’s some of their work (I’m sharing the more legible ones)
Act 3
As students finished, I gave them this challenge problem:
“Suppose the silo at our farm is filled with sand. How many 8’x8′ rectangular sandboxes could we fill with all that sand?”
I draw a picture of a silo (hemisphere sitting on a cylinder) with cylindrical height of 20′ and overall diameter of 10′. As you can see from the pictures above, some students did pretty well at that problem, too!
Analysis
The students were really interested in my spring break plans. The “builders” of the class liked the idea of figuring out how to get ready to build a project, even if it was just buying sand. The “caretakers” of the class like that I was doing something for my 2-year-old. Get enough of the students on board and they all really take to it, and I was fortunately that this happened here. Here’s the google slides I used for the lesson.
How would you improve it? Alter it? Thanks for any and all feedback!
]]>I got up this morning with trepidation because my son was sick with the stomach bug a day ago and it seems to have spread through every other family quickly. I’m just waiting to get sick.
7:10
I head off to school a bit later than usual. At the inservice yesterday I heard about blended learning with stations, so I wanted to try it. That mean getting lots of different resources together in a short amount of time.
7:52
Students start streaming in and I have stations ready for ELT (like a bonus period — 5th period today) but none else. Fortunately I have planing 1st and 2nd period, but 2nd period is CFIP (meeting where we show we’re growing as teachers) so I really only have 1st period planning.
8:30
During ELT time the counselor comes in and lets me know that a student left our school suddenly. I’m sad to see him go even though he’s currently my most difficult student to reach. My feelings are mixed and I’m able to convey sorrow to the counselor with honesty despite a part of me thinking how much easier my day and my job became (upon reflection I’ve decided it’s only slightly easier).
10:20, 3rd period, Merit 8th Grade Math
Student rejoice at being asked to do the warm-up “in their head” (every other week this year they’ve had to write down the warm-ups). We do Estimation 180 every Wednesday and this week is estimating the length of Charlotte’s Web followed by To Kill a Mockingbird. Upon reflection, that’s a great opportunity to talk about the books a bit, but we’re too busy.
After the warm-up, I explain the stations: (1) Quiz Corrections, for students who didn’t do well on Friday’s quiz, (2) Watch some KA videos to review for Friday’s Test, and (3) work independently on the study guide.
I assign the students to stations randomly, except for the Quiz Corrections station.
After half of the class time passes, we rotated stations and instead of a “Quiz Correction” station, I had a “Go over the study guide” station.
11:10, 4th period, Honors 8th Grade Math
We’re nearly a month ahead of merit at this point so we’re doing geometry transformations. After a good presentation last week about STEM, I decided to have the students try their hand at some programming, which includes some transformations (mostly translation and rotation, but it also includes lengths and angle measurements, so I feel good about what I’m doing!)
Stations in this class include: (1) Working with Mr. Newman to learn about dilations, (2) Practicing Dilations (this station didn’t really happen because I didn’t find the materials by the time class started!), and (3) Programming through code.org.
In theory one third of the students were at each station. In reality, just over two thirds of the class did programming through code.org and one third worked with me.
12:00, 5th period, Algebra
The stations in this class were a continuation from the morning, so I worked with ~8 students to teach them completing the square within an equation, a third of the students did the Desmos Penny Circle activity and a third of the students practiced completing the square.
We rotated half-way through the class and few of the students who were ahead got to work on their HW in TenMarks.
12:50, Lunch
I have opened up my classroom every day for students to come in and ask questions. I had 3 students in there and a discussion about politics opened up. I mostly ignored it because (1) I’m still unsure of what the boundary is with students and politics and (2) I had a lot of work to do in getting the students for 6th and 7th period placed into stations.
1:23, 6th period, Honors 8th Grade Math
Just as with 4th period, they enjoyed the programming as well, and the students did even better in the small group on dilations (I had explained it twice before, so I was getting better at explaining dilations).
2:13, 7th period, Merit 8th Grade Math
For some reason, nearly half the class needed to finish or take the quiz from Friday, so that became it’s own station. Unfortunately most of the students took the entire period to finish, and I still had behavior issues in the small group that was left over. To give an example, one student in particular was tardy, stepped outside of the class through the door that leads to outside the school, walked into the door that leads into another teacher’s classroom and walked into that teacher’s room as she was teaching, and also left class with 5 minutes left in the school day. Oh, and I email this student’s mother every day and last week was mostly positive reviews. Fortunately I was able to verbally redirect him every time, but that’s more verbal redirections than I care to give to a single student in a single day.
3:00
The end of the day school bell rings. I start the after school checklist:
This checklist takes me about an hour and a half, depending on how much cleaning up I have to do today.
4:30
I notice an reminder email to write this DITL blog post (I’ve forgotten the past 2 months entries!). I sit down for 30 minutes to type this up.
It’s now 5:00 and I need to do some more grades before I leave. I usually go home around 6:00 but I want to get home sooner today because a friend is coming over to visit with us after dinner and my wife’s parents return late tonight so I want to be home to help her clean up the house a little.
Successes from Today
I think the stations went well, and I especially liked teaching in small groups.
My positive phone call home was on a voicemail, but it was for a girl who worked really hard who’s hit or miss.
We also moved faster in Algebra than I had expected, so we can get deeper with some of the quadratic stuff, which is exciting.
Room for improvement for Today
I was unable to reach the one student in 7th period (sent an email home) and the students taking the quiz were talking way too much. I was tutoring with my back to a majority of the class and I was better during 3rd period about having my back to the wall so I could see everyone, so I just need to be more aware of that. I’m also exhausted by 7th period (and I empathize with all the students who are, too!), so maybe I just need to pace myself better throughout the day.
]]>While showering I debate the ethics and usefulness of doing a warm-up on the Pythagorean Theorem very similar to one of the county-mandated Benchmark tests. I decide to do the warm-up for Merit but not for Honors.
7:05 When I get to school, a fellow teacher comes in to get the Chromebook cart back. I had taken it out of her room since I signed up for it today, but I didn’t notice that she had it signed out for ELT (homeroom). I apologize and later she even brought the cart back to me.
Last night I had the idea to post the agenda to Google Classroom each day. It took 15 seconds and has the HW on there as well as our “essential question” and what we did for the day. I think I’ll do that more often as a resource for absent students.
I make copies for the day: test correction forms for ELT, quizzes for Algebra I, and Mathcounts materials for after school.
7:52 Students start coming in for ELT–the 10 minutes when they hear the announcements and see which classes they’re going to (sometimes students are pulled for tutoring). I always have to quiet down one pocket of boys. I patiently “shush” the same student over and over during the morning announcements.
8:05 My 7th period comes in (it’s their turn in the ELT rotation) and we start working on test corrections. They took the test over a week ago, but this was the first time I was able to work with them during ELT, and it took a long time to grade online, so I decided to wait until now. I would write the work up around the room and they copied down the right answer onto their test corrections. I wonder how much they’re getting out of it just copying down what I write, but when I ask them to figure it out on their own, I end up helping them all out and saying the same thing 18 times. On the sheet they have to answer summary questions such as “how do you find the slope from an equation”, so hopefully that helps.
8:38 I have 1st and 2nd period planning. I talk with the other 8th grade teacher about what we’re doing next week and finish what I didn’t get printed earlier. I make keys for Algebra I so they can grade themselves after they take the quiz.
10:17 My 3rd period students start trickling in and I try to direct their attention to the problem on the board that is so similar to the benchmark question that it makes me queasy thinking about it. I’m optimistic but I fear that at least 1/3 of the students in the room won’t understand it even though I go right over it and another third will forget how to do it 15 minutes later when they see in on the test.
The students start out by finishing their test they started yesterday on paper. When they finish the paper, they’re to get a Chromebook and put their benchmark answers into the computer test (setup on Google Classroom). One of the problems is tricky to type in so I ask every student to show me #7. Yes, it’s faster to do that than for me to go back afterwards and change every student’s answer.
Once they finish with the test, they’re to check their grades online and look for missing assignments/missing quiz corrections.
After they do all of that, they’re allowed to play Prodigy.
Algebra is the only class that’s not taking a benchmark rigth now. I try a different warm-up today: Warm-up by checking your HW answers with the other students at your table. It works okay. We quickly go over the HW. Then I show them “my favorite mistakes” from the tickets out, the day before, encouraging them not to make the same mistakes on the quiz.
After the Algebra students take their quiz, they check their work and get a TenMarks username and password to start some practice problems on TenMarks.
12:10 At lunch I offer to tutor a student who was really struggling with 2-step equations. I like to avoid the (often) negative atmosphere of the teacher’s lounge, so this is a double bonus for me.
After lunch, we repeat with my last two classes.
3:00 Mathcounts has a small showing today (only 5 of the 12 members) because the morning announcements sounded like “afternoon activities are cancelled” when it really said “afternoon activity buses are cancelled”. It’s fun doing the math with them and seeing the expressions on their faces. This time one student had 2 riddles for his fellow students, so I printed them off and let them go at it the last 10 minutes.
4:15 I start to tackle this “end of the day to-do list”. It only takes about an hour. I use Google Keep for this, so I can “uncheck all boxes” when I’m done to reuse the list the next day.
I have three trouble students who I’ve found that a daily email home is the best strategy to keep them focused as much as possible. Also those three parents really appreciate the emails.
5:15ish I start to tackle my “end of week” checklist, again on Google Keep.
Most of these are faster because it was a 2-day week.
I get to go home around 5:30pm. There’s just a tiny bit of light from the sun which set a while ago when I step outside. I notice that my car is the only one in the lot and briefly wonder if I’m doing something wrong. I’m working full-time after school to get all those things above that NEED to be done: so why am I last to leave? I’m a fairly fast worker.
I play with Benji (2 and a half years old yesterday) and Daniel (4 months) in the evening and type up this blog post at 11pm, when I should be sleeping. We’re driving to Roanoke, VA tomorrow to visit family for Thanksgiving and I need the sleep for the drive. At least I have 5 days off before the next day of school.
]]>I wake up to my watch alarm because I was too tired the night before to set it for an hour later. I usually try to get to school by 7 am, but since it is a PD day, I can get to the “Symposium” by 8. All of the teachers across the county go to one of six sites. I am sure that this was explained to me earlier in the year, when I was not worried about this because it was months away.
6:45 am
I finally get up and enjoy the extra rest. The previous two nights I was working up until midnight, which is much later than I am used to. Last night, knowing I did not have to do anything to get ready for today, I think I went to sleep around 9:30 pm.
After a short breakfast, I hop in the car and drive to a local high school–one of the six locations around the county that teachers will be going. This location is focused on secondary teaching and assessment. We signed up for two classes online (weeks before) for the morning. The afternoon will be spent working in my classroom.
8:30 am
I arrive at my first class and am pleasantly surprised that it is a teacher from my own school leading the class! The class is on MobyMax and the teacher does a great job of introducing us to the program, hitting the highlights of what she enjoys most of it, and then letting us mess with it the rest of the time while answering questions. I really want to use it now, and think this will be much more appropriate for many of my students who struggle with the difficult level of reading that TenMarks requires to answer their questions.
10:20 am
A keynote lecture is sandwiched between the two morning classes. I really enjoyed Michael Gorman. He talked about “initiative fatigue”, after listing several dozen initiatives that had been started over the past few decades. Things like PBL, 21st century skills, DOK, etc. He boiled “good teaching” down to the 7 areas that he considered most important, and tossed a few good tools or ways to do each of the seven main points. He asked us to try to take at least one thing away, and I grabbed a few: trying word clouds, commonsense.org, and QFT (see http://rightquestion.org/education/).
11:15 am
My second class was on Peardeck. I had used it half a dozen times in class, so I was hoping to “go deeper”, but the class was an introductory class. It was a good reminder that I can use it again because it is great for making sure students understand what is going on!
Noon
I drive home since my house is sort of on the way to school, where I get to work in the afternoon. I get to eat with my wife and two sons (well, Daniel is only 2 months old, so he just hangs out while we eat).
1:00 pm
I get to school and have grand plans of getting all my grades and lesson plans done so I can enjoy the weekend! I turn in my emergency sub plans, which is about a month late, and talk to my co-teacher about some grading stuff. I get to grade two classes, but have a good talk with the 8th grade counselor about some students. Somewhere in there I talk to our librarian and the principal comes around and hands out muffins that she baked. I mess with MobyMax a little to see what the students would experience. After cleaning my classroom, I look at the clock and realize it is 5:00. Four hours disappeared and I only got 2 of my 5 classes graded.
5:00 pm
I use keep.google.com to make a to-do list for the weekend. My latest attempt to stay on schedule includes me putting times next to each item on the to-do list. This keeps me from telling myself “I’ll get it done later” to so much stuff that I get overwhelmed. Friday night includes creating next week’s quizzes so that I can start planning on Saturday.
5:15 pm
I get home and get to play with my 2-year old, Benji, who is at a great stage of life. Everything is fun and anything can be funny.
10:00 pm After dinner and some more time with my family, we all pray together at 9:23[1]. I can get started on lesson planning, but I get sidetracked by looking at the news (news.google.com). I decide on which quiz to use from the county[2] for 8th grade math and outline the Algebra quiz. It’s now 11:00 and way later than I meant to go to sleep. I will have to do more grading and quiz creation than I had planned on Saturday.
[1] The purpose of this is to remember Luke 9:23. Though I only remember the verse numbers, not the actual verse.
[2] Our county, Frederick County in Maryland, has great teacher resources.
]]>