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Uppin’ my game

22 Feb

Ups and downs the last few days, possibly because of certain cycles that have been allowed to express themselves naturally again–I’m not used to it! Currently just tired, glad I will sleep even better than usual tonight, even without a soak. I am very grateful for a good sleep life, love the feeling of sinking away into that dark comfort, even as I sleepily marvel at how it just happens without effort. There are some things that self awareness, intelligence, and conscious mental effort just cannot do for our well-being, and so the more ancient circuitry is allowed, must be allowed, to take over each night.

I was feeling somewhat incompetent at the end of Wednesday, having felt I fumbled my way through my Chemistry and Geometry classes, unable to organize my thoughts well or provide activities sufficiently engaging. These students are very patient, however, and did not attempt to kick me while I was down. Then today some others said some very nice things to me, unsolicited, and I felt supported from several other quarters as well, at school and at home. As for the fumbling, I resolved to spend a season working the extra hours it takes to get a better handle on my Chemistry plans, to integrate some more simple labs, and on the Geometry curriculum–we’re getting bogged down in multiple-step coordinate proofs that I think in the big scheme are not so crucial; maybe just the grappling and exposure, and general approach is the thing for now and I should keep the ball rolling into the next unit. I have a handful of students who came in weeks or months after the year started and are somewhat in the swing of things, and now three more who came with learning under their belt from a different school, but in a different order. So I’m trying to address gaps and general struggles with the material, and inspire students who are not putting in much effort to use the resources they have on their non-campus days (or not, as long as they accept the results).

I also want to take some time to integrate some of the great trainings and shared resources I’ve received to enhance my professional practice, such as project based learning, collaboration protocols, and student empowerment and ownership in the learning process. For example, I have a 3D periodic table project mostly planned, and have been implementing a new process in Algebra 1 where students receive brief group instruction, practice at their “learning edge” (partly self-paced) and use answer keys to check their work, and are encouraged to teach and learn from each other, earning 100% on any skills they both demonstrate on paper and teach to someone through a tip sheet, video, or peer tutoring session. Each student has a “to do” list in their table team folder which they check daily for individualized tasks, including skills quizzes which they complete and return to the folders for grading. They are also learning to write me notes there, such as “Ms __, I really don’t get this yet and will come for help at tutoring.” I then go through each one before the next lesson and see what was accomplished, grade quizzes, write notes about any problem areas, and add new tasks or assign quiz corrections. The quizzes are graded as homework because they reflect the practice they’ve done, without me checking, except now and then for accountability, how much. Then when all 5 to 7 quizzes in a unit have been completed to the best of their ability, they do a practice test, a sheet or problems showing their work, and, if judged ready (or out of time due to being irresponsible), they do the final test on that unit. There are even students who, unable to keep up the pace despite lots of effort, are allowed to progress at their own pace, so that, even though they realize that they may not yet be able to pass the course, they are making progress and could start several units ahead of the crowd the next year as they continue. I’d like to figure out a way to apply the same principles to Geometry and Algebra 2, so that I can focus more on effective teaching and equipping, and less on grading every little thing.

So, weekend rest first, then I’ll do some extra lesson and unit planning. I know I’ll be tempted to avoid that part, so I’ll fill my mind with the exciting vision I just described. I really do get into the groove and love what I’m doing once I get started. I’ve tried to keep from bringing work home this year, and for the first time since I started contract teaching in 2015, I regularly leave all my work at school each evening and weekends. This will just be a bit of extra weekend work and an hour or so longer after classes to get me back in my game, then I’ll reclaim my margin again. Because hard work that produces results is what makes rest and personal time so enjoyable, and I do want to have a clear conscience as I read with my feel up on the hearth, write for hours at the coffee shop, or soak in the hot tub under a full moon.

 

 
1 Comment

Posted by on February 22, 2019 in Education, Places & Experiences

 

Tags: , ,

One response to “Uppin’ my game

  1. jdawgsrunningblog

    February 24, 2019 at 8:51 am

    Very inspiring–so thorough, so conscious, so caring…thank you.

     

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