I want Time to Stop #StartOver Day 9 and Day 10

If you remember my post from Day 8, I woke up refreshed on day 9. I had a pleasant day.
I am still in the process of getting students used to my classroom procedures so they installed the Screencastify extension on their Chromebook and recorded themselves playing the 6 times table during the morning period on Day 9.

During the afternoon period, all students solved questions on the board. I really love #360math but it's difficult to manage classes where students don't work. Some students realized right away that the board work was the exact same questions as the test from Thursday. Answers were already provided for them. They had to show me work. Today was meant to teach the procedures for recording work and working on the boards. I told them they have to write their names on the top starting with their last names. They had to solve one question on the board and take turns writing on the board. They had to write big so I can see their work from the middle of the classroom. They also needed to have their Chromebooks with them since some teams solve problems faster than others so they need to scroll down on their own screen and not wait for the questions on my projector. They get credit based on working, not based on doing work correctly.

Surprisingly, 20 out of 36 students submitted their videos and worked on the board. The other students are still testing my patience or at the restroom when I approach them to help them. For a group of students who failed most of their classes last semester, they are really performing well. It makes me happy. I told students they can request good calls home. I had about 14 requests combined from both classes and I stayed after school Friday to share the good news with the parents of all 14 students. The highlight of the day was when Sarkis came up to me after the board work and told me that he realized he got the exploding dots questions wrong on the test. He said he realized he did it backwards. The whole point of #360math is students realizing what they are doing wrong and  learn from it or reinforce their correct work and I get to assess what I have to reteach. So I would say Day 9 was a success.

I ended Friday on a good note. What a huge contrast from Thursday where I thought I would have to quit teaching all together.

On Saturday, I graded the tests students took on Thursday. Now that I decided to enjoy the process and let go of things I can't control, more positive things were popping up. Even though I see the students for 4 periods, it is still only 2 groups of students. So when it came time to grade tests, I only had 2 classes to grade for. Most kids ditch class on test days so I only had to grade about 50 tests total. The ones who took the test tried hard. Out of my 67 students, 27 passed. It may not look like much to some of you, but to me, it is a huge victory. Let's not forget what I keep emphasizing. Most of the 67 students have failed almost all their classes throughout their high school years.

Today, which is now day 10 of my #StartOver semester, I was all smiles as I talked to my students about how many of them passed the test. Today, I wanted to make sure that students have the 20x20 times table in their notebook and that they understand how to glue the tests I return to them. I started the class by letting students know that I updated their grades. Then I told them I almost never give out extra credit. If their grade is low, they need to make up regular credit. The process is simple. They check their grades, if they notice a 0, they check the date and click on that date on Canvas. They make it up, then email me or show me so I can give them credit. I told them I take 20 percent off for late submissions because it's not fair to the students who turn them in on time. Today is a 40 minute short period day. I ended up spending the whole morning period returning their tests with a glue stick and times table chart and explaining to them how to glue it to their notebook. Don't worry. The students were copying 4 pages of notes that I planned on teaching today. We weren't wasting time. Plus, after today, all I have to do is tell them which page to glue their test and they'll know what to do. During the afternoon period, I was able to teach the multiplying and adding integer lesson from  exploding dots. Consistency really helps. Students are really getting this concept of exploding dots. There were no bad phone calls home today and three students requested good news calls. I realized I should stop taking requests since the same kids from Friday asked me to call again.

I think I lost a total of 5 children to Chromebooks today during the afternoon lesson. I actually joked around and messed with the kids today. They made fun of my high-pitched voice and I made fun of them trying to sound like me. I gave a few high fives to kids who were trying and I saw maybe a total of 40 correct answers from practice questions.

I am carefully optimistic about my 67 children. I learned that the pass rate for the class I teach at my District is at around 40 percent or lower. My heart flutters every time I see a child smile at me because she got the answer correct. And when they realize they made one little mistake, then fix it? I really do feel like a superhero.

Today is day 10 and I wish time will stop right now.

Station Rotations #StartOver Day 7

View from my classroom

During first period (Computer Science Discoveries) I thought I saw J walking with a group of friends outside. I have a view of the street from my room. I saw him walk over to the apartment area. He came back to school before first period was over. I was trying to decide if I should call his dad or write a referral. I was glad I was mulling over my options since when J walked into class 4th period, he was not wearing the blue sweatshirt I saw outside. And the boy outside didn't have a Durag on his head. J had one on today. Uh oh. Maybe it wasn't J. Maybe I thought I saw J, but it was someone else. Maybe I have a prejudice against this child. I feel bad about my prejudice, and thankful that I decided to wait it out instead of going straight into action.

Today is station rotations(here are my tasks).  I love that my students are more on task in this class than in my normal Algebra 1 class last semester. This is where I realize that careful planning of tasks for each of the stations and being strict when it comes to producing work helps with the implementation of station rotations. Also the fact that I have very responsible peer tutors overseeing the rest of the class when I am focusing on my teacher-led station (Station 4). If students had to go to the restroom or had questions for anything like needing a pencil, my peer tutor was there like a superhero. I was pretty impressed with a few students who were in my Algebra 1 class last semester but failed and is now in my restart class. Unlike last semester, they are really trying hard and going above and beyond. I'm trying to figure out what the magic is behind their change in work ethic. I know I did a good news call home for one. The other one received a bribe from that RSP lady in second period. She said she'll buy him a bag of hot Cheetos if he stays quiet and only reply to my questions. Oh my! It made a huge difference!

If you click on the link I provided above, you will see that out of the 6 stations, 2 are for Imagine Math. This is an online math program that students have to work on, required by my District. I tell my students to complete 2 lessons a week. Right now (they don't know this) they are working on 6th grade standards (dividing fractions).

Station 1 worked on adding using Exploding Dots by James Tanton. I plan on going through the whole series to see if his method helps my students understand Algebra better. Some students said his method was better for addition than the traditional method. But others thought it caused them more work. My students wanted to know which version they have to use on the test. I told them whatever method gives them the right answer is what I want.

Station 2 is memorizing the 6 times table and playing games. Normally, I will have students record themselves playing so I have proof but I realized I didn't spend a period getting them to add the Screencastify extension to their Chromebook and record something just so I know they can do it. So I'm going to have to do that Friday since tomorrow is their first test (Tests are every other Thursdays in my class). I know that some of you might say it's not worth my time getting the students to memorize their times tables. But really, if you have seen what I saw the past few days, you will agree with me that students do have to know the times table to do simple tasks such as dividing fractions. I will provide multiplication charts for their test tomorrow since I don't believe students should be penalized for not knowing their multiplication facts when they know how to solve the problem. But I stand firm on a few goals for my students whether they pass or fail my class: 1. the times table 2. adding integers 3. being organized 4. having a good work ethic.

Station 5 is where students will be copying notes so when I teach the lesson tomorrow, all they have to do is fill the blank spaces. Teachers waste so much time waiting for students to copy notes while lecturing. This is my solution that I got from Joe (Remember that other teacher at another site within my District who is teaching the same course, but not as a block?).  Having students pre-copy notes is such a great idea. For my regular classes, this station would be a pre-lesson explore task where they ask Google who is Pythagoras or why we flip the inequality symbol and have them create a Google slide. But I am not there yet with this set of students. I have six stations and if students have to do something challenging, they would request my attention or refuse to do the work. Copying notes gives them something simple to do that doesn't require my help and it makes the lesson go faster the day after.

Station 4 is my station. I had students solve questions that will be on the test. I helped them when they struggled. Most struggled.  I focused on number 3 and 4 which is dividing fractions. Sixteen minutes was barely enough time for me to work with all 6 students, but that would have to do for now.

Now that students have been in my class for 7 days, they are used to my procedures. When they walk into my classroom, they know they have to go into Canvas and pull out their notebook. From there, they click on the corresponding date and everything they need is right there.

I am very proud of myself because my goal for this semester was being organized and one thing I wanted to commit to doing was taking notes in my notebook first so I can tell how much space my students will need in their notebook. I've been taking notes in my notebook first, then using Genius Scan to scan the page using my phone and uploading them to Canvas. This way, students know how it should look and I know exactly how much space my students need. Prior to this semester, students were always complaining because they ran out of space in their notebook or I didn't give them enough notes on each page (AVID students usually do this).

Today I'm nervous about tomorrow's test. We will learn adding fractions during the first period then test during the later period. I hope that I will see good results, but what I observed during station rotations state otherwise. I didn't make good or bad phone calls today.

from my hike Monday with the kids

I wanted to spend time with my son. He didn't make honor roll. He got a 3.42 GPA last semester. You need a 3.5 to be on honor roll. My daughter got gold honor roll which is for students with a 4.0 GPA. They are only in middle school. Not that honor roll matters to me, but I know that my son is beyond capable. AND it should be easier to get good grades in middle school. So it drives me crazy to see how lazy he is. I figured he needs more love so I listened to all his jokes and tickled him and talked to him about the importance of making grades. Prejudice and stereotypes make it difficult for non-Caucasians to get good jobs, I explained to him. We want a better society that is mindful of equity, but change takes time so we need to be proactive and get good grades, go to good schools, be social etc. Big companies won't pass you on if you got specs. If it's a smaller company, they can hire someone else they feel "comfortable" with over you. "Comfortable" meaning they talk like the hiring committee and look like the hiring committee. He may be too young for this message, but nevertheless, it is important. 

What I didn't write yesterday was that of those 6 kids who ditched, I called one child's aunt. He showed up to both classes today. He mentioned in passing that his aunt talked to him about my call. I decided I will make time either tomorrow or Friday to call the parents of the students who skipped class yesterday.

I feel like I have no life because I spend so much time with these two classes. I am ending the day unhappy because it's day 7 and counselors keep sending new kids my way. I know that until the last day of school the counselors will be dumping kids in my class. I will work hard this semester, and remain positive and proactive but I will NEVER volunteer after this semester. I was wrong. My District did not get things right. Randomly placing kids in my class will not help anyone. I wonder how this helps my students who really need structure since every time a new kid comes in, I have to reintegrate that kid into my classroom culture and that takes time. And the new kids are ditching already. But for now, this is what I volunteered for. So I will do what I signed up for.

Surprise! Nothing New #StartOver Day 6

Can't believe it's day 6 already.

Surprisingly, I had an easy day. It was hectic, but it wasn't because of my restart class. It was because there was traffic in the morning, then my son got sick at school and I had to leave school for about an hour to pick him up, drop him off with mom and come back to school. Also, because I facilitate after school credit recovery classes every Tuesdays and Thursdays until 4:45pm.

I have my two groups for two periods so I always plan on teaching two lessons per day. Today was such a day. I ended up finishing only one lesson.

I am still loving James Tanton and his amazing brain. Today we watched video 1.4: The 1 <- 10 machine. Just like last time, I paused the video every few seconds to ask students what James just said. Two children didn't pay attention and had to wait outside. I yelled, "you are going to pass this class! But if you don't pay attention, you can't! So if you're not going to pay attention, wait outside! Why are you even sitting here?"

Oh boy! I was so mean.

The two children didn't resist and stepped outside since they know now that I call their parents right then and there if they refuse to do what I ask.

After the two students stepped outside, the rest of the class paid attention and attempted to answer all my questions from the video. They were simple DOK level 1 questions. Don't worry. I was all smiles and nice when they participated.

Then they had to represent 25 in binary, base 3 and base 10, using the machines James was teaching them through his videos. EVERY CHILD WORKED! I didn't say all of them got it right. I said they did something. While my children were working, I stepped outside to talk to my 2 students who had to leave the room because they didn't pay attention.

I brought my soft voice and smile back and explained to them that I want them to pass, so they need to pay attention. It looked like they understood what I was saying. I was actually a bit surprised that they didn't walk away. They really waited for me for like 5 minutes so I can come talk to them. I escorted them back into the room with a smile.

Then we learned how to use the machine backwards.

Finally my students had to work on 4 dividing fractions questions that they learned Friday. I gave them 20 minutes to solve 4 questions.

This time, I asked my peer tutor to help anyone who needs help, but I intentionally only worked with students in stations 2 and 5. I used big numbers on purpose to see if the students can navigate through them. I learned that the students know the algorithm and the why for dividing fractions, but don't know their times table so they can't reduce the fractions, ending up with the wrong answers.

I decided 10 percent of their grades on their tests will be memorizing the times table. I will have to test them in person for a few seconds or ask my peer tutors to do this part of the job.

I ended day 5 horrified. I thought that I would have to forget about having a life this semester. I might be wrong.

After learning of my teaching style, my second group of restart students decided to ditch 7th period. I think about 6 students who showed up for 4th period didn't show up for 7th.

Again. Another point where I have to make a decision. I can either call all the parents of the students who ditched and inform my administrators or enjoy the fact that my protestors are gone. I know what I need to do for the children is the first option. But today, I decided to be lazy. It was their first day ditching. I'm going to wait til Friday to report anything.

I know I made the wrong decision. If I really care about the students, I should get them now.
But class was so good without the 6.

Please don't hate me.

I ended the day by calling about 4 parents today. It was all good news calls. I am learning that the good news calls are so important, since I do so many bad news calls. The parents are so happy. Today one of the parents asked, "no problems?" when I only shared the good news. I told him "no problems. Today is a good news day." He was super happy. He said a whole bunch of stuff in Spanish excitedly, but I don't speak Spanish, so that was a bummer.

Have a good evening. There is nothing exciting to share today. I think I will skip blogging on days when nothing special happens and class is being run beautifully. Tomorrow is station rotations so I'll see what happens.