I'm modifying my bell ringer routine again this year. Surprise, surprise.

I am keeping mental math Monday because I loved it and it's already set up.

The rest I'm kind of copying of my friend Lisa's post and my friend Brooke's ideas smashed together with mine.

Here's the plan:

• Monday- Mental Math Monday improves listening skills, memory, and number sense
• Tuesday- Talking Points because students practicing listening to each other will seep into every lesson, every day. It can be used as a tool to develop their growth mindset and, bring out and clarify misconceptions.
• Wednesday- Estimation low entry point, builds number sense & measurement
• Thursday- Visual Patterns develop algebraic reasoning skills, applies to visual learners
• Friday- My Favorite No error analysis, clarify misconceptions, share student work

I'm a little scared to do visual patterns but then again they don't have to know where I get the patterns from. So I have freedom to deviate if I don't know the answer either. =)

Here's the template:



I made it a pdf so it would be pretty with my fun fonts but it still isn't as pretty as the real thing. So just go ahead and download or get the Word file here.

And then students have the option for Friday letters!

Comments?

"The best way to escape from a problem is to solve it."

Last year, I let some students escape me. This year, I'd like to go in with some sort of problem solving plan. I'm trying to work out my own 'red flags' and a response for each one.

I'd like to share a few ideas from some pamphlets I read a while ago.

Until a problem is defined, a student may not know what it is. This highlights my need for a list of red flags that can be easily observed. I'm also wanting to do a monthly check up where students assess themselves, then I assess them on the same criteria, and they can compare the results to identify any problems.

If they do identify a problem, pose the questions: "How do you want this to turn out? How do you want to see your problem resolved?" Have the student identify and actually write down the cause(s) of the problem. The student may even have to go back, review, and add to the list.

List all of the possible solutions before deciding what action to take, together. Identify specific actions.

Monitor the student closely. Do not wait for the next test to show positive results before you give feedback.



Red Flags

• Two or more times not participating in class
• Two or more times sleeping in class in a two week span.
• Two or more failing grades in a two week span.
• Two or more absences in a two week span.
• Two or more times to see the nurse/bathroom in two week span.
• Abnormal changes in behavior in a two week span.
• Two or more confrontations with teacher and/or other student in a two week span. 

 
 Now what are some ways I could address these behaviors in the classroom?


Related Resources: Answer Getting, Analyzing Student Mistakes, Mastery Quizzes

Start

• Teaching trig :(
• Interactive notebooksssssss! And along with that goes interactive teaching!
• Increasing student engagement: WICOR, gallery walks, movement, sorting, matching, stations games, etc.
• Positive postcards (create a template and a system!)
• Using my iPad as a teaching tool (touchpad, splashtop pro, remote mouse, class dojo?, plickers, pictures/video)
• Cover slips- as a back up 'paper' gradebook
• Test Corrections...ish
• Class website so I can share interactive notebook activities with bloggers and students
• Exit Slips....frequently but not daily
• Monthly 'Check Ups'
• New bell ringer plan
• Friday letters!

Continue

• Students desks arranged in groups
• Using my timer
• Mental Math Monday
• Semester Reflections

Stop

• Worrying. I am going to do the best I know how to with what I have and worrying won't help.

Thanks to @RebeckaMozdeh for her idea of Friday letters: students have the option to write her a letter on Fridays instead of doing the bell ringer.

I just happened to have my old mailbox and some shiny spray paint. And a little chevron never hurt anybody. 

 Cute, right? I know.

Next up, for station work, gluing a clipboard to a bookend means you can easily change out directions!

Bought book ends at yard sales, clip boards at Dollar Tree, had my own teal spray paint (obvi), and a little more green chevron never hurt anybody.


I also covered the clipboard with mod podge in hopes that students won't peel my tape off.

 

After our TMC14 Algebra 2 session, Brooke and I decided to reorder our pacing guide together in a way that was similar to Glenn's.

Here is a poster of the functions in the order we plan to teach them.


The idea is to start the course with asking what they notice and wonder about the equations. Then as we study that equation, we have a giant You Are Here arrow.


Hopefully the students will see more connections and realize that only the pictures are changing.

Here is the powerpoint if you want to reorder or change the colors. Obviously my room is green and blue.