Unit Plan Reflection

  It was pretty intimidating to write an an entire unit plan and I'm going to very honest if this is something I will have to do everyday as a teacher I am having second thoughts. On the bright-side it seems like almost zero teachers I have come across have to write out unit plans. Typically they are using previously used ones/recycling olds but adding on their own touches.  I think its important to plan out things and be organized but 9 times out of 10 your day isn't going to go as planned. You have to live on your feet and go with the flow.  Always have a backup plan.  I think having the materials and proper technology set up and ready is the most important.  Typically teachers I have talked to days don't go as planed because of two reasons: Students are acting up or technology/wifi isn't working.  You can always make a lesson work if you try.  I think adding the technology integration was fun. It was nice to browse on youtube for cute clips.  My least favorite part was how incredibly long this took.  I think this takes way to much time for something that is going to fly by in a weeks time.  There needs to be a more efficient way to write an entire unit.  Which I'm sure why teachers are using websites and other teachers plans.  I can't imagine how teachers survived before the time of the internet! This definitely was an eye opener for me feeling sorry for teachers in the 70s. 
I think if I were to do this module I would include videos/ideas on how you can speed up the process. I think it all boils down to your school and what your department head requires you to show each week. You have to remember you need time to grade papers, plan lessons and have time for students who need that extra help.  So  budgeting your time will be important and maybe seeing how other teachers do it would be helpful! 

High Expectations & Providing Intervention

Response to intervention (RTI) are a method of identifying at-risk students and providing academic intervention. Response to intervention is used in many schools to provide early screening of students with learning difficulties, corrective or remedial interventions to children who are having difficulty learning. RTI provides student academic data to help screen for problems and prevent academic failure through early identification of students that are at risk. RTI provides continuous progress monitoring and targets students that are failing or at risk of failing.  
  The most important thing I have learned for a student who is falling behind is to "intervene" before it gets too late! Then provide the student with specific steps to address the issue. For example a common issue with 2nd graders are struggling readers.  Use effective instruction.  Effective instruction stimulates language awareness.

"If students are unfamiliar with the features of written text, such as subtitles, paragraph structures, connecting words and phrases, embedded clauses, idiomatic usages, and figures of speech, these can be taught. If students' written sentences are short, incomplete, or stilted, they can learn sentence expansion and construction. Each of these challenges, moreover, can be met in age-appropriate ways, in inter-woven curricular strands that progress along a developmental sequence" (Greene 1996).

Other things like teach more comprehenstion. Take the time out to read together as a whole class.  Use written responses to reading to help see what students are comprehending the stories.  

To motivate my students daily I will:

• Show enthusiasm for my subject and for teaching.
• Communicate high expectations to my students.
• Avoid sarcasm and put-downs.
• Listen carefully in order to understand my students’ concerns.
• When students have been absent I let them know they were missed.
• Connect students’ current knowledge and skills to new learning.
• Treat all students equally and fairly.
• Make positive comments when responding to student work.
• Communicate clear learning outcomes for students.
• Use well-designed, open-ended questions to promote critical thinking skills.
• Use visuals (overhead transparencies, models, videos) with lectures to stimulate interest.
• Use brainstorming at the beginning of a lesson to get students involved.
• Encourage students to apply what they have learned to situations outside the class.
• Wait 5 seconds after I ask a question before I call on a student.

References:

"When Older Students Can't Read" Motts, Louisa 2002. Retrieved from:http://www.ldonline.org/article/8025/

Interviews

I interviewed two 2^nd grade teachers from two different schools.  It really depends on the school you are teaching at that determines how much detail and planning goes into your planning.  I was curious about how the teachers break down each SOL and how many you teach per week.  So I discovered you average about 3-4 per week.  It was also interesting how some schools the principals have to approve the lessons and other schools its your director of the department.  Then some schools don’t even look at your lesson plans.  You’re on your own and if you need a coach, they have one for you.  Everything seems to depend on politics and where you are placed.

Interview Questions

1.     How long does it typically take you to write a lesson plan?

Garcia:  She uses two days.  Mondays and Tuesdays.  Mondays to look up the SOL’s and see which one she will focus on.  Usually 3-5 SOLs per each subject.  She mentioned that a school that isn’t bilingual like her will do about 3-5 SOL’s per subject.

Wilson:  She reuses from the pervious years but typically will spend about 45min or so.  She used to do them weekly but now does the lessons every 6 days.

2.      Are some lessons already done for you ahead of time?

Garcia: If the teacher was there before you and left it.  Another option is you can download from internet. They use websites where you pay for lessons and in other states.  You can gather ideas from all over.  It helps when you want to focus on the backbone. Miss Garcia typically does one unit  which is about  22 SOLs  divides it up—within 4 weeks.  So you are teaching about 3-4 SOLs per week.

Wilson:  Usually for Math they just use what is in the manuals.  Reading & whole groups are done ahead of time.  They just started a science program and most of the stuff was already done.

3.     What kind of timeline to you set for yourself when it comes to lesson planning?  (Example- a week in advanced? Etc.)

Garcia sets it up by week.  She would pick up what she plans on teaching on a Monday and break it down into parts on Tuesdays.  Wednesdays she would type it up and then turns it into her director on Thursday.  Fridays is when its approved.  I asked her what happened if its not approved.  If that is the case then she will tell you what to change and why, and then you change it over the weekend.  The supervisor or lead teacher in usually in charge of approvals.   The Vice President is who is really running the school.  If you go to a “normal” school normal school.  Nobody looks at lesson plans and on your own.  They will just send a coach to make sure you’re doing okay.  You will plan instruction.

Wilson:  She does it every 6 days. Typically day one of the 6 day cycle which is something her school just started implementing. 

4.     Does the principal or anyone higher up have to pre-approve the lesson plan?

The principal views them but she never gives feedback.  First year is when you usually are formally observed and that’s when you would get feedback after you teach the lesson.

Wilson: They now have new teacher evaluations online but they write the lesson plans and then send them to their principal.

5.     What types of differentiation strategies do you like to use?  Do you use the same strategies for each lesson?

Miss Garcia likes to use levels of learning.  The same thing I have used for my lesson plans. She mentioned how you will always need an extension of learning  to keep the “highs” busy..  Then she will spend more time with the mediums and lows. You always want to plan 4 different levels and keep the above average children entertained.

Wilson uses guided reading with 4 stations.  Math- they all do the lesson together and the math video and then break into groups.  Aides will pull them out.  Writing will be more 1 on 1.

6.      What type of formative assessments do you use?  Do you tend to use the same assessments for each lesson?

Miss Garcia uses pre-Testing and post-testing.  Pre-testing gives her information on what they know and post testing will tell her what they learned.  She only does this per unit, not per lesson. For exsample Math she will teach about 12 units per school year.  So that’s about 12 formative assessments times two.

For the lessons-she breaks them down by SOLs..  So if there are 8 SOL’s she can usually teach them in about 4 weeks--Typically 2 per week.

Post will tell her if she covered the SOL and content and exit tickets. She will also post a question of the day to make sure they are ready for the post.  It picks their brain to make sure they know it.

Wilson: She does pre-test for math and writing.  They use on demand prompts. Then the same prompt at the end of the lesson.  She will use questioning, observation and take notes.  She uses a running records on at least one kid per group and also take notes on the books that they read.

7.     On average how many formative assessments do you use for each lesson?

1 per lesson.  3 per unit.   And Discussion and questioning,  Pair Share and think with a partner.

8.     On average how many different teaching strategies do you use?

Miss Garcia said it would depend on the level of kids you have.  Some will get it quick or some will need that need breakdown and visuals.  It is according to their needs. You have to change the lesson accordingly to their needs.

Mrs. Wilson uses a ton because they get bored. It depends on the topic or unit.  Teaching that doesn’t work—math stuff she breaks into groups.  That works best when she has aides to help out.  Graphic organizers and tree maps.  Peer assessments for writing.  New program they started is about sharing with other people.  They give each other ideas and work off them.  Its hard sometimes to let go control of the classroom and let the students to it.  

Planning & Prepping Summary

  I found it interesting that the state of Virginia has not yet adapted the common core standards.  I did find SOL to be a little confusing, as far as the testing requirements, and not enough information was found. I never got any feed back from the teacher I emailed in the beginning of the week, about the curriculum's for 2nd grade, so I'm still waiting to get more information on what Arlington County requires--mostly out of curiosity for my future.  I was able to find this document which was helpful because it compared the SOL to the common core standards.
  I found that "unpacking" a standard really can help you break down what you need to be focusing on teaching the student.  This is definitely something new I learned this week.  So I can take the list of requirements from SOL now and break it down, then create lessons and objectives from each standard.  I also found on the website of the school I am interested in, the school has 4 long term assignments in the second grade.  Each assignment has a theme: Patters, Time Machines, Mysteries and Heros.  I am curious if this is something all schools in the county do or not. I did not find it on other sites. This is something I will be adding to my list of mentor teacher questions.
  Having a daily learning objective is something I never thought about having on the board but after watching the video in Activity 3, the example of "SWBAT" i found really interesting. I think it would be nice to remind students of the objective for each subject so they are focused on what they need to be taking out of the unit. I also found the cognitive process dimension very helpful.
I think the hardest part is going to be having enough time for lesson planing. I want to find out the breakdown for each standard in SOL.  How often is the SOL testing, passing score requirements, what about kids with IEPs etc...  How much time do I have to teach each section of SOL.  Is their a time frame for each standard.  Is one standard supposed to be taught within 2 weeks, 3 weeks?  These are things I will be discussing with my mentor teacher next year and I figured all these questions and planing will get figured out then.  I am more of a hands-on-learning person anyways, so I already know most of my preparation will be from my mentor teaching experience and asking all the questions then.

My Biggest Fear

I have learned many strategies so far on this journey.  Some things I plan on doing that I didn't plan before I started this course are:

• using class Dojo
• greeting every child as they enter the room
• mid day exercises
• more computer, less chalkboard
• asking each student what works best for them
• using a timer & maybe using checklist for students who need extra attention
• kidblog
• 3 before me
• many others...

I think my biggest fears so far are, not having enough support from the school.  Wherever I am placed, some schools are more organized than others. How much time will i have to prepare for each curriculum?  I am wondering how the whole process works. Am I given a topic and then expected to just plan my own lesson.  I just don't know what kind of guidelines, time frame and how much freedom I'll have, on my own as a teacher to teach the lesson.  Every school system and county is different.  I am hoping most of this will get covered in my mentor teaching.  

  My other fear is the parent/teacher conference days.  Especially being a first year teacher, (although I technically have some teaching experience under my belt) parents are going to see me as a first year teacher and there will always be that one parent drilling you with questions or thinking you aren't good enough, since its your first official year as a teacher. I don't know how I will handle that. I just need to know the right things to say and not get stuck or build up the confidence, so that parent can have just as much confidence too.  In all honesty I am more worried about the parents than the students.  Some parents are hard on the teacher and then you have the ones who are worthless and you need them to be involved and they just wont budge. 

I feel more confident with classroom management and I think its also going to be easier to plan out more, once I know how many SPED kids I have, etc... 

Positive Learning Environment

  Classroom norms are the rules that should be followed at all times when in the classroom.  A successful and effective teacher focuses around these rules and establishing and teaching them the first two weeks of school.  Promotes positive and nurturing relationships with students and peers.

From day one it'll be important to have a safe and relaxing, learning enviorment.  I want my students to feel excited and comfortable to come into my classroom, which they will consider their "second home".  Temperature, lighting and noise level will need to adjusted to the students liking. The arrangement of the desks will be key and I will have a monthly rotating seating chart.  This will help student to be able to get along and work with every student in the classroom. Where the student is placed is non-negotbiable.  They can not move their seat. For whole group discussions I would use circle time.
Establishing the rules will be key in the first few weeks.  The movement they walk into my door the first day I will be guiding and directing them where they need to go.  I want them to rehearse from day one and get into the habit. By me reinforcing and giving verbal positive interactions after I see a student do something the way I want, other students will follow.  For example, if I see Johnny putting his backpack where it belongs then sitting on the carpet for our morning meeting, as instructed on the first day. I will say, "I like how Johnny is following directions". This works typically everytime and everyone is going to want to hear their name being rewarded and liked by the teacher. 
From our morning meeting I would be discussing the rules and procedures. 

"Class meetings provide a safe environment in which students can discuss with you and each other topics that are important to them. You and your students can get to know each other better and build relationships through open discussions on subjects like: Following Rules, How to Get Help, Including Others at Recess, Solving Playground Problems, etc. This helps create a positive classroom climate built on trust and respect."-Committee for the Children

I would need to establish the signal I'll be using to get my students attention.  I will let them know that under no-circumstane will a student talk after the bell has rung. I would clearly state directions,objectives,requirements and time limits. Mode behavior and attitude expected and address problems that arise the first week confidentially.  The behavior chart will go into effect and will help me establish what is negotiable and non-negotiable in my classroom.

  I will offer choice in assignments/methods of completing work for my students based on their needs. Giving feedback and encouragement will be very important to help these procedures lock into place. 

At the end of each lesson and the end of the day will be a small reflection period for my students. This will enable me to make sure they have retention of information. One way during the first week for reflection I would ask them to write down the rules they remembered from the first day.  This way I can see who is grasping them and who isn't.  Behaviors will be reflected as well. 

I have learned its important to establish typically up to 6 rules for the classroom. I would want to have my students give some input on the first day.  I will also keep in mind they could change through out the year. Some rules will be non-negiotable.  Meaning, logical consequences will apply and in my classroom if a rule is broken then the child will be moved down on the behavior chart. 

My Classroom Rules
1.  Be ready to learn.  (can be negotiated)
2. Be Responsible & Respectable.
3. Do not get up out of your seat, unless you are asked permission to.
4. Raise your hand to speak. (semi-negitoable--in the begging students may still need to get into the habit of this.  So I can be more lenient in the first week)

• raising your hand to speak can help factor out many things like, asking for bathroom permission and pencil sharpening.  I will create hand signals for bathroom permission.

5. Come to class prepared with my supply box and hw.

• Supply boxes--meaning fully sharpened pencils ready to go. This will take away from student in the middle of lessons all asking to sharpen a pencil. If its rehearsed in the first week and examples are shown then there shouldn't be issues down the road. 

  My classroom rules will need to be consistent with the school rules as well and it'll be important I follow through with everything.  However some thing will be non-negotiable. For example, if a child is bullying another student.  They will be removed from the situation immediately and parents called.
Other non-negotiable situations will be:
-If a student tries to change their assigned seat. The consequence will be they loose a smiley face.
-Disrespecting another student.  Things like verbally abusing, hitting, etc.
-HW not turned in you will loose behavior points but can be negotiated if there is a note from a parent or the student is sick.
-Typically the first weeks rules will need to a little negotiable until the students can fully comply.

  If I am consistent then the students will follow through. "Classroom procedures should form the framework for the climate of the room to be conducive to students and teachers working together cooperatively." (effectiveteaching.com)   If students are going to buy into the system, they must be a part of the process. Students are much more likely to follow a rule if the rationale has been explained to them.  This is why explaining the non-negotiable rules are important.  Below is a example of how I will express the rules.  Broken down into the way I will be teaching lessons.  So students know during whole group discussion they are to remain in their seats.  They need to raise their hand whether its to speak or to get up to sharpen a pencil.  

In my classroom it's important to establish these rules but also make everything meaningful and relevant to real world events.  Students can learn from each other and grow in a sense, its not always just going to be from the teacher.  

Resources
1.  Article retrieved from http://www.cfchildren.org/advocacy/about-us/e-newsletter/articletype/articleview/articleid/7934/key-factors-in-creating-a-positive-classroom-climate.aspx
2. 

Reflections on High Expectations

  I learned so much this week especially through interviewing my school counselor.  I learned about the different support groups that are out there for my future students.  That not everything falls on the teacher's shoulder and how affective and positive behavior charts are.  Going into this unit I already planned on having a general classroom behavior chart but I learned about the specialized behavior charts I can have for individual students with IEP's.  It is important to understand the student's feelings and needs when setting goals for them.  I loved the example Mrs.Smalls gave me about finding out what the students' favorite in school hobby is and make that a part of his/her reward, for following the expectations in the classroom.  Allowing the student's to become teacher's assistants and so on.  This is a great presentation on "affective domain" I really viewing this presentation and I learned about keeping up with the student's own self awareness is important as well. 

  Setting high expectations and setting goals can pretty much make or break the students success.  This video shows how parents can communicate their high expectations to the teacher that they have for their child at home and in the classroom. I think this is important for the teacher and the parents to be involved from the first day of school! That is why I would want parent signatures on behavior charts.  This is a great video I found on examples I can express to my student's parents the first week in my parent/teacher meetings. If I stay on top of the student's behavior charts and rewarding them for their behavior and reminding them when they aren't following the procedures the students are bound for improvements.  

  I need to remember to eliminate the "opting out" answers from students.  Always ask a question and if they first say, "i don't know", many will do, you will indirectly give them answer and then repeat it back to the student. This way you can ask the student the question again and they will already have the answer but this time, it will prevent them from being able to say the sluggish "i don't know".  
  "It reminds them that you believe in their ability to answer. And it results in students' hearing themselves succeed and get answers right. This causes them to grow increasingly family with successful outcome. No Opt Out normalizes this process with the students who need it the most". (Lemov, 31).

  I also am a firm believer its not just about the goals and high expectations, its about motivation as well.  This video is about student reflections on "be sure to" which is going to help with students having goal settings and help them perform better as students.   

  Working with my group member, Brandi this week was great!  She was very supportive knowing I was very frustrated with the program, Glogster. It was great to collaborate our ideas through email and give each other feedback. We each found different videos and taught each other something.  

  

  

Resources

1. Miller, Sarah "Prezi presentation"  retrieved from www.prezi.com on April 3,2014.

2. www.greatschools.org

3. Manley, Julie "Teaching Strategy: Reflecting And Setting Goals" video retrieved from www.teachingchannel.org on April 4, 2014.

4.  Lemov,Dough. "Teach Like a Champion" retrieved from chapter One: Setting High Academic Expectations.