Week Six

As I continued to take on responsibility as the full-time teacher, I found myself feeling the weight of handling all the subjects, behaviors, schedules, conflicts, and various tough decisions. While it’s very challenging, every day I love teaching more and more.

This week, I had a student transfer out of our school. I was so sad to see her go. It was very disappointing because we had no warning she was going to go. On Tuesday, she came to school to pick up her stuff and leave. I wish I could’ve given her something or done something to honor her before she left. Her leaving made me realize how attached to my students I have really become. They are my students and each one them hold a piece of heart.

In science, we have spent the past several weeks learning about the Scientific Method. On Monday, I modelled collecting data for the students. I wrote four different chocolates on the board: Hershey, Twix, Snickers, and M&Ms. I had the students pick which of the four they preferred. I placed a tally under each chocolate as the students voted. Once I collected all of the votes I wrote the frequency of each set of tallies beneath it. After modelling collecting data for the students, I split them into four groups. I sent each group to one of the other fifth grade classes to collect data the exact same way I had. We spent Monday collecting data and documenting it on a shared table.

On Wednesday, after reviewing how to read a graph, we started graphing our data. Once again, I modeled how to graph the data I had collected using bar graph. After modelling, I split the students into groups to work on graphing their data. The students did very well working collaboratively on their graphs. They received a guide sheet that had discussion questions for the groups to talk about before working such as: How will the work be divided? What will you name your graph? The guide sheet also had a list of qualities that their graphs needed to have. I was very intentional about walking around the room and checking in on the groups.

One group was working very well together. They spent most of the time hunched over their poster working on their graph. The few times I had walked past they seemed to be doing great. By the end of class they were the furthest group. While most group had only just made their graphs but had not graphed their data yet, this group had already begun graphing their data. 

When the students left for specials I decided to take pictures of their graphs to document to progress. As I was taking the photo of the furthest along group’s poster, I realized they did not understand the directions I had given them. They started graphing favorite shoes using the data they collected about chocolates.

I felt so bad. I had let them create their graph all wrong. I didn’t even notice that they had written shoes instead of chocolates, and because they used markers to trace their work already they had to start all over again. Thankfully, the group worked hard to make sure their graph was perfect before turning it in. Their graphs turned out very beautiful even with the set back.











Goal four in the Illinois Professional Teaching Standards talks about a healthy learning environment. I was upset when I saw that the students had used data about chocolates to graph about shoes. I was disappointed in myself and in my students. However, although the lesson took an extra day because they had to start all over again, I knew that I couldn’t treat my students differently because they had made a mistakes. I approached the topic with sensitivity and encouragement. Performance Indicator 4I says that the competent teacher, “creates a safe and healthy environment that maximizes student learning.” I worked hard to remind the students that it was okay and reminded them that the classroom is a safe place to make mistakes.

Classroom Confidential

1.  Chapter 11 in Classroom Confidential dealt with communication particularly with parents. The book claims that there are ten qualities our communication with parents should have:  proactive, positive, frequent, clear, basic, attention grabbing, appealing, inclusive, timely and error-free. This chapter reminded me how important it is for us to communicate with parents regularly. If we only communicate with parents over negative things it does not build a positive collaborative relationship with that parents.
2.  When I read what Schmidt wrote about inviting students to be active members of a parent teacher conference, I started cheering. The conference is all about the students so of course they should be present. Classroom Confidential never ceases to remind me of my philosophy of teaching. Parent teacher conferences should not be the first time a parent hears from me. I should enter every conference with data I’ve collected and an agenda for that conference.