blog post #11

My district provides me with a curriculum map. The map tells me which standards to teach when and provides a brief overview of the standard. I have had to modify the map due to a lack of the necessary arithmetic and algebra I skills in my students. My pace has had to slow down dramatically. I plan on creating a new map for the second semester based using the knowledge I have gained about my students during the first semester. There are a few skills that should have been covered in algebra I that weren't that I need to include in my curriculum this coming semester.

blog post #10

I differentiate instruction every period. My students have vast differences in their prerequisite math skills. Some students are at grade level and are ready to tackle the new material found in algebra II or trigonometry. Other students test as low as 3rd grade level. This makes teaching upper level math incredibly difficult. I have students sit in groups of 4 based on ability. I am able to enrich the higher level students by giving them problems that require more critical thinking. I then spend time working in small groups with the 3 or 4 students in each class that struggle with basic arithmetic. If I didn't differentiate, the excelling students would be bored and the struggling students would lose hope.

blog post #9

I have had very little interaction with special education teachers seeing as I only have two students on IEPs. When I ask about details regarding how I can serve the students I am told to refer the IEP. However, the IEPs are very general and not too helpful. The math department also scheduled a meeting with our special education director to discuss a few students we as teachers believe may benefit from being tested for special education services. However, because these students are seniors, the director didn't see any benefit in testing them. I am going to call the parents and see if I can get more information on their students and their struggles in math previously.

blog post 8

Besides using the occasional powerpoint I do not incorporate much technology in my math classroom. Powerpoint allows for some nice graphics which are especially helpful for visually word problems. On a couple of occasions I have had students go to the library to work using Microsoft Excel to model linear and non-linear relationships between two variables. The challenge with using powerpoint is students knowing what they ought to copy down as notes. The challenge of going to the computer lab is making sure all students get through the assignment during the brief class period. My strengths with incorporating technology is my experience in creating Powerpoints and using Excel.

blog post 7

I am a algebra II and trigonometry teacher and therefore do not teach reading. I try to incorporate reading in math by having students read the objective and keywords.

I have started using the common core standards in my trigonometry class. The common core standards are definitely rigorous and involve higher level thinking skills. Many of my students struggle moving above basic memorization and critically thinking about problems while applying the tools and concepts they have learned. What I really need in terms of support are textbooks for my students.

blog post #6

I read an article about record keeping daily events in order to help with objectively grading for report cards or for informing parents during parent teacher conferences. I can see the benefits of jotting down the date and details of every time a student does something good or bad in the classroom. This would be very helpful. However, I yet to implement something like this. I don't see how I could manage something like this during my first couple years of teaching. Also, I think this might be more helpful for elementary school teachers who deal with a lot more behavior issues than a upper level secondary math teacher like myself. 

Thus far, my classroom management has gone very well. Students are engaged and stay on task without distracting others. My only struggles I would say are getting 100% participating in starting the minute the bell rings and 100% participation in taking good notes.

Blog Post #5

I have been good about giving assessments frequently. However, I have not also allowed the results of the assessments to inform my instruction as well as I could. I would give myself a 6 on a scale from 1 to 10. I give weekly quizzes every Friday in order to see if students are able to perform the objectives from each day. I do a decent job of scaffolding the assessments and I do believe they are aligned to what I am teaching. After scoring the quizzes I probably could go back and review certain objectives that are giving students problems. However, I feel like I am already so far behind that it would be a disservice to the students who are on track to spend time going back for review.

blog post #4

Things have been going really well thus far. I really enjoy teaching. Coaching football and basketball has really helped me build relationships with students. For the most part I am getting through to all my students with the exception of 1 or 2 students. The strategies of using word problems that are culturally responsive along with step by step instruction are strategies that have worked well. A strategy that didn't work was when I put higher level students in pairs with the lower level students. I quickly changed this strategy and grouped students based on similar levels. I will continue to build engagement through the use of math games, fun word problems, and through my excitement for the material when teaching.

blog post #3

I have just two special education students in all of my classes, however I believe there are about 5 or 6 students that have fallen through the cracks and are indeed in need of special education services. I following the IEPs of the special education students by allowing them more time to test. In terms of the students I believe may need special education services, I have met with our special education director and we decided to contact the parents to ask some questions regarding their past experiences in math. I have also documented examples of their work.

blog post #2

"Write about 2 things that are going well in your classroom that you are proud of. Write about 2 things that that you wish to improve. What steps will you take to improve these items?"

My classroom management and engagement in the classroom is going well. I very rarely have to give out more than a warning. Students are very well behaved in my classroom. In addition, students are participating and engaged in the material. At least 90% of students are actively taking notes, and participated in group work during each of my classes. Often times 100% of students are engaged.

I would like to improve my ability to differentiate for the different levels in my classes. Many students were passed on to my higher level math classes without having adequate prerequisite skills. It has been a challenge dealing with these students while others in the class have the basic math skills to follow the content at a reasonable pace. Another thing I would like to improve is my ability to teach basic arithmetic skills that most of my algebra II students lack. I plan on spending the first 10 minutes of class reviewing and reteaching pre-algebra and algebra I to my students.

Blog Post #1

“In a profession as challenging as teaching, honest self-reflection is key. That means that we must regularly examine what has worked and what hasn't in the classroom…”  This year, what has worked and what hasn’t in  your classroom.  What will you do differently?

Thus far my rules and expectations along with my methods of carrying out those expectations has allowed for a very painless year in terms of classroom management. Also, my method of grading homework for completion, assessing students' knowledge via weekly quizzes has fared well thus far. Lastly, coaching football has really allowed me to build deeper relationships with students, resulting in better investment on their part. 

Challenges have been organizing all the logistics of dealing with absent students. It has been very difficult for frequently absent students to keep up. Also, my lesson execution could be better. Students are not grasping the material as easily as I would have thought. Lastly, I have struggled differentiating my instruction for the different students with different current math levels. 

In the future I will create videos when I rehearse my lessons for students that are absent. I will continue to build be skills as an effective instructor. Lastly, I will create plans for students that are way behind in order to give them the base skills necessary to be successful in my class.