Ideas using CQI

Indicator 1.1 -  Teacher develops Class mission statement and goals

I noticed in the sample handouts that Melissa gave us that most classes state their mission or goals to “meet of exceed the goals” of a standardized test or state requirement.   We can all post in our rooms and explain to students what test scores we need to meet our CDE requirement and where we are now.  

When eliciting ideas from our students re their goals, it’s good to know that “goal” is used in Spanish (& perhaps known in other languages) for any sports team goal. . .so when you give it that association they will sort of know what you are talking about.   In my class, we did a brain storming of “Why are we here?” and progressed from “Why” to When do you learn English (listing all the places), to “how” are we going to learn more? (They said “listening, not speaking Spanish, studying at home, coming to school, doing homework, etc.)  So this helped get the ball rolling in terms of them thinking about their commitment to their studies and the school.

Indicator 1.2 – Teacher monitors and communicates class progress

’ve just recently started charting both attendance and being on time, since we deciding while discussing our goals, that attendance and being on time was important.   We could also chart our pre and post test scores (pre for now and post in Dec) to help Students see that we’re all working together on this and that we do have this goal with the state.  (This would be without names attached to the scores)—or we could have an average score for the whole class and in Dec. hopefully see an average score that rises.

Additionally we could have in each student’s folder their own individual goal, the individual chart of attendance and promptness (that they record themselves) and their individual test scores.  (We have 9 x 12 graph paper in the office – they draw 2 lines and write in the dates to complete it).  As we have been doing all along, students can also check off any CCA assessments they complete.  (Although we are no longer doing these for the state, they are useful assessments, and help the student see what they have learned—and follow hand in hand with Baldridge.)

---Barbara Ernst

WHAT TEACHERS MAKE

 

The dinner guests were sitting around the table discussing life.  One man, a CEO, decided to explain the problem with education. He argued, "What's a kid going to learn from someone who decided his best option in life was to become a teacher?"

 

He reminded the other dinner guests what they say about teachers: "Those who can, do. Those who can't, teach."

To stress his point he said to another guest; "You're a teacher, Bonnie. Be honest. What do you make?"

 

Bonnie, who had a reputation for honesty and frankness replied, "You want to know what I make? (She paused for a second, then began...)

 

"Well, I make kids work harder than they ever thought they could.
I make a C+ feel like the Congressional Medal of Honor.
I make kids sit through 40 minutes of class time when their parents can't make them sit for 5 without an I Pod, Game Cube or movie rental... You want to know what I make?" (She paused again and looked at each and every person at the table.)

 

"I make kids wonder.

I make them question.

I make them criticize.

I make them apologize and mean it.

I make them have respect and take responsibility for their actions.

I teach them to write and then I make them write.

I make them read, read, read.

I make them show all their work in math.

I make my students from other countries learn everything they need To know in English while preserving their unique cultural identity.

 

I make my classroom a place where all my students feel safe.

I make my students stand to say the Pledge of Allegiance to the Flag, because we live in the United States of America.

 

Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life."

 

(Bonnie paused one last time and then continued.) "Then, when people try to judge me by what I make, I can hold my head up high and pay no attention because they are ignorant...  You want to know what I make?

 

I MAKE A DIFFERENCE.  What do you make?"

 

THIS IS WORTH SENDING TO EVERY TEACHER YOU KNOW.  (And everyone on your mailing list, for that matter).

 

Mad Math

Mad Math Minutes is a great way to practice basic math skills in addition, subtraction, multiplication, and division. You pick the number of and types of problems that you want to practice. You may also choose the largest number used in a problem as well as the number of terms (numbers) used.

Mad Math Minutes allows you to do subtraction with negative answers and division problems with decimal remainders. You may also choose to use an exact multiplier or divisor like 5x2, 7x2, 10x2 or 20/2, 18/2, or 8/2. Problems may be displayed either across or in columns. You can even create your own or use the web pages below. Give it a try and have some fun!

Interactive Sites

http://www.mrsbogucki.com/aemes/resource/apps/madmath/

http://www.scugog-net.com/room108/MadMath/mmm.htm

http://www.sadlier-oxford.com/math/mathgames/mad_minute_game/navigation3.htm

Printable multiplication sheets

http://www.mff.org/mmc/madmath_25.pdf 

--From Pam Lawson