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[learningwithlavolpe-blog]

Observation One

I think the overall observation went very well. My strengths are my rapport with the students and the students abilities to have organized, mature conversations virtually without my presence. The common core standards is all about weaning students off of the teacher centered classroom and move it more towards student centered learning. Basically, giving the students all the tools to complete the job without the actual labor. My students said some amazing things like, "I have a word for what you did overall. Analyze." That was excellent because the student used a high level vocabulary word without my prompting. While eavesdropping on one group's conversation I heard, "I loved what you said here about the labels and it makes total sense, but on the rubric it says 'many examples' if you want the highest grade...if you think it's good then whatever."

However, my lesson was not perfect if you look at the Danielson framework rubric. There was one point at the end of the lesson when I was summing up the lesson when a student raised her hand and just started talking. I lost my entire train of thought and actually said out loud, "Wait, I lost my train of though." I quickly recovered and went on to explain tomorrow's lesson and the exit card. I don't know if my principal will hold it against me, but there is a possibility. I felt very comfortable with my principal in the room and he left with a happy face.  Below I attached the lesson instead of giving you a blow by blow of the lesson format. Feel free to use it as your own. =)

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[learningwithlavolpe-blog]

Danielson Framework-Domain One-Done!

My principal started his observations and told me he has to observe 130 teachers! That is with pre-observations and post-observation conferences in addition to the actual lesson. Observations can be  nerve wracking if you are a fly by the seat of  your pants kind of teacher. With the new framework expectations it is extremely hard to fly by the seat of your pants. I feel like one of the major reasons for the Danielson Framework is to force teachers to plan and really reflect on their lessons and address the exit outcomes of each grade.

I was never the type of teacher to walk into a classroom blind.  The students pick up on our inconsistencies faster than we do on our own. They are extremely tuned in to our moods; if we are having a good day, bad day or a day of hodgepodge organization.   I always need to know what I'm doing and how I'm doing it far in advance. I try to plan at least two weeks in advance. By planning I mean knowing what I will be covering, how I will cover it and what materials I need. That way I know I am always ready for a pop-in, and I find myself spending less time racing to the copy machine to get those last minute copies done. However, teacher lives get really busy with benchmarks, assemblies etc., so it is very hard to keep up with that two weeks.

It took a few years to become organized and be able to plan that far in advance. First, as a new teacher, you have to master timing and how much information you can fit into a forty minute time slot. Once you have that mastered then long-term planning can commence.

Therefore, I was ready and planned for my pre-observation conference. I prepared a list of questions for myself and answered them simulating the interview environment. When I met with my principal he asked me to present all of the information that I had on my question/answer sheet and to present my lesson. I talked for literally fifteen minutes, barely pausing for air.  When I was done he said, "Okay, do you have any questions for me?" I said, "Yes, did I cover everything in domain one?" He browsed through his Danielson rubric and confirmed that yes I did cover everything in domain one. If you are as prepared as you can be and feel assertive about your lesson then the pre-observation should flow and cover everything you need to. Next post will be about the actual observation, and whether or not my plan played out as well as the pre-conference.

[learningwithlavolpe-blog]

Giving Thanks

So besides volunteering in the community and posting images around my classroom about storm damage, I came across a neat idea in "Better Homes and Gardens" to show our thanks in the classroom or at home.

It is called Leaf Encounter. You can buy veneer leaves at the store or on paper-source.com or create your own leaves.  I actually lucked out and found my leaves at the dollar store. They are actually doilies, but they have a backing so they seem pretty durable.

As your students come in give them a leaf as an "entrance card."  On the leaf ask them to write one thing for which they are thankful. Once completed, either hole punch or tie a string to the end of the leaves, to create a garland, and string it around your classroom or have it grace your doorway. It is so great to have your students and children stop and remember what is important in life and for what are they grateful. And guess what...you don't need lights to complete this activity! (For those Long Islanders still without power)

For our younger educators out there with the students who can't yet write, have them draw pictures of what they are thankful for on large white paper or rolls of the brown paper towels. Their pictures can stay on their desks until Thanksgiving, and maybe become a place mat at home during the real feast! Enjoy this activity and I will post pictures and let you know how it turns out with my ninety fourteen year old students.