#bttyl

[backtobasicbellas]

Chloe Beale mood board for burning through these yellow lights

If Chloe Beale was a color, it would be yellow...She’s sunshine, the warmth and brightness almost blinding at times.

[backtobasicbellas]

Beca Mitchell mood board for burning through these yellow lights

because if Beca was a color she’d be blue. Not that pretty sky blue, but the dark navy blue....She’s afraid she might start seeing blues again a lot sooner than she thought.

All Beca sees is blue and it is entirely because of Chloe Beale.

[betheteacheryouloved]

year's end reflections from student and teacher

I’ll always say that teachers are the best thinkers: Was the lesson too easy? Too hard? Did I try to cover too much material in too short of a time? Reflection is a huge part of teaching and learning, and the end of year allows for a natural time to look back. I grabbed some amazing insights from students and Ms. DeSalvo herself on how things went this year.

What's been the best part of this course? What are you most proud of?

“I can’t say I have a favorite topic...it’s all so interesting. I’m most proud of having an A in this class. People say history is hard, and it is hard to remember. [In doing well on my summative assessment] I was able to prove them wrong. [History is] ...easy when you take notes and study, even if it means studying until 1a.m.....thats what I did."~Rebecca

"[The best part was the] Civil rights movement. It was the most emotional and hardest topic to talk about, but I enjoyed it. You're seeing images of things that they would do to people... it’s hard. The Civil War was also really amazing. My most proud moment was getting a B+...I tried so hard in this class because its very hard for me.”~Yulissa

What have you enjoyed most this year?

"Developing both of my courses in my own way....developing differentiation and investing students. I wanted them to see and feel and experience each era. I strive to have them emotionally tied to each experience.  I try to think about how to do it differently based upon each student’s unique needs. [I focus on] giving them things that they can do. There's no worse feeling than never being successful. I always try to think of their perspective: how can I make them successful every single day [but at the same time] keep them in an area where they are challenged?"

What has been your greatest learning?

“[...] it’s hard to say only one thing. I would say patience.... also.... rolling with the punches. Sometimes lessons you design thinking they are amazing [and they] turn into a tornado. Does that mean you never try lessons like this again? No. Trying something and having it fail is scary. I'm not a pro - it doesn't work every day perfectly - but most days, I have small victories. The biggest thing, lastly, I think when I was student teaching [in my second placement] I was not myself. I felt I had to be rigid, and I couldn't have any emotional attachment. And here, I am very much myself. I share lots of personal details with them - it is designed that way.  For me, it’s been learning about how to keep that line in place [of teacher vs friend]. Every teacher that I had or respected was the person who told me about their life. I try to know what is going on in my students lives, not just in my room but in general. I attend games, and try to be into what is going on in their lives. Just as my life extends beyond these 4 walls, so does theirs. I think if you have that close relationship with them, you get more.”

What advice do you have for a history teacher?

"Don’t forget the story - the story of history. Sometimes it can become a timeline of facts and events - isolated small things. When you tell it like a story, it means something to them, something that's real. "

[betheteacheryouloved]

student engagement: exam review edition

Ms. DeSalvo planned today's Civil War Trading card activity to accomplish two things: to allow students to explore the Civil War and to have students create a study aid for an upcoming test. After review of an exemplar, students had the remainder of the period to complete their project.

The tools: laptop, exemplar and template, construction paper and assorted writing utensils.

There's a magical word in a classroom: Project. I don't know why, but it seems that when you say "project" students hear something that sounds different than "work."

Ms. DeSalvo's students recently learned about The Civil War. As one of their final assignments, students were to create a set of 4 Civil War Trading Cards. The trading card activity was a mixture of project work and review for an upcoming exam.

One very excited, proud student shows off her card about the Battle of Fort Sumter.

Students are divided into two groups: each group was given a specific key figure to investigate as well as a set of 3 battles to explore. Students each worked on a laptop to find information needed to complete their cards. To accommodate different styles of learning, students could utilize teacher-provided websites, video or PowerPoint.

Another student displaying her finished card which she will try to trade with a classmate during the gallery walk held during next class. Students will use the cards /gallery sheet to review for the battle portion of the test.

Ms. DeSalvo conferencing with a student on the accuracy of his information.

Students worked diligently, and I listened in on some interesting dialogue. When kids can talk, they overwhelmingly talk about the work.

"Did you now that a battle can be a battle even if nobody died?" One student remarks in reply to writing down the number of people who died during the Battle of Fort Sumter. In reply, another student says, "What?! That is crazy, I'm telling my mom that when I get home."

Time moved incredibly quickly today, and before I knew it, it was time to go home. Students had the option of taking the assignment home to complete or staying after school. A number of students chose to stay after and continue working. I call that dedication!

Until next time...

[betheteacheryouloved]

1st grade students in Ms. Yohannes' class explaining their knowledge of the water cycle through a brief skit

VIDEO: The Water Cycle Song. The kids favorite part was 2:25. #awwkids

[betheteacheryouloved]

how to get your high school students to work quickly

Ms. DeSalvo revists the essential questions students must address in their summative research paper.

Colorful, inviting classrooms aren't just for kids. One of the first things that I noticed about Ms. DeSalvo's room was the care and attention that she put into her classroom displays. And if I noticed it, I'm sure her 10th grade honors US History students do too.

I've never taught older students before, so I was especially interested to see the way in which a high school classroom was organized both physically and structurally.

I saw many familiar pieces - an agenda, explanation of the day's assignment, connection to previous lessons. But I also saw something new and distinct.

Research packet, graphic organizer and assignment overview for US History - American Imperialism

I'd call it: laying it all out. Ms. DeSalvo spent time justifying why they were completing a research paper rather than taking an exam. She used the context of college readiness to fully explain to her students the value of their assignment. She also explained to them how she made it easier (providing resources and graphic organizers to help) than their college professors will. In addition, Ms. DeSalvo showed students how they would be graded and provided them with a rubric. The result?

One student utilizing her handwritten notes, primary source documents and a laptop to begin the rough draft of her research paper.

Far fewer questions and many students engaged immediately when released to do their assignment! This allowed Ms. DeSalvo to conference with each student--some more than once--and provide high-quality feedback about their writing.

What strategies can you share that set your students up to complete independent work faster and with fewer questions?

[betheteacheryouloved]

Just Two. That's the number of times I needed to enter Mrs. Chapman's classroom to know what to expect.

I came to capture Guided Reading but became fixed on the way character lives in this classroom

After students transitioned to the "circle table" for guided reading, students were given the clear direction to take out their materials and place their binders under their seats. Everyone moved quickly but one young man really struggled with organization. He could not find his materials. The others waited patiently. Even when he had to return to his desk and have the teacher comb through his binder, the others waited patiently.

Mrs. Chapman has incredibly high expectations for her students. She was quick to help the student find his materials to keep pace with her 25-minute lesson, but she also made it very clear to the student that he needed to follow her directions to help himself stay organized. While the the rest of the class took a brain break and participated in a CBI or community building initiative, this student was helped by the teacher to organize his materials. He was upset that he might miss "crew time," which is thoroughly enjoyed by all students.

Though he was separated from the group, no student muttered a word or made a comment that would further upset the student. They didn't do that because that isn't how it's done in Mrs. Chapman's room. And it wasn't just happenstance.

Earlier, one of the student's made an error on his paper and he needed to correct it. "I don't have a...." he was interrupted by another student giving him an eraser to borrow. Is a child letting another child borrow an eraser a small miracle? Of course it is when we live in a world where people see others in need as "entitled" and not worthy of sharing with.

When children demonstrate character, I am struck. And I am so very hopeful.

How do you incorporate teaching character to your students?