May29

Recycling Efforts

My school does not have a recycling program, but as a science teacher I'd like to set an example of "green" behavior. What can I do in a single classroom?
-- Tyler, Louisville, KY

I'm sure you've heard of the expression "Think globally, act locally." Although many schools do have recycling programs, their success depends on what happens in individual classrooms like yours.

Isn't it depressing when you have a desk or locker clean-out event and you see students discarding tests, handouts, and papers you thought had gone home weeks ago? I read about a teacher who started her recycling efforts with a "garbology" lesson. She collected her classroom trash for a week. The students weighed it, and they examined the contents (wearing gloves), separating the actual trash and recyclable materials such as paper, cans, and bottles. They then weighed the recyclables to estimate what percent could be recycled. Perhaps the amount of paper used in your classroom might be a good place to start your efforts to reduce, reuse, and recycle.

Save old handouts or outdated materials printed on one side. Cut the paper in halves or quarters to use for quizzes, notes, or practice work. Use the double-sided option on the copier for any new copies. Put a box next to the copier for any "mistake" copies whose blank sides could be reused.

Use science notebooks in which students do their assignments (notes, lab reports, diagrams, etc.) rather than lots of handouts. Encourage students to write on both sides of the paper. If you teach more than one section of a subject, consider whether it's necessary to give each student a copy of a multi-page test. Could you make a class set of tests and have the students use separate answer sheets?

For lab activities, you could give a copy of the directions to each group, rather than to each student. A lot of teachers laminate handouts so that they could be used again. My school did not have a laminator, so I used 3-ring sheet protectors. As a plus, I could take out the papers and re-use the protectors for other handouts.

Take advantage of available technology. Use a class website to share announcements and your class newsletter or syllabus. Post copies of class handouts, too. Some teachers also post podcasts of their lectures/discussions rather than giving out notes. Use parents' email addresses to send announcements home. Depending on the grade level, students could submit written work online.

Since your school does not recycle paper, you'll have to be creative as to what to do with it. If your community has recycling bins or curbside pickup, you could recycle there. Perhaps a high school student or class is in need of a project and could pick up your recycling periodically.

Another suggestion is to recycle inkjet printer cartridges. Some organizations collect them as a fundraiser (a Google search could give you some ideas). Check with a local office supply store to see if they have a recycling plan. The one in my neighborhood has a "reward" program giving a credit for each one recycled. (I recently got a coupon for $30 in the mail to spend at the store!) Some parents might send in their used cartridges for this program so you can get extra goodies for your classroom.

Be sure your students are aware of your efforts and ask them for other suggestions. For example, one elementary class suggested adding a "recycling monitor" to the list of classroom duties. This student would remind others to put materials to be reused or recycled in the proper container. Another class suggested covering bulletin boards with plain fabric or wrapping paper rather than construction paper that fades quickly and has to be replaced. Once you and your students show reducing, reusing, and recycling can be done in a classroom, perhaps your local effort will lead to a schoolwide one.

Readers, do you have any tips to share?

Published: May-29-09 | 3 Comments | 0 Links to this post

May20

End-of-Year Reflections

I just finished my first year in the classroom. It was a challenge, but I learned a lot. With the end of the school year approaching, do you have any tips for what should I think about or prepare for next year?
—Rene, South Bend, Indiana

Congratulations for completing your first year! You'll find the end of the year is as hectic as the beginning, with exams, grades, inventories, and lab clean-up. You're also looking forward to vacation time, graduate courses, home improvements, a summer job, or some much-needed rest. But while your memory is fresh, take some time now to review, reflect on, and learn from your experiences. Record your thinking in a journal or in your planning files.

As you go back over your class list(s), ask yourself which students seemed to improve through the year. What did you do to encourage this improvement? Did some students regress during the year? What could you do if this happens again? What strategies did you use to connect with your students? Are there any new strategies you would like to try next year? How effective were your classroom management routines and procedures? Did your students seem to enjoy learning?

Consider your course curriculum. Did some units have different results than you anticipated? Should you change the amount of time or emphasis you put on some units? Did you have an effective combination of science content, skills, and processes? Identify any gaps in your own knowledge base that could be supplemented this summer with online courses, readings, websites, or visits to local informal science institutions (museums, zoos, planetariums, etc.). How well were you able to access and use the technologies available in your school? What kinds of interdisciplinary connections did you make?

As you complete final evaluations/grades for students, ask yourself how well the grades reflect student learning. Or did you factor in things not related to course content? How well did your assessments align with the unit goals and lesson objectives? Did you provide opportunities for students to reflect on their own learning (e.g., through a science notebook, rubrics)?

Although some schools do not require detailed written lesson plans, there are advantages of having plans that can be revisited and adapted the following year. Were your lesson plans detailed enough to be adapted for next year, or will you have to recreate them? Based on your assessment data, what instructional strategies should you change (or keep)? How well were your in-class and homework activities aligned to the unit goals and lesson objectives? Did your lab activities help students to develop their inquiry skills?

On a practical note, check with your principal or department chair for any end-of-year checkout procedures. Your classroom may not be secure during the summer months, so stow your lab equipment in locking cabinets or storage rooms. Take valuable or irreplaceable personal belongings home or lock them in a cabinet. Label any large personal items such as a desk chair or stool with your name. If you have personal documents, tests, grades, or other sensitive information on an unsecured hard drive, transfer them to a network drive or transfer them to a flash drive. Some schools allow teachers to take their assigned computer home for the summer, but don’t take any school equipment home without permission.

Update any equipment inventories and note if anything needs to be repaired. Keep your requisition list for next year handy so you can check in the new materials arriving over the summer. Inventory textbooks, if you keep them in your classroom, so you'll know if you have enough when you get your new class list. If any books need repair, take care of them now. Make sure items such as glassware, cages, aquariums, sinks, or table tops are clean and ready for next year. If you can, turn off the gas and water in your lab.

Based on your reflections, this might also be a good time to formulate your goals for next year. It's tempting to say, "I'll think about this in August." But if you take some time now for thinking, reflecting, and planning, you'll have more time in the fall for getting your second year off to a good start.
Published: May-20-09 | 0 Comments | 0 Links to this post

May06

Co-Teaching

I have the opportunity next year to co-teach two science classes with a special education teacher. Approximately one-third of each class will be special education students. We're both interested but a little apprehensive. How do we make this work?
—Devon, Pompano Beach, Florida

The March 2009 issue of The Science Teacher was devoted to the theme "Science for All." A principal of mine used to say "All means all—not some or most." As noted in NSTA's position paper on Students with Disabilities, it's critical for all students to have quality science experiences.

A co-teaching model of inclusion, such as the one you're considering, teams the content knowledge of a science teacher with the expertise of the special education teacher to differentiate instruction and deal with a variety of learning issues. Both teachers are in the classroom at the same time. I've had many special needs students included in my classes, but I never had the opportunity to co-teach. So I shared your question with several teams to get their suggestions.

They all said that getting the right match of personalities is crucial. The teachers should agree on classroom management routines and procedures. But it's not necessary for the two teachers to be identical in their personalities. For example, a detail-oriented teacher may complement a big-picture one. Even with professional development, one team noted they still had a lot of trial and error the first year. But they had a commitment to make it work for all of their students.

The teams also noted it's important that everyone (including the principal) understand the concept of co-teaching and the appropriate roles for the teachers. They shared a few horror stories, such as the science teacher who considered the special education teacher as his teaching assistant. He assumed that the special education teacher would perform clerical work, grade assignments, and set up and put away lab equipment. In another extreme example, the special education teacher did most of the work (notetaking, writing, etc.) for the students and gave it to them to hand in. These unpleasant experiences could have been avoided if the expectations had been determined ahead of time.

On one team, the special education teacher has the role of a tutor. She monitors the class and assists special education students during independent and cooperative group work. But on the other teams, both teachers present and review content, assist all students, and conduct formative evaluations. One teacher noted there are no "your" students and "my" students—they are all "our" students. The roles of teachers switch during the class period. The special education teacher will often take the lead in reviewing a topic or describing a procedure. The science teacher usually introduces new content.

One special education teacher mentioned her greatest concern was her lack of content knowledge in science. The first year of co-teaching, she was more of a tutor. But now in the second year of their teamwork, she feels comfortable with the content of the curriculum and with basic laboratory procedures.

One science teacher’s greatest concerns were whether the students could handle advanced topics and whether they would be able to do as many topics during the year. He found there were fewer interruptions for discipline problems with two teachers in the room. When he was out of the classroom on sick days or for conferences, the special education teacher was able to continue with the lessons. With another teacher in the room, the students also were able to get more individualized attention.

The co-teaching teams emphasized the need for time to collaborate, plan, revise, and assess student work. They emphasized the importance of having common planning time several times each week, if not daily. Above all, they suggested you give yourselves time to make this work and give yourselves permission to make mistakes (and learn from them).

NSTA has some resources. The portal Students with Disabilities has NSTA's position statement and links to strategies for inclusion. On the NSTA Learning Center, use the search term "inclusion" to find journal articles that suggest strategies for helping all students. If your special education colleague wants to brush up on content, Science Objects are free online courses on a wide variety of topics.

Do you have colleagues who are already involved in co-teaching whom you can observe and who can share their insights and experience? If you don't have any in your school, join the NSTA Community professional networking site to find virtual colleagues and mentors.

You have an excellent opportunity to document your experiences, perhaps as a blog or an action research project. I'm sure others would be interested. Good luck!

Published: May-06-09 | 0 Comments | 0 Links to this post