Aug07

Getting to Know Your Students

I've read a lot about the value of making connections with students. But it seems impossible to connect with individual students when I meet with 150 per day in my classes. Any suggestions or advice?
—Bethany, Rochester, Minnesota

When I was student teaching, I had to shadow a student for an entire day and reflect on what I observed. Going over my notes, I realized not once during the school day did my student (a 10th grader) have a conversation with an adult. No teacher called on him in class; no adult said hello in the hallway. The cashier in the cafeteria didn’t even say ‘thank you’ when he paid for his lunch! Perhaps this was not a typical day, but if it was, I wondered how lonely this student must have felt, as one of the many "invisible" students passing unnoticed from class to class. As a teacher, I made it my goal that no student should ever be invisible.

It's easy to connect with the students who demand our attention: the hand-raisers, the outgoing personalities, those who are genuinely interested in science, and those who use negative behaviors as attention-grabbers. Getting to know every student is simpler in a self-contained classroom where a teacher and students are together for most of the day. In a secondary classroom, however, trying to connect with 150 students seems like an impossible task. But there are strategies to make this doable.

Ask each student to record data on an index card: name, birthday, nickname, interests/hobbies, school activities, out-of-school activities (e.g., jobs, community organizations, volunteer work), and other conversation-starters. (Use a different color card for each class.) Then for each class each day, the student on top of the deck would be your "target." This is not a formal student-of-the-day designation or event, but just a subtle way of ensuring that you're interacting with each student. During the class period, greet him/her at the door, call on her for an answer or to share a thought, ask him to be the assistant to write on the board or overhead, or interact with him/her during seatwork or groupwork. In a little more than a month, you will have interacted with each student in this focused manner. The cards can also be used to randomly select a student for an answer or a job, ensuring that it's not just the hand-raisers or those in the front of the classroom who participate.

Some other ways to connect include
  • Stand in the hallway to talk to students as they come in. A friendly hello, compliment, or comment may be one of the few positive interactions students have with an adult that day. (For some classes, especially if lab equipment is set up, stand just inside the door to keep an eye on things.)
  • Use students' names in class conversations: "That's a good idea, Marcus" or "Do you have anything to add, Maria?" A seating chart with the students' nicknames is helpful at the beginning of the year to connect names and faces.
  • A quick note, e-mail, or postcard with a positive remark goes a long way to making the student feel accomplished and part of the class.
  • Get to know students in a different setting by attending school functions and events occasionally. Some students' parents may not be able to attend, so a friendly cheer or bravo may mean a lot.
  • Consider having lunch with students or talking to them in the lunch line.
  • My colleague and I strongly believed labs should not be used as homerooms, so we volunteered for morning hall duty instead. We stationed ourselves at the bus door and pleasantly greeted students as they came in. For many students we were the first adults to interact with them in the morning, and they looked forward to seeing us. (/ul>

There is also the option to connect with students online, but there are a number of pros and cons to this approach. If you're intrigued with using social media (such as Twitter or Facebook), the August 2009 issue of Learning and Leading with Technology has an interesting point/counterpoint discussion Should You "Friend" Your Students?

Of course, your connections with students should always be on a professional level. Most of the students already have friends to hang out with. But many of them need caring adults in their lives who take an interest in them and make them feel valued and "visible."

Please feel free to add your suggestions for getting to know your students.
Published: Aug-07-09 | 0 Comments | 0 Links to this post

Jul25

A Bone to Pick

I picked up an almost intact dog skeleton from the side of the road. One of my students spotted it from her bus window! I need help with preservation and wiring it together. Any suggestions? I did put the skeleton in a laundry bleach bath for approximately six hours and left it outside to dry. My husband varnished the bones, but now it has a mildew problem. It may be too late for the proper preservation of this skeleton, but you never know what I might find this school year. Thanks for your help.
—Susan, Myrtle Beach, SC

I must admit I haven't had any experience in preserving and mounting skeletons, but it was a fascinating topic to investigate. I found two websites on the topic of cleaning and bleaching bones, both of which recommend hydrogen peroxide as a bleaching agent: The Boneman and Cleaning and Preserving Animal Skulls.

Mounting the skeleton appears to be a challenge. How to Mount a Small Skeleton has some step-by-step directions. I'm wondering if a museum curator or naturalist at a nature center would have any suggestions for you on how to mount the skeleton for display.

You mentioned the possibility of finding other specimens. I'd suggest you contact your state Game Commission or local animal control agency to learn about any permits or licenses you would need to collect or possess roadkill or other remains of wild animals.

My middle school students were fascinated by skeletons, too. These specimens can provide excellent learning opportunities for observations, comparisons, and classifications. Our school had purchased some smaller ones preserved in blocks of Lucite. The bat and turtle were the most popular ones, and our collection also included a mouse skeleton because many students (as well as some adults) have a misconception that mice have no bones. I usually had a few skeletons and bones on the "museum table" in my classroom, along with other interesting objects for the students to explore. The students would look at them with magnifiers or under a stereomicroscope and were surprised at how vertebrate skeletons are so similar in structure. The high school biology teacher had a nice collection of specimens (legally acquired) he would share with us, too. I also know teachers who tap into the resources and collections of local colleges and wildlife centers. You can expand your collection electronically with sites such as the Skull Site and the eSkeletons Project.

Students like to share what they find themselves, but I'd set some parameters as to what kinds of things can be brought into the classroom. I learned this the hard way when a student brought back a baby shark she found on the beach several hours away from the school. When she opened the cooler—before I knew what was in it—the stench was overpowering! My students were also very eager to bring in baby animals they thought had been abandoned or orphaned, especially rabbits and birds. I would commend them for their concern and then urge them not to remove them from their surroundings. I included these parameters in the syllabus at the beginning of the year so parents would also be aware.

Did you see the article Roadkill Data Analysis: Using Spreadsheets to Integrate Math and Science in the March 2009 issue of Science Scope? It describes a project in which students gather data about roadkill (without removing it) and upload the data to a regional database. They can then pose questions and explore the data.

Published: Jul-25-09 | 1 Comment | 0 Links to this post

Jul17

Students and Cheating

With all of the technology that students have (e.g., cell phones, laptops), I'm concerned about "cheating" on tests and writing assignments.
—Anne, Rochester, New York

This is a very timely question, in light of a recent report Hi-Tech Cheating: What Every Parent Should Know from Common Sense Media.

In the old days, students tried to get away with not studying or doing original assignments: turning in a "report" copied from an encyclopedia; writing notes on a shirt cuff or a piece of paper to use during a test; spreading the word about pop quizzes; discussing the content of a test; copying homework on the bus; sharing copies of old tests; forging parents' signatures; paraphrasing information without citing sources; reading summaries of books rather than the originals.

I suspect this is a high-profile issue today because high-tech applications make it easier: copying and pasting, texting, downloading from online term paper factories, accessing online answers and solutions to textbook review questions and problems, getting online homework help, taking pictures of a test with a cellphone camera, storing information on an iPod. So is the solution to ban all electronic devices in the schools? The study indicates students still use them even in schools that do so. But there are many creative and legitimate uses of these tools in learning environments. The study suggests we need to discuss the appropriate uses of these devices in terms of "digital literacy."

From the survey, it appears many students don’t know what cheating really means, especially in terms of these newer media, and they assume helping (or being helped by) a friend is acceptable in every situation. (The incidence of cheating was the same with honors and non-honors students.)

It might be helpful to discuss the topic as a faculty and develop a school-wide policy about academic integrity. What is your school's definition of cheating (including examples)? What are the consequences? Is the policy published in the student handbook, on the school's website, and in course syllabi? How will parents (who, according to the survey, are aware of cheating but not by their own children) be informed of the policy?

In addition to having consequences, it's also important to be proactive with the students. Have a frank discussion about what is or is not acceptable. For example, in a cooperative learning situation, helping each other is desirable; in other situations, individual accountability is necessary. Review the differences between copying, paraphrasing, summarizing, and original thoughts. Set interim due dates for parts of a longer projects to help students organize their time instead of waiting until the last minute when the temptation to copy is greater. It's easy to say "we shouldn’t have to do this" or "why didn't they learn this in an earlier grade," but the technology and the online resources change rapidly along with student access to them. We assume students know the boundaries, but the study suggests they do not.

Does how assignments are graded affect the temptation to cheat? Do we evaluate the process as well as the correctness of a response? Do we demand perfection on even practice assignments or is it permissible for students to make mistakes during practice exercises without a fear of failing the unit? Do we encourage students to submit interim drafts of important writing assignments for our feedback? (I realize this is time-consuming, but I'd rather have students submit original writing in need of a little tweaking rather than a perfect report simply downloaded from another source.) Do we give students interesting, meaningful assignments rather than busywork? Do students understand the purpose of these assignments?

In a practical sense, be aware or "with it" in the classroom. Resist the temptation to sit in the front of the classroom and grade papers while students take a test or work on an assignment. Use formative assessments during the lesson to check student understanding on-the-spot. There are lots of tools for creating multiple versions of an objective test (same questions but rearranged). Give different essay questions to each class—you'll also get a broader view of what students learned. Some teachers encourage students to use their science notebooks during a test.

Model appropriate behavior yourself. Be sure to cite any sources you use for a handout or worksheet (and credit yourself if it's original). Model how to cite direct quotes and paraphrased or summarized information. Review and model note-taking and study skills useful for your class. Resist the temptation to check your own e-mail or text messages during class. And learn more about the very positive and creative applications of these technologies that are part of our students' everyday lives.

Published: Jul-17-09 | 1 Comment | 0 Links to this post

Jul08

Getting (and Staying) Organized

For the first time, I'll be teaching two different subjects (biology and environmental science). Do you have any suggestions for how to organize my unit plans, lesson plans, and other resources?
—Don, Cedar Rapids, Iowa

I'm not an organized person by nature. So when I taught four different courses in two different labs, I had to force myself to create a system to coordinate four sets of resources and documents and archive them from one year to the next. It was a struggle, but eventually I was able to use my time to revisit and revise lessons rather than recreating them.

My colleagues used to call me the binder queen of unit plans (I've since progressed to electronic files). My school had a written curriculum for each course. Rather than storing the curriculum tome in the file cabinet, I took it apart and put each unit plan in a separate binder. I also inserted my lesson plans for that unit as well as copies of the assessments, handouts, and other notes.

For lesson plans, the best thing I ever did was to get rid of the spiral "Plan Book" with its 2x3 inch block for each class period. There wasn't enough room to record the plan for an entire lesson, other than a cryptic "pp. 52-56 #1-5" or "Algae Lab" which was not much help the following year.

Does your school have an official lesson plan format? If you're using a framework such as Understanding by Design or 5E, there may be sample lesson plans posted on the project's website. If you don't have a suggested template (and there are schools that don't require teachers to have written plans) here are some features I would include (keeping in mind that a lesson may span several class periods):
  • Lesson title and dates
  • The unit goals (or themes, essential questions, big ideas) supported by the lesson
  • Lesson objectives
  • Materials needed (web resources, supplemental texts, technology, PowerPoints, handouts, assessments, lab materials, notebooks, office supplies)
  • Introduction to activate prior knowledge (e.g., an advance organizer; warm-up activity; recap of previous lesson; Know, Want To Know, Learned, or KWL, chart; an interesting anecdote or story)
  • Description of the lesson content (concepts, discussions, lab investigations, cooperative learning activities, informal assessments, vocabulary, opportunities for practice or application)
  • Lesson assessment (quiz, group presentation, lab report, notebook entry)
  • Homework related to the lesson objectives
  • Closure or bell-ringer
  • Adaptations for students with special needs or extensions for students beyond the basic objectives

Annotate the lesson and unit plan, either on the document or with a sticky note. Reflect on what went well as well as what did not work (and what you did to fix it). Describe in detail any modifications to activities or assessments. Correct any typos or other errors right away.

A colleague suggests color coding course materials and finding a clip art logo for each course (e.g., a microscope for biology, a tree for ecology). Put this in the upper right hand corner of any printed page and use it as you sort through the papers on your desk.

Ask your technology coordinator if your school already has any online organizational tools and take advantage of the organizational features on your computer. You can color code the folders and files on your computer or change the folder icon to your course logo. Have a folder for each course and a subfolder for each unit. With an electronic system you can archive PowerPoints, photos, podcasts, and video clips as well as hard copies of lessons, handouts, and assessments.

In addition to backups on the school's server, invest in a flash drive, and backup to both regularly. Flash drives are especially helpful if you use different computers at home and in school. As an alternative, you could store your files in a file sharing site, such as Google Docs, which would enable you to access and edit the files from any computer. Files stored there also maintain a version history, so you can go back to earlier versions of lessons as needed.

In addition to electronic files, I still like the concept of binders, where I can flip through an entire unit or workshop without opening lots of files. Once a binder queen, always a binder queen!

Creating a system is time-consuming at first, and you'll modify it as you discover what works best for you. This investment will pay off the next time you teach the courses. Good luck!

Published: Jul-08-09 | 0 Comments | 0 Links to this post

Jun27

Critical Science "Skills"

What are the critical skills you think students need to be successful in science?
—Niki, Baltimore, Maryland

In science department meetings, we often agonize over what and how much content to "cover." We lament that students don’t seem to remember much content from one year or subject to the next. Inquiry and in-depth study often take a back seat to presenting content that will be on a final exam or state test.

When identifying skills critical to science, I wonder if we should include traditional skills such as balancing equations, calculating answers to problems, measuring, or memorizing definitions? Communications and mathematics are certainly critical in science, but they should be put in context. Most of us as adults read for a purpose such as entertainment or information. Most of our writing is purposeful, too: memos, reports, logs, journals, self-expression. Few of us do arithmetic calculations without a specific purpose (although I am addicted to KenKen puzzles).

One of my favorite quotations (often attributed to Albert Einstein) is "Education is what's left after you've forgotten everything." In other words, even though we might not remember everything, we take basic experiences from a learning environment with us into new situations. When I switched from teaching middle to high school, the principal asked about my philosophy of learning. I had never written any formal document, so I listed the "big picture" skills I wanted my students to take away from my classes. I also posted these in my classroom, discussing them with the students:

  • Problem solving: Not in the sense of the problems at the end of the chapter or "problems" such as global warming or pandemic diseases, but the ability to work through a situation by asking questions, defining problems, investigating, engaging in inquiry, observing, finding and evaluating information, communicating (both verbally and graphically), and active listening.
  • Risk-taking: We need to get students out of their intellectual comfort zones and try something where the answers may not be known ahead of time, if at all.
  • Imagination/creativity: Kindergarten students are wonderful at this, and then we somehow program it out of students. We insist they do things exactly as we tell them to do, or we give students a template (a good thing to start with), then never allow them to deviate from it or customize it to their own learning.
  • Dedication: It's easy for students to be distracted, but seeing a task through to completion, knowing one's strengths, working on one's weaknesses, and striving for more than mediocrity are real boosts to self-esteem—even better than someone saying "good job."
  • Enthusiasm (my students preferred the word enjoyment, which was fine with me): Learning is interesting and it's part of what makes us human. Not all learning experiences are necessarily "fun," but good teachers can make any topic interesting by showing their own passion and through engaging classroom activities.

These "skills" are not measurable in the sense of a standardized test, and they evolve as students progress through the years, gaining more exposure to content and in learning subject-specific skills. They require modeling by the teacher: if a teacher is not a risk-taker or has little enthusiasm for a topic, it's hard for students to develop that attribute. I found it was important to make the classroom a "safe" place where students can develop and use these skills, to put them in the context of the content topics, to recognize and support student efforts in these areas, and to help students see the connections among the content, other topics in science, other content areas, and within their own lives.

Lifelong and independent learning beyond the classroom is based on these skills. We have to realize that not all students will pursue a science-related career or even have the same passion for the subject we have. But they will be voters, taxpayers, parents, employees, business owners, travelers, professionals, and hobbyists who will need not only basic content knowledge but also the skills to be lifelong learners in science-related issues. How many of our schools' mission statements contain that phrase? What are we doing to make sure this happens?
Published: Jun-27-09 | 0 Comments | 0 Links to this post

Jun18

Highly Qualified Teachers

I've been asked to teach a different science course next year. I'm looking forward to the change, but I'm a little nervous about teaching a subject I've never taught before. I was told I am "highly qualified." What does this mean? How do I prepare?
-- Charlotte, Olathe, Kansas
 
The phrase "highly qualified" could have several meanings. According to the No Child Left Behind website, "To be deemed highly qualified, teachers must have: 1) a bachelor's degree, 2) full state certification or licensure, and 3) prove that they know each subject they teach." So, for example, if you're certified in chemistry and physics, you could be considered "highly qualified" in both, even if you haven't taught physics before. I'm assuming your certification process included coursework in the sciences for which you're certified or required you pass a test in those subjects.

You didn't mention the grade level of your new assignment. Some states have separate credentials or endorsements for teaching at the middle school level. Before accepting the position, check with the personnel/human resources director and your teachers' association to be sure you are properly credentialed for this new assignment. When this documentation is in place, you're ready to start the next chapter of your career.

There has been much research on the challenges faced by novice teachers. However, I know of very little research on what happens when veteran teachers change subjects or grade levels (an interesting dissertation topic for an education researcher?). A veteran fifth-grade teacher who is assigned to a first-grade class may struggle at first with the primary curriculum and the students’ maturity (or lack thereof). It's a humbling experience as a veteran teacher to realize you may not have all of the answers right away in a new situation and that you'll make some mistakes. On the other hand, as a middle school teacher who switched to high school, I already had a repertoire of strategies to deal with the ninth-graders everybody else complained about.

Your collection of lessons, assessments, and materials may no longer be appropriate, so you'll have to spend time creating or adapting materials and lab investigations. Ask for a copy of the curriculum, textbook, and other resources to review ahead of time. If you change schools, you'll have to get used to new schedules and get to know a new group of teachers. If you're teaching a different subject, you may need to refresh your content knowledge. NSTA can assist with resources such as SciLinks and the resources on the NSTA Learning Center. As an NSTA member, you can access the journals’ online archives (and you may want to switch your print subscription, too, if you’re switching grade levels).

Veteran teachers are usually not required to participate in induction programs, but my district did assign "mentors" to teachers who changed schools, grade levels, or subject areas. It was helpful in a new assignment to have a go-to person to answer questions and share resources and information. Try to find a colleague who also changed teaching positions and pick his or her brain about what to expect from a different age group or in a new school.

Your experience gives you an advantage over a novice teacher. You already have a strong foundation in science, and you'll be able to help students see the connections between science concepts. You'll already know a variety of strategies for instruction, assessments, lab safety, and classroom management.

Some teachers are content to teach the same subject to the same grade level in the same classroom/lab for their entire career. I've found, however, that changing assignments was both personally and professionally rejuvenating. It forced me to learn new content and how to relate to different age groups of students. I learned new instructional skills and expanded my circle of professional colleagues. I loved working with the enthusiasm of middle school students, but I also thoroughly enjoyed the intellectual interactions with high school and college students. Reflecting on your question, I realized working in a variety of situations helped me feel even more "highly qualified" as an educator, beyond the official definition.

If anyone has any other suggestions to help Charlotte with the transition, please feel free to add a comment.
Published: Jun-18-09 | 0 Comments | 0 Links to this post

Jun08

Science and NCLB

I'm concerned about the decrease in scheduled time for science instruction, especially in the primary grades. The teachers say that it's all because of NCLB (No Child Left Behind) and its emphasis on reading and mathematics. Is this the case everywhere?
-- Greg, Westminster, Colorado

The phrase "No Child Left Behind" implies we're going somewhere. As science teachers, we need to make sure where we're going with the students is a worthwhile place and the journey is an interesting one.

"We aren't allowed to teach science until after the state tests in April." I couldn't believe it when I heard this at an elementary school I visited recently. I knew many schools were focusing on reading and mathematics (the two subjects whose test scores are used to calculate a school's Adequate Yearly Progress, or AYP), but this sounded like an extreme case.

According to the 2008 study "Initial Impacts of No Child Left Behind on Elementary Science Education," published in the Journal of Elementary Science Education, 60% of the teachers surveyed said they cut back on time for science instruction as a result of NCLB. So your school and the one I visited are not isolated cases.

Even before NCLB, science was often shortchanged in terms of scheduled time. (Although we're discussing science here, I'm equally concerned that social studies, the arts, and physical education are also on the back burner in some schools.) I know some teachers who were strong in science before NCLB are still making time for science and their students are doing well on the reading and math tests. But I suspect some teachers have not protested too much about the de-emphasis of science.

If teachers decide to pursue this issue in their own schools, the real cause for the decrease in time for science should be determined. I'm not sure NCLB is the sole factor in every school where science time has been cut back. The study does mention other factors: few resources, lack of administrative support, outdated materials, and inadequate professional development. In addition, I know some schools use the time scheduled for science or social studies as "pull out" time for students who need remedial work in reading and math.

I'd also be concerned about the quality of science instruction during the time currently scheduled for science. If a science class consisted of worksheets, lectures, and busywork, then perhaps making the class shorter was not necessarily a bad thing. Another complication is that now states administer science tests based on their science standards as a part of NCLB. One eighth-grade teacher mentioned she felt she had to cut back on lab investigations to try to "cover" everything for the test, which included the standards for grades 6, 7, and 8.

There are those who suggest science content could be integrated with reading instruction. There certainly are many interesting nonfiction books students could use in reading class. But I think we're shortchanging students when we substitute assignments in reading class for planned and purposeful science instruction including both science content and processes such as hands-on investigations, vocabulary development, observations, writing, measuring, and questioning. In a well-planned science class, students apply their skills in reading and math to authentic situations.

The study mentioned earlier describes research conducted by Michael Klentschy, which showed inquiry science led to increased student performance in math, reading, and writing, even in schools with large number of at-risk students. So if test scores are an issue, I wonder if schools should increase time for inquiry science, rather than decreasing it! Perhaps if we give students more opportunities to apply their reading and math skills in other content areas, they will begin to see how their subject areas are connected.

Published: Jun-08-09 | 0 Comments | 0 Links to this post

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

<< Previous    Next >>