Rules of Engagement

     I am always amazed at how quick my students are to resort to solving a conflict by physical means. I have seen them in fights that were videotaped on phones, broken up more than my share of them at school, watched them on Facebook, and even seen Instagram stills of them in action. Oh - the joys(?) of Social Media... And I am not talking about "bullying". I truly feel that the term bullying has been watered down to the point where it is almost meaningless. (Yes - there is true bullying, but not like it is portrayed in the Media.) But that is a whole different post... I digress. I am referring to fighting. Straight up throwing punches, pulling hair, kicking, slapping: fighting.
     We have spoken in the classroom at great length about the reasons, the downsides, the upsides, EVERY side of why they think this is their best option, but I wanted to know more. I also wanted them to see it from a different perspective. I mean, are there actual rules for what they do? This came up because I saw a video of one of my students fighting (in their neighborhood) with a deaf student. (*Disclaimer: I am not here to say who started it, the reason, or the outcome. I am trying to objectively look at physical altercations and how to decrease the occurrence.) Some students were appalled that he had fought with a student who was deaf. Others said the deaf student called for the fight, so all bets were off. It made me wonder what their definitions are for Rules of Engagement in their fighting arena. So, I posed the following questions:

• When is it okay to hit another person?
• What do you think of someone who walks away from a fight?
• What are the unspoken "Rules of Engagement" (street fight)?
• What are 3 reasons that would definitely cause you to fight?

     I had them write their answers on sticky notes (without names) and our discussion began. This is what it looked like.

   
     One of the things I am most proud of is how honest my kids are in my little world of behavior intervention. I have learned more about their lives, their culture, their perspective, and the reasons (real or imagined) behind their behaviors in more ways than I can count. Here are the results, and I promise - this is what they said. (Their words, not mine.)

• When is it okay to hit another person? disrespect
• What do you think of someone who walks away from a fight? they are a real man/woman, smart, making a better choice
• What are the unspoken "Rules of Engagement" (street fight)? never fight someone who is crazy/handicapped/has glasses (if they have them on), never in front of someone's mom (that's disrespectful)
• What are 3 reasons that would definitely cause you to fight? disrespect, they hit you first, spit on you

     In the discussions, I focused on defining disrespect. For them, this is paramount. One of my first posts ever was on Mutual Respect. I stand by the fact that I have such solid relationships with my students because I respect them and they know it. Do I tolerate foolishness? Oh no. I do not. But - foolishness happens. Lt's deal with it and move on. Every day is a new day. I would say 95% of the altercations my kids have with teachers in school (outside of my room) is due to disrespect. And friends, I mean to say that the adults are the ones being disrespectful in many cases. Does it excuse the behavior of the student? Absolutely not. But - when adults treat students in a way that they themselves would never tolerate being treated, the outcome is never good. Never. It takes two to argue... Just a thought. Moving on....
     We also talked a lot about the irony of the answers to the second question. I mean, they know it isn't the best choice but they still do it. It's a work in progress, friends. WORK IN PROGRESS!!!
     I thought they answered the third question in a typical manner. And truly, we have a lot of special needs students on our hall with severe mental and physical disabilities. My kids are insanely respectful and even protective of them. I do believe they mean what they said. I was surprised that they said that about not fighting in front of someone's mom. I mean, some of their mom's would even jump in (and have). Still - to the kids that even seems wrong. Thank. Goodness.
     So... did we solve the problems and I have had no fights since? No. Broke up one last week in the room and saw two more on video. But refer back to "work in progress". It still gave us all something to think about and hopefully in that split second before they start "laying hands" on each other, they might think to walk away. I'll let you know how that goes. Work. In. Progress.
     I have so much more to post, I just have to make the time. The journals in class are amazing, and I am so proud of them. I think that will be my next one. Hopefully I will get to it over the break.
     I leave you with my sweet little classroom Christmas tree.

     Merry Christmas to everyone, and if you celebrate this time of year in another way - I hope it is amazing as well.

Mrs. Beck

Using Precepts in the Classroom

     Wow! These last few weeks have been a whirlwind. I have gotten 5 new students, and with each one the dynamic changes in the room and we basically have to start all over. I feel like I have just had the first week of school stuck on a 5 time loop. My friends tend to come in hot, test the waters, establish the hierarchy, test the waters, test the waters, test the waters, and then realize that I'm not so bad, the class is not so bad, and everything is going to be great. And then test the waters a few more times just to make sure....  If that process could only take as long as it did to type it... but alas, not. so. much........  :)
     One of my favorite things that I do in the classroom involves precepts. I have mentioned it before and anyone who ever comes into my room asks about them. I got the idea from the book Wonder by RJ Palacio. (PS: Read the book if you haven't. Maybe even after you finish this post....) In the book, a teacher gives the students a quote that they are to interpret. He eventually defines it for them, relates it to them in some way, and has them do a written response to it. If they bring him one he uses, he gives them some kind of extra credit. I am addicted to quotes and words of wisdom that I mostly stumble across on Pinterest, and I use them with the students a lot. I have a whole "Words of Wisdom" board. (I did a post on that back in 3/10/13 which has lots of pictures showing how I used them in the elementary classroom. If you have some time, check it out! It's one of my favorites.) I needed to change it up in the high school classroom and when I read the system the teacher used in Wonder, I decided to tweak it a little and give it a try.
    Now you know I went straight to IKEA and bought me some black frames. They are cheap, cheap, CHEAP! I then bought some scrapbook paper from Hobby Lobby for the backing. I actually removed all of the glass and just wrapped the paper around the cardboard backing of the frame. I mean, I don't feel as if I need the glass in my tiny classroom full of water being tested. Just a thought.... Anyhoo - I decided to do the precepts monthly, so I printed the dates, cut them out, had them laminated, and stuck them to the tops of the frames. It looks like this:

     When I first started this, the students were very literal. The August precept was: What you do speaks so loud, that I cannot hear what you say. Well, my students almost all reflected on how the guy must be deaf and couldn't hear who was talking to him. This prompted a whole lesson on literal/figurative language and explicit/implicit meaning. They do understand it now and tend to be pretty good at it. After they make a prediction and then we define it, we refer back to it often. On introduction day, they just add the precept to their journal and make a prediction about the meaning. We then define and discuss it. Here are two Journal entries from introduction day.

     I try to relate them to either current classroom happenings or topics we are going to cover. In August we talked a lot about body language so that one was perfect. The one for October is something one of my students says his grandmother told him often. I used it and because it basically relates to them all and consequences of actions is an ongoing theme. Here are the three we have done so far.

   

     I also have the definition of precept mounted next to the frames. We discussed this at the very beginning of the year. 

     To hang all of these on the wall, I used those 3M velcro things (sorry to be so technical....) that you can remove easily from the cinder block. The ones I used have the two sides you velcro together once you stick a piece to the wall and then the frame. They won't remove the paint when I take them off, and the frames have not moved at all.

I do push on them every once in a while just to make sure they aren't going to fall off. So far, so good though. 

     This is the final product as it is on the wall. At the end of each month, I have the students do a journal response about the precept. They are required to give me at least three examples of how this precept either has applied or could apply to them personally. They may also give examples of a time when it may have applied to someone else. These are by far the most reflective and well written responses they do for me. I had a class just last week ask when November would get here so we could have another precept. What? Success. 

     That's all for now. Thanks all of the encouraging emails about the blog! I wish I had more time to devote to posting. It isn't like there is a shortage of material. Busy, busy, BUSY as you ALL know and appreciate. And...our new principal was announced yesterday. I have high, high hopes for him and our school.
     Now I get to write an eligibility, a re-eval, and plan for the week. Happy weekend, friends!

Mrs. Beck

Current Events - Discussion Strategy

     Mr. Wonderful and I read the newspaper (I know - how archaic!) every single Sunday morning. We love it. Now that Fall is in the air, the coffee is even better as we sit on the deck, enjoy the quiet, read the paper, and relish in the calm of the morning. I swear, even the dog is happiest then!
     My only real goal (besides relaxation....) is to find an article for my class. I do one every week. I try to find something that relates to some type of behavior and how it affects society or a consequence for an individual that occurs due to a behavior. I also realize that as teenagers, they are very focused on themselves and their own little world. I try to help them see that there is a whole big world out there waiting on them, and that world is NOT concerned with an EBD eligibility or what they think is fair or unfair.  There are real consequences for actions, and in some way I hope these articles at least make them stop and think about it occasionally. I also try to keep the relative to their interests and age group.
     The pictures I have are from the first one we did together. It was an article on negative comments made by Kanye West. The article outlined his less than favorable behavior (ie: Taylor Swift fiasco - I mean as a mom, I wanted to smack him for stealing that moment from her....) in the past and some other disparaging comments that he had made. I use a very specific format to guide the discussion, otherwise I imagine crickets as being the only sound I would hear. One sided discussions are not very productive...
     I write the following on the board: E (Event), S-T (Self Talk), P (Perception), F (Feelings), B (Behavior), and A (Actions). **Disclaimer: I completely, 100% borrowed/tweaked/stole this from another EBD teacher that I observed last year. If you have seen this and it is from a book, please message me so I can give credit to the source. It looks like this:

Not a great picture, sorry.
The ones that follow are close ups. 

Event - This is where I post the article, paraphrase or read it depending on length, and write a tiny summary blurb.
Self Talk - This is their first impression. I literally write the first things they say. Sometimes, they are instantly angry about an action or consequence. Other times, they are incredulous (a 15 year old was denied a heart transplant because of his history of non-compliant behaviors related to therapy and medication.... I WISH I had recorded that discussion....talk about incredulous/angry/sympathetic/hard core....they covered it all!)
Perception - This is where they give me their perception of the person or topic. After our discussion, this is usually the one that has been changed based on what has been said in class.
Feelings - Just what it says, how they feel about the topic or situation.
Behavior - We identify the behavior that is being exhibited. They always love when they can label it as something we have talked about in class (a word from our word wall).
Actions - Here they get to identify what they think is an appropriate consequence for the behavior.

     The one pictured of above, as I said is the first we did. The discussions have gotten better every time, and now they actually look forward to them every week. I schedule it for Wednesday so they know when it's coming. These last two pictures are from other periods that day discussing the same article. Those classes went even a little farther than 2nd period.

     Some of the other articles we have done: Code of Conduct on MARTA (our rail system) that was being fought by the ACLU, the heart transplant teenager (he got it after all), Jail Time for Truancy, Heroin Deaths in the Rise in Georgia, Rap Lyrics Under Fire.... you get the idea. Each have resulted in great discussions and moments that have caused them all to stop and think.
     Like I said - please let me know if this is from a source I need to cite. I am always happy to give credit where credit is due.
 
     Happy Fall, friends!
     Mrs. Beck

Classroom Setup II and Mutual Respect

     I realized after my last post (and a few emails from teacher friends!) that I only shared some shots of the room here and there. Well, we can't have that. I love my room, even if it is the size of a large closet. So, here are some overall shots. This will be all I subject you to, I promise! I am all about the sharing, though. Oh... and do not let me hear even one of you say: "She has five desks? Seriously? I have 47 students at once!" I know, I know, it seems like that should be a walk in the park. However, let's reflect on one major point: I teach high school EBD students. We cannot all be on top of each other in this closet or somebody won't make it out alive. :) I am also ISS for my students at times when they cannot be in the classroom due to extenuating circumstances or behaviors. At times like those, that room can seem even smaller. Also, depending on who is in the room at any given moment, the dynamic is always different. Always. Now to be clear, I love, love, LOVE every one of my kids. That's how you know you are meant to teach those with an EBD eligibility. Here is the room....

     My room is always clutter free. That is not only better functionally and organizationally, but as I mentioned - we need our space. I am not lying to you when I say the kids will generally help you keep the space looking this way. Occasionally, the situation is such where the furniture may get moved around a bit, or something left on the floor, but typically they respect the space. And as for me.... I will seriously lose stuff if I don't have it where it goes. Not good.

Basic Expectations for the Classroom

Their magnets that let them know
what level they are on.

My favorite sign:
Every day is a second chance.
And that calendar was $20 at Cosco!
Sticks right to the board. What?!

We did our first precept. I used it to introduce "body language".
It is by Ralph Waldo Emerson and reads:
What you do speaks so loud that I cannot hear what you say. 

    One of the first lessons I did this year was on mutual respect. I wrote it on the board and had them come up and write what they thought it meant. Most of them put things like: Respect people, Give respect to adults, etc. No one really hit on the mutual part. I truly believe, and I tell my kids this, that respect is earned both ways. I don't get respect because I wear the nametag.  I have to earn it right along with them. They don't get respect because they are teenagers. They earn my respect as well. I know, adults are supposed to be respected by the younger generation because they are adults.... but what about those who don't deserve it? Every single one of my kids has an adult in their life (as do many of us) that don't deserve respect. And by that - I certainly don't mean they should be hit, cursed at, yelled at, or harmed. I simply mean they should be worthy of another person's time, energy, and basic respect.
      I also promise the students that I will never disrespect them. I may be disappointed or angry due to behaviors or attitude, but I will never let my reaction show them disrespect. I have seen, as we all have at some point, a teacher disrespect a student. I understand he/she may be frustrated, angry, tired... whatever, but the fact still remains she allowed herself to be disrespectful. As adults we all have our moments with other adults, but as teachers we owe it to our students to model appropriate responses, behaviors, and yes: respect. I get angry and frustrated as well as anyone friends, but not aimed at the students. Nope. That's a lose/lose.
     This picture is what one of the classes wrote on the whiteboard. I especially liked that one wrote: Just honor us. He didn't mean that in an arrogant way, he truly meant honor each other as individuals. He explained it very well. I liked that.
   

     Okay, I feel like this is a rambling post. Next time I want to share the lesson we did on communication. We discussed positive and negative ways to communicate in different situations. It turned out great! Now if I can just get them to use these concepts a little more often....  One day at a time, friends!

Have a fantastic week!
Mrs. Beck

High School Classroom Setup

     Well, I have finally caught my breath. Changing schools after having been at the same one for 15 years is not for the faint of heart,  and I am NOT as young as I used to be... but that is beside the point. :)
     I am finally settled in high school and all I can say is: I LOVE IT! Not a little love, but a whole lot of love! Getting up at 4:30 every morning leaves a little to be desired, but after a shower even that is okay. I am excited to share what my room looks like. Those of you who know me, know how important classroom design is in my world. A space that is positive, organized, and respected tends to get more of that back from the students who enter. And let's be honest... I couldn't work in a space that looks like a hoarder paradise anyway. The pictures look a little sparse, but I wanted to leave plenty of space for student made interactive lessons. I have already put a fair amount of that up, but that will be another post. This is just how it started out before they arrived.
    The room itself is small. The smallest, in fact, that I have ever had in 18 years of teaching. When I first saw it I literally teared up. I mean, how would I fit large, EBD bodies in there and not have mayhem? It did have tons of furniture and other stuff (recall: hoarder's paradise?), and that is what I got rid of Day 1. It actually looks a lot bigger now. The kids even said so when they returned.

Yes, I keep my desk like this. I don't like for there to be many opportunities for things to be grabbed, stolen, or thrown.  I teach EBD remember, and some days for my kiddos are harder than others. We work it out, though. 

My favorite motto: How's that workin' for ya?
I mean... if it isn't working, let's fix it!! Am I right?

My little corner of paradise. I don't spend much time here unless it is my planning period. That basket on the top of the filing cabinet is from IKEA for $10. Now who doesn't love some IKEA treasures?

     I have to admit, organization is major when teaching students on IEPs. The paperwork, data collection, Behavior Intervention Plans, FBA data, graded work, supplementals, working files, casemanager notebooks... you get the idea. If I don't let things stack up on my desk, I don't tend to forget or lose them. I also make a new planner and notebook every year. In the notebook I keep lesson plans, summative data on behaviors, schedules, and all that stuff I need to have right at hand. This year's turned out pretty good, I think. I always have a picture of Mr. Wonderful on there. Having that to look at has helped me through some hairy IEP meetings, that's for sure. 

 

      

     Now, like I said - I don't ever expect students to come in all organized and ready to go. I fully believe that we as teachers have to model every expectation. Every expectation. Heaven knows I model appropriate behavior and mutual respect every single moment of the day. Let's be clear...sometimes that involves a great deal of thinking a thought to myself and not saying it out loud, but I digress...  I teach EBD, remember? PS: And I LOVE it! Okay - back to organization....

Remember, have a procedure for everything and if you teach it well enough they will follow it. I wondered if the sharp/not sharp pencils were too elementary school. Oh no - they LOVED it! I have their interactive notebooks here by period (I have first period planning) so they are always easy to access. The black bin on the top shelf is where papers get turned in. The baskets have glue sticks and paper clips/stapler. 

     Some teachers told me not to give them paper, pencils, or whatever else they were going to ask for. Now I ask you this: How the heck am I going to get them to participate if they have no pencil with which to write and/or no paper on which to write on? Work with me, folks! I have made the materials available and it has worked out just fine. Just wait until I do my post on mutual respect. Spoiler Alert: Respect is earned, and that goes for me just as it does for them. Key word: mutual.  Oops.... I digress. Again. 

School Colors: Red, White, Blue
. 

IKEA frames = Inexpensive JOY

This is my Precept Wall. I got the idea from the book Wonder by R. J. Palacio. If you haven't read it, do so. Now. Simply amazing.

Of course we need some school spirit! I plan to put school news and stuff here. I got this bulletin board for $5 at Marshals. It was marked down from $25 because the back was coming off. Nothing a glue gun didn't fix!

     Well, that is the highlight reel. I have many more to share, but will post again in a few days. I have my management system posted on the cabinet, and I will share that next time. I will also attach the system in case you want to use it. I use a Level System and so far it is working well. Of course, with my students - as with all students - a management system sometimes need to be tweaked and refreshed. But like I said, so far so good.

     I have so much to share already! I am so excited. Please leave comments and share what you have going on as well. I hope your year is off to an amazing start! See you soon, friends. 

Mrs. Beck

Well.. I teach HIGH SCHOOL now!

     Hey! This will be a short post, but I had to put something out here so you wouldn't think I had forgotten all about this whole blog.... 

     Our summer has been incredible. We have searched and planned for 8 years to buy a place in Florida. The stars aligned, a child graduated from college, the price was right and WE DID IT! We bought the most amazing place. Ocean out the front door, inland waterway out the back. Sunrises and sunsets. We spent all summer there, worked hard the first three weeks to get it all ready and furnished, then relaxed. All. Summer. Long. Have I said it was amazing? Honestly, blessed beyond measure. 

     We came home last Tuesday so we could start pre-planning Wednesday. It is going to be a whole new world for me since I took a position at the high school level this year. I have wanted to take that plunge for a while now and the opportunity presented itself. I am in a huge school (3500 students!) teaching EBD students. My new school is Title I. I am driving about 20 minutes to get there each day. I actually have to get on the highway! Now... for the past 15 years at my previous school, I was less than one mile from my house. I never even had time to hear a song on the radio! This is quite a change in and of itself. And, I have to get up at 4:45 to walk the dog, get ready, and leave the house by 6:00 each morning. In short though, I love it. I am excited for the opportunity and even more excited about my job. I have always loved what I do, but I needed to shake things up a bit. 

    So - next time you visit the site, it will look a little bit different. I am even changing the name. I am excited to share and hope you will share right back. High school classroom reveal in a few days.... See you soon!

Mrs. Beck

A Teacher's Legacy

     I have been watching a fair amount of coverage lately on the opening of the George W. Bush Presidential Library. A lot of discussion has been had about his legacy. Presidents each get up to speak to what a great man he is or what important accomplishments he achieved while in office. None of them mention the things he did that they may have disagreed with or the policies they themselves may have changed. Each of them do however, refer repeatedly to his legacy. Obviously, one's legacy can be both good and bad depending on the perspective. It made me stop to think: Are legacy's something fancy and important only reserved for presidential types? Does everyone have one? What is mine?
     I currently find myself in the midst of a huge professional change. I am transferring from the elementary school that is one mile from my home, the place where my now adult children went to school from kindergarten through fifth grade, the school I taught at for 14 years, and the place where I have watched hundreds of students grow from non-reading 5 year olds to hormonal middle school bound preteens. I am leaving a place where I know everyone, have incredible friends, have a respectable reputation, know every inch of the space, every custodian, cafeteria worker, office staff, copy room quirk, administrator... you get the picture.... comfort and safe zone. If you have read this blog before, you have seen pictures of my classroom and understand the joy it brings to me every day. I took pictures of it the day I left, now empty and quiet. I had planned to post them here, but they are just too depressing. I liked it better bright and full of life. It has caused me to reflect on my years spent at my previous school. During those 14 years, I have had 6 different principals, seen many assistant principals come and go, and taught over 300 students. But I haven't really thought much about the administrative changes. I have thought mostly about the students. What I wonder most is: What do they remember about me? What is my legacy that will stay with them and make them smile when they hear my name? I have no way of knowing. What I do know, is what I hope they remember. I hope they remember that I love to read and tried my hardest everyday to get them to feel the same way, and that some days we didn't get to all the plans because we were at a part in our book that we just couldn't put down. I hope they remember that I taught things until they learned them and not in a hurry just to cover it before "the test". I hope that they remember that I love to laugh, which we did together a lot, and that even though there may have been a few frustrating moments along the way - I always respected them and held them to the highest standard. I hope they remember that our classroom was a safe and happy place, one where we could laugh it out, cry it out, or scream it out - but always come back the next day with a clean slate. Everyone deserves that chance. I hope they remember that learning in our classroom was hard but rewarding and most often fun. I hope they remember my favorite, "How's that workin' for ya?" and if it isn't working that they have the power to change it.
    As I said, I will never know what they remember. I do know I was loved by most of them (and all were loved right back!) and they all learned a great deal in our time together. As did I. So, as I reflect on this legacy of mine, I am content and feel lucky beyond measure to have had the experiences I had with all of them along the way. I realize that I am about to start a new chapter and a new legacy that I will one day once again leave behind. How amazing it will be to start from scratch. What will I do differently? Who will I influence and how? The how is up to me. And I am ready for the challenge. As hard as it has been to say goodbye, I am ready and grateful for the opportunity.
    As I get ready to start my summer "break" (I have lots of high school reading to do!), I am excited, terrified, eager, and overwhelmed. All in a good way. I can't wait to get started. I have a new legacy to work on.
     Happy summer to my teacher friends! See you at the beach with a good book and a relaxing smile.
     Mrs. Beck

In a Word.... Testing

     Testing. State standardized testing came and took over our lives for the month of April. Sure, we had Spring Break that first week, but the next week testing hit us hard. Every day, five days that week. It took at least two hours a day, and the stamina required for that type of testing is pretty intense - especially for elementary students. I understand the need for a measure. I don't understand why this has to be it when there are so many more viable, legitimate, and meaningful options out there. And for my LD, EBD, and OHI students? I almost feel like I build them up all year just to slap this down on their desks as if to say, "This is all you are supposed to know. Good luck." Of course, that is insane and only in my head. I tell them this is their chance to show how much they have learned this year, do their best, and don't worry about it! At this point though, they are old enough to infer (maybe I should have skipped that skill!?!?!) what the stakes are and what the results mean. I truly hate this time of year for them. They all have worked hard and are much more than a number on this test. I hope they realize that at some point. I also hope that they can continue to believe in themselves despite those numbers and realize this is only the blink of an instant in comparison to the rest of their lives. It is! I believe this with all my heart...and then we get the email that the scores are in....and I walk slowly with feelings of dread to the office to see the scores of my kids....and I feel defeated when I see the numbers of the ones who weren't successful.... Imagine how they feel? Some of them have never passed. Imagine that! Why would you keep going back to the place that makes you feel that way? 

     So, this brings me to two things. One is - my hopes for them. I hope and pray that their futures are filled with teachers and parents who believe in them and their strengths despite the numbers on their tests. They are headed off to middle school next year, and we all know how tough that can be. Hormones hit harder, peer pressure increases, computers/texting/Facebook/Instagram are all more of an influence than human interaction, and they still have a lot of academic ground to cover and a lot of tests to take. I hope they keep it in perspective. I hope they don't get to discouraged and if they do, I hope they have someone supportive to talk it out with. I also hope that some of them exceed all expectations and blow us all away with their successes. Some of them will, I have no doubt. I can't wait to see it!

     The second thing is more of an inward reflection and a hope for me. I was once told that if nothing else, I always had the ability to make kids believe they could do anything I asked of them. It was my assistant principal who said: "You make these kids feel like they could walk to the moon and back simply because you told them they could." Wow. I can only hope so!! I spend a lot of time on that each year. That is after all, 98% of the battle, right? And not just for kids, but for adults. You know who we you are.... It is sometimes hard as teachers to not get discouraged by things we cannot control. And by some things, I mean A LOT of things. However, my hope for all of us is that we can focus on our accomplishments with students and not just what we didn't achieve. That's what I tell my students - so why can't I take that same advice? My hope for me (and all my teacher peeps out there) as this year winds down, is that we focus on how far they (and we!) have come. Always room for growth, but let's all take a minute and celebrate the progress. I am going to make a list. Bet it's miles longer than the "Does Not Meet" list when my test scores come in.... Probably about as long as a walk to the moon and back. 

Happy countdown to summer, friends!

Mrs. Beck

Math Notebooks

     Literacy is obviously my first love in the classroom, but if you have noticed.... there are other things we must impart to the children. So, with that in mind, I have to make sure I keep a good attitude about Math. It isn't that  I don't like Math. I just don't love Math, and is that fair to the kiddos? Nope. Clearly. As much as I LOVE my Reader's and Writer's Notebooks, and with as many ideas as I have seen (read: borrowed/stolen) from Pinterest about Math Notebooks, I really had no excuse not to give them a shot this year. In the past, I had half-heartedly used three ring binders for the students with sections to hold their "stuff". B-O-R-I-N-G. So, I picked out some scrap book paper, wrapped up some journals, and off I went.

     If you have read my previous posts, you know everything else is in black and white (as far as their journals go), but I wanted these to be different. I chose this pattern because it was fairly neutral but also represented a shape (hello Geometry!.... stop laughing).
     I have a memory from 7th grade and Algebra. The teacher made us keep a three prong folder that held all of our assignments and required an extremely specific and orderly Table of Contents. I loved that folder. I loved using the ruler for the perfect lines, having everything spaced out just so on the page, the look of the full  page representing accomplishment..... OCD much? Notice this has nothing to do with the Math? Did I mention I don't love Math? Anyhoo... this is the one I have the students keep in their journals.

     I let them use this as a resource so I am very specific about how they title their entries. The actual entry ideas I either find on Pinterest or create myself based on student needs. Notes go on the left and foldables/models/drawings go on the right. My favorite is the fact fluency graph. Being in the 5th grade, my crew really needed to work on multiplication fact fluency to be able to tackle the higher level skills. This graph has helped them more than I could have EVER imagined. It is visual, keeps them accountable and competing against themselves, and provides me with data for IEP goals. Win-WIN! They actually request to do these fluency checks so they can add them to their graph. What?!

These graphs have also helped them learn and apply how to find their percentage based on the number they have correct. 

Here are some more pictures of entries and foldables. Like I said, Pinterest has more ideas than you would ever need. I have a million more pinned to my Math board if you want to check that out. 

  This was a lesson on coordinated pairs that included the negative numbers. The color coding helped tremendously. 

Greater than and less than with decimals

 Operations rules for decimals

 Equivalent Fractions and Decimal Models

 Factors and Improper Fractions

 Number Form and Mixed Numbers

 More Improper Fractions and Types of Numbers

The one above is an example of how I add their vocabulary to the notebooks. They write the word, define it, and then draw an example. I had initially thought I would keep the vocabulary in a separate section, but as I worked through it, it made more sense to keep it with the actual topic so they could find it easier. 

     Not bad for a first attempt at Math Notebooks. These pictures only represent a few months. As I mentioned, I started them later in the year. The potential though, is staggering. The kids LOVE them, I LOVE them, and let's face it.... it encourages us to almost love Math. 

     Happy weekend, friends! It is pouring rain outside so Mr. Wonderful and I are headed to the book store (AKA: Heaven). Now go read something!

Mrs. Beck