When I don't feel like I have anything to write, that is a red flag for me. It means I have not been reflecting like i hope to. Because there is PLENTY to reflect on every day.
Funny as I sit, things come forth in my mind. When I am on the go with a busy life and a busy mind, reflection is difficult.
So, there's my first thought. Slow down, Jill.
Here's the problem with using district assessments to assess whether how I am teaching is working. Teach for 4 weeks, assess, repeat. And if the test is a bad one....there goes an hour of my students' time they will never get back.
I am still looking for a systematic way to assess in a "bigger" way. My exit tickets are mini-assessments, but I would like to get more scientific/systematic about collecting data to see if my teaching is effective.
I am definitely teaching differently this year, (clearer about objectives, interactive slides, daily exit tickets on content and effort) so I should be able to measure if it is working! Just need to keep making sure the tests are valid.
Action plan: Revisit Mr. Ryan Higbea @MrRyanHigbea spreadsheet and be more intentional about pretests. I think I fear pre-tests because they take up instructional time. But if I let the kids "opt out" of questions they have no idea about, it will go faster.
My reading workshop has been going smoothly, but I feel uncomfortable about how much my students sit for those 90 minutes. Plus, I have a whole group lesson, then students read to self and do vocabulary work while I confer with students. I need to integrate more time for discussion and partner work.
Use collaborative structures during the lesson.
Mill to Music
Ask myself every morning: How will the students be moving today? When will my students have discussions today?
I am committed to walking forward and not panicking. Just doing what I can when I can. That clears up a lot of space in my mind and heart.
Two action plans. That'll do for now. And the big third plan: slow down. I just had to sit for a minute.
Jill A. Hostetler