REFLECTION ZONE: Linking a Power Point to Blogspot



My accountability partner taught me how to link my presentation to my blogspot.  I knew how to link websites and pictures, but I have not been able to link documents or attachments.  I have always just copied and pasted the content.  I wanted to post my Best Practices project that I created in power point, as well as share my action research presentation.  My accountability partner, Tony, shared what he has done, and that was using dropbox.com.  I created an account and dropped my power points in the public folder.  Then I clicked on dropbox and copied the link.  It created a web link for my power point.  I was then able to attach that very easily to my blog.  It does take a little time to be able to access it, but ... it works!  Technology can be fun when it works and makes life easier.  I'm glad I had a partner to turn to for ideas.  It is great to learn something new in community!

REFLECTION ZONE: Becoming a Stronger Writer



Within the game of basketball, how do you become a better shooter?  My coacher would say, "SHOOT - get outside and shoot."  Take the feedback you are given during the season and from camps, and keep practicing.  How do you become a better writer?  Write.  Take the feedback provided and write, rewrite, re-read, and revise.  Over the past two months I have grown as a writer.  I have many people to thank for this growth. One being my accountability partner who spent numerous hours reading and re-reading my paper.  His comments and help with APA format have helped me learn and grow. While I learned a lot using my APA manual, I learned even more from his comments as I saw the rules applied to my writing. My teachers also provided help in comments to improve my paper, and so did two other community members.  It is all appreciated and all the help has played a role in improving my paper and writing skills.  I have also had the opportunity to proofread and work with three other community members as they are in the process of improving their papers.  Reading, thinking, writing, and revising all require work, time, and energy, but doing these things make one a better writer.  I have learned a great deal during the writing and revisions and proofreading and re-proofreading period, and I have grown as a writer.



REFLECTION ZONE: I Learned New Things!

I have learned a lot from completing my action research.  Besides learning the effects of cultivating a growth mindset from analyzing the results of my data I learned a great deal more.  I became much more familiar with Xcel and how to create the graphs I wanted to best demonstrate my findings.  It was not an easy process since I have not used Xcel this way for some time.  I ended up playing around with it until it did what I wanted.  I also called my brother quite a bit too.  I am not an expert, but I definitely improved my skills.  I also learned more about APA format in the 6th edition.  This too, I have not used for some time, so there was a great deal of time spent looking up certain situations to write my professional paper.  I appreciated my proofreader who also pointed out things I missed.  When I went back to double check the correct procedure I learned more about this process too.  I also learned how to make comments in word.  I had never used this feature before, and I enjoyed being able to comment on other's papers this way.  It works slick, as it allows a proofreader to provide clear feedback without printing a hard copy.  I definitely learned a lot from writing my action research paper. 

                              

REFLECTION ZONE: Ubuntu

Ubuntu – I am what I am because of who we all are.

Ubuntu is the African concept that all humans are connected, valued, and are equal. One can achieve great things only when people are united with a common purpose and genuinely work together for the good of the group.  There are two levels of recognition of Ubuntu, and I feel the first is the most important piece of the entire philosophy.   The first level is to value others simply for who they are.  This is the heart of Ubuntu, and it must always come first.  This recognition is given unconditionally to every human being.  Each person is respected without preconditions.  Respect is not tied to performance or achievement.  This can be applied to the workplace or within a classroom.  Everyone needs to feel accepted, respected, and valued because they are human.  A teacher needs to display Ubuntu with her students all the time, even when they don’t try their best or do their work or make good choices.  Doing this breeds the trust that needs to be strongly in place for anything positive to follow. 

I also connected strongly to one of the statements listed under the Vision for the Bullseye Company.  The statement was, “The Ubuntu philosophy and the values it represents can guide us to become:  A community from which employees go home at the end of the day with the renewed energy and vitality that comes from hard work well done, pride, appreciation, and a sense of accomplishment. That statement sounds so refreshing, rewarding, and it is what I hope to feel on a consistent basis. I do feel this at times throughout the school year, and it is wonderful.  However, some nights I leave school without these feelings, but instead feeling run down, overworked, tired, or unappreciated as I am asked to keep doing more, more, more.  I am hopeful for the day where I feel more of the Ubuntu spirit inside me.  I am aware it starts with me, and I need to work at growing this spirit within me and it will contagiously spread. 

Overall, I am glad that there are different personalities that make all humans unique and beautiful.  I believe any personality type is capable of leading a life rooted in the Ubuntu philosophy.  While Ubuntu might come most naturally for the givers, such as Simon, any type of person is capable of incorporating these beliefs and attitudes, which can lead to a rich and meaningful life. 





REFLECTION ZONE: Essential Enneagram Reflection

Essential Enneagram Reflection

Abby Marish

After reading the essential enneagram:  The Definitive Personality Test and Self Discovery Guide, I identified my dominant personality type to be a perfectionist. While there are positives to this personality type there are also negatives that come with it. Some of the strengths of a perfectionist include integrity, putting forth a great deal of effort, being highly responsible, and keeping high standards.  Some of the negative characteristics include being critical of yourself and others, being consumed by making things right, and consistently putting work before pleasure.

I chose to follow one of the suggested practices for about three weeks.  I choose to start out each morning by centering myself with a few deep breaths and reading a scripted paragraph.  The paragraph was: “Today I will practice accepting my own and others’ mistakes and errors as part of the natural flow of life.  I will practice appreciating different points of view, different values, and different ways of doing things.  I can do this by releasing resentments when they arise and practicing forgiveness.  I will try to bring a sense of harmony and balance between work and pleasure into my life today.”

 

I read these words with an open mind and in a positive manner.  It was a calming time each morning.  I would also find myself taking a little extra time to say a prayer as well.  Both these activities helped create a very calm mood that stayed with me on the drive to work, as I prepared for the day, and throughout my day.  These words reminded me that it really is ok to make mistakes; they are a natural part of life and they sometimes can even make life more interesting.  Sometimes I think I know the best way to do something, and I might feel a little upset if someone wants to do something differently.  These words reminded me to be open to others’ good ideas that would accomplish the same task. I found myself more aware that someone had a differing idea, and I would consider it more realistically and not be irritated if we decided to try someone else’s idea.  My sister and I are different and yet very similar.  You could say we are identical, but also opposites.  We are best friends, but sometimes we choose to do things differently than the other one would.  I find myself being more critical of her than others, and I do not like that I am like this since she is my closest friend and someone I can always count on.  I am making a more conscious effort to accept her different points of view or different ways of doing things. 

These words also seem to give me a sense of permission to not always put work first.  Between schoolwork, masters work, preparing for a long-term sub, and reading about upcoming motherhood I could work all day and all evening everyday and still have more to do the next day.  I feel sad about this part of my personality because I feel my husband sometimes gets the short end of the stick, or might get bored as I don’t spend as much time doing fun things with him as I wish we could.    I also worry because I know I can’t put our soon to be daughter’s needs second.  I need to be a mom first and letting some of the schoolwork or extra committees go might be a very difficult transition for me to make.  Reading these words makes me feel ok and even good to put some of my work off in order to make time for the fun things in life.  I still have a ways to go in this category, but I am willing to work at it.  I am proud of the work I do, but I also want to be proud of the fun I have and the memories I am a part of making.

REFLECTION ZONE: the essential enneagram



After reading the essential enneagram by David Daniels ,M.D., and Virginia Price, PH.D, I have learned a little bit more about myself.  I remember I was a "blue" when I took the True Colors inventory, but this book dove a little deeper into personalities.  According to the authors, "the enneagram is a powerful and dynamic personality system that describes nine distinct and fundamentally different patterns of thinking, feeling, and acting.  Each of the nine patterns is based on an explicit perceptual filter.  This filter determines what you pat attention to and how you direct your energy.  Underneath each of the nine patterns is a basic proposition , or belief, about what you need in life for survival and satisfaction."  I took the essential enneagram test and identified my top three personality types.  As I learned more about these types I found that I had many of the principal characteristics.  I later confirmed and verified my top types by answering a few questions.  My three types are as follows:

1. Perfectionist

2. Mediator

3. Giver

 

I found it interesting that my second and third types were the wings of the perfectionist.  I agree that I am responsible, conscientious, try to do things the correct or right way, and meet my high internal standards. I am one to follow the rules, whether its in a game, or a class, or any aspect of my life.  I do focus my attention on what is right and wrong in my opinion, and I tend to be critical of myself and others.  Two of my strengths are putting forth a lot of effort and being highly responsible.  I agree that I can become stressed by not being able to quiet my internal critic and the associated anxiety and worry and feeling overburdened by a sense of personal responsibility and conscientiousness.  It was stated that there were some ways I can further my personal development.  I need to accept "imperfections" in myself and others.  I need to practice forgiving myself and others.  I also need to allow free time for pleasure and relaxation.  I learned that others can support me by encouraging me to go easy on myself, remind me to take time for myself, provide me with a nonjudgmental viewpoint, and remind me that the goal in life is to be human, not without fault. 



I found it interesting to practice breathing and centering yourself.  I also enjoyed the serenity prayer that expressed the role of the active force, receptive force, and reconciling force. 

 

I took note of the specific practices for the perfectionist.  Participating in these practices may provide me with opportunities to become aware of how my personality functions, to take action to change my habitual behavior, to preview and review my progress in self-development, and to reflect on my overall development. 

I will pay particular attention to the dominance of my inner critic by pausing throughout the day and asking how have I been judging myself and others.  I will try to consciously and deliberately make time for my personal needs, desires, and pleasurable activities.  The statement I wrote down is,

 "Today I will practice accepting my own and others' mistakes and errors as part of the natural flow of life.  I will practice appreciating different points of view, different values, and different ways of doing things.  I can do this by releasing resentments when they arise and practicing forgiveness.  I will try to bring a sense of harmony and balance between work and pleasure into my life today."

The fundamental principle I need to be reminded of is that we are all perfect as we are, that life is good as it is, and it is important to allow time for myself to relax and enjoy life each and everyday. 

                                      

               

REFLECTION ZONE: Classroom Management

I read the article "Classroom Management: Whose Job Is It?" by Robert Marzano from the October 2011 edition of Educational Leadership.

The main point of this article was that teachers, administrators, and students all have an important role to play in effectively managing behaviors in school.  Teachers must provide clear direction and create a positive learning atmosphere where students feel valued and challenged.  Teachers must have rules and procedures that are continually referenced and consistently reinforced.  Administrators must establish a schoolwide foundation, and they must enforce guidelines that safe and respectful behaviors occur between teachers and students.  All students, not just student council representatives, must have a voice and help design rules for their school and classrooms. Students also must help support enforcement of the rules.  Teachers, administrators, and students all have shared responsibilities to manage school behavior.  Classroom management is necessary before effective teaching or learning can occur. 

I agree with this article.  We have had students help create our Social Contract, and it has been effective.  I have it posted in my room and reference it as needed throughout the year.  It helps that the entire school has the same contract, and all the kids are on the same page.  It takes EVERYONE to make a successful school. 

REFLECTION ZONE: Formative Assessment

Formative Assessment Examples

Class Paddles - Individual Dry Erase Boards   When reviewing concepts we learned, I will give each group of two students a small dry erase board, a marker, and two kleenex - one wet and one dry.  I then ask a math question.  The group has time to think, discuss it, solve it, and put their final answer on their board.  They wait until I say, “Paddles Up” and then they hold up their paddle to display their answer.  I reveal the correct answer and choose a group who answered it correctly to explain to the class how they solved they it.  I can walk around the room and listen to the groups discuss their answers, and I can also check for understanding when I see their answers on their boards.  Students clean their board and are ready for the next question.  They seem to like rotating the duty of writing and cleaning the board.

                                                                    

Inside/Outside Circle  Sometimes before I will correct an assignment I will divide students into two groups.  One group is the “inside” circle and one group is the “outside.”  Both groups make circles with their chairs or desks..  The outsides make up the outer circle, and they will stay put for this activity.  The insides form the inner circle, and they face the outside circle people. They will be the ones to move on my direction.  Each inside person is paired with an outside person.  If there is an odd number a group of three is fine. Everyone needs to have their homework with them as I will then give them a problem from their homework to discuss with their partner.  They each need to explain their thinking and show their partner their work.  If a person wants to change or make corrections, they are allowed to do so.  While students are sharing I walk around and listen to their conversations.  I choose a group who understands the problem to show their thinking on the promethean board for others  to see.  Next I will have the inner circle students rotate two spots to their right to find a new partner to discuss a new problem.  We usually rotate 3-5 times so students have the opportunity to work with new people.

                                                                     

                                                                           

REFLECTION ZONE: Building and Sustaining Community

Building and Sustaining Community

Tap Someone Who/Acknowledgment Ritual

Students sit in a circle on chairs. The teacher explains that we are going to be acknowledging people today.  What does acknowledging someone mean?  The students will be able to acknowledge someone anonymously.  What does anonymously mean?

The teacher asks all players to close their eyes, and then selects four students to be the “tappers.” The tappers open their eyes and stand. Everyone else must still keep their eyes closed. If someone opens their eyes he/she should be removed or tabbed out, so this behavior stops. The teacher states categories of people to tap.  (Prior to starting it would be a good idea to talk about appropriate places to tap, such as the shoulder.)  The teacher would then say, “Tap someone who... and the teacher says various categories.  Students may tap as many people as they feel meet the category shared. The categories can start simple without any judgment, such as:

Tap Someone Who…

is wearing Chieftain colors

has earrings

brought their planner to class

As your group gets to know each other better and their comfort level increases, you can add to the depth of the prompts, such as:

made you smile this week

is a good friend

helped you today

made you laugh this week

you admire

you would share a secret with

you would karyoke with

is good at sports

is musical

you learned something from

helped you out

is a leader

you would like to wish a Merry Christmas

 
Reflection Questions:
How did it feel being tapped? Why?
How did if feel to be the Tapper? Why?
What other categories can we include next time?
How does this activity help make us a more caring classroom?

All My Favorites
At the beginning of the year I ask students to fill out a form on all their favorite things.  It is a list of categories, and students fill in the blank with their response.  For example, I will ask them their favorite television show, musical group, athlete, book....  I read them and file them. Then during the year, when I write problems I try to incorporate their favorites into the word problem, instead of using a generic Sally or John.  It’s something pretty basic, but including their favorites sometimes makes them more interested in what we are learning. I think it plays a small part in building a community they are happy to be a part of.  It also keeps me current on the most populars with my age group. :)  



REFLECTION ZONE: The Energy Bus

I have kept my Energy Bus bulletin board up as we read a rule and the students talk about what that rule could mean for them in their personal lives.  A few teachers who have stopped in my room have inquired about the bulletin board, and this has started conversations.  I am trying to keep the principles learned from this book alive for myself, at school and in my personal life.  I remember some of the quotes from this book.  The one that really keeps me going is "Too Blessed to be Stressed."  Even though I feel stressed and worry about the people that matter the most, I repeat this saying and it helps calm me a bit. I also used the quote, "The goal is not to be better than anyone else but rather be better than you were yesterday" when we prepped our students for the MAPS test last week.  We talked about not comparing your target to someone else's target or not to compare their RIT score with someone else's RIT score because they are not taking identical tests.  Each student is starting at a different spot or a different number and getting different questions, so it is foolish to compare.  Each student needs to concentrate on him/herself and meeting his/her target. While I tried to make this point clear, I also informed the students after the test as to what the 6th grade benchmark score is.  I did not do this for them to compare themselves to others, but more so they know if they are at, below, or above grade level.  Knowing this information might help a student or a parent see the greater need for their child to attend supplementary summer school in hopes to make gains.  I find myself continuing to keep the learning I gained from the book alive in my daily life.

REFLECTION ZONE: The Energy Bus

This month I made a small bulletin board called the Energy Bus.  I posted the 10 rules to fuel your life and some bus tickets with positive messages around the rules.  I try to share one rule each day, (time permitting) and we talk about what the rule means for them. It keeps the positive energy flowing!

REFLECTION ZONE: Google Docs

Today Karen H. and I began our discussion of Chapter 3 from ahead of the curve over the phone.  That led us to complete our write-up of the chapter on google docs.  This was new to me.  We were able to both write on the same document at the same time and see what the other was writing. We were also able to write comments and interact on the side of the document. What a fabulous way to connect and work with others. It was instant and therefore time saving.  I enjoyed working together and being exposed to a new piece of technology!

 

REFLECTION ZONE: The Energy Bus

The Energy Bus was a great motivational read, and there were some wonderful points to put into practice.  First, there are some days I really feel stressed out.  Between teaching two grade levels, conducting math interventions, attending required meetings during prep time, coaching girls basketball, and working on my masters, there are some days where I feel I don't have much more to give.  I loved the saying, "Too blessed to be stressed." I think I need to focus on the positive more than complain about the negative.  I really am blessed and lucky to have the family, husband, and friends I do.  I am lucky to have a job I enjoy and a great group of teachers to work with.  The one great golf shot theory goes along with this point.  After a round of golf, you don't think about all the bad shots you made, but rather you always remember and focus on the one great shot you had that day.  I would like my students to try this and have them tell their success of the week.  

As a basketball coach I connected with the statement that, "The goal is not to be better than anyone else, but rather be better than you were yesterday."  The goal should be to improve each day, not compare yourself to others.  As I am working with a bunch of ladies this season who might not have the basketball skills of past teams, I think this statement is one I would like to share with them and post in their locker room.

Another part of the book that I felt was a great reminder was mentioned under the chapter titled "Love Your Passengers." My passengers want to be loved.  It was written that you can give all the trophies and awards you want, and sure even a raise would be a good idea, but eventually the gift is forgotten and the excitement of the raise wears off and what remains is an emotional feeling, a feeling of whether you love them.  That's what it's all about.  As a teacher I thought this was a powerful idea.  Students want to be loved or cared about too.   Yes, I can set up rewards for good behavior to extrinsically motivate them to do what is expected, or I can provide them with opportunities to be intrinsically motivated and feel good about themselves and the work they did and what they accomplished. They would have a great feeling, and I would rather help them do that.  

The Energy Bus Rules to Fuel Your Life, Work, and Team with Positive Energy

1.  You're the Driver of Your Bus

2. Desire, Vision, and Focus Move Your Bus in the Right Direction

3.  Fuel Your Ride with Positive Energy

4. Invite People on Your Bus and Share Your Vision for the Road Ahead

5.  Don't Waste Your Energy on Those Who Don't Get on Your Bus

6. Post a Sign that Says "NO ENERGY VAMPIRES ALLOWED" on your bus

7. Enthusiasm Attracts More Passengers & Energizes Them During the Ride

8.  Love Your Passengers

(make time for them, listen to them, recognize them, serve them, and bring out the best in them)

9.  Drive with Purpose

10.  Have Fun and Enjoy the Ride

RtI Meeting

RtI Meeting

Last Thursday I joined our problem solving team in learning more about RtI and what will need to happen and be in place before the year 2013.  We met after school from 3:30 - 7:00.  I actually preferred this time to missing an entire day in the classroom and preparing sub plans.  I left there with more questions than I had before I went.

It was stated that 80% of our students need to get what we are teaching in order for a student to be identified as struggling and in need of an intervention.  My question is what does "get it" mean?  Earning an A,B,C?  Passing?  I remember in college that our goal was to have 80% of our students score 80% or higher, so is this it?  Does it mean earning a proficient or advanced score on the WKCE?  Does it mean meeting their growth target for the MAPS test?  No one there could answer the question as this has not been determined by the people creating the RtI standards. 

Also, I teach a team taught math class.  The class consists of special ed students and a few others who are intended to be good role models for the special ed students.  The class is slower paced.  While I try to teach the same concepts to this class as my other 6th grade math classes, the number of problems is greatly reduced.  The level of thinking needed to solve the problems is lessened as well.  In general, the expectation is greatly lowered.  There are still students struggling in this class.  Accomplishing work outside of class and late work are issues as well as just bringing needed materials to class consistently.  There are also many outbursts by the special ed students which require time and attention. After attending this meeting I think I am not suppose to lower expectations for any class according to RtI.  This made me really think about the kids.  I may be robbing them of valuable learning.  I need to expose them to deeper level thinking questions such as application and synthesis, instead of just knowledge based questions.  Lowering the benchmark automatically makes the data skewed.  Students won't get the services they need if I do this.  If I decide to raise the bar closer to the other classes, I am afraid many of the students will shut down completely.  In theory the special ed students should be receiving extra help during their structured study hall, but that requires more work for the special ed teacher and aides.  They also would rather work on social skills than help the kids with math.  There are kids in this team taught class who deserve more of a challenge or a push.  Am I hindering their learning if I don't try to lessen the gap?  I think I need to reflect and meet with other teachers who team teach before I make any changes.  Again, more questions than answers.  I guess I can be glad we don't have to have this completely figured out until 2013.  :)

REFLECTION ZONE: Words

Quotes/Words I'd Like to Remember

Things turn out best for the people who make the best of the way things turn out.

Who you are speaks so loudly, I don't hear your words anymore. 

     Ralph Waldo Emerson

A life of frustration is inevitable for any coach whose main enjoyment is winning.  

     Chuck Noll 

He always enjoyed seeing the happiness that the travelers experienced when, after weeks of yellow sand and blue sky, they first saw the green of the date palms.  Maybe God created the desert so that man could appreciate the date trees, he thought.
From The Alchemist

Little by little big things can happen.

Quotes from The Energy Bus by Jon Gordon

When you love someone you want the best for them.  You want them to shine.  And the best way to do this is to help them discover the value in side them.  

The goal is not to be better than anyone else but rather be better than you were yesterday.

Remember the gifts you bring the the world are not found in your resume, accomplishments, or presents to others.  The gift is your presence of feeling good and being happy and bringing this to others. 


The best legacy you could leave is not some building that is named after you or a piece of jewelry but rather a world that has been impacted and touched by your presence, your joy, and your positive actions.

To young adolescents, hope is oxygen.
     Rick Wormeli

The process of addressing personal bias isn't about reaching a destination.  "No one ever arrives; they just bring more of themselves through each time. "  "As we open our heads and hearts to new understandings through the invitation of persistent experience and inquiry, we embrace the journey."
     Cahill and Adams

They don't care how much you know, until they know how much you care.
     Tom Kidd