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One challenge I have had recently is kids being disrespectful and cursing and stealing in my classroom. I know it's not about me, but it sure feels personal when its your class.

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One challenge I have had recently is kids being disrespectful and cursing and stealing in my classroom. I know it's not about me, but it sure feels personal when its your class.

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One success is that my kids begged to go out to the garden to check their plants growth this week, which shows that they want to learn about science. And 1 parent even emailed and asked for a picture of the plants for her son who was out with the flu.

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It was effective because teh kids said how they made changes based on the rubric or comments. 

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It was effective because teh kids said how they made changes based on the rubric or comments. 

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A challenge is that some kids will be offended b other critiques. A way to avoid that is not putting names on teh front of the paper. I use a similar strategy of "buddy scoring" in my class. I give a more detailed rubric and kids tell their buddy what they need to finish before they turn it in. I do like the visual rubric vs written one as well though.

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Peer and self assessment using a rubric. I like using these because it makes students think about their own project and what it takes to finish it compared to other students'

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Peer and self assessment using a rubric. I like using these because it makes students think about their own project and what it takes to finish it compared to other students'

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I recently had an unknown student (Pretty sure I know who it was) steal the class gum (they earn for various rewards) from a box in my desk. I have been thinking of how to handle it. I'm going to ask that the person responsible replenish what was taken anonymously so the class will have the privilege of receiving gum again. If not done, they won't have gum for the rest of this year. Wondering if peer pressure will resolve this...

Success...
Had a great period with my entire combo middle school class where I shucked my lessons out the door and spent about 40 min. playing "Around the World' with math flash cards. The kids were ecstatic as they tried to outdo each other to answer the times tables, so they practiced and shared a fun time together and didn't realize they were reviewing a basic foundational skill... :)

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They were well prepared and knew what to look for. Recipients were open to assessments. Challenges would be if recipients did not accept the peer assessments and if students didn't take the whole concept to heart. I could use it by preparing students for their part in peer review and practicing with various assignments.

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Working together as partners and then using one's partner to peer review, or exchanging partners from another group to use as a peer reviewer.

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One challenge I have had recently in my teaching practice is allowing students to talk. I am new to teaching and I love quiet time and calm atmospheres. I was always the student choosing to do things on my own and in a quiet place. I have learned that some chaos and noise is good for students and that some students learn best in that environment. So my challenge has been letting go of my "you need to be quiet" and letting them talk and discuss and be social more in the classroom.  

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One challenge I have had recently in my teaching practice is allowing students to talk. I am new to teaching and I love quiet time and calm atmospheres. I was always the student choosing to do things on my own and in a quiet place. I have learned that some chaos and noise is good for students and that some students learn best in that environment. So my challenge has been letting go of my "you need to be quiet" and letting them talk and discuss and be social more in the classroom.  

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A success I have found this year would be teaching math. Since I am a new teacher one goal I had this year was to take one subject and try and master teaching it or at least get as good as I could at it and next year I will take another subject and do the same. (I still focus on teaching other subjects I just wanted to really perfect one thing before I moved to another and I wanted to start with something I new needed a lot of transformation). I have never really been a math person so I decided to tackle math first. I have put tons of hours and prep time into my math rotations and intervention and I have seen such a success within the last month it has felt like all of my hard work came to fruition!

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One challenge I have had recently has been with getting my students to take their homework seriously. I teach an independent study journalism class, and it has been incredibly difficult to get my students to do their work outside of class. Thing have improved a little after adapting their homework assignments to be less challenging, less time consuming, and more fun. I have had to cancel a series of fun field trips for news stories that I had planned out since my students have fallen behind. I'm constantly working on coming up with ways to encourage them to do their work outside of class..

One success I've had recently has been accidentally getting my students excited about graphic design. We were working on the yearbook and I showed them a quick trick in Photoshop and they got really excited about it. Now I am able to use bits of graphic design work incorporated into the class to keep them interested in the lessons.

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I thought Donnor's use of peer assessment was very effective. I love how she discussed how to receive feedback and that when you receive feedback you get to decide how to take it and if you want to make changes or if you want to work on something else. A big challenge I can see in using peer assessments would be students not taking it seriously and giving suggestions that are not beneficial to the artist. A way that  might modify this strategy for use in my classroom is by having more than one person look at a students painting. I would have groups of three and have the students all look at each others paintings this way more eyes are on the painting and suggesting different things and then the artist can choose what ideas they want to incorporate. 

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I thought Donnor's use of peer assessment was very effective. I love how she discussed how to receive feedback and that when you receive feedback you get to decide how to take it and if you want to make changes or if you want to work on something else. A big challenge I can see in using peer assessments would be students not taking it seriously and giving suggestions that are not beneficial to the artist. A way that  might modify this strategy for use in my classroom is by having more than one person look at a students painting. I would have groups of three and have the students all look at each others paintings this way more eyes are on the painting and suggesting different things and then the artist can choose what ideas they want to incorporate. 

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Something I am eager to use in my classroom is rubrics. We have just started a unit on endangered species and I found a grading rubric that has made my life and the students life way easier! It gives clear guidelines for the students to know what I expect and I assume it will made grading a whole lot easier! I am also eager to use self and peer assessment. I have never really considered using self and peer assessment before this module but it seems very effective and really does put the learning objectives on the students instead of on me. Self assessment and peer assessment seems to help the students take pride in their learning which I love. 

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Something I am eager to use in my classroom is rubrics. We have just started a unit on endangered species and I found a grading rubric that has made my life and the students life way easier! It gives clear guidelines for the students to know what I expect and I assume it will made grading a whole lot easier! I am also eager to use self and peer assessment. I have never really considered using self and peer assessment before this module but it seems very effective and really does put the learning objectives on the students instead of on me. Self assessment and peer assessment seems to help the students take pride in their learning which I love. 

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Donnor's use of peer assessments seemed very effective because the students said that they took those peer assessments to make changes to their work. I think that a challenge teachers might face in using peer assessments could be that students might struggle with the concept of constructive criticism compared to outright criticism. I'd like to modify this strategy for use in my classroom by asking students to do peer reviews on some of their projects.

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I'd like to try incorporating rubrics into my classroom. I think that creating rubrics for certain projects and giving my students the rubric to take into consideration as they work on their project might encourage them to strive for their best work. I'd also like to incorporate portfolios into my photography class.

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We're finishing up an opinion writing project where students persuaded peers to come to our school. They then converted their essays into scripts for "commercials" using WeVideo. I previewed them today to see how well students were adhering to the timeline. It was nice to witness all of the positive thoughts and feelings they have about their school!

Thorns:
Ugh. Testing!!! It's starting for us the week after next. I know it's important to assess yearly progress, but why does it have to take up so much perfectly good teaching time? Between prepping students both mentally and emotionally, practice tests, and the actual test itself, I feel like it takes over the next two months, and then the year's over! There HAS to be a better- more meaningful and less time consuming- way to assess!

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I've been struggling with my students taking more responsibility for their learning.  For example, I have been training them to come to me for make-up work after being absent, but there are still some that don't.
Success...
I have two students with IEPs in my class of 28 8th graders.  These two students have demonstrated a huge improvement in their essay writing.  The formulaic approach I've been using seems to have really helped them.

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Donnor's use of peer assessments was particularly effective because the rubrics used were generated by the students and then used by them to guide their comments on their classmates' work. Both of these steps reinforced student awareness of the techniques being taught as they were being practiced. A challenge that I can foresee would be the students developing criteria for their rubrics that are unrealistic. I might choose to focus on multiple different artistic techniques, asking the students to develop rubrics for each. If those techniques are sufficiently different from one another, then students could gravitate towards the one(s) that they find suits their sensibilities and skills best.

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Rose- I had a student apologize for his unwise actions without any prompting....melted my heart, because this was a HUGE step for him and our relationship!
Thorn- It's spring time, and we can all feel its effects in 6th grade! HA!

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Peer assessment is a powerful tool, as it allows students to review another's work using the same rubric as a teacher. It allows them to be placed in a different role and increases their awareness of other's work, and then compare it to their own. I have observed students not giving honest reviews due to friendships or peer pressure. I currently have students share their writing in Google documents.

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I think it would be interesting to have the students to collaborate to create a class rubric for a project. I believe they would take more ownership of the final project and the grade that he/she receives.

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It was effective because there was real feedback based on vocabulary and the rubric that was established prior to peer assessment.

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It was effective because there was real feedback based on vocabulary and the rubric that was established prior to peer assessment.

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A challenge is that some kids might just say "tiny brush strokes" because that was one of the few suggested options available to give.

I appreciated the visual rubric, but I would add more options for feedback in my classroom.

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My lesson is a language arts lesson with a creative dramatic piece. I would like the assessment to act as an application of concepts they learned through drama translated into a written work.