Challenge #2

2. When I meet with each student at the beginning of class, we can come up with exactly what the student needs to accomplish for that period. I give each student a sticky note with what they need to do and we can cross out the assignments as we go along. That seems simple, but helps them. The type of student we have here often requires monitoring daily. 

Often assignments must be adjusted to the student because of their educational status, is, SPED, 504. These adjustments are made with only that student in mind.

For each course, I have a set of short formative assessments I give to see where they are in terms of the information in the course. Since we’re a credit recovery campus I can use what they know to move them along in the class.

3. I use the student learning hub, the moodle as my main resource. Students can see lessons, PowerPoints, videos, but most of the assignments are on paper and have to be turned in. Some of that is because I am old, and therefore ‘old school’, and some is because the type of student we have I find working on paper to be beneficial to them.

 

Challenge #3

My learning goal: establish, communicate, and maintain clear expectations.

The SOC is different in its learning environment than a regular campus. Our classes include students at all levels; different grades, ages, abilities, with every student here being designated an at-risk student. Therefore, the evidence of growth I collect will look different than a teacher on the regular campus. In finding evidence of growth I can look at individual students and the adjustments I made to achieve my goal. But my main evidence is whether students are completing my course within the 6-week time line (or for half day students, 3 weeks). It’s vital that I establish, communicate, and maintain clear expectations daily. And even that criteria for success is not without its difficulties as some students have chronic absences and I cannot control that. I have learned what I can control and what I cannot. I have learned the power of a daily sticky note and daily presence for each student. I have learned clear communication and reiteration of daily expectations is essential for my student success.

Video Process Reflection:

I did not video myself because the way we teach here video wouldn’t be the tool it can be in a regular classroom. I think it would be a great tool if you could get teachers to do it. When I worked in Celina we had the opportunity to try but only one teacher volunteered. I think having someone, another teacher, not an administrator, observe you for those 5 specific techniques would be very helpful and maybe more teachers would be willing because only the brave ones would agree to video.

When I reflect however on these techniques, I can see them. 

Spot: What am I doing when students walk in the room? I need to make sure I’m available to welcome them. 

Breakdown: Sometime I move and talk too quickly. If I breakdown some of the times I am working with a student, I can see how fast I’m going and be aware to slow it down. Slowing down is something I’ve been working on with my administrator.