Tech Tool

The new tech tool that I have integrated over the past two weeks is the app, Fluency Pro. Lori shared this app with me and showed me how she uses it class. I love it! This is a very simple app, which makes it very easy to integrate, and my students have been able to do it independently at a center. This app focuses on fluency. Last week, I shared the four main components of fluency with my students; punctuation, accuracy, rate and expression. We talked about the importance of each component and practiced what they sounded like. The students took turns throughout the week visiting the fluency center. They recorded themselves using Fluency Pro for one minute. They then listened to themselves with a self evaluation form that Lori gave me, and evaluated themselves in each area. At the bottom of the sheet there is a spot for a reflection goal. It was very cool to see what area they felt needed to be worked on the most! This will become a fluency tool that is used weekly or every two weeks throughout this year, and probably on to the next!
I progress monitor 6 of my students using the FAST progress monitoring system. When they read, I recorded them on Fluency Pro too. When they were finished progress monitoring, we listened to the recording. It was so cool to see them listen and actually think about where they can make improvements in their reading.
Fluency Pro = Very Simple and Cool App!

Instructional Strategies

Marzano's list of instructional strategies was a helpful reminder. I liked the comparison of strategies to a chess game. There are so many moves that we can make as teachers. Three strategies that I need to make improvements on are...

•  Asking students to generate mental images and draw pictures to represent what they are learning
• This type of strategy would be great for all students. Through this type of reflection and generation of ideas, I will be able to tell if they have fully grasped the concept and if they are able to go a step farther, making connections.
• Providing feedback and learning goals throughout a unit
• This strategy is so important, but I always find myself saying that we do not have any time! I need to make time! The value of setting goals and knowing where your expectations are is very important. I would like to set goals at the beginning of large projects and units.
• Asking students to assess themselves throughout a unit
• I rarely ask my students to reflect on how they are doing. I would like to set up graphs for their timed tests. I would also like to show them how their writing and reading fluency has been improving throughout the school year. They will be proud of their accomplishments and will be able to see the value in learning. These reflections will help them become accountable for what they are learning and hopefully drive them forward.

Teacher Level Factors

I totally agree with the factors that Marzano identifies as significant. Before reading chapter eight, I thought that the school environment would have a greater impact on student achievement. I am partly relieved that as a teacher I have a high level of control. I am the one who has the choice to be an effective teacher to my students. I feel that the factors that I am the strongest in are classroom curriculum design and instructional strategies. I have wonderful classroom management with “good” kids but I do feel that I struggle with students who have behavioral issues. This is an area of weakness for me. I wonder if I am an effective teacher to those students. I need to find and work on strategies to help these students, so I can be equally effective with them.  Curriculum design is a passion of mine. I love to create and make new lessons. At times, I feel stressed that I cannot use the “regular” curriculum with most of my students. For example, I have two students in class who are testing out as an average second grade learners. Most are far above grade level and six students need extra accommodations to learn second grade curriculum. This factor is my strength, and I truly love finding a way to teach students at their level.  I would have added goal setting to the teacher factors. I feel that we need to know where we are going to reach our learners.  I like that Marzano focused on three factors. They are huge, but I totally agree that teachers need to be strong in these factors to be effective.

AGAPE - Presence

Presence – Through Relationships

I believe that in order for a student to reach their full academic and social potential, they must have a teacher who shows a great deal of presence. Teachers must be committed to showing love and compassion for their students daily. Their students must feel a true bond to feel safe.

In my classroom I try to provide a loving environment. I greet the students daily and provide a positive atmosphere. When students are struggling to follow classroom routines of respect and responsibility I try to redirect them in a positive way. We have positive reinforcements within our class. My students earn points for participation, positive behavior, and kindness. They get to turn their points in at the end of the week for a community building game. The group with the highest number of points gets to pick the games and takes turns being “it”. This type of incentive is risk free and helps build a climate of acceptance.

In my personal life, I feel that my presence is weak. I hardly have enough time to reflect on my actions or decisions. I feel like I am in a constant whirlwind. I need to slow down and find time for self-reflection. I do feel that I have a very loving and open relationship with my husband and kids. We spend a lot of time enjoying each other. I just with that things would slow down!

November BLOG - Favorite Reading Strategy!

One of my favorite reading strategies is incorporating VOICE!
Kids enjoy reading with expression. It brings the stories to life and helps them get involved in what they are reading! I use this strategy with readers theater or with teaching expression. At the beginning of the year I split my kids into groups of four. I give each group an emotion. Every group takes turns saying the simple sentence such as, "I see a mouse," with their emotion represented through their voice. The kids love it! As the year continues I give individuals cards such as the one below. Every student has the same sentences with different emotions. This teaches them that voice is everything! The same sentence can have so many meanings!

Student 1

·     I just saw a mouse. (scared)

·     My cousin is coming for a visit. (angry)

·     There are three cookies left in the jar. (jealous)