Term 1: August 29th, 2018 - November 2nd, 2018
Goal 1: Classroom environment; Immediately implement consistent intervention strategies in the case of all lapses in class decorum.
What am I proud of this term? Within the first two weeks of classes, class rules were posted to serve as a reference for myself and students. This meant that there was effectively zero ambiguity regarding what interventions would be implemented. Major interventions were documented immediately in ISM. Communication between myself and the principal was immediate in the case of students being sent to the office.
What were my challenges? Students who refuse to follow intervention directives are occasionally flashpoints for conflict. For example, students in the hall refusing directives to return to their class or leave, students refusing to complete work in class, and students leaving class regardless of instructions to stay in class.
What impact did my goals have on student learning? Clear and consistent interventions mean that the vast majority of students know my expectations and have modulated their behaviour to meet those expectations. This has created a classroom environment which is more focused and productive for all students.
What am I still wondering about? I would like to try new and different intervention strategies though I am unsure where to go next. I feel that I have tried what I already know, I would now like to try the things that I do not know.
Where to next? PD (or other forums) on effective intervention strategies would bring more options at my disposal for students who remain oppositional despite clear expectations. I feel that my interventions have been effective with 95% of students but I want to reach that remaining 5%.
What were my challenges? Students who refuse to follow intervention directives are occasionally flashpoints for conflict. For example, students in the hall refusing directives to return to their class or leave, students refusing to complete work in class, and students leaving class regardless of instructions to stay in class.
What impact did my goals have on student learning? Clear and consistent interventions mean that the vast majority of students know my expectations and have modulated their behaviour to meet those expectations. This has created a classroom environment which is more focused and productive for all students.
What am I still wondering about? I would like to try new and different intervention strategies though I am unsure where to go next. I feel that I have tried what I already know, I would now like to try the things that I do not know.
Where to next? PD (or other forums) on effective intervention strategies would bring more options at my disposal for students who remain oppositional despite clear expectations. I feel that my interventions have been effective with 95% of students but I want to reach that remaining 5%.
Goal 2: Classroom environment; Create a classroom environment in which all students may feel safe and confident to challenge themselves.
What am I proud of this term? I was able to implement this goal immediately by setting clear expectations with my students and enforcing those expectations consistently. For instance, I set the expectation that it was better to participate in class (asking questions or giving answers) and be incorrect rather than to not participate at all. I have been experimenting with a web-app called Flippity which allows me to choose a student randomly to participate in our class discussion. Of course, I allow a student to pass if they feel uncomfortable. However, I much prefer to have students "phone a friend" where they effectively pass by calling on another student to help them answer the question.
What were my challenges? There remain certain students who, despite my best efforts, choose to not participate directly in class discussion (they may still complete class work individually). This means that, effectively, there is still a subset of students who participate in class discussions while others are left out in the most meaningful way.
What impact did my goals have on student learning? The contributions of discussions have become slightly more varied. That is, students seem to be willing to take a bit more risk with their answers as opposed to before where most responses were correct or completely off base. As well, there has been an increase in tangential questioning from my groups. While these lines of questions cannot always be pursued, it shows that students are making connections between concepts that are not explicitly being linked through the curriculum.
What am I still wondering about? A variation in approaches would be valuable to explore as a way of engaging a broader range of students in class discussions.
Where to next? Last year, I attempted some mandatory participation. Unfortunately, this did not seem to be an effective approach. Perhaps it could be worthwhile to do a post-test review. This would reinforce concepts covered on the test for the whole class while allowing me to cherry-pick information, which students displayed proficiency in, as a way of getting them talking.
What were my challenges? There remain certain students who, despite my best efforts, choose to not participate directly in class discussion (they may still complete class work individually). This means that, effectively, there is still a subset of students who participate in class discussions while others are left out in the most meaningful way.
What impact did my goals have on student learning? The contributions of discussions have become slightly more varied. That is, students seem to be willing to take a bit more risk with their answers as opposed to before where most responses were correct or completely off base. As well, there has been an increase in tangential questioning from my groups. While these lines of questions cannot always be pursued, it shows that students are making connections between concepts that are not explicitly being linked through the curriculum.
What am I still wondering about? A variation in approaches would be valuable to explore as a way of engaging a broader range of students in class discussions.
Where to next? Last year, I attempted some mandatory participation. Unfortunately, this did not seem to be an effective approach. Perhaps it could be worthwhile to do a post-test review. This would reinforce concepts covered on the test for the whole class while allowing me to cherry-pick information, which students displayed proficiency in, as a way of getting them talking.
Term 2: November 5th, 2018 - February 8th, 2019
Goal 1: Classroom Teaching; Once per lesson, provide at least one student with, written or verbal, meaningful encouragement through effective feedback.
What am I proud of this term? I was able to provide feedback for students in several different ways. This included verbal feedback during lessons as well as written feedback for evaluations.Written feedback was delivered through comments on written assignments, rubrics, and online comments when assignments were submitted digitally.
What were my challenges? In particular, it was difficult to give verbal feedback 100% of the time during lessons. That is, while I would consistently give feedback geared towards assisting students in completing their work, the encouragement for work that was well completed was not always present. I believe this was due to the volume of assistance needed from students. This made it challenging to prompt myself to deliver verbal feedback.
What impact did my goals have on student learning?
The increased student feedback allowed students to make changes to their work on a regular basis. As well, it meant that my expectations for the quality of their work became more clear as they received more frequent prompts through their feedback.
What am I still wondering about? There are students who seem to not take my feedback into account on later submissions. I have tried withholding their grades and giving them feedback only (per Cult of Pedagogy) but I have had limited success with this approach. I am wondering if I will be able to hold students accountable for implementing feedback in their work.
Where to next? Perhaps making copies of students' prior feedback and giving them those copies as they begin new work would encourage them to implement their feedback. As well, I could include implementation of feedback as part of the evaluation as a way of further encouraging students to use their feedback.
What were my challenges? In particular, it was difficult to give verbal feedback 100% of the time during lessons. That is, while I would consistently give feedback geared towards assisting students in completing their work, the encouragement for work that was well completed was not always present. I believe this was due to the volume of assistance needed from students. This made it challenging to prompt myself to deliver verbal feedback.
What impact did my goals have on student learning?
The increased student feedback allowed students to make changes to their work on a regular basis. As well, it meant that my expectations for the quality of their work became more clear as they received more frequent prompts through their feedback.
What am I still wondering about? There are students who seem to not take my feedback into account on later submissions. I have tried withholding their grades and giving them feedback only (per Cult of Pedagogy) but I have had limited success with this approach. I am wondering if I will be able to hold students accountable for implementing feedback in their work.
Where to next? Perhaps making copies of students' prior feedback and giving them those copies as they begin new work would encourage them to implement their feedback. As well, I could include implementation of feedback as part of the evaluation as a way of further encouraging students to use their feedback.
Figure 4, A single-criteria rubric is an effective way to deliver personalized feedback to students.
Goal 2: Professional Development; Meet with at least one other teacher, once per cycle, to develop and implement classroom management and discipline strategies.
What am I proud of this term? I was able to provide feedback for students in several different ways. This included verbal feedback during lessons as well as written feedback for evaluations.Written feedback was delivered through comments on written assignments, rubrics, and online comments when assignments were submitted digitally.
What were my challenges? In particular, it was difficult to give verbal feedback 100% of the time during lessons. That is, while I would consistently give feedback geared towards assisting students in completing their work, the encouragement for work that was well completed was not always present. I believe this was due to the volume of assistance needed from students. This made it challenging to prompt myself to deliver verbal feedback.
What impact did my goals have on student learning?
The increased student feedback allowed students to make changes to their work on a regular basis. As well, it meant that my expectations for the quality of their work became more clear as they received more frequent prompts through their feedback.
What am I still wondering about? There are students who seem to not take my feedback into account on later submissions. I have tried withholding their grades and giving them feedback only (per Cult of Pedagogy) but I have had limited success with this approach. I am wondering if I will be able to hold students accountable for implementing feedback in their work.
Where to next? Perhaps making copies of students' prior feedback and giving them those copies as they begin new work would encourage them to implement their feedback. As well, I could include implementation of feedback as part of the evaluation as a way of further encouraging students to use their feedback.
What were my challenges? In particular, it was difficult to give verbal feedback 100% of the time during lessons. That is, while I would consistently give feedback geared towards assisting students in completing their work, the encouragement for work that was well completed was not always present. I believe this was due to the volume of assistance needed from students. This made it challenging to prompt myself to deliver verbal feedback.
What impact did my goals have on student learning?
The increased student feedback allowed students to make changes to their work on a regular basis. As well, it meant that my expectations for the quality of their work became more clear as they received more frequent prompts through their feedback.
What am I still wondering about? There are students who seem to not take my feedback into account on later submissions. I have tried withholding their grades and giving them feedback only (per Cult of Pedagogy) but I have had limited success with this approach. I am wondering if I will be able to hold students accountable for implementing feedback in their work.
Where to next? Perhaps making copies of students' prior feedback and giving them those copies as they begin new work would encourage them to implement their feedback. As well, I could include implementation of feedback as part of the evaluation as a way of further encouraging students to use their feedback.