Discussion in 'General Education' started by Ms.Holyoke, Sep 2, 2018.
Sep 3, 2018
Why not both?
Every administrator has their own opinion on this. Personally, I feel like the objective or I Can statement is perfectly sufficient.
I know of some admin colleagues who require the essential question, objective, and standard. For those who teach multiple subjects (elementary teachers), that’s waaaaay too much!
Not at all. Because most students don't bother to email so I have emails like that once a month. Much easier than posting something daily.
All my notes are already uploaded. They have been since after year 1. The only new notes I have to add this year are from my Calc 3 class.
I make do with one. My room is actually really small. (My one biggest gripe in my district ) Any more whiteboards and we would have no room to move around. I understand your private school needs to make sure you're teaching what you're supposed to via the posting of objectives, but I'm quite glad my district treats me professionally.
You don't reflect on how the lesson went and update accordingly ? I change a few small things in my notes each year. Are you too lazy to do so? I find time to make these changes since I'm not spending it posting objectives.
I do in class. Students know to add notes in the margins and jot down footnotes, etc.
My notes are fill-in-the-blank style.
My school does treat me professionally. It just has higher standards for its teachers to justify the truly stellar salaries and benefits they bestow on us. And we don’t need a union. They just pay us what we’re worth because they recognize the school doesn’t exist without us. And I don’t have to deal with small classrooms (that’s not even a thing at my school) or poor conditions of any kind. We understand the importance of high quality.
Not if they're absent, which was your biggest reason for doing what you do.
That's one way to spin it
Those type of things are included in the originals. Sure, I add on as I see fit, but they have most of everything. Yes, they will miss certain comments or what have you, but they can do just fine with the provided notes. I literally break down each problem and write the motivations for each step. For example, “resolve the vector into its horizontal (x) and vertical (y) components because we need to sum the forces along each respective axis before we apply Newton’s 2nd Law (f = ma),” etc. I don’t leave any ambiguity in my notes, unlike some teachers I see who only show the steps and not the how and why for every part.
Tis the truth. Otherwise, I have total autonomy in classroom. We don’t have district-wide curricula or Common Core or other such nonsense to abide by or silly bureaucratic rules to heed to. We teach how we like so long as we teach the standards.
I have six white boards in my classroom (they're all on one set of tracks at the front of the room) and to be honest I use all six for various things throughout the day. And I think with the standards it's a state thing for us. MsHolyOak is in my state if I'm not mistaken, my friend who teaches in the middle of the state also has to do it. The explanation I was given when I asked because I was nosey was "It aids students to track, monitor, engage, and provide feedback about the curriculum that is being taught."
I am going with the page protector idea and I will be typing up all of my standards for Unit 1 this morning! Hopefully I can find a spot to the side of the board where I can pin it up.
We also have to submit "lesson plans" which are basically exactly what you write on the board! So I wish our admin could just look at that for the standard. It's interesting because I student taught in a school with very little support but my mentor was allowed to basically do whatever she wanted!
We don't have to submit lesson plans per se, but my admins will pop in unannounced from time to time and ask to see our lesson plans and things for the week. I do mine for months at the time, so I'm always ready for that. They usually look to make sure your lesson plans match up with whatever standard you claim to be teaching.
I can see that for science, for example, when you don't want to give away the "ending,'' but for math I want my students to see it. So I'd write something like "I can use the distributive property as a strategy to multiply.'' I could highlight the vocabulary and while it focuses students toward learning it doesn't give away the entire lesson... they'll be sitting there thinking "What is the distributive property?" But once it's been revealed, I want them going back and using that terminology. I definitely think it works better for certain subjects over others.
Agreed. I try to make mine has ambiguous as possible while still following the rules. In other words, like with everything, I keep one toe just over the line. Stuff like for example "Mitochondria and the Power System". But if I'm being perfectly honest, I don't think most of my students actually pay attention to it. Maybe one or two per semester that pays attention.
Very true. But posting them helps me as the teacher and if it even helps one -- just ONE -- student, it's worth it imo.
Eh. I can see the benefits for students, if they take advantage of actually looking up the education standards from the state. Personally, I don't ever really look at it for any length of time for information. I always have my master lesson plan binder up front somewhere which is what I usually refer to. Which of course it's built to the standards but. My master lesson plans has all my notes and things as well.
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