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Fish! Sticks pages 78 - 122

     The last IT is called Coach IT.  Coaching may be the hardest part.  Coaching requires everyone involved to be open and objective.  It is probably harder on the "old-timers" because those individuals are so into the routine of things that they can not sometimes see new possibilities.  The mindset of having someone else younger and possibly newer to the organization telling the "old-timers"  ways to improve, tends to build resentment instead of improvement. 

     New comers usually welcome the help offered by others.  This allows them to "fit in" better with the work crowd.  It makes the transition from one job to another job a lot easier. 

      Probably the hardest part of coaching in general would be keeping things on a positive note.  How you say something is everything!  If the person providing the coaching is negative or threatening in any way,  the advice will fall on deaf ears.  With all of the stress that teachers are under on a daily basis, being positive is sometimes the hardest thing in the world for me.  If I can't coach in a positive manner, I shouldn't be coaching someone else. 

Fish Sticks pages 38 - 77

     In order for us to find our vision, we must learn to communicate openly.  Open communication is not judgemental or critical.  It listens to the other party involved and acts on the conversation.  Tako overheard Rhonda state that she would die for a Diet Dr. Pepper.  He went out of his way to get her the Diet Dr. Pepper for her.  That is customer service!  We too must learn to listen to those around us - thus our vision.  By listening to our students, colleagues, and administration, we may find our IT in our work place.  In some ways it is like serving others.  No one knows what our students much less ourselves go through in a given day, week, or month.  The only ray of hope may be in our actions/reactions.  Hopefully if a number of people step forward to find IT and live IT, it will work its way back around.  Open communication should be key in our schools from the top administrative position to the students.  We have got to work together and talk about IT!

Fish! Sticks to page 37

     This book centers around Rhonda, a new manager, that has seen changes within her place of employment.  The workplace has been recognized as an example for other departments to follow.  Rhonda soon finds that the everyday stresses of life and work are taking a toll on her otherwise top-notched employees.  She seeks help in finding a way to keep the momentum going.

     I can see East Central in this book.  This year has been exceptionally difficult for third grade teachers.  It is one thing to deal with the kids and all the problems that they come to school with.  When you have all the other stresses in addition to the kids, it becomes overwhelming really quick!  We have had 1.) math workshops, 2.) reading workshops, 3.) GPS training in science while others are beating the death out of English/Language Arts, 4.) two sets of standardized testing with the CRCT requiring a passing score in order to go to the fourth grade, 5.) some parents and students that  act like they do not care grades or passing the test, 6.) breaking down test material in all subjects as simply as you can and still getting Fs, 7.) teachers disregarding rules like no sugary drinks back in the classroom, quiet in the halls, and playground rules while your class questions why no one else has to follow the rules, 8.) extra work handed down from central office, 9.) feeling like more is demanded of you instead of accepting the fact that we are busting our butts everyday doing the best we can, and 10.) not taking into account all the home garbage we come to work with on a daily basis.  Yes, I can definitely see where Rhonda's employees are coming from.

     Do I think that it is the best situation for my kids to be in?  NO!  I have really tried each day to come into work with a positive attitude.  I pray for a positive attitude morning.  I pray for my kids,  my colleagues, Mrs. Wood, and Dr. Ware.  It is a daily struggle.  Some days I am successful, such as today.  Other days, I am wasted by the time the tardy bell rings.  I do not know how to maintain days like today where the stresses did not get to me.  I try to think about the fact that today I might have a big impact on one of my students.  I have to keep that as my focus.  I do not have the answers, but I am hoping that Ishy will be able to help us with that!

Craft Lessons: Teaching Writing K-8 pp. 65-77

     The last set of pages dealt with endings and titles for students' work.  Many students leave the reader hanging at the very end.  Most students have a stronger middle part to their writing.  But the beginning and ending of their stories do not measure up to the quality of the middle. 

     The authors provide several examples to end a story.  Students should experiment with endings.  As a teacher cited in the book states, "we must leave one room first before we can enter another".  One of the suggestions calls for a  circular ending.  Here a story circles back to the way it began.  It loops around.  Emotional endings are another option.  Students have emotional experiences both good and bad in their lives.   They can tap into this resource when they are writing.  Of course a negative aspect to this type of writing is that not all students are going to feel comfortable sharing their experiences.  This type of ending may take some time to perfect.  Surprise endings are also a good way to end a writing.  Surprise ending tend to be harder, but are usually enjoyed by the reader.   The ending of a story is the last thing that echoes in the ear of a reader.  The ending needs to be as strong as the middle of the writing.    Endings are a vital part of student writing.

     Equally important according to the authors are the titles that our students put at the top of their writing.  A title invites the reader into the story and sets the tone for what will follow. Titles are like a doorway into the world of the writer.   Students should be encouraged to revisit the title when the writing is complete.  By asking if this is a good doorway, writers may find a title that is more inviting to the story.  Some students tell the story in the title itself.  Students simply tell too much.  If we can encourage our writers to tell less in the title, then what happens in the story will be more of a surprise for the reader.  

     I really enjoyed this book.  I plan on referring back to it over the next couple of weeks and for years to come.  The craft lessons bring it down to a student's level of thinking while giving teachers a hint as to what to say to our students.

Craft Lessons: Teaching Writing K-8 pp. 44-64

     By late third grade, several aspects in writing should become apparent.  Students should begin to seek peer approval of their writing.  This approval may come in the form of suggestions for making the writing better to general comments about the writing.  Students should be able to develop a sense of genre.  Students should be using tools like dictionaries, thesauruses, and word checks to help in the task of writing.  Higher level writers should be able to rewrite without the attitude or the crossing out of words or phrases. 

     As teachers, we need to verbalize our pleasure when we see our students entering into these phases.  When students demonstrate the mastering of a specific element in writing, we need to give it a name so that students can make the connection.  We need to continue encouraging our writers!

     Lessons demonstrated in this section include focusing on a topic, giving weight to significant information, developing characters, writing strong leads, and more appropriate endings to stories.  I find that I could use many of the craft lessons with my students.

Craft Lessons - Teaching Writing K-8 Pages 1-13

     The authors of this book see the writing process like this:  Conceive - Craft - Correct.  As teachers, we provide students with all the support early on in their writing.  We provide them with the topic, graphic organizers, and  other writing strategies.  Then we sit back and wait for the finished product.  The authors want teachers to get involved in the middle element which is craft.  Students are left on their own during this phase of writing.  Now the authors of this book are providing us with help in this crucial area.

     Before we can begin, we have to set the table for the craft lessons.  Number one is that we have to allow time for our students to write.  I find that I do not have a set time for writing.  I try to squeeze it in a little bit here and a little bit there.  I need to ensure that I plan time for writing.  Number two is making time for response.  When we read a student's writing, we are to respond first as a reader.  We need to go with our feelings when we read thier work.  Laugh when we read something funny or express confusion if we are puzzled about what has been written.  We must be positive about the student's writing.  We need to seek the writers intention.  This involves listening to the student.  We should lower our ambitions.  Instead of trying to teach many strategies, we should focus on one until that strategy is mastered.  Then we need to choose the next one.  Number three is responsibility.  Students need to have ownership over what they write.  Students need choice in what to write.  Number four is the addition of literature in the writing process.  Literature helps inspire student's writing.  In fact, rereading the same piece of literature is also helpful.  As you reread the text, point out new things that might have gotten overlooked in the first reading.  Plus teachers can point out a different aspect of writing that is featured in the book.  This allows students to see that literature has many dimensions.  The talk that surrounds the literature is also helpful in the writing process, sometimes clearing up misunderstandings within the text.

     After reading this first section in the book, I plan to allow more planned time for writing.  I will also attempt to narrow my strategies within thier writing to one or two.  This is very hard for me.  I expect my kids to write really well.  I put alot of pressure on them.  I think that part of this is why my kids hate to write.  I have taken the joy out of writing.  Plus, they do not give writing their best shot.  My kids tend to be done within five minutes, so they can go on to something else of their choosing.  My kids need to get serious about writing, and I need to slack off on the pressure I place on their writing. 

Teaching Studen-Centered Mathematics Chapters 9 - 12

     Chapter 9 focuses on developing measurement concepts.  Teachers should think about three areas when thinking about planning measurement instruction.  First, students must understand the attribute to be measured.  Second, that students should understand how filling, covering, matching, or making other comparisons of an attribute with measuring units produces a number called a measure.  Third, students will use common measuring tools with understanding and flexibility.    Students should also be exposed to informal units of measure as well as standard units.  Experimenting with informal units allows students to make comparisons and predictions.  The use of estimation is also encouraged because it helps students focus on the attribute being measured and the process required to measure it. 

     Chapter 10 is on algebraic reasoning.  The basis of algebraic reasoning begins in Kindergarten and should move from a very concrete toward symbolism and functions in the upper grades.  In the third grade, algebraic reasoning is still concrete, but extending into logical thinking and making predictions about patterns and relationships.  It is suggested by the authors that teachers should extend the task of repeating patterns by having students predict what element will be in the 15th or 17th position before starting.  Then have students extend the pattern to verify.  The use of grid configurations (3-square, 4-square, and 5-square wide) allows students to see what patterns develop with a recurring pattern.  "Grid Patterns" on page 292 addresses this type of extention.  Patterns with numbers can go beyond merely skip counting to more involved patterns such as double the previous number, or the next square  number (What's Next and Why).

     Chapter 11 addresses exploring data analysis.  Too often our students are presented with questions to answer and the data with which to answer them.  Although the questions may be of interest from the standpoint of data analysis, the questions are not necessarily of interest to our students.  "Students should be given opportunities to generate thier own questions, decide on appropriate data to help answer these questions, and determine methods of collecting the data." according to this chapter.  We tend to gather data simply to make a graph.  When students generate thier own questions to ask, the data that they collect has more value to them.  How they organize the data and represent it have more meaning.  As teachers, we spend too much time discussing the "how-tos" of graphing.  The issues of analysis and communication should be a teacher's goal.  Not how the graph was constructed.  "In the real world, technology will take care of details of graph construction."  As stated throughout the book, students should be able to express their thoughts about their graphs in writing.  Attention is given to several types of graphs that are used in the marketplace.  These graphs are located and discussed on pages 331 - 336.  In addition, time is spent discussing terms like mean, median,  and mode in relation to third through fifth grades.  These terms should be investigated by students through activities like "Leveling the Bars" and "The Mean Foot" (page 326).  For third grade students, it is suggested to start with the term "mean" or average.  After the ground work is laid for the mean, the other terms can be investigated.

     Chapter 12 emphasizes the reference to probability all around us.  We see probability in the weather forecast to medical research.  The overwhelming concept appears to be that chance has no memory.  It is important for students to understand this concept.  Saxon Math has a series of lessons dealing with probability ranging from impossible to certain.  Several activities in this book extend these concepts in Saxon Math to a different level.  I will probably take a few of the activities to enhance what Saxon does.

    

Teaching Student-Centered Mathematics Chapters 5 - 8

     Chapter 5 deals with developing Fraction Concepts.  Manipulatives are strongly advised.  Three types of models are discussed:  region/area models, length models, and set models.  Activities like 5.1 and 5.2 may be helpful.  Students have difficulty when models show fractional parts that are not equal.  Working through these activities allows students to see the difference and have a chance to vocalize or write an explanation of how the parts are equal or are not equal.

     Chapter 6 is on Fraction Computation.  The development of fraction concepts should follow the same path as the development of whole numbers.  Manipulatives to explore and answer simple contextual tasks is paramount.  Just as a number represents a quantity or value, fractions likewise must be constructed and understood by the learner.  Rules should be abandoned until students can bridge the gap between concept and application of the rules.  Begin simple and build from there.  The concepts of multiplying and dividing fractions again begins with informal exploration beginning with simple contextual tasks.  Relating multiplying fractions to whole number multiplication helps students.  Traditional algorithms are not to be taught initially.  Time must be allocated for invented strategies by students.  The most important thing for the teacher to remember is that the strategy must be constructed by the student and that the student must be able to explain his/her strategies and answers.

     Chapter 7 explores the use of Decimals and Percentages.  It begins by discussing ways to help students gain a better understanding of decimals by developing a conceptual understanding between fractions and decimals.  It is suggested that students should discover the relationship between decimals and fractions by reviewing the base-ten system and ultimately learning that this system can be extended to include numbers less than one.  By using the 10 x 10 squares, students can create fractions to represent numbers such as .65.  Students color 65 out of the 100 squares to begin to see the relationship of decimals and fractions, and begin to compare the value.  Teachers should ask questions like "Is this decimal greater than 1/2?"  Students should be allowed to verbalize their answers to ensure concept comprehension.

     Chapter 8 deals with Geometric Thinking and Geometric Concepts.  Students score lower than other countries in the area of geometry.  Because of this, schools are embracing the works of Pierre van Hiele and Dina van Hiele-Geldof.  They believe that students go through five different levels (0 - 4) as they progress through geometric thinking and concepts.  The levels are not age dependent in the sense of developmental stages of Piaget.  Their belief is that geometric experience is the greatest single factor influencing advancement through the levels.  The Hieles believe that the more students play around with the ideas in their suggested activities, the more relationships they will discover.  Teachers are not to tell students about their explorations, but rather facilitate the study.  Teachers should challenge students with questions and allow the students to explain in thier own words what they are doing.  By listening to their answers, teachers can assess student understanding of geometry.

     I think the chapters in this section of reading are very helpful in teaching our third graders.  Content of the activities can be enhanced to challenge students.  So the activities reach all students!

Teaching Student Centered Mathematics Chapters 1 - 4

     The foundation for this book centers around the constructivist viewpoint.  This viewpoint emphasizes the fact that all people construct their own knowledge.  The author states "As you read these words, you are giving meaning to them.  You are constructing ideas."  Basically we use ideas we already have to construct new ideas thus developing in the process a network of connections between ideas.  In my undergraduate work, this viewpoint was strongly supported by the college that I attended.  In my short number of years teaching, I have found this viewpoint to be true.

     As teachers we can support this type of teaching in our classrooms by providing an environment that is conducive to the constructivist viewpoint.  They recommend that students be allowed to use manipulatives, symbolism, and even computers as models or tools for learning.  Social interaction with other students is encouraged.  And students should have a set time for reflective thinking and writing.  In the last few math workshops this has been strongly recommended as a way to see if our students truly understand the concepts we are introducing in math.  Students need to realize that there is more than one correct answer.  The writing and social interaction allows for others to see that there is more than one answer.

     This book encourages teachers to make math more meaningful for students.  Problems should be presented in such a fashion that they are within the students' zone of proximal development.  The problems should be concerned primarily with making sense of the math involved in solving the problem.  Students should be able to understand that the responsibility for determining if they are correct or not rests with them.  Students should be able to explain themselves.

      Chapter 2 deals with number sense, a relational understanding of numbers, and operation sense which is a complete and flexible understanding of the operations.  Many activities were included to give the teacher ideas of how to teach from this viewpoint.  I am not sure that I understood all of the fuss about remainders when you are dividing.  "Students should not just think of remainders as 'R 3' or 'left over.'  Remainders should be put in context and dealt with accordingly." 

     Chapter 3 focuses on helping children master the facts.  According to the authors "Mastery of basic facts means that a child can give a quick response (in about 3 seconds) without resorting to nonefficient means, such as counting.  Children simply need to construct effecient mental tools that will help them."  This chapter is full of strategies to help teachers.  Some of these strategies we have implemented before.  Others we will try when we get to that set of facts.

     Chapter 4 presents strategies to help children with whole number computation.  The traditional algorithms that we use in math may not be the most efficient or useful methods of computing.  Flexible methods and invented strategies are encouraged to help children with whole number computation.  Flexible methods involve taking apart and combining numbers in a variety of ways.  Children need a good knowledge of the properties and the operations such as addition to subtraction, addition to multiplication, and multiplication to division.  Invented strategies are those strategies constructed by students.  Success of these strategies requires that the strategy be understood by the one who is using them.  The chapter talks about each of these areas and provides examples of how to use the strategy/method.