OMG! (These are letters straight from the mouth of my students.) Today was the longest day of my life, also known as the Writing TAKS! It all began around 8:15 this morning and didn't end (in my classroom) until 2:15. I spent the day "actively monitoring" 18 students sit in their desks reading and writing. While following all 1,000 of the very strict guidelines of a test administrator, I became bored out of my mind. They don't teach you how to stare at a classroom full of kids for an entire day without talking or saying encouraging things while you're in teacher school.
I know how bored I was and I also understand how bored kids were that finished before the others. I had one student using goldfish (the snack crackers) to write out names of every student in the class. He asked if he could take a picture of them even, too bad we were testing, cause I totally would have. The best part of it was that the letters in each person's name he made with the crackers looked like his handwriting.
One high point of today was that I sat with them at lunch. This is something that doesn't happen very often and I enjoy it when I get the chance. Although I'm not eager enough to sit with them every day...once a while in nice. Instead of being the teacher, we get to talk about non-school stuff. I find out what things they like (the vegetable sticks from the cafeteria) and what they don't like (the boys when they act weird). I found out that: one kid only likes fish sticks, but not any other kind of fish (very similar to when I was a kid); they all love strawberries and cantaloupe; one kid is tired of selling Girl Scout cookies; they love being in my class; one kid has an adorable little brother that is going to have a birthday soon; and the boys have a group called "The Boys' Club".
All in all, I'm so glad tomorrow is back to regular teaching. I get to teach volume, ecosystems, the Underground Railroad, book clubs, and no more of this writing to the prompt. I don't know if I've ever been so excited about poetry. :)
Showing posts with label testing. Show all posts
Showing posts with label testing. Show all posts
Tuesday, March 3, 2009
Monday, March 2, 2009
I taught them to think!
It's almost here...TAKS that is. I've never been so nervous. Today we had a relaxing kind of day so the kids wouldn't get too stressed out about tomorrow. I know for a fact that I am definitely more stressed out than most of them. Not to forget about the test completely, we read a book this afternoon and talked about strategies for tomorrow.
We started off reading Hooray for Diffendoofer Day by Dr. Seuss (it also
happens to be his birthday). It's a story about a school that does everything fun and interesting. In fact, all they know is interesting, colorful, different, and fun. The principal comes in saying that they will have a test, and so will every school in the town. If they don't pass, the school will be closed and everyone will have to go another school in town that is black and white. And by black and white, I mean boring, no talking, nothing interesting or different. The kids begin to worry. The teachers don't. The teachers explain that they may have not taught them all the information on the test, but they have taught them how to think. It turns out that the kids do more amazing than the principal expected.
My kids loved this story. The immediately related it to me teaching them to think, even if I haven't taught them the exact prompt they will receive tomorrow. I have taught them how to brainstorm ideas, how to plan their writing, and how to revise to make improvements. I am fully confident in how they have been prepared and what they have shown me. However, this doesn't calm my nerve at all. I am still a nervous wreck. I am frightened that they will forget what I taught them. They will forget how to think. This scares the living daylights out of me. I know they are capable, but will they show they are capable?!?!
We started off reading Hooray for Diffendoofer Day by Dr. Seuss (it also
happens to be his birthday). It's a story about a school that does everything fun and interesting. In fact, all they know is interesting, colorful, different, and fun. The principal comes in saying that they will have a test, and so will every school in the town. If they don't pass, the school will be closed and everyone will have to go another school in town that is black and white. And by black and white, I mean boring, no talking, nothing interesting or different. The kids begin to worry. The teachers don't. The teachers explain that they may have not taught them all the information on the test, but they have taught them how to think. It turns out that the kids do more amazing than the principal expected.My kids loved this story. The immediately related it to me teaching them to think, even if I haven't taught them the exact prompt they will receive tomorrow. I have taught them how to brainstorm ideas, how to plan their writing, and how to revise to make improvements. I am fully confident in how they have been prepared and what they have shown me. However, this doesn't calm my nerve at all. I am still a nervous wreck. I am frightened that they will forget what I taught them. They will forget how to think. This scares the living daylights out of me. I know they are capable, but will they show they are capable?!?!
Tuesday, February 24, 2009
I'm so proud!
On day two of writing camp, all but one kid in my class finished their first composition. I was hopeful. This is the second to last practice composition before the real thing next week. We've learned so much about writing and come so far in our writing abilities. I've been worried in the past because they have learned so much and when we took a writing benchmark, they forgot everything!
When I read the compositions today, I smiled. I had no other response, but pure happiness. I read some great papers. I had kids write like they've never written before in a wonderfully fabulous way. According to my grading scale, I had all but one kid pass. And the one kid was unusual. She misinterpreted the prompt and just went in the wrong direction. Her normal writing is well above passing. In all other cases, I was glowing with excitement and telling everyone I could what a wonderful job my class was doing on their writing.
The biggest highlight of today was reading one of my student's composition. When I read the composition, I couldn't stop smiling. My response when I was finished was, "WOW!" I've not felt that very often. I have often described a 4 on the TAKS Writing as reading a paper that gets a "WOW!" when you're finished. It's also a paper that you are unable to find a place for revisions. This was how I felt. I did not have any kids in my class score a 4 last year, so that is my goal this year. When the thought of a kid writing a 4 came into my mind, it reminded me why I do this. I reminded me that I have taught them these writing skills. Most of them came to me with little to no personal narrative writing experience, and to see how much they've grown amazes me.
Today made me excited for next Tuesday. I'll still be terrified come Tuesday at 8am because I don't want them to throw all of their writing strategies out the window. I'll keep my fingers crossed and give as many reminders about what I expect as possible in the next three days.
When I read the compositions today, I smiled. I had no other response, but pure happiness. I read some great papers. I had kids write like they've never written before in a wonderfully fabulous way. According to my grading scale, I had all but one kid pass. And the one kid was unusual. She misinterpreted the prompt and just went in the wrong direction. Her normal writing is well above passing. In all other cases, I was glowing with excitement and telling everyone I could what a wonderful job my class was doing on their writing.
The biggest highlight of today was reading one of my student's composition. When I read the composition, I couldn't stop smiling. My response when I was finished was, "WOW!" I've not felt that very often. I have often described a 4 on the TAKS Writing as reading a paper that gets a "WOW!" when you're finished. It's also a paper that you are unable to find a place for revisions. This was how I felt. I did not have any kids in my class score a 4 last year, so that is my goal this year. When the thought of a kid writing a 4 came into my mind, it reminded me why I do this. I reminded me that I have taught them these writing skills. Most of them came to me with little to no personal narrative writing experience, and to see how much they've grown amazes me.
Today made me excited for next Tuesday. I'll still be terrified come Tuesday at 8am because I don't want them to throw all of their writing strategies out the window. I'll keep my fingers crossed and give as many reminders about what I expect as possible in the next three days.
Monday, February 23, 2009
Writing Camp Day 1
It was Day 1 of Writing Camp and what a fabulous day it was. The room was decked out with vines, a mosquito net tent, and cut out animals and bugs.. The kids were stoked. I made t-shirts and provided snacks and my aide bought some camp goodies...personalized water bottles, hobo sticks, pencils, and bugs to go in their snacks.
The kids were so excited about what this week is going to bring. The writing was the least of their concerns. But as the day went on, the writing progressed well. The editing practice in the morning was fabulous and the beginning of their compositions are promising. I am hopeful for what the rest of the week brings. Maybe I'll post some compositions as the week progresses.
The kids were so excited about what this week is going to bring. The writing was the least of their concerns. But as the day went on, the writing progressed well. The editing practice in the morning was fabulous and the beginning of their compositions are promising. I am hopeful for what the rest of the week brings. Maybe I'll post some compositions as the week progresses.
Thursday, February 5, 2009
Tests Can Kiss My Butt!
I was having a pretty good day. I spent the afternoon with the other fourth grade teachers and some instructional coaches rating some writing compositions. This was a great opportunity to let us share writing and have an outsider rate our kiddos. (It gets hard to rate your own class honestly after they've been writing and progressing all year in front of you.)
The scores weren't a surprise. I knew who still needed work and who was doing very well. A highlight of today was that each person who wrote a score, also gave a teaching point and a positive point about the composition. This is something that I will start on immediately. Well, all was satisfactory until...
I returned to my classroom to check my e-mail only to find our results from the TAKS practice test we took 2 weeks ago. Whenever we get these scores back, my whole day is ruined. The scores are rarely good. Our fourth graders don't do very well on these tests. I don't know what it is. I boggles my mind every time the results come in. I try to reflect on what I've done/not done and wonder what I am doing wrong. I feel like I'm doing a good job. I see my kiddos growing, emotionally and intellectually. I see them relating what they've learned to real-world concepts weeks after they were first taught.
How can a stupid test make me feel like such a crappy teacher? I know I do a good job. I of course know there are things I could do better, but this is still a learning process for me. However, I'm not the only one with the low scores, it's all of fourth grade.
The constant tests reminds me why I resented standardized testing when I was in school. Now I also realize how my kids feel. I, in no way, teach "to the test", but try to teach the concepts that they will need to know for the test in a hands-on, multiple learning experiences, "Best Practices" manner, but apparently that isn't working.
I'm stumped and frustrated to no end! I can't wait for the repercussions of the low scores on this test. Hmmm...where to go from here?!?!?!
The scores weren't a surprise. I knew who still needed work and who was doing very well. A highlight of today was that each person who wrote a score, also gave a teaching point and a positive point about the composition. This is something that I will start on immediately. Well, all was satisfactory until...
I returned to my classroom to check my e-mail only to find our results from the TAKS practice test we took 2 weeks ago. Whenever we get these scores back, my whole day is ruined. The scores are rarely good. Our fourth graders don't do very well on these tests. I don't know what it is. I boggles my mind every time the results come in. I try to reflect on what I've done/not done and wonder what I am doing wrong. I feel like I'm doing a good job. I see my kiddos growing, emotionally and intellectually. I see them relating what they've learned to real-world concepts weeks after they were first taught.
How can a stupid test make me feel like such a crappy teacher? I know I do a good job. I of course know there are things I could do better, but this is still a learning process for me. However, I'm not the only one with the low scores, it's all of fourth grade.
The constant tests reminds me why I resented standardized testing when I was in school. Now I also realize how my kids feel. I, in no way, teach "to the test", but try to teach the concepts that they will need to know for the test in a hands-on, multiple learning experiences, "Best Practices" manner, but apparently that isn't working.
I'm stumped and frustrated to no end! I can't wait for the repercussions of the low scores on this test. Hmmm...where to go from here?!?!?!
Tuesday, January 6, 2009
Are we really expected to do everything?
I don't know if I've written a blog on this topic before, but I was having a discussion about test scores with 2 other teachers today and it led to how much responsibility we really have.
As teachers, we are expected to do a lot: teach academics, be mothers, be the all-great problem solvers, teach social skills, and develop background information that our kids just don't know and should about life.
One example I have from my own teaching experience is when we were reading a context clues passage. As a class, we were trying to determine the meaning of a word and in order to answer, the students should have known some common etiquette. They needed to know that when you leave some one's house after they had you over for dinner, regardless of how terrible the food might have been, you don't tell the host. They had no idea what to say. They didn't know they should be polite even though they didn't enjoy it. We had to rehearse what it might sound like thanking the host for a bad dinner. "Thanks for having me over and cooking dinner."
How are my kiddos supposed to use their context clues to understand words when they don't even know what the context clues are telling them? I am seeing this a lot in their Book Clubs as well. They are very fluent readers, but don't understand what the book is saying because the ideas are foreign to them. They don't know what it's like to fly on a plane or play in the snow. Their life experiences are more limited than other children their age because of their socioeconomic statuses, and that is very difficult to teach. I can talk about my experiences and tell them what it is like all year long, but it doesn't mean the same thing unless they've done it themselves.
Now, don't get me wrong...I try time and time again to explain what certain things feel like. They are curious! I tell them about what it felt like to stand at the top of a mountain and not be able to see anything around me because I was inside the clouds. I tell them what it is like to live in a country that doesn't even have running water and how I couldn't shower all summer. One thing I feel I can do is teach them social cues. I can teach them how they should respond to people when they say particular things or use particular tones. I can teach them how to be a friend and what it really means. And I can be a role model. I can show them what being an adult means and the responsibility it comes with. I can show them how an adult should behave.
And along with all of this, I have to teach them that the moon affects tides and a bunch of other nonsense that you can use the Internet to look up when you're older, if it even matters that you know it then.
Why did I become a teacher??? Oh, I remember every day when I go pick my kids up from the gym and they are so excited to see me. I remember when they write messages on the chalkboard when I'm absent for a day. I remember when they come to my desk just to give me a hug. I remember when even if I've made them cry the day before, they hug me the next day on their way in the door. I remember when they write in their journals about how they want to become a 4th grade teacher just like me. I never forget the reasons I became a teacher.
As teachers, we are expected to do a lot: teach academics, be mothers, be the all-great problem solvers, teach social skills, and develop background information that our kids just don't know and should about life.
One example I have from my own teaching experience is when we were reading a context clues passage. As a class, we were trying to determine the meaning of a word and in order to answer, the students should have known some common etiquette. They needed to know that when you leave some one's house after they had you over for dinner, regardless of how terrible the food might have been, you don't tell the host. They had no idea what to say. They didn't know they should be polite even though they didn't enjoy it. We had to rehearse what it might sound like thanking the host for a bad dinner. "Thanks for having me over and cooking dinner."
How are my kiddos supposed to use their context clues to understand words when they don't even know what the context clues are telling them? I am seeing this a lot in their Book Clubs as well. They are very fluent readers, but don't understand what the book is saying because the ideas are foreign to them. They don't know what it's like to fly on a plane or play in the snow. Their life experiences are more limited than other children their age because of their socioeconomic statuses, and that is very difficult to teach. I can talk about my experiences and tell them what it is like all year long, but it doesn't mean the same thing unless they've done it themselves.
Now, don't get me wrong...I try time and time again to explain what certain things feel like. They are curious! I tell them about what it felt like to stand at the top of a mountain and not be able to see anything around me because I was inside the clouds. I tell them what it is like to live in a country that doesn't even have running water and how I couldn't shower all summer. One thing I feel I can do is teach them social cues. I can teach them how they should respond to people when they say particular things or use particular tones. I can teach them how to be a friend and what it really means. And I can be a role model. I can show them what being an adult means and the responsibility it comes with. I can show them how an adult should behave.
And along with all of this, I have to teach them that the moon affects tides and a bunch of other nonsense that you can use the Internet to look up when you're older, if it even matters that you know it then.
Why did I become a teacher??? Oh, I remember every day when I go pick my kids up from the gym and they are so excited to see me. I remember when they write messages on the chalkboard when I'm absent for a day. I remember when they come to my desk just to give me a hug. I remember when even if I've made them cry the day before, they hug me the next day on their way in the door. I remember when they write in their journals about how they want to become a 4th grade teacher just like me. I never forget the reasons I became a teacher.
Wednesday, May 21, 2008
Bearer of Bad News
One of the hardest things I've done in my teaching career was to tell my kiddos what they made on their TAKS tests (reading, writing, math). The first few kids on the list were easy...commended on all three tests. It got difficult pretty quick with the third kid having failed every test. I asked how he thought he did. He responded with a non-convincing, "I guess okay." I then informed him how he did. He immediately fell to the ground and tears streamed down his face. What was I supposed to say?? Why didn't you do your best? I know you failed these because you refuse to do your work in class, you turned your test in too early, you sleep when you're in class, and it was a true indication of your progress. I know this would never be appropriate to say, but it's true. It's a tough reality, but it is reality.
I also had kids who failed all three tests immediately question, "Does this mean I have to go to summer school? Do I get to go to 5th grade?" No, you don't have to go to summer school and yes, you still get to go to 5th grade. Is this right? I don't think it is, but it's what happens. This child proceeded to go in the room and yell, "I failed all 3 and I still get to go to 5th grade! SWEET!" What?!? He quickly got a talk about how he should not be proud or bragging about failing the tests. I couldn't believe this.
On the flip side of these disappointing conversations, I did get to congratulate a few kids on their successes on the tests. They were so proud of themselves. It's something they've been waiting a long time to hear and something that some of them worked so hard to accomplish. This was my first experience in state testing and I'll stand by what I've always said about the nonsense they call standardized testing. It's all about accountability and it's all a bunch of BS! Why aren't these kids being held accountable for their actions? Why am I the only one being accountable for these?
I also had kids who failed all three tests immediately question, "Does this mean I have to go to summer school? Do I get to go to 5th grade?" No, you don't have to go to summer school and yes, you still get to go to 5th grade. Is this right? I don't think it is, but it's what happens. This child proceeded to go in the room and yell, "I failed all 3 and I still get to go to 5th grade! SWEET!" What?!? He quickly got a talk about how he should not be proud or bragging about failing the tests. I couldn't believe this.
On the flip side of these disappointing conversations, I did get to congratulate a few kids on their successes on the tests. They were so proud of themselves. It's something they've been waiting a long time to hear and something that some of them worked so hard to accomplish. This was my first experience in state testing and I'll stand by what I've always said about the nonsense they call standardized testing. It's all about accountability and it's all a bunch of BS! Why aren't these kids being held accountable for their actions? Why am I the only one being accountable for these?
Tuesday, May 20, 2008
The results are in...
Before I begin...I'm expecting to be an aunt in the next 24 hours! It's very exciting and of course I'll share pictures as soon as I get them. Unfortunately I am unable to go visit my new nephew immediately after he's born because of school, but I'll go visit the day after school is out.
--------------------------------
And they didn't look good. I know my kids haven't had the most ideal year because of the first 4 months, but I didn't think it would affect them as much as it did. Reading the state standardized test scores for reading, math, and writing were a bit overwhelming. As a grade level, the scores weren't great at all. The principal handed us the scores with a, "I'll talk to y'all tomorrow." Fantastic! We have 4 teachers leaving, how much difference is that going to make. We already know that we didn't do something right this year...and we'll have to step it up big time next year.
My class is not immune to the low scores by any means...I hate to say that my class had many of the low scores. I had three children fail every test. All of these children have had previous difficulties with testing and grade level standards. One of these students didn't even look in her test booklets...as she was testing, I never saw her flip through the pages of the test booklet. I had two students fail two of the three tests. And I had some surprises that should never have failed the tests. AND, two of the students listed on my list were not in my class during the test. They both came AFTER the tests.
As I thought about these results, I started taking the blame from myself, even though I feel as though it's all my fault. I began realizing that I had to teach many things the week before the math and reading tests that were originally taught at the beginning of the year...well, at least in all of the other 4th grade classes. (Reminder: I started teaching two weeks before Winter Break.) I was cramming a semester's worth of learning into a few weeks before the test. Regardless of what I try to tell myself to take some weight off of my shoulders, it's hard to see those scores on paper and have them attached to my name. My principal may understand that it's not all of my responsibility, but these scores will be in my records. One of the hardest parts of my first TAKS experience may be that I didn't have full control over what my students were supposed to learn this year and it hurts me in the long run. Of course I am thankful for getting a job immediately after graduation, but there have been many struggles because of it.
--------------------------------
And they didn't look good. I know my kids haven't had the most ideal year because of the first 4 months, but I didn't think it would affect them as much as it did. Reading the state standardized test scores for reading, math, and writing were a bit overwhelming. As a grade level, the scores weren't great at all. The principal handed us the scores with a, "I'll talk to y'all tomorrow." Fantastic! We have 4 teachers leaving, how much difference is that going to make. We already know that we didn't do something right this year...and we'll have to step it up big time next year.
My class is not immune to the low scores by any means...I hate to say that my class had many of the low scores. I had three children fail every test. All of these children have had previous difficulties with testing and grade level standards. One of these students didn't even look in her test booklets...as she was testing, I never saw her flip through the pages of the test booklet. I had two students fail two of the three tests. And I had some surprises that should never have failed the tests. AND, two of the students listed on my list were not in my class during the test. They both came AFTER the tests.
As I thought about these results, I started taking the blame from myself, even though I feel as though it's all my fault. I began realizing that I had to teach many things the week before the math and reading tests that were originally taught at the beginning of the year...well, at least in all of the other 4th grade classes. (Reminder: I started teaching two weeks before Winter Break.) I was cramming a semester's worth of learning into a few weeks before the test. Regardless of what I try to tell myself to take some weight off of my shoulders, it's hard to see those scores on paper and have them attached to my name. My principal may understand that it's not all of my responsibility, but these scores will be in my records. One of the hardest parts of my first TAKS experience may be that I didn't have full control over what my students were supposed to learn this year and it hurts me in the long run. Of course I am thankful for getting a job immediately after graduation, but there have been many struggles because of it.
Subscribe to:
Posts (Atom)
