Technology/ Action Research

I would say I use technology at least once or twice a week in my classroom. For three days this week we used clickers! I really enjoy using clickers and I think the students also like them because they are a break from worksheets and they can instantly see if their answer is correct. In my class I usually introduce a lesson and do a couple of problems. Then I turn the students loose to practice. The next day I have a Smart Board presentation with several problems. Sometimes they are multiple choice questions, (i.e. angle relationships), or they could be solving for a missing angle (entering a number). The students answer the question and then we insert the pie chart of everyone’s answers on the Smart Board. The students get excited when their answer is correct. This gives them more confidence to explain how they worked the problem (I look at the expression on their face before I call on them). I’ve had some students even want to come to the board and work out the problem for the class. By using the clickers, I’ve experienced my students gain confidence and participating in class. They are taking a test on Tuesday and I can see how these grades correlate with doing problems on clickers. I have had some students want worksheets. They like to work more independently and have the problems in front of them.
 

My action research topic is my journey through standards based grading. This is the first time I have been in a school that uses standards based grading. Since students usually receive only one grade per standard this is usually a test grade. However, it could be a project. This brings about the question “what about homework/participation?” I plan to investigate whether standards based grading affects participation in class and completed in class work. There are some students who think because it isn’t a grade they don’t have to do work that day. The way students are motivated to do the work is so they can pass their test. If they choose not to participate in class work they will get a write up for insubordination (not following directions). This tactic has worked so far! I’m very interested in the articles about standards based grading. I hope on finding out what strategies make standards based grading work effectively. As far as data I’m collecting, I’m not quite sure. I can use a journal/blog about my experiences. I could also survey students about participation/tests related to standards based grading.

Parent Involvement

Teaching at a lower income school there really isn’t much parent involvement. We had an open house last month and set a record with I think 10-15 parents showing up. This really shocked me. A lot of interacting with parents includes calling home and addressing discipline issues. Sometimes the phone numbers we have for parents don’t even exist. But just because parents aren’t actively involved in the school doesn’t mean they don’t care. Most of them have things going on in their lives that I can’t imagine they would have time to come up to the school and talk. Some parents are working multiple jobs. This goes for my students as well. Sometimes they have to stay home or work instead of coming to school. My mentor and I send home good letters to parents occasionally to let them know how good of a job their student is doing in our class. It really brightens their day along with the student because usually when a teacher contacts home it is negative. There was a parent group during in-service who provided lunch for our 9th and 10th grade wing! The staff was shocked that this was happening and was so appreciative. So even if there is not a full blown PTA or parents volunteering to help out, I think we make do. Teaching at a lower income school makes the comments like “you’re going to be a good teacher” and “thanks for helping me” so much more valuable to me.