Yep, a night of math.What fun! Especially if it's done carnival style. I always expect the worse and sometimes get surprised. Well, the other night was a one those few moments where all my worrying was for naught. It was just a fantastic night. I've embedded the video to share with you. However, let me say one thing before you enjoy the festvities (virtually, that is.), I was not the creator of this art work. A parent, a few teachers, and I took the pictures and my students did the rest. Two of my students used their recess and specials time and cranked it out. I am so proud of them. They worked so hard. Enjoy!
Friday, February 25, 2011
Friday, February 18, 2011
Structures
Let me start by saying that I'm so proud of my students. We started a project about a month ago that has required a lot of work, determination, and collaboration. There was a lot math involved, as well. They built these structures out of cardboard to use for our Family Math Night and for their carnival game on probability we are studying in Math. The structures were mostly designed and built during their Engineering class. However, there were some complications and delays and parent reinforcements were called in to help surpervice during recess and related arts. All in all we had a great time building these works of art. Below are some of the finished products:
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| The Tank like Space Shuttle |
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| The Barn |
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| The Cottage |
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| The Castle |
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| The Train |
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| The Pirate Ship |
Wednesday, February 16, 2011
Auditioning for the Blog
Writing this blog has been so much fun. In fact, I've grown quite addicted to it. So much so, that I let my students in on it. Being in a good mood and all of that, I decided it was time unveil to them the blog that was about them. I knew they were going to to be a little, "What!" but none the less I had to share.
I wanted to introduce them to it slowly. So, I began by talking about authors and how they write from their own life experiences. I rambled on about Tolkien and his childhood and how his ideas for TLOR could have from those experiences. I reiterated that all good writers do this (You see what I'm inferring,don't ya?). After the prep speech, I type in the address for this blog and display MY writings from My life experiences. They read the title of the last entry. "The Number 2?" Someone questioned. "What kinda title is that?" Then they started to read it. "Hey! That's about us!" "That happened yesterday." I interjected amongst all the surprised looks and comments, "See,authors write from their life experiences." Um, that point suddenly became irrelevant now that they saw my entries were all about them.
After the initial shock of "What!", they requested that I read all of the entries to them. As I read them, they tried to guess who they were about. They "hit the nail on the head" every time. Of course, when I read Hair there was a boy who disagreed with my analysis. He admittedly responded with, "I wash my hair everyday!" He's a rare breed. Then there were the boys who wore the description like a badge of honor. "Yep, that's me." They said proudly. OK, so the blog was a hit. That was a relief. Opening Pandora's box can be a bit scary.
Now for the finale. "I want to be in your blog." A few of them told me. In fact one of them said, "I'm going to go home and think of some funny things to do in class so you will write about me." Well, little did she know, that statement alone was all that was needed.
LET THE AUDITIONS BEGIN!
I wanted to introduce them to it slowly. So, I began by talking about authors and how they write from their own life experiences. I rambled on about Tolkien and his childhood and how his ideas for TLOR could have from those experiences. I reiterated that all good writers do this (You see what I'm inferring,don't ya?). After the prep speech, I type in the address for this blog and display MY writings from My life experiences. They read the title of the last entry. "The Number 2?" Someone questioned. "What kinda title is that?" Then they started to read it. "Hey! That's about us!" "That happened yesterday." I interjected amongst all the surprised looks and comments, "See,authors write from their life experiences." Um, that point suddenly became irrelevant now that they saw my entries were all about them.
After the initial shock of "What!", they requested that I read all of the entries to them. As I read them, they tried to guess who they were about. They "hit the nail on the head" every time. Of course, when I read Hair there was a boy who disagreed with my analysis. He admittedly responded with, "I wash my hair everyday!" He's a rare breed. Then there were the boys who wore the description like a badge of honor. "Yep, that's me." They said proudly. OK, so the blog was a hit. That was a relief. Opening Pandora's box can be a bit scary.
Now for the finale. "I want to be in your blog." A few of them told me. In fact one of them said, "I'm going to go home and think of some funny things to do in class so you will write about me." Well, little did she know, that statement alone was all that was needed.
LET THE AUDITIONS BEGIN!
Tuesday, February 15, 2011
The Number 2
Today, in class, a student said something that was so funny I did the unpardonable... laughed out loud. OMG! Can you believe it! I forgot my teacher training for a brief moment and let loose some humaness.
Well, it goes like this... integers. You know, positive and negative numbers. All those rules that I can't believe I remembered: positive times a negative is a Negative, and on and on and on. Well, we spent MOST of class today practicing and exploring multiplying and dividing with integers with some review of add/sub, too. Needless to say, there was some whining. However, they did a pretty good job and where totally, 100% challenged, which is an accomplishment within itself. Seeing that they had stretched those large brains to the max, I decided to switch gears and review some fractions. These guys like fractions. They are my kinda peeps. So, the problem went like this, 20 2/5 / 10 1/5. Not a complicated problem, but their are several steps to the solution. If you go the long route, which most of my students do, you first change the mixed numbers to improper fractions, then find the reciprocal of the second fraction, multiply and and finally simplify. You should end up with the answer being 2. Most of the students got this answer without too much difficulty. I was proud. OK...let me get to the point of the story. Once the answer was announced, a student piped up and and said rather disgustedly, "2!!! All that work for the number 2!" Like certain numbers have more "value" than others. Well, I laughed, and laughed. I couldn't help myself. I looked at the student and said, "I know, right. It should have at least been 100 or something higher. I mean all that work for just the number 2." She nodded her head in agreement. And I laughed some more.
I so love to teach.
Well, it goes like this... integers. You know, positive and negative numbers. All those rules that I can't believe I remembered: positive times a negative is a Negative, and on and on and on. Well, we spent MOST of class today practicing and exploring multiplying and dividing with integers with some review of add/sub, too. Needless to say, there was some whining. However, they did a pretty good job and where totally, 100% challenged, which is an accomplishment within itself. Seeing that they had stretched those large brains to the max, I decided to switch gears and review some fractions. These guys like fractions. They are my kinda peeps. So, the problem went like this, 20 2/5 / 10 1/5. Not a complicated problem, but their are several steps to the solution. If you go the long route, which most of my students do, you first change the mixed numbers to improper fractions, then find the reciprocal of the second fraction, multiply and and finally simplify. You should end up with the answer being 2. Most of the students got this answer without too much difficulty. I was proud. OK...let me get to the point of the story. Once the answer was announced, a student piped up and and said rather disgustedly, "2!!! All that work for the number 2!" Like certain numbers have more "value" than others. Well, I laughed, and laughed. I couldn't help myself. I looked at the student and said, "I know, right. It should have at least been 100 or something higher. I mean all that work for just the number 2." She nodded her head in agreement. And I laughed some more.
I so love to teach.
Friday, February 11, 2011
Hair
OK... I'm sitting in the cafeteria at one those blue tables, enjoying my egg salad sandwich on whole wheat. By the way, Southern Sweets does it up right when it comes to sandwiches. Well, as I savor the taste and enjoy every bite, I randomly check out the scene. My students seem to be enjoying the social scene of the elementary cafeteria. Talking, laughing, eating...all is right with the world. Honestly. No disasters today. I'm getting a little bored, so I start comparing hair. I look over at the table where a group of boys are sitting and wonder, "How long has it been since they've washed their hair?" Then I scan some of the girls' heads and conclude, "thoroughly washed and groomed." I notice there's this shine with their hair that the boys hair is lacking. I wonder, do the boys, like, smell the odors of all that unwashed hair as they scarf down their lunch? But then I think, how can they? They all smell the same.
Let me just say this, in all my years of teaching, I've rarely seen a girl come to school and her hair not have been given some attention prior to entering the classroom. On the other hand, I rarely have seen a boy come into class without his hair sticking up in all directions and sometimes smushed up to one side. I think this is called bedhead. The funny thing is, they think nothing of it. When I inquire as to a comb, they give me this confused look...does not compute. Boys are so funny.
Lunch comes to an end and out we go to one of the two reasons many children come to school...recess. The other being PE.
Let me just say this, in all my years of teaching, I've rarely seen a girl come to school and her hair not have been given some attention prior to entering the classroom. On the other hand, I rarely have seen a boy come into class without his hair sticking up in all directions and sometimes smushed up to one side. I think this is called bedhead. The funny thing is, they think nothing of it. When I inquire as to a comb, they give me this confused look...does not compute. Boys are so funny.
Lunch comes to an end and out we go to one of the two reasons many children come to school...recess. The other being PE.
Friday, February 4, 2011
Paint!
OMG! What a day. First, paint gets splattered all over the walls and then...paint gets splattered allover the walls. This makes me think of a top 10 list.
Well, let me make a top 10 list of things you should never do as a teacher.
1. When asking a child to help out, NEVER give them a bucket of paint and ask them to return it back where you got it. It doesn't matter that you checked the lid to make sure it was securely on, or that the bucket has a handle, or that it was only half full. Because, if it can happen, it will happen, especially in the hands of a 10 year old boy.
2. When having your students paint anything, NEVER let them paint in their school clothes, even if they promise they will be careful. BECAUSE if it can happen, it will happen, especially in the hands of a 10 year old.
3. When having your students handle scissors,NEVER let them use them to cut cardboard. BECAUSE, get ready, if it can happen...
4. When cleaning up paint that has been splattered all over the floor, walls, and doors NEVER try and scoop up the piles with your hands and try to put it back in the bucket. The paint will dry quickly on your hands and make it hard to use the interactive whiteboard.
5. Always have a back-up plan in case the unthinkable happens and NEVER think that those who you need most will understand.
6. NEVER use a non-water based paint. The unthinkable always happens.
7. Even if it was said to be an accident, as you are unknowingly stepping into a puddle of paint, NEVER lose your cool.
8. As you are trying to clean up a paint splattered disaster, NEVER, after having stepped in it, walk to a different location. It will "follow you" and you will have more to clean up.
9. When you finally make it back to class, NEVER tell the truth about the paint that is streaked across your face or the paint that it is now your new highlights. Let your students think that your trying out a new fad.
10. Never get so angry that you can't laugh. This is very important.
Well, let me make a top 10 list of things you should never do as a teacher.
1. When asking a child to help out, NEVER give them a bucket of paint and ask them to return it back where you got it. It doesn't matter that you checked the lid to make sure it was securely on, or that the bucket has a handle, or that it was only half full. Because, if it can happen, it will happen, especially in the hands of a 10 year old boy.
2. When having your students paint anything, NEVER let them paint in their school clothes, even if they promise they will be careful. BECAUSE if it can happen, it will happen, especially in the hands of a 10 year old.
3. When having your students handle scissors,NEVER let them use them to cut cardboard. BECAUSE, get ready, if it can happen...
4. When cleaning up paint that has been splattered all over the floor, walls, and doors NEVER try and scoop up the piles with your hands and try to put it back in the bucket. The paint will dry quickly on your hands and make it hard to use the interactive whiteboard.
5. Always have a back-up plan in case the unthinkable happens and NEVER think that those who you need most will understand.
6. NEVER use a non-water based paint. The unthinkable always happens.
7. Even if it was said to be an accident, as you are unknowingly stepping into a puddle of paint, NEVER lose your cool.
8. As you are trying to clean up a paint splattered disaster, NEVER, after having stepped in it, walk to a different location. It will "follow you" and you will have more to clean up.
9. When you finally make it back to class, NEVER tell the truth about the paint that is streaked across your face or the paint that it is now your new highlights. Let your students think that your trying out a new fad.
10. Never get so angry that you can't laugh. This is very important.
Friday, January 14, 2011
THE Pink Bow
You know the old saying, "If you don't bend you will break." Well, in education if you don't laugh you will cry. Humor is medicine that tastes like that purple cough syrup we took as children when we got sick. Ya know, the stuff that tasted like grape cool-ade. It always left you wanting more. Well, when a teacher can laugh and have a little fun it kinda works the same way. It leaves the kids wanting more. Sometimes it motivates them to do boring work (there words not mine). So, this story is about how humor helped a "boring" topic become interesting.
I have this student who, in my opinion, has the most gorgeous set of blonde curly locks that I have ever seen on a little girls head. The kind you wished your daughter had. But, and this a big but, this particular day she came to class with it flowing from her head like a freshly ironed shirt. All the curles were gone. Instead, they were replaced by a pretty pink bow clipped strategically on the top of her head. This was now her shining glory.
Math class started as usual...mental math. I called out problems and the students shouted out the answers. It would be nice if they would wait until I called on them, but their enthusiasm for math overwhelms them and they just can't contain themselves (That's what I choose to believe).With every problem, my pink bowed straight haired friend kept shouting out the correct answer."Hmm..." I thought. "She's really on top of her game." Then the lesson continued to the "boring" topic...equivalent fractions (Personally, I love fractions.). Again, Pinky was amazing! "It must be the bow." I concluded. Enter the humor.
Now, you know your class is extremely bored when you see their eyelids start to flitter because they are fighting the desire to doze off. I had to do something quick. The bow! That's it! Let me call out one more problem and get this party started. "Who can tell me an equivalent fraction for 3/4?". Pinky took the bait. "I can! I can!" She shouted (again, with the enthusiastic outbursts). "6/8!"."Wow! Good job! I've noticed that today you have been on top of your game." She smiled. "I wonder why?" I ask (Here we go.)."I like fractions." She responded proudly."Na." I say shaking my head with a smile. "It's the pink bow. I'm convinced." She didn't quite get it, so I elaborated. I shared with her my observations and adimittaly professed the pink bow to be the culprit. Something stirred to the left and then a giggle from the right. "OK they're waking up." I thought. Let's go for the kill. "Mrs.Brown, you're silly." She says. "I'm serious." I said earnestly. "It has to be the pink bow!" More laughs. "Let me prove it to you." I asked if I could borrow the bow for a minute. I know,I know. Lice and such, but I was desperate. She removed the "crown" and handed it to me. Needless to say, she was a little suspicious. I held this power of motivation in my hand and watched while the now alert spectators stared at me with anticipation. "OK." I said as I clip the bow to the top of my head. The laughter gets louder. "Ask me a question about equivalent fractions and make it hard." I can't remember what she asked, but I do know that I got it right. Everyone was now awake and laughing. Then came the point at which I knew equivalent fractions were going to be fun. A little blonde headed boy raised his hand and said, "Mrs. Brown can I try the bow?"
The pink bow is now considered a symbol of genius. In fact, just the other day, Pinky said to me, "Look,Mrs. Brown.I wore my brain today." She laughed and so did I.
I have this student who, in my opinion, has the most gorgeous set of blonde curly locks that I have ever seen on a little girls head. The kind you wished your daughter had. But, and this a big but, this particular day she came to class with it flowing from her head like a freshly ironed shirt. All the curles were gone. Instead, they were replaced by a pretty pink bow clipped strategically on the top of her head. This was now her shining glory.
Math class started as usual...mental math. I called out problems and the students shouted out the answers. It would be nice if they would wait until I called on them, but their enthusiasm for math overwhelms them and they just can't contain themselves (That's what I choose to believe).With every problem, my pink bowed straight haired friend kept shouting out the correct answer."Hmm..." I thought. "She's really on top of her game." Then the lesson continued to the "boring" topic...equivalent fractions (Personally, I love fractions.). Again, Pinky was amazing! "It must be the bow." I concluded. Enter the humor.
Now, you know your class is extremely bored when you see their eyelids start to flitter because they are fighting the desire to doze off. I had to do something quick. The bow! That's it! Let me call out one more problem and get this party started. "Who can tell me an equivalent fraction for 3/4?". Pinky took the bait. "I can! I can!" She shouted (again, with the enthusiastic outbursts). "6/8!"."Wow! Good job! I've noticed that today you have been on top of your game." She smiled. "I wonder why?" I ask (Here we go.)."I like fractions." She responded proudly."Na." I say shaking my head with a smile. "It's the pink bow. I'm convinced." She didn't quite get it, so I elaborated. I shared with her my observations and adimittaly professed the pink bow to be the culprit. Something stirred to the left and then a giggle from the right. "OK they're waking up." I thought. Let's go for the kill. "Mrs.Brown, you're silly." She says. "I'm serious." I said earnestly. "It has to be the pink bow!" More laughs. "Let me prove it to you." I asked if I could borrow the bow for a minute. I know,I know. Lice and such, but I was desperate. She removed the "crown" and handed it to me. Needless to say, she was a little suspicious. I held this power of motivation in my hand and watched while the now alert spectators stared at me with anticipation. "OK." I said as I clip the bow to the top of my head. The laughter gets louder. "Ask me a question about equivalent fractions and make it hard." I can't remember what she asked, but I do know that I got it right. Everyone was now awake and laughing. Then came the point at which I knew equivalent fractions were going to be fun. A little blonde headed boy raised his hand and said, "Mrs. Brown can I try the bow?"
The pink bow is now considered a symbol of genius. In fact, just the other day, Pinky said to me, "Look,Mrs. Brown.I wore my brain today." She laughed and so did I.
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