This is a bittersweet post, as it marks the final set of videos from my Math Routines video series from this past school year. I learned so much over the course of the year while filming and working with teachers and students across grades K-4 on these Number Routines:
As I watched each filmed class routine, I reflected a lot on the types of questions I asked students, the way I structured the problem(s), the math the students knew, and the many interesting student ideas I didn’t anticipate in my planning. This process was an incredible experience in professional growth.
Seeing math routines through the lens of every grade level has been such an amazing experience. While I’ve remained fairly consistent in the types of routines filmed in the kindergarten, third, and fourth grade classrooms, I’ve introduced a new routine to this first grade collection called Choral Counting.
Choral Counting is an activity in which students count together by a given number as the teacher records the count on the board. The purpose of a choral count is not just to practice rote counting, but to engage students in reasoning, predicting, looking for patterns, and justifying things they notice in the count.
I’m always fascinated by math in the early grades. In kindergarten especially, it can be so challenging for teachers when students come into school with varying exposures to both language and mathematics, yet all of their ideas are incredibly intuitive, informal, complex, and foundational to the math they will encounter in later grades.
After reading a great deal of work by Doug Clements and this research study by Greg Duncan — indicating that early math skills are one of the best predictors of later success in both math and literacy — I really began to wonder… what is it about early math that makes it such a powerful predictor?
LaVonna Roth is passionate, driven, successful, and accomplished. Yet, following what has become a theme among the women I’ve interviewed, she’s human and thus, is challenged at times by her own self-doubt. As the founder of S.H. I. N. E. (an acronym for Service, Heart, Inspire, Navigate, and Exceptional), LaVonna engages teachers and students in “funshops” where they work to reflect on their passions and make plans to accomplish work motivated by the same.
LaVonna refers to the dynamic educators with whom she works as Edustars (Educational Rockstars) and works to help inspire teachers while also advocating for teacher self-care — which together leads to exceptional educators. Sitting down to interview LaVonna, I could hear the passion she speaks to in her voice. Lavonna and I covered a series of topics. Listen to the entire conversation.
This entry is the seventh and final post in the series #TchWellness.
Over the past two years, I’ve worked diligently to balance my various life roles — mother, teacher, friend, fitness instructor, blogger, etc. Inspired by feelings of complete exhaustion and overwhelming emotion, I’ve been intensely driven to reduce the anxiety I often feel. I was tired of feeling pessimistic and frustrated and wanted nothing more than a feeling of calm and peace.
Worry overwhelmed my mind — Was I right for this job? Should I stay in education? Could I handle the pressure as an educator? And so, the past two years have been full of reading, working out, purging material items, and indulging in caffeinated beverages. Ultimately though, my solace and calm is finally within view.
It was a Thursday afternoon when I interviewed Sonia. After a long day at school, my mind was busy negotiating what was and was not accomplished. Like most days, I struggled with my work-home balance and feverishly ran home to switch gears, quiet my self-doubt, and prepare for our interview.
Sonia Nieto is a leader, activist, author, and advocate well known for her work in diversity, equity, and social justice in education. Professor Emerita of Language, Literacy, and Culture at the School of Education, University of Massachusetts Amherst, and Author of Affirming Diversity: The Sociopolitical Context of Multicultural Education, Sonia has been working in education for nearly 50 years. She taught at the first fully bilingual school in the Northeast and was later recruited to a position in higher education, as a member of the Puerto Rican Studies Department at Brooklyn College. As she grew to love higher education, she worked toward her doctorate in curriculum studies with concentrations in multicultural and bilingual education. She has spent 26 years at the University of Massachusetts Amherst teaching preservice and practicing teachers, and doctoral students.
Science is an amazing thing.
It’s a basic human desire to try to understand the world around us.
Why do we feel compelled to do this? To fulfill our innate curiosities? To leverage this knowledge to improve the quality of our lives? To explore the unknown? For each of us, the answer may be a little different — and that’s the beauty of it.
The questions that advancements in science generate help everything else flourish. Mathematics make sense of our observations and help us with future predictions. Language arts allow us to share our findings and collaborate. Philosophical debates and the fine arts provide a platform for us to both process and express our thoughts, which in turn help us develop an ethically acceptable line in the sand.
Literally and figuratively speaking, science is the catalyst of our existence.
This Earth Day — April 22 — the March for Science will occur in 605 locations around the world.
It’s not only a celebration of science, but also a means of raising awareness and generating dialogue. As such, I‘m proud to say I will be participating in the satellite march this Saturday in Yellow Springs, Ohio. Regardless of whether you’re a “science geek” or not, I’d encourage you to learn more about the event by exploring the official website.
One of the most powerful things about routines in the math classroom is the structure of the activity stays the same while the content can change each time. Since the teachers in my building use these routines in all of the K-5 classrooms, it creates a structural coherence that is beneficial for both teachers and students.
Education is something no one can take away from you.
As Peggy Brookins’ grandmother once told her, the more you know, the more you’re able to walk your own path in the world. Peggy’s grandmother, who was born at the turn of the century, was her greatest inspiration. She demanded that Peggy persevere and walk her own path, rather than be a follower — and that’s precisely what she’s done. Whether it was her trailblazing spirit that started a STEM school or her work as CEO of the National Board for Professional Teaching Standards (NBPTS), Peggy has provided an example of focus, drive, and strong leadership, and has helped others to see women of color as leaders.
When I was a little girl, I was often called bossy. A natural leader, sometimes my leadership skills were perceived as negative: too controlling, too vocal, too loud. I admit, I was demanding, inquisitive, and creative. I liked leading school projects that positively influenced others, whether it be giving jolly ranchers to every student on their birthday or adopting roads for my high school to keep clean. Yet, as I continuously heard this “bossy” label, I began to see a clash with the “good girl” image I so desired, based on societal norms and expectations of women. Consequently, though remaining independent and focused, I did temper my opinions, never wanting to take a side for fear of being disliked. Popularity was my goal and I was willing to forgo speaking up to appease others.