DEAD MAN (say bye to sleepy man!)

Yes, I know it's morbid, but you know what? It stuck!! The kids remember DEAD MAN and what he is used for.

I originally used 'sleepy man' for multiplying and dividing integers, and I couldn't figure out why they were getting hime confused with adding and subtracting. That is until someone suggested a name change because student were probably relating 'sleepy' with subtraction. And they were right!! So, his name changed to DEAD MAN and if confusion arises it is quickly and easily redirected in relation to the letters of the name and operations.

This page of notes opens up and down from that middle squiggly line.

Under the top, three properties are listed as quarter sheets folded in half.

The bottom half is used for additional example and my favorite challenge.

This challenge really made students think about and use the Dead Man tool. We then used calculators to store the values 1, -1, and 0 for p, n, and z to check their answers. If they missed one, they really worked hard to figure out why.

 

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Order of Operations GEMDAS

I still used GEMDAS. The kids have responded well to it.

 

The bottom half is a page folded into fourths and glued down. This quarter fold page contains GEMDAS and what each letter represents.

 

My journal pages are a compilation of notes, foldables, and practice problems.

 

 

 

Click the tab of the top titled PDF Documents to get a copy.

 

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Printable Journal Notes

Some colleagues and students have requested typed notes. I have been slowly working on typing old notes. This is not my go-to strategy. I'm very hands-on and pen to paper.

My journal notes strategy or folding method is simple once you figure out my pattern.

They will not print perfectly or fold exactly!

Most all notes are folded in half (half page folds are what I call them). And I'm very proportionate as far as dividing things in half, fourths, sixths, eighths, etc.

Printing: The first two pages of notes (not including attached notes/foldables by glue) are to be printed two sided. I change the print setting on my computer to two sided flip on short edge. A colleague of mine, prints them one sided and then figures out the two sided at the copier. Each additional page to be attached is printed one sided. Some people claim it as a waste; however, I have a ton of scratch paper with one blank side that I run through the copier for these notes.

Attached notes/foldables that are glued to the half page notes are usually a two sided print.

So far, I have only figured out how to upload PDF documents to google drive. Word documents when uploaded mess up the tables, images, etc. If you would like a copy of one of the documents for Microsoft Office Word, email me at journalwizard@gmail.com . To access the uploaded PDF documents, I believe you have to have a google account. If anyone knows how to put these documents directly into my blog, LET ME KNOW!

To get a copy of any notes click PDF Documents at the top of the blog and you'll be sent to google drive where hopefully the notes are available.

These notes reference and use information pulled directly from Glencoe Course 3, Holt PreAlgebra, and Holt Algebra 1 textbooks. (I'm also located in Texas, I don't know how different our "TEKS" and 'stuff' is from other states and countries.)

 

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Procedures for Keeping Supplies Organized

One of my first day of school procedures is the supply caddies. Keeping the caddies organized and putting supplies up is a behavior that should not be assumed, but taught and positively reinforced.

Step 1: Teach the Expected Behavior

I start by having each table dump the contents of the containers out. I ask them to identify what they see-glue, giant eraser, rulers, scissors, highlighters, protractors, compasses, etc.

I draw a two dimensional layout of the caddie on the whiteboard and ask them where they think the best place for the given tools should be. Some students will try to change it up, but after a discussion students come to an agreement that the original placement is best. This gave my students that sense of ownership for where the tools should go.

I then have students place the items one at a time in the baskets making sure that all students participate in the placement of the tools into the caddies. (Not hard, because all students want to touch and play with the tools.)

Step 2: Positive Reinforcement

I look for students demonstrating the proper procedure and behaviors and use a three step acknowledge approach.

1. Say the student's name.

2. Thank them for the appropriate behavior and procedure.

3. Finish by identifying the specific task.

Example: "Sean, thank you for closing the glue and putting it back in the right spot. I appreciate that."

Trust me, it's not silly or a waste of time. In the seconds it takes to identify that behavior, I have praised a student, set an example, identified a positive behavior, and hopefully corrected the negative behavior being done by Katie next to him.

It usually works because students become my supply caddie monitors. I'll see students correcting their neighbors poor behavior and demonstrating the correct procedure.

Step 3: Make a Quick General Statement

Sometimes, the positive reinforcement is above their heads; so, I'll make a general statement to the class. I only acknowledge the behavior for a quick second, and then I will thank the student for the positive behavior demonstrated.

Example:

My least favorite behavior is the slapping of ultra flex rulers. I thought by using ultra flex rulers I would avoid the wooden rulers spinning on the end of pencils scenario. Instead, I introduced another fun behavior-slapping, bending, rolling, etc of the ultra flex rulers.

General statement: "Thank you for putting the rulers back in the baskets." And I keep teaching. Most of the time, either the students corrects their negative behavior or their neighbor elbows them.

Step 4: Make a Quick Specific Statement

I definitely have this one kid that is oblivious to all things unless specifically addressed with an explicit statement.

Example: "Dawn, scissors down please, thank you." OR "Dawn, thank you for putting the scissors up."

I have found that when I thank students for a behavior I expect to see, they comply with a smile. However, if I order a student to do something, it has a negative affect.

Another trick of the trade is to provide them with a reason.

Example: "Fred, thank you for closing the glue. We wouldn't want it to dry out and use your project/supply money to replace it." (They hate wasting their project/supply fund.)

Step 5: Reteach the Expected Behavior

Sometimes, a student needs to be retaught an expected behavior. I usually keep them after class for the few minutes it takes to:

• check and close all glue bottle lids for the classroom
• dump out and reorganize the supply caddy for their table
• demonstrate the appropriate behavior for handling a specific tool

I have only had to do this a few times.

 

Another behavior I have had to deal with is writing on my tables. A student thought writing on the tables was allowed. I held him after class and had him clean all tables to show him the lengths I go through to keep tables clean.

 

Added Note: I have been called a supply nazi, which is not appropriate; but I know, they know I mean business.

 

I never let an inappropriate behavior slip without identifying and providing them with the expected behavior.

 

Language:

CRAP! say "Stuff!"

Shut-up! say "Hush my angel!"

 

Action:

Student throws a pencil to another. I make them redo the exchange by handing the pencil to each other.

 

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Cartesian Coordinate Plane Again

My journal pages are now working towards a compilation of foldables within a larger foldable. I try to devote a page to a concept with a combination of approaches-definition, strategies, manipulatives, etc.

For Algebra, I wanted to review to coordinate plane. I used a half page overall and divided into sections. One section was for definitions.

The second was for the foldable that diagramed the components.

The third section is on the back side of the second and is used for a check for understanding

Students liked this page because we stepped outside my traditional boring half page book.

 

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M.I.A for how long? And what for?

I've been told that I have a very limited attention span, but there are times when I will dedicate hours to a specific activity.

Who knows!?

One reason for my absence is PUPPIES. My beautiful golden red retriever had puppies. This is a blessed event to behold. Watching their eyes open, their first steps, and every new experience. She had nine puppies, all lived, and all found wonderful homes including the runt (I kept the beautiful little fart!). Her name is Penny Blossom. Yes, her name is from the Big Bang Theory.

Penny was cute and cuddly one morning.

Our first visit to the vet. Penny is on the left. And I love the puppy's face to the right. Her name was Vanilla Ella and she was a quirky puppy. We nicknamed them to tell them apart and for the vet. We had Chuncky Monkey, Rocky, Cocoa, Bernie, Cooper, Penny, Vanilla Bean, Blonde Baby 1, and Blonde Baby 2. So much fun!!

What a crazy eight weeks!

I have also been asked to head up U.I.L. Academics this year. This is where students compete academically across the state of Texas. Of course, I want to make the most of it!

The competition is held in the spring. I have some ideas on how to get students more involved. After last year's spring competition, I had many students upset because they didn't know what it was and wanted to participate. This year is going to be different.

We are hosting what I'm calling a Campus Competition. We spent several weeks practicing. I required every student to select two or more events to participate in. Technically, everything I ask of them is a choice-academic fun day or beautify campus day.

Our academic fun day will consist of Uil events, movie marathon, and concession stand.

No, it has not been easy. You always have those terribly negative kiddos. However, I continually remind myself that the focus of the campus competition is to broaden the awareness of Uil Academics. I do have some positive results already. Students that would have never given Uil Academics a second thought are practicing and studying on their own time! They are proud of what they have done and are confident in placing.

I'm psyched! We have some bright and talented students. Our campus competition will be held December 4th. I hope all goes as planned!

 

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My Classroom: Organized Choas

Another teacher refers to my organized chaos as "controlled clutter".

Students that I don't have will walk by and say they couldn't handle the chaos. The kids I teach say they can't learn without it!

Here's my door. It's a little beat up, but I love it. My students decorated it last year and I added the Mathematician thing.

M ake inquiries

A ttack problems

T ranslate knowledge

H ypothesize phenomenons

E levate cognizance

M ake observations

A nalyze data

T heorize suppositions

I mplement strategies

C reate graphicorganizers

I llustrate ideas

A ssess comprehension

N avigate mathematics

S ummarize findings

 

This is as you walk through my door. My teacher zone is across the way and designated by red duct tape on the floor. I just have to have a little personal space.

My teaching area/power zone faces the students. I use my document camera mostly and I have it positioned where I face the kids. I don't worry about not being able to see what is displayed. I have a general idea and if I'm ever off, they let me know. I cannot stand to have my back to my entire class.

After working through college in retail, I prefer to stand at a desk at counter level. It blows the students mind that I don't have an official teacher's desk.

This is as you scan the room to the left. I have six giant whiteboards hanging around my room. Anytime a student asks me a question, I have someplace to demonstrate. There's lots of space for students to demonstrate their knowledge and then compare what they see. When I'm gone, my instructions are written there for the students to see. Sometimes I teach lessons on both the whiteboards and Promethean just to mobilize my power zone and draw more focus.

Standing directly in front of the Promethean board.

There's stuff everywhere. Sometimes we play I Spy for kicks.

To the right and left of the Promethean board are giant bulletin boards made from painted ceiling tiles! Love these!! The ceiling tiles cost me $40 for ten. Painted them black and hung them using liquid nail.

On the right side of my Promethean board, I have designated a portion of my bulletin board for the 'Since You've Been Gone' board. When a student is absent, their table mates write the absent student's name on any papers handed out, and these papers are pinned to that board. Therefore, the responsibility of pinning papers is the table mates and the responsibility of obtaining missed papers is the absent student's. So far, this has worked out very well.

I have used various arrangements of my tables in the past. This arrangement works out best. On the first day of school, I have colored dots on the table that show students where to sit. I don't have students sit with their back to me or the Promethean board.

These are the supplies that are always on the table. Surprisingly, they stay very organized. At the beginning of the year, I did teach the behavior and procedure I expect to see with supplies.

This is my second classroom, and so far it is my favorite.

 

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