My Hero, Southern Oregon Subaru

I forgot to mention on the freeway when I was stuck I also got a visit from the State police.  Officer Freeman was quite the hoot and could do Standup comedy if he wanted too!  I was well cared for stuck on that freeway!

Today I got my car back.  They said the hose camps had slipped off and sprayed all my transmission fluid out.  Nothing was damaged.  Thank God.  They fixed it all, no charge and detailed my car.  Wow, Southern Oregon Subaru came through with flying colors!  Shannon, my service person, was awesome! She is my Super hero!

  A happy ending for my car adventure.

Me and My Car

Car Troubles and the single woman part 2:

Last week I was on a mission with my car. I've been dreading it because I feel so inadequate around car maintenance stuff.  In fact, I had kind of a revelation about cars, myself and my ex husband last week.

I digress here. 

 I have always felt insecure being the one to drive people around.  I usually defer to them to drive.  I realized it's because my ex had always complained about my driving. In the early part of the marriage he rarely let me drive and if he did it was white knuckled with gasps.  Later in the marriage he had to let me drive because he was drinking.  After awhile I got kind of a toughen attitude about it.  Did he want  me to drive so he could drink?  Fine, then he could just suffer through it.

Unfortunately, the boys picked up on his phobia and when they got to be teenagers they also mocked my driving.  Yes, I did slide on black ice and wind up in the ditch on Sterling Creek. (Doesn't everyone who lives up there slide on Hayes corner?) It was one time in 30 years.  Yes, I have hit a couple of deer, or they hit me I should say.  (They have a tendency to run into people's cars) But Pat hit deer too.  (Doesn't everyone on Sterling Creek hit a deer sometime?)  I could list all the times and mishaps of everyone in the family.  My mishaps were no greater than theirs. Yet I was left with the insecure feeling about my driving, so hence I let other people drive.

I will admit I did let Pat take care of the car stuff.  He reminded me to get oil changes.  He took care of tires  So when I became single I knew this area would be a challenge for me.  I've been pretty good about the oil changes.  I like the way the Subaru Service Dept treats me.  I have a woman who takes care of me so I don't feel put down by a man for my ignorance.

About a month ago I noticed a gouge in the sidewall of one of my tires. Yes I know, don't berate me, it was my doing for parking or rubbing up against some kind of barrier.  I was dreading this because I knew with a Subaru being an all wheel drive I would probably have to replace ALL 4 TIRES!  It worked out that I only had to replace one, and it was warranted so it was free!

The next item on my list was an oil change, and I thought I was due for my next maintenance.  Fortunately it was not due for another 3000, and all I needed was an oil change.  I did mention that I noticed my air conditioning wasn't blowing cold or my heater hot.

Now I'm not a total air head.  I do check my gages.  I glance out my mirrors periodically while driving. I don't answer my phone when it rings while I am driving, and I don't text while driving.  I had noticed nothing strange except for the heating and cooling system.

My radiator was dry.  I did not notice the car running hot.  So now I've added sniffing to identify radiator fluid and checking for puddles under the car to my routines.  I replaced my radiator a week ago.  You can BET I'm watching that GAGE!

Which comes to my Sunday stuck on the Freeway.

I got gas and was heading to Central Point on the Freeway to go swimming at my friend's house.  Midway between the South and North Medford exits I glanced into my rear view window and saw black smoke. CRAP.  (I know that is not good.)  I checked my gages.  Nothing.  Everything was reading normal.  I looked out again.  Yep.  Black Smoke.  About then I notice I could no longer accelerate.  I coasted for a ways to get to a safe place to pull over.  Then I called my friends the Nelson's to come get Queenie out of the heat.

The next panic was where did I put the towing information?  I knew my insurance paid for towing.  I started digging though the glove box.  I had old bills from the insurance company, but I could not remember the name of the Car Care.  

About this time I hear a knock on my window, and I look up, and there are 4 firefighters and a fire truck behind me!  I guess someone had reported my car on fire.  They were very nice and popped my hood, checked my engine, asked if I had water for the dog and myself, and if I needed any help.  I assured them I was calling the tow company and my friends were on the way.  They told me it looked like I had lost all my transmission fluid.  Great.

I called Subaru to tell them I was having my car towed there, and I asked if I could get a loaner car.  I kind of got hemmed and hawed about that.   My friends showed up and Perry, who is a jack of all trades, looked at my engine and pointed out how my hoses from the radiator to the transmission were all popped off.  (I was wondering if this might have something to do with them replacing my radiator a week ago?)

The tow truck showed up and towed me to Subaru.  I have to say as soon as we explained what happened they got me a loaner car.  Perry took pictures of the hoses, and I am really hoping that Subaru does right by me because I really want to believe they are good guys.  I am waiting for them to call me this morning.  I am hoping no other damage has been done.  I am hoping they admit fault and fix it for free.  I am hoping.

Of course at the back of my mind I am running through the scenes trying to see if I was at fault for any of this happening.  My natural tendency is to take all the blame for whatever happens to me.  I'm so used to being blamed I can not  seem to escape the condemnation.  (May I say I am so glad there is now no condemnation for those who are in Christ Jesus. Romans 8:1  I just wish I could apply that in all my life naturally.)  I really don't think there was anything I could have done to prevent this from happening.  Except maybe get an auto mechanic degree? Or check my engine every time before I get in to drive.

Come on Southern Oregon Subaru be my HERO!

Bugs in the House Subtraction

Review of Bugs in the House Subtraction lesson from Bridges

Mathematical Trajectory: This is an important lesson in First Grade because it is the introduction to Subtraction. 

Math Goal:  It is possible to solve for the change unknown, start unknown, and end unknown using manipulative,( Use appropriate tools strategically), and you don't always have to subtract, take away, when subtracting.

Relevant Stands:  1:OA.A.1, 1:OA.B.4, and most importantly: 1:OA.D.8

• CCSS.Math.Content.1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.

Sociomathematical Norms:  The posters for Mathematical Habits of Mind and Interaction will be referenced and pointed out through out the lesson. In order to make sense of the problem students will be asked to use Private Reasoning Time, they will have to Explain how they are Thinking, they will need to Listen to Understand, they will be asked and will be asking Genuine Questions, they will explore Multiple Pathways, they will Compare and contrast Logic and Ideas, they will Critique and Debate each other, ( Construct viable arguments and critique others reasoning), and Math will be the Final Authority. 
I plan to focus on students making connections between other mathematical ideas such as addition.  I will also emphasize metacognition because I anticipate  mistakes and stuck points.  This will also include some disequilibrium.  (Make sense of problems and persevere in solving them.)  (Reason abstractly and quantitatively)   


Justification/Generalization:  For answer unknown I can take the minuend and split it into 2 groups to get the difference :   5 - 3 = ___.  (Attend to precision)

I can add the subtrahend to the difference to  get the minuend .  ___ - 3= 2 

Prior Knowledge: In Number Corner we have played around with addition and subtraction in the games we have played.  (We have not taught subtraction explicitly until now.)

Metacognition:  Since I am expecting mistakes and stuck points I plan to select and sequence students to share their work at the document camera.  ( Model with mathematics) I anticipate students having a difficult time getting started so I will first show the work of a student that has started.  I plan to show multiple ways the students are making sense of the problem. (Make sense of problems and persevere in solving them.)  Eventually, I plan to construct a public record for each problem solved.

Instructional Focus: 
1c. Metacognition and reflection about their reasoning, conclusions, mistakes, disequilibrium, and developing understandings?

2d.  Working with Public Records of student thinking  to focus attention on mathematical ideas and questions that are important to highlight  as context for sense making and /or to record for reference later.  (Look for and make use of structure) and ( Look for and express regularity in repeated reasoning)

Evidence: As I observe the students working and selecting  and sequencing  their work at the document camera I will be able to see who has it and who does not.  I should be able to tell from their drawings if they have the concept of subtracting. I will also look for the students who can do multiple representations using pictures and number sentences.

Exit Task:  As an Exit Task I will have 3 problems. 

 __ - 1 = 4
5 - __ = 2
8 - 4 = __

 want to see how many get the unknown problems and how many get the basic  problem of 8 - 4 = __.  I will be curious to see if any use addition to get the subtraction problem. I want to see if they can use manipulitives to solve the problems.  I want to see if they can make any connections to the problems.  I want to see who struggled and got it and who still needs more play time with the bugs.

Reflections on "Mathematical Tasks as a Framework for Reflection" More homework!

I'm really good at the 4th wall.  Probably because I majored in theatre in college.  People can walk into my room, and I can just keep on teaching like they were never in my room.  This habit/talent has come in very handy for the math studio!  We have all sorts of people pop in our rooms- peers, administrators, instructional coaches, and visitors from other school districts.  It has become part of my practise to be open about the way I teach. I have learned to value the debriefing after some of the observations because I get kind, gentle, insightful feedback on what I do really well and what I need to reflect on in my practises.

Growth can not happen on it's own- it takes personal reflection and caring colleagues to direct the growth.  It has been especially valuable to have our grade level PLC (Planned Learning Communities) be on math this year.  It gave us devoted time to analyze our tasks and planned for success and failure!  I am looking forward to next year when I can sit down with my team and do more of the lesson planning.  I think in another 2 years we will have all of the Bridges lessons with the 1) Math goal 2) aligned to the Common Core Standards,and  3) the cognitive demand either clarified or upped.

It's all about the mathematical task and what it demands of the students and the teachers.  Research shows us the higher the cognitive demand the more learning occurs in the classroom.

" ...mathematical  tasks is built on the idea that the tasks used in the classroom form the basis for student's learning."  (Doyle, 1988)

Lower level demands include memorization and procedures without connections.  The article has a nice visual showing example of each level of demand.  Memorization:

"What are the decimal and percentage equivalencies for the fractions 1/2 and 1/4?"

1/2=0.5= 50%

Procedures without connections  are the students doing the math without understanding why they are doing it.  They plug in a formula, work it, and walk away.  

One of the pivotal changes in my classroom has been moving away from the "worksheet".  Bridges really does not have that many worksheets in the lessons.  It is always making some kind of model, whether it is manipulative based or pictorial based,  A teacher can observe and question the student to check understanding.  It feels strange to give a worksheet to a student now.  The best use of a worksheet may be as an exit test, and even then I want to be walking around the room observing  how they work.

The most difficult part I run into is explaining to parents and after school programs why I don't send home packets of worksheets for homework.  Besides the tediousness of the task, focusing on how many minutes and hours are spent on a worksheet is not "the best bang " for my buck.  Real learning comes from students being able to perform the mathematical task showing how they are connecting to it to make sense of the math.  It is not about me grading a work sheet but about me listening into students talking to make sense of the math and watching them work with uni fix cubes, or playing the math games in math stations.  Guess which one is harder work?

Higher level demand tasks demand the student be able to explain and defend their work or reflect and change their mind about their work.  One example:

"Procedures with Connections"

Using a 10 X10 grid, identify the decimal and percent equivalents of 3/5,

Even better
"Doing the Math"

Shade 6 small squares in a 4 X 10 rectangle. Using the rectangle, explain how to determine each of the following:(a) the percent of the area that is shaded. (b) the decimal part of the area that is shaded, and (c) the fractional part of the area that is shaded.

This is a great way to set up a task but also part of our teacher tool box is also thinking about student management problems, how much time is given for the task, and holding students responsible for their learning.  A good teacher has management set up and implemented, taking into account the behaviors in the classroom every year.  Time is always a problem in our schools anymore.  The constant interruptions of the office buzzing in, birthday card invitations being handed out in the hallway, or cupcakes brought in for birthdays,  pullouts for non academic reasons can strangle a lesson for certain students and frustrate a teacher when they lose 3/4 of the class's  attention with each interruption.  (In first grade that means at least 10 minutes to get them back to thinking and being on task.)

I have found it valuable in our PLC' s to line the lessons up to our first grade CCSS to determine how much time to spend on a lesson.  It is the only way to determine what gets the most class time.  I do not advocate throwing out a lesson because it is not in my first grade CCSS.  It is always important to look at the trajectory for upper grades.  For example:  Money is not included in the CCSS for First grade.  It is a standard in Second Grade. (2MD.C.8)  Therefore I do spend some time teaching money.

Using the Task analysis alone or with teams focuses the task on  the  learning for the student.  We cannot operate behind closed doors anymore.  It is risky and scary to be observed by our peers and other people.  It is a risk well worth taking because it is about the student and me becoming the best I can be in my vocation as a teacher!  Bring on the 4th wall!

Math Action plan for 2013-14

Action Plan June 2013
Hello 3rd year of first grade!  I am actually looking forward to being a bit more comfortable with the curriculum!  I am also looking forward to working with my awesome team and getting better at what I am doing!! I'm going to be attending to precision!

Action Plan Sub-Goal 1:

I will intentionally foster a mathematical culture of effort and growth.

1.  I am going to explicitly and systematically teach the Math Habits of Mind, and the Habits of Interaction.  I believe the outcome will lead to not only better student discourse but also more justification and generalizations in my class!  I will set the date of Nov. 1 to have all of them taught.  I know they will be taught when students without prompting will use them in the classroom.

2. I will purposefully examine and discuss with my colleagues what CCSS I will emphasize in my teaching.  I am hoping that our PLC will be math, and we can meet once a week on Wednesdays to tear into lessons.
a.  We need more time and lessons on subtraction!!!
b.  I will teach the greater than and less than signs using daily snack 4 times a week!

3. The best discourse happened during number corner last year.  I plan to develop more focused discourse using the CCSS as my guide.

I will have 2 sets of partnering in my math time.  There will be sunrise/sunset partners on the floor and chocolate/strawberry partners at tables.  I would like to experiment with a quad grouping also!

I plan to make public records with all my calendar pieces and post them so students can reference them in discourse.  I will start with September.

*************************************************************************************************************************************

sub goal #2  Mathematically Productive Teaching
1.  In our PLC time I will discuss with colleagues the math goal, the CCSS, and if any changes need to be made to the lesson to clarify or up the cognitive demand.  This is also a good time to vent and discuss previous lessons.
a .I will post a T chart of Justification and generalizations as they come up in the classroom.
b.  I will purposefully find and write a math goal for at least 1 lesson a week.  I will ask myself, " What do I want the students walking away from class knowing?"
c.  In our PLC we will purposefully do a task analysis of  the  lesson.  I think it would be helpful for me to compare 1 a week and run it by Jessica or Teena.

2.  I would like Jessica to observe me teaching at least once a month for feedback.  This would also include some side by side coaching.

3.  I would like side by side coaching from Teena about every 2 months so I can continue to grow in my practise.

3.  I will attend to precision by doing the math and looking up all the math terms so I am clear on definitions.  The students will recognize this as " Math: the Final Authority"!

4  I will get in the habit of filming myself with my IPhone.  Maybe have a student be the camera person!  This will give me time to reflect on my practises and plan for select and sequencing students.

Changes in Habits of Mind

If you REALLY want to see how much your teaching practise has changed, take this class again in 3 years!  Wow,  is all I can say. It went from being about me as the teacher to being about students and how they learn.  I was kind of bent that way anyway that students do more for themselves in the classroom than me doing all the work for them.  I am all about them stepping up to take care of themselves and learning how to problem solve.

I know, and believe people who can think and problem solve are more successful in life.  These poverty students need these skills to escape generational poverty and break the cycle!   This has become more for me than just a better way to teach math, meeting the Common Core Standards, or passing OAKES testing.  It is enriching the lives of students , who live in some pretty grim circumstances, and enabling them to become successful members of our society.   

I kept reminding myself how shell shocked I was the first year of Math Studio.  I kept pinching myself because I wasn't feeling the pain and panic like I did the first year.  It was a lot of nodding my head and agreeing because now I have seen the evidence of how it works in the classroom.

I was really aware how Cheryl did not "formally" introduce the math posters but constantly referred to them.  They have become my buddies in the classroom.  I want them to become stronger buddies this year!  It wasn't until I saw how Jessica was teaching them that I jumped on the math wagon and started pointing to them, referring to them, and quoting them.  This next year I am starting DAY ! using them!

The research was a good reminder for me also from this class.  The Powerful Mathematical Practices were a good affirmation for me that I am doing these things.  Probably not as proficiently as I want, but they are things I can get stronger in my practise.  My latest reminder from an observation was the bullet,

"Attend to Precision".

I find that my math skills are from a distant past and weak so I make mistakes with the students in my definitions of math.  I need to do more of "Doing the Math" and checking on every definition!  I wrote a note to myself,

"You have to have all the pieces to solve the puzzle."

I need to use ALL the Habits of Mind and Interaction for my students to be successful.

We spent a lot of time on productive struggle, perseverance , and stuck points.  This was one of the hardest habits to change.  As a teacher we have been so indoctrinated in a positive feedback that we don't like to have our students struggle, or feel badly about anything.  In order to learn and retain that knowledge,  our students do need to struggle, build up stamina, and persevere.    I am still working on when I keep pressing and when do I just move on?

Justification and generalizations was a very alien concept for me 3 years ago.  I still struggle with both of them.  I still need lots of practise pressing for these actions from my students.  I still get a rush and thrill when the students actually and deliberately produce a justification and a generalization  In fact I adore the way they can now think and reason.  It makes this culture in my room where all the students want part of the action and will keep coming up to me to tell me the things they are making sense of in math.

Finally, I get the "Action Plan"!  I have concrete things I want to work on in class!  I did last year, but they were not always the things I wrote in my action plan!  My biggest goal for Bridges was to do get Number Corner more consistently in class.  In our PLCs (Planned Learning Communities)  we used the lesson planning tool to write math goals, do the math, and plan for what our students would say or do.  I really worked on listening more to my student's discourses and on selecting and sequencing the students I called upon.  It was about not giving away the answers but having students bring students to the answers.

The math in the class was still not easy for me, but I was amazed at how powerful creating the story problems were for me.  I want to explicitly teach more of linking the math to real life stories.

I also became aware of how I think about collaborative groups now.  Peers talking to peers is sets up for learning math and retaining it.  This is another area I think teachers need to embrace and " shut up".  Let the students do it while we facilitate.

I have the geometry  class coming up in August.  I am nervous about the math. I know there will be other veterans of Math Studio there so it won't be so much of the stress.  I won't be alone.

Change is good, and this has Change is good and I have some hindsight.  Math Studio works, and it is what BEST for students and teachers!!

Chad nails it again!

http://birdchadlouis.wordpress.com/2013/06/16/when-fathers-are-failures/

There are many children, young and old, who can’t stomach Father’s Day. They are the offspring of deadbeat dads, abusive fathers, men who have failed them in ways that possibly scarred them for life. To them the whole purpose of this day is senseless, if not revolting. There will be no phone calls home, no backyard BBQs, not sappy Hallmark card. “Lord, just let this day be over,” they pray, “and let me get on with my life without being reminded of that man.”

I lack the wisdom, and the experience, to counsel those who have been hurt so deeply. There is no pain like the pain of being mistreated by those who, above all others, you expect to love you unconditionally.

This, however, I do know. When men do not live up to their callings, when they live only for themselves, there nevertheless remains a man who will never do that to you. When men abuse the innocent, and do the unspeakable, there is still a man who never once will treat you that way. If even father and mother forsake you, brother and sister turn their backs on you, the whole world hate and curse and damn you to hell, there is a man who will stand shoulder to shoulder with you through it all, never leaving your side.

This man is not your father, but he is your brother, come down from heaven to suffer abuse for you, to know what it’s like to be hated and mistreated and abandoned by those nearest and dearest to him. And he has a father who wants to adopt you, to make you part of his family, that he might care for you as no earthly father ever could. This man, this Jesus of Nazareth, will get you through Father’s Day, and will bring you into the arms of a Father who is truly worthy of the name.