Three's a Charm...

Charms indeed come in threes...

For the past 12 years my students have set a class goal for themselves beginning on the first day of school.  We call it our "Unsolicited Compliments Goal".  When I introduce this idea to my new 4th graders they understand the concept of a "compliment" but aren't quite sure what "unsolicited" means.  The pursuit of the meaning of "unsolicited" becomes our first official lesson of the school year.  In the end, they understand that "unsolicited" means that a request for something is not expressly made outright.

Following par for the course in their endeavor to reach the goal set for themselves, the "unsolicited compliments" always roll in comparatively "heavy" during the first weeks of school.  Kids naturally are on their best behaviors when school commences in the Fall; they are just figuring out their new environment; they like to put their best foot forward; and they know that first impressions are important.  

As the year rolls forward, gaining "unsolicited compliments" grows more difficult, more challenging.  Every year the class I have has outdone the class previous.  The goal increases slowly over the years.  Year one was 16 "unsolicited compliments"...this year their goal was 81...this week the kids reached their goal and surpassed it...they currently have 82!  I wonder what they will end up with come May 29th?

Watch out next year's 4th graders!

A second and third "charm" from this year is the performance of my students on their MAP (Measure of Academic Progress) Tests.  These test are administered three times per year (Fall, Winter, & Spring).  One indicator I look for is marked improvement in scores from one "season" to the next.  

This year was exceptional.

From Winter to Spring the class, as a whole, improved in BOTH Reading & Math by an average score of about 3 points!  Many students made tremendous gains which is a testament to their hard work and dedication.  If any student went down, it was only by a scant few points (negligible in my opinion).  Some students maintained their previous score as well.  All in all, I can, with high confidence, report that my students have demonstrated exactly what I intended them to demonstrate by this time...learning and application of concepts.

Three is a most definitely a charm:  

1. Reaching Unsolicited Compliment Goal and surpassing it... 
2. Whole Class Improvement in Reading by an average of 3.0 points...
3. Whole Class Improvement in Math by an average of 3.2 points...

Well played 4th graders...well played!

Mr. Casten
(April 26, 2013)

Copyrighted material of MIchael C. Casten

Madagascar Lost?

One of the advantages of teaching the same grade level for an 

extended period of time (12 years and counting in my case) is that 

one learns what works with kids and what doesn't.  One learns the 

likely outcomes of certain practices.  One learns how to avoid 

common pitfalls in lessons and projects which allows for maximum 

learning opportunities for students.

Science is a favorite subject among many students.  It is interesting,

dynamic, and lends itself well to a variety of learning styles.  We 

read, discuss, watch videos, create projects, and perform 

experiments.  We allow the verbal, visual, auditory, and kinesthetic 

learner to experience the concepts...each receiving the information

suited to them.

Currently we are studying the "Changing Earth".  The unit began

exploring the different layers of the earth; their composition, 

temperature, and "thickness".  Videos, discussions, and a project 

were all part of the lessons.  From there we moved on to the 

concept of "Plate Tectonics" and more specifically, "Pangaea".

Pangaea is the scientific theory that all of the current-day 

continents were once one huge super-continent.  Over time 

continental drift, a result of plate tectonics (plate movement under 

the earth's crust), caused the super-continent to "break apart" and 

the separate land masses slowly but surely moved away from one 

another...leading to the current configuration of our continents 

today.  To this day the continents continue to drift.

After discussing this idea and watching a video we embarked on the 

project associated with the lesson.  Students were given outlines of 

the continents as they existed some 225 million years ago.  Based 

on plant & animal fossil evidence and the fact that the continents 

"fit together" like a puzzle, students were to color the continents 

accordingly, cut them out, and paste them to a blue sheet of 

construction paper (which represents the one ocean known as 

"Panthalassa") in the configuration that would best represent 

Pangaea as it may have looked millions of years in the past.

One of the "puzzle pieces" is the little tiny island of Madagascar.  It 

broke away from the African Continent as a result of continental 

drift.  The piece that students need to color for Madagascar is about 

1 inch in length and maybe 2 cm wide...quite small when compared 

to the other continents they have to color.

Every year, since I started teaching, at least one student (often 

more) would lose their little Madagascar after they had colored it 

and cut it out.  Every year we would search the floor, the recycling 

bin, the garbage, high and low.  Every year we would fail to find the 

little critter and the student would have to improvise and make one.

This year, I told the story of the "Lost Madagascar" and challenged 

this group to see if they could ALL keep their little Madagascar.  

The project commenced and lasted much of the day.  Paper was all 

over the place as cutting was rampant.  Glue and glue sticks were 

on desks, the floor, tables, and bookshelves throughout the room.  

Chatter filled the air as the worked was underway.  Little plastic 

baggies were utilized to help keep the continent pieces from being 

lost.  

It was close.  One student thought they lost their little Madagscar 

but it was recovered.  The project ended by 3:00 pm and everyone 

finished.  I hung them in the hallway.  

This morning I checked over them.  I specifically looked for each 

person's little Madagascar.

They had done it.  Every student had their little Madagscar on their 

project, connected to the African Continent just as it was some 225 

million years ago.

Bravo, 4th graders, BRAVO!!

     

Mr. Casten

(April 12, 2013)

Copyrighted material of MIchael C. Casten

Well On Their Way

Two subjects took precedence this week...Reading & Social Studies.  One theme wound through both of them.  This theme has been in the works for most of the year.  This theme is what I believe it means to "teach children".  This theme presents itself as a philosophy of teaching that I strive to fulfill each year.

"Be a self-directed learner".

By the time State Report time comes around the school year is almost at a close.  Routines and expectations have been clearly defined in terms of social and academic behaviors.  By this time the classroom ideally should "hum along" in harmony, thus opening the doors for learning to take place.  Learning can come in many forms, each form having its place within a school year, a school, a classroom, and each student.  There is rote memorization, modeling, guided practice, independent work, critical thinking, and abstract thought.  All of these are engaging to some degree, some more than others.  All of them have to be taught to a student in terms of how to best accomplish the learning task. 

Within the framework of these learning methods lies the mechanism by which a student engages themselves.  They are either prompted by the teacher, guided closely, and directed toward a final outcome OR they are given expectation for learning, provided with tools, and expected to rely on established classroom rules while they engage in the learning on their own...the discovery if you will.

This week was dedicated to building a review booklet for Reading Skills and Strategies that will be used in a game next week.  Also, many hours were devoted to research for State Reports.  In both of these subjects the students engaged themselves on a path of discovery, taking their learning into their own hands, becoming responsible for it and enriched by it.  They are well on their way to becoming "self directed learners".  A skill not easily acquired yet one that will last a lifetime.

True, they still need reminders to stay focused, they still need explanations for things they do not entirely understand.  They are, however, showing me, as their teacher, that they are committed to becoming the learners we all know they can be.