When I think back on my first five years of teaching, I can identify big initiatives that I took and tried each year.
- My first year – well, it was my first year, everything was new. But I was implementing stnadards-based grading as sorta my big thing.
- My second year, I was very focused on interdisciplinary work, creating cross-curricular lessons with my colleagues, and implementing all this new 3-Act and other stuff I had just started to find on the internet.
- My third year, I structured my class around math labs and introduce the interactive notebook after I learned about it at TMC12.
- My fourth year, I overhauled my grading system.
- My fifth year, I introduced the Standards of Practice portfolios as a way to grade on those standards and, thus, have them be valued in my class. To go along with that, I had a new way to give feedback, instead of writing grades on assignments.
And this year? My big initiative? I don’t have one. It’s felt weird. Every year these big things I was trying and perfecting felt like steps I was taking towards becoming a better teacher. And if I didn’t have one this year, was I stagnating?
No. (I say it confidently now, but it took a lot of reminding myself.) First of all, my big initiative this year was teaching Calculus and Geometry for the first time. I had taught Algebra I for the whole first 5 years of my career, and the bulk of my student teaching as well. Despite the switch to the Common Core curriculum, I was still very familiar with the ins and outs of the material, and that let me focus on other things. But teaching a new course is a lot! And two, twice as much!
But, even with that…I still tried new things, tuned things, had small initiatives. And these things matter! So I’m writing a list of new things I’ve done, to remind myself. And also to keep looking forward, for new initiatives – as Black Widow says, “There is no mastery, only constant improvement.”
- I greet my students at the door every day with a high five.
- With the other hand, I have them pick a card so they can find their seat with their visibly random grouping.
- I put up new boards on my walls to have even more surfaces for the students, and designed lessons around using them, facilitating group collaboration more than usual.
- Instead of saying “Ladies and Gentlemen” to address the class, I now say “Mathematicians” (or “Computer Scientists”), to keep a gender neutral term.
- I swapped out the Name spot on my assignments for one that says Mathematician.
- I had up a “Good Questions” bulletin board, after going to Rachel’s session on better questioning (couldn’t find a link for this one) for a while during the year.
- And I’ve continued the initiatives from the last two years, which were raw in idea but are now becoming fully realized structures, as I find better and more sustainable ways to do them.
I bet you’ve done a lot this year, too. More than you realize.
Comments on: "Things I’ve Changed This Year" (2)
Hi. I’m curious how your students responded to “Mathematician” instead of “Name” at the top of their papers. Did they like it? How long did it take for them to get used to it?
Many of them rejected the label at first – I even had one student cross it out and replace it with Name every time. Except one time she didn’t – she said she did really well and felt like a mathematician that day. And I think it slowly won her (and the others) over.