22 May 2011
Discipline Policy
On a whim (and still avoiding work) I have decided to create a formal discipline policy for my area of responsibility - Key Stage 3 Mathematics. Currently, we have only this: Whatever sanctions the class teacher decides to implement, and if they miss a detention, referred to me to do a follow-up detention. I created this extra level of formal detention when I became KS3 coordinator, and called it a 'coordinator's detention (10/10 for originality, right?)
Also, staff in my geographical area know they can send students to me if they have become too difficult to remain in the classroom (and I get to keep 'em in mine for the duration!).
None of this is formal, nothing has been written down.
So we definitely need something. Staff need to know what they should be doing at each stage of discipline. I am adamant that most sanctions should be applied by the class teacher themselves, ownership of the issue will be far more effective that passing it over and students thinking they can mess about in the classroom and only worry about me!
So I plan to list some example mis-demeanors, and what should happen at each stage; what happens if this is not effective; and what to do next.
Hopefully, this should empower staff to be clear about discipline and consistent in the application of any sanctions. It also should mean that only the more serious cases are referred upwards.
That way, I'll know who is determined to prevent teaching and learning from occurring in the classroom, and not be side-tracked by those simply having an 'off' day.
My draft flow diagram is as follows:
After taking advice from some Twitter colleagues, I now realise that I have completely forgotten to add the fact that I created an extra level of sanctions via a co-ordinators report; that it may not be wise to refer to 'time-outs' as my school doesn't really support putting children in the corridor, however brief the time; and that I may just have too many levels (do I really need Serious / Very Serious / Major Incidents?) I think I can remove one of these levels to make it a little clearer.
Also, staff in my geographical area know they can send students to me if they have become too difficult to remain in the classroom (and I get to keep 'em in mine for the duration!).
None of this is formal, nothing has been written down.
So we definitely need something. Staff need to know what they should be doing at each stage of discipline. I am adamant that most sanctions should be applied by the class teacher themselves, ownership of the issue will be far more effective that passing it over and students thinking they can mess about in the classroom and only worry about me!
So I plan to list some example mis-demeanors, and what should happen at each stage; what happens if this is not effective; and what to do next.
Hopefully, this should empower staff to be clear about discipline and consistent in the application of any sanctions. It also should mean that only the more serious cases are referred upwards.
That way, I'll know who is determined to prevent teaching and learning from occurring in the classroom, and not be side-tracked by those simply having an 'off' day.
My draft flow diagram is as follows:
After taking advice from some Twitter colleagues, I now realise that I have completely forgotten to add the fact that I created an extra level of sanctions via a co-ordinators report; that it may not be wise to refer to 'time-outs' as my school doesn't really support putting children in the corridor, however brief the time; and that I may just have too many levels (do I really need Serious / Very Serious / Major Incidents?) I think I can remove one of these levels to make it a little clearer.
Decided....
... that I need to open this blog at the same time as I open FB and Twitter pages. I open both of those every day as I turn on the laptop! That way, I won't be neglecting it as I do now (and missing out on posting so much of importance, or things that have happened in work and my wider educational life....)
Let's see how that one goes.......
Let's see how that one goes.......
Avoiding work
I've come on here to post in an attempt to deflect from schoolwork I should be doing. Having said that, perhaps I've done too much already this weekend and my brain is begging for a rest!
Since leaving school on Friday I've virtually attended a teachmeet (online), spent practically the entire Saturday adding to my fabulous Schemes of Work (nay, curriculum!), marked a mental test, and added scores from three mental tests to a spreadsheet (whilst considering my next MA assignment: Studies in the Mathematics Classroom).
I still MUST mark a piece I've set for my year 9 - an old GCSE coursework task 'Opposite Corners', and mark my year 9 books, which have been seriously neglected for quite some time.
(cont......)
Since leaving school on Friday I've virtually attended a teachmeet (online), spent practically the entire Saturday adding to my fabulous Schemes of Work (nay, curriculum!), marked a mental test, and added scores from three mental tests to a spreadsheet (whilst considering my next MA assignment: Studies in the Mathematics Classroom).
I still MUST mark a piece I've set for my year 9 - an old GCSE coursework task 'Opposite Corners', and mark my year 9 books, which have been seriously neglected for quite some time.
(cont......)
8 May 2011
Problem Solving
I've just had an email from my HOD to say that we're going to be looking at 'Problem Solving' at least once a week for the remainder of this half term.
Perfect!
Due to my first MA module, I've read (probably) everything there possibly is to read on problem solving! Gardner, Polya, Mason, Boaler, Wells, to name but a few problem solving advocates. But do we agree on what actually constitutes problem solving in mathematics?
I don't like the kind of maths where you dress it up in a context (or as Dan Meyer calls it - pseudocontext). But I DO like the investigative task, just like the Chessboard Problem I dissected for my first MA assignment.
I'm going to have a little think about what is appropriate at KS3 (all of them, I hear you cry?) I think I mean what is appropriate for the teachers in my school - they are the ones who need to deliver it - and if few have given problem solving tasks before, it is they who will need to be supported through it.
I'm going to suggest tasks like "The staircase problem". This one comes from Nrich - but is a familiar task, and one that produces familiar results.
The Staircase Problem
Perfect!
Due to my first MA module, I've read (probably) everything there possibly is to read on problem solving! Gardner, Polya, Mason, Boaler, Wells, to name but a few problem solving advocates. But do we agree on what actually constitutes problem solving in mathematics?
I don't like the kind of maths where you dress it up in a context (or as Dan Meyer calls it - pseudocontext). But I DO like the investigative task, just like the Chessboard Problem I dissected for my first MA assignment.
I'm going to have a little think about what is appropriate at KS3 (all of them, I hear you cry?) I think I mean what is appropriate for the teachers in my school - they are the ones who need to deliver it - and if few have given problem solving tasks before, it is they who will need to be supported through it.
I'm going to suggest tasks like "The staircase problem". This one comes from Nrich - but is a familiar task, and one that produces familiar results.
The Staircase Problem
13 Mar 2011
Pi Day tomorrow
March 14th. Or as they write in America, 3/14, hence Pi Day. Going to do a few activities with my classes and try to incorporate the Activexpression handsets too.
Here's the rough outline of what I hope to do:
Entry to some Music of Pi, possibly this one. Each note represents one of the digits 0-9, and the resulting music is played. This particular musician has created a whole symphony, by playing different instruments and putting it all together.
Pi dingbats. No, I wasn't sure what a dingbat was either, but think the old TV show, Catchphrase. "Say what you see." Here's an example:
Pupils can send their answers to the board via the handsets. It won't be a right or wrong type answer, but hopefully will be fun.
Then we're going to write the numbers of pie on to paper plates, starting at the centre and working our way out. The result should be a little like this:
Finally, a multiple choice quiz on various pi related topics. Again, just a bit of fun, but this time, using the Activexpression handsets, we can track right answers.
Throughout the lesson, I'll have some posters up, maybe play some silly songs about pi, even encourage pupils to learn as many digits of pi as possible! Here's a favourite song I usually play when teaching circles:
I'm also having two different visitors to my lessons tomorrow. One to shadow a pupil. to look at his interactions during various subjects, the other is an English PGCE student who is interested in the use of ICT in the classroom.
I'll update on how the activities went, but first to create the relevant ActivExpression flipchart.
Here's the rough outline of what I hope to do:
Entry to some Music of Pi, possibly this one. Each note represents one of the digits 0-9, and the resulting music is played. This particular musician has created a whole symphony, by playing different instruments and putting it all together.
Pi dingbats. No, I wasn't sure what a dingbat was either, but think the old TV show, Catchphrase. "Say what you see." Here's an example:
Pupils can send their answers to the board via the handsets. It won't be a right or wrong type answer, but hopefully will be fun.
Then we're going to write the numbers of pie on to paper plates, starting at the centre and working our way out. The result should be a little like this:
Finally, a multiple choice quiz on various pi related topics. Again, just a bit of fun, but this time, using the Activexpression handsets, we can track right answers.Throughout the lesson, I'll have some posters up, maybe play some silly songs about pi, even encourage pupils to learn as many digits of pi as possible! Here's a favourite song I usually play when teaching circles:
I'm also having two different visitors to my lessons tomorrow. One to shadow a pupil. to look at his interactions during various subjects, the other is an English PGCE student who is interested in the use of ICT in the classroom.
I'll update on how the activities went, but first to create the relevant ActivExpression flipchart.
21 Feb 2011
I GOT A FREAKING B!
Oh my God! I've just signed in to the online results service and found I've got a B!! Amazed, astounded, proud, you name it, I'm it!!!!
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