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2 014-15 Godsman NNN Professional Development Unit. 4 th Grade Godsman Elementary. By: Kristin Covarrubias. During the course of this PDU, what three instructional strategies did I implement? What strategy worked best? Why?.
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2014-15Godsman NNN Professional Development Unit 4th Grade Godsman Elementary By: Kristin Covarrubias
During the course of this PDU, what three instructional strategies did I implement? What strategy worked best? Why? During the course of this PDU, I implemented giving precise directions and utilizing positive narration. The third instructional strategy that I implemented were the Home Visits. I noticed by doing this, that it helped to build relationships with my students and their families. However, I would say that giving my students precise directions have worked the best because they know exactly what I want them to do.
How did I apply the PDU strategies in my classroom/practice? (examples) Who did I collaborate with during the PDU? Discuss the ways you collaborated while implementing the PDU strategies. I have applied several PDU strategies daily in my classroom. For example, for an attention getter I would say “We are” and clap twice. The students would then respond with “Godsman”. Or, I would say, “Eyes on me” and the students would respond with “Eyes on you”. I also gave a verbal cue to start, “When I say go…”. These are just a few examples of implementing NNN strategies from the PDU in my classroom. I collaborated with my teammate, Amanda, during the course of this PDU. We collaborated by asking each other what was working and what wasn’t working, and if a strategy wasn’t working, why not and how could I try it differently. Also, I would talk to Amanda about a particularly tough day and get feedback on how to try it tomorrow.
What did I learn to do differently as a result of the PDU and strategy implementation in my classroom or in my practice? I realized that I was giving my students too many chances before providing corrective feedback and consequences, so they weren’t listening or taking what I said seriously. Therefore, I learned that I need to give precise directions, use positive narration, and then provide consequences immediately. I still feel that this is something that I could improve on.
Why is this PDU action research process important to my students learning and to my growth as a professional? This PDU action research process is important to my students' learning because it helps me, as a teacher, to practice culturally responsive teaching and to look deeper into the four steps of a No Nonsense Nurturer. The building of relationships between my students, their families, and myself have had a powerful effect. I have tried to reach out to those students that have difficulty establishing that strong connection and I have noticed that it has made a difference in the classroom. Those students participate more than before and take more risks because they see that I care about them.
PDU Data AnalysisReflecting on the data you have collected, how did this experience impact instruction, progress monitoring, student performance, and your own practice? Reflecting on the data I have collected, I feel as if this experience has impacted my instruction is a positive way. I think that by setting clear expectations ahead of time and consistently doing so, have reduced the wasted amount of time spent disciplining students and telling them what to do, which leaves more time for instruction. I have noticed that student performance has increased as well. I think that has to do with students knowing what to do, how to do it, and when to do it. This has greatly improved my practice because I have more time to teach and I actually have to think about what I am saying so that I know what I am expecting my students to do. I am also more conscious of what I am asking of them.
How will I apply my new learning in the future to further my practice? What are my next steps? I will apply my new learning in the future to further my practice and to help my students be successful by continuing to maintain a high academic achievement expectation for all students and not allowing students to engage in disruptive behavior. I will also challenge myself to consistently take corrective action after my 2-3 positive narrations (this is a tough one for me, as I want to give them more chances). I will also slowly start to phase out the positive narration, as I don’t see the students needing as much support because they are aware of my expectations.
Upon observing my peer, Sandra Castor, I noticed that she did a wonderful job of getting her students’ attention 100% by using an attention getter. I also saw her find a little moment to build a positive relationship with a student who looked to be struggling and frustrated. She leaned down, said something, and the student’s face lit up with a smile. The student then got back to work. I also witnessed Sandra giving specific, positive narration to 2-3 students. She didn’t need to narrate further because everyone was on task after that. I noticed that Sandra really seemed to connect with her students. I thing this is because of NNN and setting clear and concise directions so that her students know what her expectations are. It was a good experience to see a colleague using NNN and seeing how to implement different strategies in different ways.
When observing my Beacons partner, the class was learning to draw a Lego figure. I heard Mr. Eric use an attention getter several times and some of the kids stopped what they were doing to listen, while others continued to do what they were doing and just ignored him. He did use positive narration by stating that three students’ eyes were on him. However, he still didn’t have everyone’s eyes on him. Mr. Eric did give a verbal “warning” but the student didn’t have to move his clip to a different color. I did witness him building a nurturing relationship with a student by taking her pencil and helping her to draw the Lego figure. You could tell the student knew Mr. Eric cared about her by the way she smiled and watched how he was showing her how to draw. I was a little upset by the way the students were treating Mr. Eric. They were being very rude and disrespectful. Some students were off task and making paper airplanes and talking through him. I think that by implementing NNN constantly and in a firm teacher voice would be very beneficial for all.
This home visit was the first home visit that I have ever done, so I was a bit nervous. I am glad that I went with Amanda and Rosella, since they have done them before. Upon arriving, the boys were having a snack and playing video games. Jose, the twins’ dad, was very welcoming, as was Donovan’s and Jonathan's grandmother. Their house was nice and clean and there were a lot of plants draped from the ceiling. The boys loved having us there, you could tell by how they wanted to show us everything, including their room. Dad sais that he would love for Donovan to do better in school and to continue getting the help that he needs. He also expressed how far Donovan has come with his behavior and academics. I agreed. Dad also said that he would like Donovan to finish school and possible go to college and Donovan said that he wanted to be a football player. I said that would be great! I also told him that football players go to college too. This was a great experience to have a conversation with Donovan and his dad outside of an academic setting.
I was so eager to do my next home visit, that I went during the same week that I did my first home visit. This time I went to Baleria’s house with Sandra and Evan. Mom wanted us to all go the same day, as it would be easier for her. The kids were outside playing in the parking lot waiting our arrival. I learned that Laura is a single mom with five kids, although the oldest one doesn’t live with her. They live in a small, one bedroom apartment on a busy street. When entering the apartment, there was a mattress on the floor, that I’m assuming the kids all share. The entire family was very welcoming to us and they were very friendly. Mom said that she wanted for Baleria to do well in school and to get the help that she needs because she knows that she is behind. Mom said it would be nice if she could go to college. Baleria said that she would like to be a doctor when she grows up. This was a wonderful experience and made me realize that kids all come from different places…
Going to my last home visit was bittersweet. I was glad to be done with my home visits for this PDU, but at the same time, I wish that I would have made time to do everyone starting at the beginning of the school year. With that being said, this family was very welcoming. I went by myself, as I felt very comfortable and the guidelines changed, so it worked out well. When I got there, they offered me something to drink and then we sat down on the couch and talked about their house, their families, and their boys. The parents talked about how they would like for Alberto to finish school and go to college. They would like for him to find a school that he would enjoy. The mom, Sandra, talked about Alberto maybe attending Denver School of the Arts because he loves art and is really good at it. She then brought out art that she has saved over the years and he truly is an artist. Alberto also expressed enthusiasm toward this idea. Mom also said that she would like to see him also attending a science school since he loves science so much. Overall, this was a wonderful experience!
