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As a teacher, I push my students in verbal and written communication. Throughout the year it is incredible to see their growth as writers and critical thinkers. As a competency school we push students to revise and edit their work to show to improve their performance and growth. Here is an example of a student I worked with from start to finish:
I consistently work with students to improve their written communication.
I always provide specific feedback so they know how to improve their academic writing. Students want me to grade their work since I am encouraging and helpful.
My students appreciate the clear and concise feedback. I make a deliberate effort to conference with my students during class, preps, and after school to help improve their writing.
I am determined for my students to have an end product they are proud of and that fits the expectations for academic writing. Through the process of gaining competency, I normalize revisions!
Data Driving Instruction
Data drives my instruction and informs the next steps I take in the classroom. Using entry and exit tickets has helped improve my practice of catering to each and every students' needs in the classroom.
We noticed the students showed growth this year in their Socratic Seminar and fishbowls. This data shows how our students improved in communicating their ideas by raising their average grades from 2.3 to 3.5. This data was obtained from Jumprope. Through direct instruction, we taught students how to facilitate conversations and push their peers to share their ideas. The data indicated that students needed to be pushed more with their Fishbowls. Based on their high first performance, as a team, we decided to not assign questions to students and instead focused on them developing questions to ask during the discussion. We strategically grouped learners to differentiate the questions based on their learning needs. Here is an example of a document we created to help organize the Fishbowl. Here is the first time we did it to the fourth time.
Every voice is important and we wanted even students who struggle with self-advocacy to thrive by communicating their ideas. I am very proud of students for improving their performance over time. Collaborating to create a routine and safe environment contributed to their success.
In addition as a Grade Team, we worked together to track students who could be performing better. We focused on students who are at risk of falling behind the academic goals set by the school. We track their progress and reflect on how to better reach these students. The students in the focus group have shown growth in their Humanities classes since we completed targeted parent outreach and office hours.
Working as a team we worked to improve the questions that we previously had. We explored literary techniques that were used and pushed the criticality of our students by exploring juxtaposition in Othello.
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