Advice for ARC I Newbies

What do you wish you knew when you started? What advice was most helpful? How was your experience?

Welcome to ARC

Please post responses to the following by Sunday, May 4, 11PM. To post comments, you can create an account or you can post comments using "anonymous" but be sure to include your name in the comment, e.g. "From Randy:"

• Name


• City/town


• profession you are leaving to enter teaching

• your experience with teaching or working with young people (it is okay if you don't have much experience!!)


• a short blurb about your favorite teacher of all time

• From the Insight for Newbies blog post identify ONE thing that stands out. Be very concise.

Teaching Mathematics Meaningfully

Each of you will be assigned a chapter to read, summarize and for which you will post a reflection. You will then read the posts of the others and respond to each.

The purpose of this activity is to receive an introduction to the teaching concepts addressed in TMM. Specifically, what are characteristics of struggling learners that make meaningful mathematics a challenge and what are strategies that are useful in making mathematics meaningful? This will allow the others to get a sense of the major points in the other chapters. We will be returning to this book in the future. It is a very good book.

1. In reading your respective chapter you are to address the following:
• The major points (be judicious in what you choose) - provide enough detail so the others get a full sense of the point
• What are the major take-aways you have for each major point listed
• For the chapter on characteristics of struggling learners, address WHY kids are struggling and how this relates to the teacher's perspective (after all the point of this is to inform your teaching). 
• For the strategies chapters, address WHY the strategies may work and how these strategies relate to your future teaching. How can you make use of these?
• Again, be judicious and be concise. You don't have to provide a full explanation of the whole chapter.
2. In responding to the posts of others, identify a key point made and address how it can or will impact your teaching AND explain your reaction, e.g. are you surprised or is it common sense?

Your initial post is due by Sunday, June 1 at 10PM and your responses to the posts of others is due by Sunday, June 8 10PM.

Here are the chapter assignments:

• Matt - Chapter 4: "The Importance of Valuing Mathematics and Mathematics Instruction for Struggling Learners"
• Pennell - Chapter 5: "Common Learning Characteristics that Make Mathematics Difficult for Struggling Learners"
• Tim - Chapter 6: "Curriculum Barriers to Learning Mathematics"
• Emily - Chapter 7: How Struggling Learners Can Learn Mathematics"
• Noah - Chapter 8: "Making Instructional Decisions: Determining What and How to Teach
• Ted - Chapter 9: "Teaching for Initial Understanding: Using Effective Instructional Practices"
• Kelli - Chapter 10: "Building Proficiency: Using Effective Student Practice Strategies"
• Jennifer - Chapter 11: "Planning Effective Mathematics Instruction in a Variety of Educational Environments"
• Jannine - Chapter 12: "Using Technology to Promote Access to Mathematics"

Insight for Newbies

The comments were submitted by a previous summer cohort. They were asked to share insight and suggestions for "newbies".

1. AnonymousAugust 7, 2012 at 7:44 AM

   Keep up with the reflections, take Saturday off, start the unit plan early and you will be fine.

   ReplyDelete
2. 
   AnonymousAugust 7, 2012 at 7:53 AM

   Don't teach at Hall! Seriously though, try and complete each reflection that day, make sure to be prepared for your lessons, and be on time. Most importantly, take constructive criticism well and don't get defensive: you are not an expert and will learn a ton if you go in with an open mind and a good attitude.

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3. 
   AnonymousAugust 7, 2012 at 7:55 AM

   Plan ahead as much as you can. Keep up with all your assignments. Make sure to get sleep!

   ReplyDelete
4. 
   AnonymousAugust 7, 2012 at 7:56 AM

   Work on your reflections as soon as your day at the core ends, keep up with work, be organized and plan your day effectively.

   ReplyDelete
5. 
   AnonymousAugust 7, 2012 at 7:59 AM

   Write your reflections daily while everything is fresh in your mind. Make some time for yourself on the weekends, to keep your perspective. Stay focused on your goals.

   ReplyDelete
6. 
   AnonymousAugust 7, 2012 at 8:03 AM

   - Don't let the workload during Core and even the first part of Methods fool you ... it gets a lot worse during Student Teaching. Time management will be key. While I tried to take a day off during the Student Teaching weekends, this wasn't always possible due to the combined Student Teaching and Methods workload. Having said that, be sure that you are enjoying your free time before Student Teaching.
   - The moment that an assignment comes in (the Unit Plan, for example), try to start working on it. You never know what your workload will be later.
   - When you student teach, keep samples and take photos of everything (whiteboard work, for example) ... this will be useful for the portfolio. Try to keep up on the portfilo throughout your Student Teaching phase.
   - Start teaching as early as possible during Student Teaching ... there is not substitute for just "getting in there and doing it".

   ReplyDelete
7. 
   AnonymousAugust 7, 2012 at 8:03 AM

   Hello newbie Arcie -
   
   First - you WILL survive. There will be times you are sure you won't, but you will, just so long as you listen, take feedback well, apply your learnings, and stay focused on helping students. In case is it helpful, I offer the following:
   
   Some things that would have helped me prepare:
   - Be ready for the program to really start immediately after the April orientation. You will be given a ton of reading to do and various writing assignments. These will REALLY help you. If you are able to get most of your reading done before your classroom observations, you will find greater value in the experience.
   - While the program will seem insanely long when you're in it, it still is officially only 9.5 weeks (not accounting for the upfront assignments and reading). Create your own independent study. Read as much as you can in advance. Talk to as many in the profession as you are able to. If you don't have actual teaching experience, substitute, coach or volunteer in the schools. It will give you a jump start, help you assess whether this is really the right field for you, and give you many more real examples to reference in interviews.
   
   What surprised you?
   - How good it feels to help students. You will have tough days where everything seems to be working against you. You will forget those in a heartbeat when a student simply says "wow, I finally get it!"
   - Preparation is insanely time-consuming while you are learning, but it pays off big-time in the classroom. Be prepared.
   - Just how much I can actually do on so little sleep. Everyone will tell you that it is intense. You will think you know what intense is. You don't. No matter what you have done before, this experience will re-define the meaning of intense for you. Lean into it and ride the wave. It's exhausting, but also exhilirating.
   
   What was most challenging for you and why?
   - Staying focused on the big picture (helping students and getting a job where you can help more students) and positive even when your body and mind are screaming expletives at you for not allowing them more sleep. Give yourself at least a full day each week (I chose Saturdays) to refresh, reconnect, and renew. You will be stronger, more creative, and more efficient for doing so.
   
   Speak to the balancing act between intensity and earning a certificate in a single summer.
   - You will question this decision (daily, hourly, minute-to-minute) throughout your student teaching experience. Trust that you made the right decision. You really did.
   
   Some other words of wisdom:
   - Do your reflections daily. Even if no one seems to be reading them, it doesn't matter. Buy into the logic that a reflective teacher is an effective teacher. You will be much better for it. Sort of like the "dance as if no one is looking" advice, "reflect even if no one is looking".
   - Embrace the task analysis. It is a key differentiator in the quality of your lesson plans.
   - If you can, invest in the suite of Microsoft software (word, powerpoint, excel), a color printer and lots of copy paper. You won't regret it.
   - You will have piles of paper all over your workspace, your house/apartment will be a mess, even your most supportive family/friends may get frustrated with your absenteeism and grumpiness. Deal with it. Make some time for family and friends at least once a week, and remind them as often as you can how much you appreciate them. They will forgive you for the rest. You will have time to organize, clean, and deal with all the other stuff you've let go when the program ends.
   
   Good luck on your journey to becoming a great teacher!

   ReplyDelete
8. 
   John GordonAugust 7, 2012 at 8:16 AM

   Stay ahead of assignments as much as possible. Look ahead on the unit plan and the profile to leverage your student teaching experience. These are both great opportunities to build experience that is applicable to interviews and will be useful on the job. Bring a good camera to student teaching and take a lot of pictures.
   
   The time committment is significant. Staying at home with a long commute made it worse. Those who were able to stay local had more time to commit to the program.

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9. 
   AnonymousAugust 7, 2012 at 8:17 AM

   I think that it would have been nice to watch some videos of "good teaching" before starting the program, and "good math teaching" before methods. What I currently view of what it means to be a teacher, and more importantly an effective teacher has changed drastically in 9 weeks.
   
   I was pleasantly surprised at the support that fellow cohorts provided. Being collaborative and supportive of your peers will help you to survive. It is okay share/borrow good ideas. "Good Practice" is what works for you.
   
   I found it challenging to do something completely new and unknown to me, that didn't come easily. I consistently struggled with feeling inadequate, unprepared, and that I would not make as good as a teacher as I truly wanted to be. However, I think that this struggle has driven me towards continuous improvement and the acknowledgement that this will be an enduring struggle that will continue throughout my career. So while you may feel like a failure sometimes, it should be seen as a motivator to work harder, and improve. This is something that you will expect from your students and it is an invaluable lesson to be learned firsthand.

   ReplyDelete
10. 
    AnonymousAugust 7, 2012 at 8:30 AM

    Bluntly put, it's a really freakin' challenging program that will leave you exhausted often. Many people who have been through ARC will tell youb this but you won't realize the extent of what they mean until you live it for yourselves.
    
    With that said, hundreds of people have gone through ARC and lived to tell about it You will survive and you will learn more than you could have imagined. ARC is a phenomenal, cutting-edge program that will comprehensively prepare you for teaching. You're learning things that many teachers haven't seen yet or don't do. When you're done, you should feel extrememly proud of what you accomplished in a short amount of time.
    
    Plan your time and know your work pace. You'll be immensely busy, especially during student teaching, but make sure you take time for yourself to unwind and relax. No one can go 24/7 and survive.
    
    Understand that the criticism is directed at improving your teaching, not you as a person. At the same time, don't be afraid to ask for positive feedback because you need to hear that as well.
    
    Keep up with the reflections but don't stress about making them the Great American Novel. Touch on a few key points that resonate with you. Think stream of consciousness.
    
    Enjoy your students. They may drive you up a wall one day - or many days - but they truly will amaze you. I found the little things - a student greeting you "Good Morning" oe simply saying "Hi" in the hallways - invigorating.
    
    Find a way take something useful out of everything, both in Methods and Core. You won't like every presenter, you'll be skeptical of some advice, some things will seem not to apply to you. Don't dwell on those things. Keep as open of a mind as possible and find that little nugget of information you resonates with you.

    ReplyDelete

Jonnson's Motivation

Choose a couple main points from this book and explain how they inform your concept of effective teaching.

• Be very concise. Make simple points. Address main ideas as opposed to trying to cover every point made by Johnson.
• Follow the rubric on blog posts. Now that you have read Every Minute and possibly observed a classroom you should start making connections between this reading and other ARC activities. Don't forget to address how this reading will inform YOUR teaching (not teaching in general).
• Original post is due Sunday, May 18 at 11PM
• Respond to questions posed to you and respond to at least one classmate by Sunday, May 25 11PM.

Johnson's Every Minute Counts

Choose a couple main points from this book and explain how they inform your concept of effective teaching.

• Be very concise. Make simple points. Address main ideas as opposed to trying to cover every point made by Johnson.
• Follow the rubric on blog posts.
• Original post is due Sunday, May 11 at 11PM
• Respond to questions posed to you and respond to at least one classmate by Sunday, May 18 11PM.

Lemov's Teach Like a Champion

Lemov offers 49 techniques for teaching.

The Common Core of Teaching (CCT) articulates the knowledge, skills and qualities that Connecticut teachers need in order to prepare students to meet the challenges of the 21st century.

You are to read the Lemov techniques and identify one CCT indicator (e.g. 1.2 Demonstrating discipline-specific knowledge and skills as described in the relevant national and state professional teaching standards;) that is aligned with each technique. You will do this in two parts.

Part I: for the technique listed below you will post a comment on this blog post listing each technique followed by the code and wording for the indicator (example above). Due Sunday,  May 25 by 11PM. (You will not respond to classmates for this post.)
Techniques for Part I: 1, 6, 12, 22, 28, 36, 43

Part II: present the rest of the techniques on a WORD document using the Template for Reflections (header). For these you will type the Lemov technique (title and number) followed by the CCT indicator code. You do NOT need to include the sentence for the indicator. E.g. #51 Paint it Pink - 7.3 (I made these up). This will be due June 22 (first day) in methods as a hard copy.