Everything to Cover for your Middle or High School Open House -- From Personal All the Way Down to Procedures
Thankfully, it doesn’t have to be all that stressful. We all know to dress well, speak clearly and be cordial. All of these little the details can still make us feel a little anxious. But with some planning and preparation, Open Houses and Parents Night can be nothing but a good time.
Prep Your Talking Points
The first thing you’ll want to do is lay out is your talking points. Think about all of the most important aspects of your classroom and how you want them to be conveyed.
Consider the Doodle Approach
You can explain to the parents what Doodle Notes are and share their benefits, and then they can see how they work first hand.
The files are great for sharing with students on the first day as well. Instead of a boring expectation sheet, hand these out and let them give it a try! They’ll be introduced to the doodle note method and … BONUS… will remember your classroom rules REALLY well!
Hopefully, both your students and their parents will respond well to these as you kick off the school year. Parent Night and Open Houses really should be a fun and exciting time for everyone. After all, it is the big kick off to the new school year. A new year full of getting to know each other, learning, fun and excitement. Do you have any tried and true tips for great Parent Nights? We’d love to hear some of your advice in the comments below! Enter your email here to get more ideas, resources, updates, and more from Math Giraffe: To Read Next:
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Calculators in Math Class: Tips for Storing & Managing Your Classroom Set
Tips for class set management (TIP #5 is my favorite!)
1. Use an engraving tool instead of stickers - Stickers can be removed and get worn out. Creating serial numbers with engraving tools work better in the long run.
2. Assign numbers to the calculator and student - Once your calculators have ID’s, assign each one to a student in a class. It will be their calculator for the year.
Then, by number, establish responsibility with the student through a written contract - Sometimes students just aren’t aware of responsibility. They often think things are at their disposal without any question. Having them sign a contract of responsibility will help make their accountability real.
3. Store them in a safe space - Have a bin or even a clear shoe storage door rack to keep them in. Have the student put them back in the pocket as soon as they are done. It’s easy to keep track of what calculator is missing. Lock them all up at the end of the day or if you’re away from your classroom.
Click the image below to download a set of printable number cards to tuck inside the pockets.
4. Count after each class - Instead of counting at the end of the day, count them at the end of each class. It’s easier than running around to find each period’s “student #14” at the end of the day to see whose is missing.
5. Ask for batteries as school supplies - Batteries are expensive. It’s not a bad idea to have students contribute to the batteries for the year.
Knowing when to use calculators in the classroom is also key.
Students are almost always more excited about lessons when some sort of technology is involved, including calculators. That’s why they can be a powerful motivator in the classroom. Not only do students engage more readily, it helps them visualize concepts and ideas better as well. Set aside specific class time to learn how to use the new tools that you are sharing with them. Be sure your students walk through the features of the calculator. Don't assume they've all used this model before! ● Scientific calculators are introduced in lower level math - Include a lesson where you show your students how to use this calculator. Check out these lesson plan ideas from the Virginia Mathematics Standards of Learning. ● Graphing calculators are used for higher level classes - Higher math will often require and benefit from the use of graphing calculators. However, they are only helpful if you know how to use them. That’s why it’s important to touch on the basics of how to use one. Bright Hub Education has some good lesson plans you can build upon to do just that. What about having students use them for tests? One of the first things you’ll hear a student say in a class when you won’t let them use a calculator is, “Well, in the real world I’ll always have a calculator to use. So why can’t I use one now?” And not only is that not exactly true, it’s no excuse or replacement for knowing how to do it on your own. That being said, it’s not a bad idea to allow a calculator for certain parts of the exam. Because in real world applications and entry exams, a lot of time calculators are allowed. (Yes, they always have their phones – but sometimes we want to test a thinking process or have students prove their grasp of a concept and not allow them to use a resource to help during the assessment process.)
Basic rules for calculator use during tests:
If you decided a calculator can be used, it’s best to let it only be used on part of the exam. Make it a two part exam where the student does the first part without a calculator. Then once it is turned in, they receive their calculator and the second half of the exam. Also, as you know, graphing calculators have storage capabilities. Meaning that formulas and other information that is not allowed as a given for the test could be stored. So, either you will need to use your classroom set (which is cleared before a test) or make sure that all students clear their data before being able to take the exam. This will deter any cheating or passing of answers from one class to the next. However, I always have a rule in my own classes that if a student can write a program (on their own!) within their own graphing calculator to perform an operation, then they may use it. For example, I feel that if they can show me that they understood the quadratic formula well enough to create a program that can do it for them, then they should be all good to go with plugging in and using it, too! When and how you want to use a calculator in your classroom is always up to you. There are always going to benefits and drawbacks for using this tool when it comes to mathematics. Stick to your gut feeling on whether or not kids should be using a calculator at any specific time, and don't give in to whining! How do you use calculators in your class? We’d love to hear some more ideas about how you manage them in your classroom. For more ideas, strategies, tips, updates, and resources, enter your email to subscribe to Math Giraffe: To Read Next:
That is why I allow (well, to be honest, more like REQUIRE) students to redo their work sometimes. To me, it’s not acceptable to allow students to hand in assignments that are not fully complete or have been thrown together at the last minute.
For assignments that I feel need to be redone, I put an “R” footnote in pencil in the gradebook instead of a score. They are aware that this placeholder acts as a zero unless they bother to go back and do a more thorough job on the assignment. Then it’s treated as late work and they can earn up to a ¾ score. (The same score as a complete, late assignment).
Of course, I could have offered a score of 2/4 or ¾ for “incomplete” work at homework checking time (see my full homework scoring policy here (link). But that's what a student who scribbled out a few lines on the way into class is often hoping for. It's the easy way out, and what some students in a rush are willing to settle for instead of putting in the effort.
I’d rather have the students actually go back and get the practice they need than handing in sloppy work just to have something counted. The temporary zero motivates them to take the time and effort to actually TRY over the next weekend when they have the time.
However, the key to this working and remaining fair to everyone is that the students don’t get the full amount of credit they would have if they would have done it thoroughly and correctly the first time. Don’t let them be lazy and get off without doing the work just because they don’t mind getting a lower grade. As teachers we need to make them step up and do it. Basically, it’s all about accountability.
Being accountable for the work and also knowing that they aren’t going to get off easy are valuable lessons in life. That’s why letting students redo their work is actually very beneficial for them. I believe that this type of policy also goes for assessments; allowing students to correct their tests where they can earn as much as half of their missed points back. For a full explanation of how I make this work, make sure to check out my post on Procedures for Test Corrections. How Students Benefit from a Good Re-Do Policy:
When students get to redo their assignments, they get to re-address the problems and actually get familiar with the material. Knowing they get a second chance helps them be more motivated to complete the assignment. Their self-esteem also comes into play when they realize that you believe in their ability to get it done right. As Rick Wormeli, a 30-year teaching veteran, stated in his article Redos and Retakes Done Right, “Students hope that teachers see the moral, competent, and responsible self inside them, waiting to shed its immature shell.” Students like to feel that their teachers know they have potential. And it also gets them ready for the real world. So many high stake professions allow for practice and retakes. It’s rare that in the adult world you find a one and done situation. The Bar exam is a perfect example. It can take some lawyers years to pass this test. But they always get to try again. Redoing equals practice, which will only enhance the wealth of knowledge. Many exams we take as adults allow us retakes, so why not let students redo a few assignments with less credit? The same holds true in the workplace. If students turn in a sloppy report or show a hastily thrown together project at work someday, they’ll have to re-do it to meet the standards, and suffer the consequences of disappointing a boss, staying overtime, or losing a client for example. Student life can get busy, and at times, grading techniques must reflect this.
I’ve collected more thoughts to share about my grading techniques that may be useful for you and beneficial to your students. From points to footnotes, there are a lot of tips and tricks here to help you keep track and also keep students accountable. Read more about it here Grading Homework: A Four-Point System.
Do you allow retakes? Let us know why or why not in the comments below. We would love to read about systems that work well for this! Thanks for sharing. For more tips, ideas, and resources for math teachers, enter your email to subscribe: To Read Next: |
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