#anchorword: OBSERVE


My #anchorword recently has been: OBSERVE.



Lately, I've worked to focus my energy on more closely observing my own classroom and engaging in opportunities to observe other classrooms and teachers. I've found that peer observations, both those that I've done in other classroom and those that have been done by other teachers in my own classroom have been very beneficial for my professional growth and development. However, in general, I think that that most teachers don't often get many opportunities to visit with other teachers, watch how and what they're teaching and gain fresh ideas to bring back to their own classrooms.



Of course good educators know that so much can be learned by watching others teach, but when do we really have the time (and energy) do do it?!

Teachers get so caught up with the immediate needs of their own classrooms, preparing for assessments, planning lessons, collecting data ..... not to mention fighting for livable wages, dealing with politics and paperwork and so much more....  that we feel drained, overworked and overwhelmed far too much of the time. And people wonder why teacher burnout rates are so high in the first few years?!


What is Peer  Observation? 


Peer Observation is an innovative but often under-utilized and lesser-known professional development tool for educators. While traditional observations done by administrators leave most teachers feeling stressed and anxious, peer observations are far less traumatic and can be beneficial for both participants. 


Peer observation is a type of collaborative professional development that occurs between two or more educators. While there are many different peer observation models out there, the essential components for productive observations include: an observer, a teacher delivering instruction and scheduled time for discussion before and after the observation. There are many other factors concerning the teacher and observer that may impact the effectiveness of peer observation including experience level, communication skills, personality types, comfort and trust level, level of administrative support etc.

The process that I generally follow for conducting or hosting a peer observation includes the following steps: Plan, Observe, Reflect, Discuss, Apply, Evaluate.

1. PLAN - This part is relatively simple. I set up the observation AND a time to discuss following the observation (ideally immediately afterwards) with the teacher, ask a few basic questions about what the teacher will be teaching, if there is anything that I should know before my visit etc. I also ask the teacher if there is anything they want me to look for during the observation; perhaps  they have a professional development goal that they've been working on and would like feedback.

2. OBSERVE - This step is also reasonably clear. I sit, watch and listen actively; I try to stay objective and stick with the facts of what I see and hear. Usually, I take notes about what what's going, what the students are doing, how the teacher manages the group, what the lesson is on, how the class is set up... I might write down ideas that I think I could try, thoughts about how the observation applies to my classroom etc. Be sure to write down questions that you want to ask the teacher later!

3. REFLECT - After the observation is over, I usually spend a few minutes reflecting on what I saw. In this step, I consider my thoughts and feelings about the observation rather than the objective facts of what I actually saw and heard. What did I like? What didn't I like? Why do I feel as I do? Following an observation, I often take a quick assessment of how I feel; was the group chaotic or calm? How do I think that the students felt in that class?

4. DISCUSS - During this time, I chat with the teacher about what I saw and ask the questions that I noted during my observation. This also might be the time that the teacher asks for thoughts about his/her teaching, the strategies that were used or perhaps ideas from the observer. Remember that peer to peer observation is NOT evaluative.

5. APPLY - Choose a concept or idea from the observation to try in your own classroom. Note how it worked out, further questions that you have about the idea or changes that you made to the idea to make it work in your classroom. This information from your application might be valuable to discuss in a follow up chat with that teacher in the future.

6. EVALUATE - Remember we're not evaluating the teacher. Evaluate the peer observation process. Consider how to make the process more valuable and beneficial, what parts were most helpful and what wasn't necessarily valuable.

This is the form that I use (you can grab it for FREE here!)


My Experience with Peer OBSERVATION

I recently stepped out of my own classroom and spent an entire day observing at another Montessori school just a few hours from my own. As the only Montessori teacher working at my school, I often feel like I teach alone on my own island that few people really understand. When I have questions or challenges in my classroom, I can't just walk down the hall to ask a colleague for advice. Sure, I have plenty of professional connections online that I could ask, but it's not quite the same as real live coworkers.

Fortunately, I have an AMAZING and supportive administrator who encourages teachers to visit other programs, see what other teachers are doing, connect with like-minded professionals and find fresh ideas to bring back to our own classrooms. She realizes that the short time that teachers might be out of the classroom for a professional day is exponentially beneficial for both the teachers and the students. Of course, it isn't that I get to take professional days all that often, but I fee lucky that I do get a few here and there!

Although I work alone most of the time (aside from my classroom assistant) I felt less alone while observing other Montessori teachers. It was refreshing to see a a few different classrooms, get ideas for new activities and observe how the teachers interact with their students. I took pages and pages of notes on various topics from ideas for new lessons, variations on old lessons, ideas for classroom set up, new ways to plan lessons and ideas for recording and using data. I had a chance to chat with several of the teachers that I observed and it felt great to be able to chat about the classroom and connect with others professionally. It was even nice to realize that the problems that I encounter in my classroom are not isolated only to my group of students; the teacher struggle is absolutely real!


When was the last time that you had a chance to really OBSERVE another teacher work in their classroom? What do you think the greatest benefit of professional observation is?





Spring Literacy: Book Companion for Stuck by Oliver Jeffers



One of my most favorite spring books is STUCK by Oliver Jeffers!



I just finished updating the activities in my Book Companion pack for the Oliver Jeffers book Stuck. I added a few more pages at the suggestion of a few teacher friends, updated the formatting to maximize the use of space and cleaned up the design and organization. I even added a completely new STEM based retelling activity!



The pack includes three different picture/props for retelling: Large pictures for cutting out, small pictures for attaching to blocks and small foldable 3D pieces.


The story blocks or foldable 3D pictures can also be used for retelling and a Build & Balance STEM based activity! The picture below is what the 3D foldable pieces look like.


You'll need a cardboard tube for the trunk ( I rolled brown poster board) and assorted sizes of popsicle sticks (I used about twelve 3"-8" green sticks). Students will need to first build a sturdy tree from the popsicle sticks and cardboard tube, then try to balance all of the story retell pieces on top; it's harder than it looks! Here's how I usually set it up:



The following block sets (affiliate links included for your convenience) contain blocks that are the proper size to create the story blocks. Simply print out the pictures at 100% size on regular paper, then cut and tape or glue them to your blocks. I usually use clear packaging tape rather than glue because I like to reuse my blocks.

Worksheet options include pages for retelling (using pictures and/or words), story elements, main idea, creative drawing & writing, and problem solving.



And, don't miss this simplified version of the story; it's great for younger students or those with speech and/or language challenges. Find this FREE printable HERE!



Check out my old post about this unit HERE where you can see some more pictures of the activities in action!



Here are some of the supplies you'll need to set up these activities:

Literacy Center: Secret Message CVC Words


Looking for something new and unique to add to your classroom literacy centers?! I've got just the thing!

After creating these Secret Message Sight Word activities, I was inspired to create a similar activity for CVC words. It works exactly the same as my Secret Message Sight Word activity:



1. Print & Prep - There isn't really too much to do to get this activity ready. Simply print the word cards on white card stock and laminate for durability. There are 20 word cards divided into two sets; the sets are clearly marked with a shape in the upper right hand corner. Two printing options are included: full color pictures OR black and white outline pictures. However, the cards still MUST be printed in color on white paper for the activity to work properly!

2. Make or Buy a Decoder - Instructions for creating a decoder window from dollar store materials are included; all that you'll need is cards stock, glue, scissors and red cellophane. If you don't feel like making a decoder, it's also possible to purchase a decoder pretty cheaply. See some suggestions below!



3. Choose a Worksheet - Choose and print the recording sheet that is most appropriate for your students. There are many differentiated options so all of your students will be able to enjoy this activity at their level! Options include: write the word in Elkonin boxes, fill in initial, middle and final sounds in Elkonin boxes, write or trace the word with or without lines, color the picture (great for non-writers!), color and trace, and color/say/segment. There's also an answer key so that students can check their own work.
   
4. Set Up & Teach the Center - The activity can be set up as either a Write the Room activity or a stationary literacy center; you decide what's best for you students! Show your students how the activity works; they'll catch on quickly and will actually be eager to read the hidden words!


Still not sure about this activity? Try this Secret Message Sight Words SAMPLE pack that includes 10 Fry sight words and the recording worksheets. It's perfect for a mini literacy center!


To find other Secret Message activities, click on the pictures below:

          

Here are some of the things  you might need to make or buy a red filter decoder:


  


A Few of my Favorite Books: Paul Galdone




(Affiliate links included for your convenience)

Despite the fact that I’m a Montessori teacher, I still have a deep love for fairytales and folktales and frequently enjoy sharing these classic stories with my students. My all-time favorite author and illustrator of classic fairytales is Paul Galdone.


His books usually use concise to-the-point language, which is great in special education (i.e. I don’t usually have to drastically modify the story as I read so that my students will understand). And his illustrations are beautiful,  and enhance student comprehension of the story (I hate when the illustrations don't do much for understanding the story!)

Here are a few of my favorite Paul Galdone books:

Goldilocks and the Three Bears

The Three Billy Goat’s Gruff

The Little Red Hen

Three Little Kittens

The Gingerbread Man

Jack and the Beanstalk



I will give a little warning and suggest that you preview his books before reading them aloud so that you're not surprised by the content and/or storyline - specifically Jack & the Beanstalk! While I still love this book, his version includes the giant drinking lots of wine and passing out... I do tend to skip over this part!