Several weeks ago, the women's Bible study that I am apart of here on campus studied John 5:1 - 17. John 5 recounts the story of a man who had been an invalid for thirty-eight years... Longer than I've been alive he had been lying on a mat. This man spent his days stretched out beside "the Sheep Gate a pool... called Bethesda," hoping and waiting for someone to put him inside while the water was stirred. But then came JESUS. Jesus enters the scene, asks the man if he wants to be healed, then says, "Get up, take up your bed, and walk." "And at once the man was healed, and he took up his bed and WALKED." He WALKED. After thirty-eight years, Jesus enters the scene and the man WALKS. After people passed him by over and over again, Jesus enters the scene and the man WALKS. Oh and did I mention this was the Sabbath? Sabbath or no Sabbath, Jesus enters the scene and the man WALKS.
Jesus is above all.
Sunday, June 22, 2014
Saturday, May 10, 2014
8th Grade Trip: Washington, DC
It feels like forever ago when Kim mentioned that I should accompany the 8th grade to Washington, DC. Yet before I knew it, we were on our way! Two and half years ago I was the girl who never wanted to teach Middle School and now I willingly travel out of state with 17 of them for five days of touring and fun. God is so good!
We stayed in Arlington, VA and traveled to and from the city by Metro. Each chaperone (there were 4 of us) was assigned 4-5 kids that we were in charge of throughout the trip. We flew into DC on Thursday morning, May 1 and stayed until Monday evening, May 5. We were also given the day off on Tuesday to recover (THANK YOU, CCA!). Here are a few highlights...
* Touring the White House (pictured below) ... It's truly beautiful! Just thinking about the people from history that have sat in those rooms is awesome. The tour is self-guided, but the Secret Service posted in each room are very willing to talk to you and we found them to be quite knowledgeable!
Kim is our Middle School team leader and my best buddy at work. She took care of me when I first arrived and we've found a wonderful friendship. She did a great job of putting this trip together and making sure it ran smoothly. I'm so thankful for her!
* Newseum. A museum of news and journalism. We learned about the photographers and writers who capture history in the making. There was so much to see and do here - pictures, videos, etc. Our students had the chance to be news reporters, to think through the ethics of journalism, to see hundreds of pictures and videos, etc. This is a "must see" on my list!
The picture above and on the left is of the four chaperones. Kim, Tim, Andrew, and I made a great team. I enjoyed getting to know each of them a little better! The picture to its right is of our whole group (minus myself because I was taking picture) sitting in a box at the Washington Nationals ballpark with our personal tour guide, Bob (man on the top left, wearing a white shirt). This particular box is where the news reporters sit. The ballpark was another highlight of our trip - such a fun place!
* Ford's Theater ... The theater was also one of my favorite places. We saw a one act play that described the night Lincoln was assassinated from the point of view of the theater's owners and the actors performing that night.
It is impossible to detail all of the many highlights from this trip. I've left out the Botanical Garden, the memorials, Arlington National cemetery, the Capitol, etc. We packed a lot into a short time! I'm so thankful for the opportunity to go on this trip and the memories I brought home. Many thanks to Kim for planning and leading our trip, to our students for being so well behaved, and to God for providing energy and beautiful weather for us!
We stayed in Arlington, VA and traveled to and from the city by Metro. Each chaperone (there were 4 of us) was assigned 4-5 kids that we were in charge of throughout the trip. We flew into DC on Thursday morning, May 1 and stayed until Monday evening, May 5. We were also given the day off on Tuesday to recover (THANK YOU, CCA!). Here are a few highlights...
* Touring the White House (pictured below) ... It's truly beautiful! Just thinking about the people from history that have sat in those rooms is awesome. The tour is self-guided, but the Secret Service posted in each room are very willing to talk to you and we found them to be quite knowledgeable!
* Newseum. A museum of news and journalism. We learned about the photographers and writers who capture history in the making. There was so much to see and do here - pictures, videos, etc. Our students had the chance to be news reporters, to think through the ethics of journalism, to see hundreds of pictures and videos, etc. This is a "must see" on my list!
The picture above and on the left is of the four chaperones. Kim, Tim, Andrew, and I made a great team. I enjoyed getting to know each of them a little better! The picture to its right is of our whole group (minus myself because I was taking picture) sitting in a box at the Washington Nationals ballpark with our personal tour guide, Bob (man on the top left, wearing a white shirt). This particular box is where the news reporters sit. The ballpark was another highlight of our trip - such a fun place!
* Ford's Theater ... The theater was also one of my favorite places. We saw a one act play that described the night Lincoln was assassinated from the point of view of the theater's owners and the actors performing that night.
It is impossible to detail all of the many highlights from this trip. I've left out the Botanical Garden, the memorials, Arlington National cemetery, the Capitol, etc. We packed a lot into a short time! I'm so thankful for the opportunity to go on this trip and the memories I brought home. Many thanks to Kim for planning and leading our trip, to our students for being so well behaved, and to God for providing energy and beautiful weather for us!
Friday, April 11, 2014
Fridays, 7th period
We have seven periods in our school day. 7th period on Fridays wraps up our week which can make it one of the most difficult periods for me to focus through - especially when I have 7th graders! As much as I love teaching middle school, 7th period on Friday is a lot to ask. For me and for them. So I'll be honest, I began to dread 7th period on Fridays.
But today was different. After a couple of conversations with other teachers, I had resolved to better address inappropriate behavior in general, but specifically with this class of 7th graders. Today, I announced at the beginning of class that each student had 20 participation points; I explained that any occasion when I had to get on to them, whether for talking out of turn or being off task, they would lose a point. Immediately, one student started arguing with me and I told him that he lost a point. And repeat previous sentence, haha. This student (although wrong) set the tone for how serious I was. Most students quickly took note and adjusted their usual behavior.
I loved this system! Because I had decided on a clear plan before class, I was more attentive to little issues that arose. I was also more willing to be firm because it was easier for me to be fair with every student. I made it clear when it was an appropriate time for students talk and when it was not. And you know what? We had a great day!
I don't plan to use this particular plan every day, but I do plan to be more firm. I want to make expectations clear and then hold my students to that. They deserve it (and so do I).
But today was different. After a couple of conversations with other teachers, I had resolved to better address inappropriate behavior in general, but specifically with this class of 7th graders. Today, I announced at the beginning of class that each student had 20 participation points; I explained that any occasion when I had to get on to them, whether for talking out of turn or being off task, they would lose a point. Immediately, one student started arguing with me and I told him that he lost a point. And repeat previous sentence, haha. This student (although wrong) set the tone for how serious I was. Most students quickly took note and adjusted their usual behavior.
I loved this system! Because I had decided on a clear plan before class, I was more attentive to little issues that arose. I was also more willing to be firm because it was easier for me to be fair with every student. I made it clear when it was an appropriate time for students talk and when it was not. And you know what? We had a great day!
I don't plan to use this particular plan every day, but I do plan to be more firm. I want to make expectations clear and then hold my students to that. They deserve it (and so do I).
Saturday, April 5, 2014
Currently
LISTENING ... Adam is doing the dishes. Both Adam and I have always had a dishwasher, so this part of seminary life has been quite an adjustment! It wasn't too bad during the Summer when we first moved here, but this semester particularly has been really busy for both of us, so washing dishes feels like one more thing on the to-do list that we never seem to have time for.
LOVING ... The fact that Spring break is only two weeks away.
THINKING ... About living so far away from family. We knew we would make sacrifices for Adam to attend seminary here, but it's still tough sometimes.
WANTING ... More time and more money. Maybe that sounds selfish, but it's true.
NEEDING ... (Is it cheating to repeat "more time and more money"?) I probably need to be working... Lesson plans are calling my name and I'm trying my best to ignore them.
PRAYING ... For my friend, Mandi; their baby is due a week from tomorrow!
LOVING ... The fact that Spring break is only two weeks away.
THINKING ... About living so far away from family. We knew we would make sacrifices for Adam to attend seminary here, but it's still tough sometimes.
WANTING ... More time and more money. Maybe that sounds selfish, but it's true.
NEEDING ... (Is it cheating to repeat "more time and more money"?) I probably need to be working... Lesson plans are calling my name and I'm trying my best to ignore them.
PRAYING ... For my friend, Mandi; their baby is due a week from tomorrow!
Sunday, March 16, 2014
Race for Inequality Graphs
This is an activity to help my kids to practice recognizing the graph of an inequality solution. I love "kill and drill" practice disguised as an activity; I love it even more if I can get them up and moving around the classroom. This short activity does both.
Materials:
--3x5 notecards
Prep:
--Copy one inequality solution onto one notecard - I cut mine in half for this part. Copy the inequality graph on a separate notecard. (I have 5 students in this particular class, so I've made 10 pairs.)
--Tape the graphs around the classroom with masking tape.
Game Time:
--Pass out two solution cards to each student.
--Students are to find the inequality graphs that match their solution cards. I'm planning to have my students check their first match with me before moving on to their second.
--The first student to find both of their matches wins!
Short and sweet :)
Materials:
--3x5 notecards
Prep:
--Copy one inequality solution onto one notecard - I cut mine in half for this part. Copy the inequality graph on a separate notecard. (I have 5 students in this particular class, so I've made 10 pairs.)
--Tape the graphs around the classroom with masking tape.
Game Time:
--Pass out two solution cards to each student.
--Students are to find the inequality graphs that match their solution cards. I'm planning to have my students check their first match with me before moving on to their second.
--The first student to find both of their matches wins!
Short and sweet :)
Thursday, March 13, 2014
Mrs. G versus Students
A couple of weeks ago, a student called me out on a mathematical mistake during class. I don't remember what the situation was exactly, but I was inspired by the way this student caught my mistake and then clearly articulated their correction. (For the record, I make mathematical mistakes all the time, but this particular situation sparked the following reflection.) So I began thinking about a way to reward this student and any other student who catch my mistakes.
During this time, I was also becoming increasingly frustrated by the number of irrelevant questions that my students were asking. Middle Schoolers are AWESOME at distracting themselves and others around them and even me... everything from "I like your hair" to "What's for lunch today?" They truly have a talent! In a close second to these types of questions are questions that should be irrelevant. "Please turn to pg. ___ and look at #___," I often say while I'm also writing the appropriate page and problem number on the board. **30 second pause** "Mrs. Gosnell, what page are we on?" **Insert groan.**
These two thought processes are what led to our new game! Right now I'm just calling it "Mrs. G versus Students." Please lend me any creativity you have to offer! Here are the rules:
--I (Mrs. G) score if a student asks an irrelevant question (including a question that I have answered in the past 5 minutes).
--The students score if they catch me in a mathematical error.
I keep a tally on the whiteboard divided by class. I'm winning in most classes, but my 9th grade Honors Geometry class is currently beating me by two or three points... I hope to quickly remedy that situation ;) We haven't decided what the reward will be for any class that beats me. I'll probably do ice cream sundaes or a pizza party at the end of the year, of course that is IF they beat me :)
My only issue has been that, in some classes, I apparently wasn't clear about what sort of "error" they get a point for. As soon as I stumble over a sentence or reword something, some students cause a scene trying to say they deserve a point. I point out that it's not mathematical and have even told a few students that they won't be allowed to continue playing if they use the game to distract from class time. Overall, it's been a success! The students are really on the lookout for me to make a mistake and they're getting better about catching themselves before asking an irrelevant question. We think it's fun!
What do you think? Any ideas for a better name?
During this time, I was also becoming increasingly frustrated by the number of irrelevant questions that my students were asking. Middle Schoolers are AWESOME at distracting themselves and others around them and even me... everything from "I like your hair" to "What's for lunch today?" They truly have a talent! In a close second to these types of questions are questions that should be irrelevant. "Please turn to pg. ___ and look at #___," I often say while I'm also writing the appropriate page and problem number on the board. **30 second pause** "Mrs. Gosnell, what page are we on?" **Insert groan.**
These two thought processes are what led to our new game! Right now I'm just calling it "Mrs. G versus Students." Please lend me any creativity you have to offer! Here are the rules:
--I (Mrs. G) score if a student asks an irrelevant question (including a question that I have answered in the past 5 minutes).
--The students score if they catch me in a mathematical error.
I keep a tally on the whiteboard divided by class. I'm winning in most classes, but my 9th grade Honors Geometry class is currently beating me by two or three points... I hope to quickly remedy that situation ;) We haven't decided what the reward will be for any class that beats me. I'll probably do ice cream sundaes or a pizza party at the end of the year, of course that is IF they beat me :)
My only issue has been that, in some classes, I apparently wasn't clear about what sort of "error" they get a point for. As soon as I stumble over a sentence or reword something, some students cause a scene trying to say they deserve a point. I point out that it's not mathematical and have even told a few students that they won't be allowed to continue playing if they use the game to distract from class time. Overall, it's been a success! The students are really on the lookout for me to make a mistake and they're getting better about catching themselves before asking an irrelevant question. We think it's fun!
What do you think? Any ideas for a better name?
Saturday, March 8, 2014
Replying to a Wrong Answer
I recently discovered the mathtwitterblogosphere... you know, because I have nothing else to do ;) Anyways, through their site, I found this blogging initiation. I'm too late to join in on the actual initiation, but I decided to read through their prompts to get ideas. One of the options from week one was to take a picture of something in your classroom that you're proud of and then write about it. Clearly I don't have a picture, but I am proud of myself for thinking through this issue and finding a productive way to improve my teaching style.
When a student raises their hand in class, they're taking a risk. Whether they're asking a question or answering one, there is the potential that their classmates will think them particularly smart or particularly dumb. I've often struggled with how to respond to students in particular situations, but one that bothered me recently was what to say when a student answers incorrectly. I don't want to emphasize their wrong for fear of embarrassing them, but I'm obligated to make a point of clearing up any misconceptions.
So what's a teacher to do? Turn to google, of course. These are results of my search or results of my thought process that the search invoked. The most helpful reference was here.
When a student answers incorrectly...
When a student raises their hand in class, they're taking a risk. Whether they're asking a question or answering one, there is the potential that their classmates will think them particularly smart or particularly dumb. I've often struggled with how to respond to students in particular situations, but one that bothered me recently was what to say when a student answers incorrectly. I don't want to emphasize their wrong for fear of embarrassing them, but I'm obligated to make a point of clearing up any misconceptions.
So what's a teacher to do? Turn to google, of course. These are results of my search or results of my thought process that the search invoked. The most helpful reference was here.
When a student answers incorrectly...
- Emphasize any part of their answer that is correct: "I really like that you remembered to subtract first, but can someone else help us with what comes next?"
- Accept answers from other students: "Ok, thanks! Did others have a different response?" The idea here is to have several students answer and by the time I affirm the correct answer, the students have mostly forgotten about the original wrong answer.
- Affirm their thought process: "That's not quite what I'm looking for, but I understand why you think that." Sometimes I explain the misconception here, others times I move on to give a correct answer. It usually depends on how "popular" I think their misconception may be.
- Lead them to a correct response: "Are you remembering that trapezoids have only one pair of parallel sides?"
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