#flipclass Flash Blog: An Essential Aspect of my Flipped Classroom

It's a #flipclass Flash Blog!!!

Wow; this is hard! Just one?

So much is essential to my flipped classroom.

But I think everything goes back to relationships.

It was one of the first things I remember reading about flipped classrooms. You have more time to get to know your students better.

And it's true.

I know where they're weak. Where they're strong. I know things that are going on at home and outside the classroom. I know when they need to be pushed and when they need more time. I know when school is overwhelming them.

And students know me better, too. They know I care. They know I have their backs.

As my flipped classroom has evolved - and it is changing more than I every thought possible - the relationships I build with my students are the cornerstone of everything I do in my classroom.

Knowing my students better is the catalyst for many of the ways my flipped classroom has evolved.

I'm playing around with some self-pacing (blog post to come) because I know my students better.

I am able to provide more choice in my classroom because I know my students better.

My students collaborate more than ever before because I know them better.

I used to plow blindly through curriculum without enough regard to who "got it" and who didn't.

My flipped classroom has allowed me to know my students in such a way that I can no longer NOT make adjustments when necessary.

#flipclass FlashBlog On Parents, Support, and Homework

I try to keep the parents of my students informed about what is going on in my classroom. I could always do a better job.

I have one main "parent goal" for this coming year. I would like to get more feedback from parents about what is/isn't working for their child in my class. I collected email addresses at the beginning of the year and plan to form groups so I can send reflection forms to parents similar to what I have students complete throughout the year.

The biggest problem is finding the time to get all of that set up. Since I'm still in the process of finding my groove, email groups have been low on the priority list. But I don't want to forget about them.

Support from parents and administration for my flipped classroom has been amazing. My admin has been behind me from the beginning, and as positive comments started coming in from parents and students, support strengthened.

The only question I've been asked by a parent was during the Open House at the beginning of my first flipped year: "Are YOU making these videos?" OK...there were two questions. The follow-up question was "How are you going to have time to do this?"

Parent feedback is always positive. I hear from parents from time to time; I hear from their children what they are saying at home. I've even heard positive parent comments from tutors who work with my students.

I assign my videos as homework. There. I said it.

My videos are short (10-15 minutes), and I keep them to about 3 videos a week (sometimes more, sometimes less).

Parents and students appreciate the manageable, light homework load. Parents appreciate that they no longer have to try to figure out how to help their students with their math homework. They appreciate that they get to know me in a way as they listen to videos their child is watching.

Moving direct instruction outside the classroom allows me to do things in the classroom I would otherwise not have time for.

I am grateful for supportive parents and a supportive administration. I like the format of my flipped classroom and what it does for my students. I look forward to continuing to improve all its facets.

Innovation in My Classroom

Andrew (@thomasson_engl) will fuss at me for saying this, but I'm not very creative. I can follow someone else's lead with the occasional A-Ha of my own, but I have very few ideas original to me.

I've said it before, but I stand on the shoulders of giants. And I am oh-so-thankful for those giants.

So...how does innovation show up in the classroom of this not-so-creative teacher?

A few years ago I began Interactive Notebooks with my Pre-Algebra kids. That was decently innovative (although not original).

Two years ago I flipped my Algebra 1 classes. That was hugely innovative (still not original).

Last year I played around with an in-class flip for my Pre-Algebra students.

The structure of my classes continues to change. More student choice. More student-centered. Moving towards more open-ended, collaborative lessons that give students context.

All of this is innovative for ME. Way outside my comfort zone and definitely outside my box. It's pretty innovative for my students, too. And their parents.

Math class has been conducted largely the same way for a looooooong time. Current changes in the MO are new for everyone.

And I am, by no means, the only teacher trying these things. I learn from others, decide to take risks in my own classroom, and tailor the "innovations" to my personal style.

Innovation by my students?

Unfortunately, I am not as far along with allowing them to be innovative.

I have made huge strides in allowing them to approach and solve problems in ways that make sense to them (believe me, that's a HUGE shift).

I assigned a project to my Algebra 1 students last year that allowed them to make some choices and be creative. They did an awesome job, and I need to do that more often.

It's not that I don't want my students to be innovative. I just don't know all the how-to's...yet. I continue to work on it.

My classroom and I are ALWAYS a work in progress.

My Top Ten Posts of 2015

I realize my blog is still relatively little, but I enjoy seeing the number of views grow over time. I'm a sucker for stats (I am a math teacher after all), and I love watching the daily views, number of post views, and where the views are coming from.

I've seen a couple of "Top 10" blog posts floating around, so I thought I would post my own.

1) #flipclass Flash Blog: Late Work (This is, by far, the all-time most popular post on the blog.)

2) Transforming as an Educator (This post was difficult to write.)

3) Spending a Week with Pythagoras (What a fun week!)

4) #flipclass Flash Blog: Building Community Outside of School (I always love promoting Twitter!)

5) #flipclass Flash Blog: Thanksgiving (I have so much to be thankful for.)

6) #flipclass Flash Blog: Grading (How I tackle this necessary evil.)

7) #flipclass Flash Blog: Building a Positive Classroom Culture (I am convinced positive relationships are the most important thing I can develop in my classroom.)

8) The Most Tiring, Most Rewarding Year of my Career (This is my reflection on the 2014-2015 school year.)

9) #flipclass Flash Blog: So Far This Year (I post my reflections on the beginning of the 2015-2016 school year.)

10) A Flipped Review (I'm so happy I changed the way I handled semester reviews!)

It's interesting to me that over half of these posts are of the #flipclass Flash Blog variety. It's obvious that #flipclass is an important part of my blogging practice.

I guess it's obvious, but I like to reflect. I need to reflect. And while I still get a bit nervous when I think about others reading my reflections, I hope at least a few people find them helpful.

Here's to a blog-filled 2016!

#flipclass Flash Blog: How do you Catch a Unique Lesson?

Unique up on it, of course!

Sorry...that was bad...couldn't resist.

In tonight's #flipclass chat, we're discussing unusual teaching methods or lessons.

I have to admit, I don't see many of my methods or lessons as very unusual or unique.

Yes, #flipclass is still unique and unusual to my students. Getting to do the activities I do in class is not math-class-as-usual, but they're still not all that unique, in my view. They're just a welcome respite from listening to me for 30-45 minutes and then working problems from a textbook or worksheet.

Two classroom lessons came to mind, though, that students enjoy.

When I introduce the Pythagorean Theorem, I use an explore-flip-apply method. We do a visual proof of the theorem, where students cut out squares off the legs of a right triangle and arrange them so they cover the square off the hypotenuse, seeing that "a^2 + b^2  = c^2." I love the look of understanding that comes over students' faces when we discuss what they have demonstrated. Some of them have been told the Pythagorean Theorem before but never why it's a "thing."

Students also enjoy problem relays. I've played these two different ways. In one relay, a student on a team works a problem, then that answer is inserted into a blank in the next problem for the next student to work. The second way this has been played is for each student on the team to work the next step of a problem. Both methods force students to evaluate the work of their peers. And their competitive sides come out, which is always fun to watch.

I'm always on the lookout for new and interesting ways to teach my subject. As I've said so many times before, my flipped classroom gives me the time and flexibility to try out those new and interesting methods.

#flipclass Flash Blog: Teaching Study Skills

I hope I teach more than math. I hope I teach skills that allow my students to be better students.

There are lots of skills students need to be successful in school. Note-taking, time management, how to study for a test. In my class, how to watch a video is an important skill.

Why are these skills important? These skills allow students to feel in control. They give students confidence. They are skills they will adapt and use once they leave the classroom and begin "adulting."

How do I teach these skills? Mostly as opportunities present themselves. Those opportunities might come up through events happening in my classroom or conversations students are having with me or each other. When I notice specific skills needing improvement, I might take a few minutes out of class time to address them. Some skills need addressing multiple times.

Why is it important? Why take time out of class to address "soft skills" when there are standards to teach?

For one thing, some of the things I remember most about school are skills certain teachers taught me that stayed with me through my time in school and contributed to my success.

And for another, I teach more than math. I teach students.

#flipclass Flash Blog: Building a Positive Classroom Culture

Since flipping my Algebra 1 classes last year (and restructuring my Pre-Algebra classes 2 years ago) I have become convinced of the difference a positive classroom culture makes.

I don't believe I had a negative classroom before, but my classroom culture has improved tremendously in 3 years.

Over the last 3 years, students have become convinced that I am on their side. They believe I have their backs. They know I care about them and want to see them succeed.

They see the time I put into making videos and preparing for class. They appreciate the opportunity to retake and redo assignments and tests.

Making my classroom more student-centered has allowed me to get to know my students better. To spend time with them and ask them about how their day is going or how other classes are going. To help them one-on-one.

And as a result, they work for me. They work hard. (OK, OK...most of them, most of the time)

I have thought many times over the last couple of years that building deeper, more positive relationships with my students has been the biggest single motivator I have ever found or used.

When students know you care and you won't allow them to fail, they'll walk through walls for you.

And that makes for a pretty positive classroom culture.

#flipclass Flash Blog: So Far This Year

Well...last year I did a reflection at the end of the first grading period. Tonight's #flipclass Flash Blog topic is to reflect on how it's going so far this year, and...guess what? It's the end of the first grading period! Perfect timing!

Overall, I would say the year is going pretty well.

In some ways it's been harder than last year. This year's students aren't as excited as last year's students about the flipped classroom. They like it; they don't want "normal" class. But they're not as "in love" with it as last year's group. I fed off that "flip-crush" last year. This year I have to find other motivation.

I'm remaking many more videos than I expected to. Since I changed pacing guides this year, some of the videos - and what I discussed in them - don't "fit" anymore. Many of the videos I re-watch and think, "I can do better."

I've blogged about some other difficulties; how I know that as I change and grow as a teacher, I will experience growing pains.

I've figured some of those things out. I'm more comfortable with where I am as a teacher and where my class is on all sorts of fronts: whole class discussion vs. individual conversations, self-paced vs. teacher-paced, discovery/creativity vs. skills practice. I believe my class is very balanced. Can I continue to grow and stretch? Of course. But I don't have to believe I'm doing everything wrong or that I have to throw every aspect of my teaching out the window and start over.

There are good things going on, too. I've started an in-class flip with my Pre-Algebra classes (blog post to come). They get a 5-10 minute video to take notes from, then they do some work with a partner. They like it.

I've also become very adept at making short example videos for students to watch instead of waiting for me to work an example with the whole class.

My students are making progress. They're learning how to watch videos, albeit a bit slower than I anticipated or would like. They're learning how to be responsible for their learning. They're learning how to find answers to their questions. They're learning how to study and learn. They're learning how to be mathematicians.

What more can I ask for?