Parent/Teacher Conferences vs. Student/Parent/Teacher Conferences

Each year we have fall conferences and winter conferences. In the past, the first conference was a student/parent/teacher conference and it was mandatory for students to attend. The winter conferences the teacher could request that the student come or not come otherwise the parents made the choice on whether to include their child. I found quickly how much I liked having the student present at the first conference of the year. I made it a student-directed conference that allowed the child and me to discuss the school year and for the parent to observe and contribute as needed. I found that students were held accountable for behavior and growth at school when they attended conferences. I also learned that my students have excellent insight into their own learning and the environment of the classroom when they are given the a safe place to be open and honest with their feelings. Student lead conferences also give children an opportunity to "show off" their learning. I love seeing students explain samples of the work they chose for their portfolio.

This year, we made the first conference optional for students to attend. Giving the final say to the parents. I did send an email encouraging parents to attend with their child so that we could all discuss the year so far. Many parents brought their child but some chose not to. The conferences without the child where different on many levels. I found myself just spewing off a bunch of observations and showing a few samples of students work to backup observations but the conference missed that extra touch that only the student can bring. We couldn't have the same deep conversations because their was only my point-of-view. We couldn't come up with a plan moving forward or set goals.

I am a huge supporter of student-lead conferences. I think it brings a different dynamic to the conference and helps students know exactly where they are at and to take responsibility for their learning. I will add, I understand there is a time and place for parent/teacher conferences. If I ever had any concerns or questions that I didn't want to involve the student in, I would contact the parents well before fall conferences to talk. I have also asked students to step out of conferences the last 5-10 minutes to allow me an opportunity to talk to the parents or for parents to talk to me without the child present.

Let me know what you think about student/parent/teacher conferences.

Multi-age Classroom

I always say, "you have to see a multi-age classroom in action in order to understand how it works." Here is the thing, every school has a different multi-age framework and approach. Some schools take on this approach because of declining enrollment or uneven class sizes. Other schools choose this framework because they believe it works and it can have many benefits that you can't get in a traditional classroom. I teach at a catholic 4k-8 school that has prided itself on a multi-age framework unlike many schools. We have not taken on this approach because of declining enrollment or uneven class sizes. We have taken on this approach because we see how students can thrive in this environment.
Let me explain how we run our multi-age kindergarten through third grade. Within our unit each teacher has a homeroom that can consist of 2-3 different grades. For instance, this year I teach a kindergarten and second grade homeroom but one of my other colleagues teaches a first, second and third grade homeroom. We have four homerooms of different combinations. We spend the first day of school informally and formally assessing students reading and writing levels. Based on their reading and writing levels they get placed into similar ability groups based on their grade. So this year my kindergartners are entering kindergarten right where they should be but all my second graders are reading at a middle third grade reading level. My colleague has 3 grades in her room but her second and third grade will all be taught at a beginning third grade reading level based on her students ability. The students' homeroom is their home base and also their literacy room. During our morning literacy block, students transition between special classes such as music, spanish, gym, learning centers and art. They go to these classes by grade so when my second graders are in music, I can teach just my 9 nine kindergartners in my classroom. When my kindergartners go to gym, I  will just have my second graders in my room to teach. When I have both grades in my room, one grade is getting instruction on the rug and the other group is doing independent work at their desks. In the afternoon, we don't have self-contained classrooms either, so some of my students go to other teachers for math, science, social studies and religion. We place students in math classes based on their ability. We have first graders in second grade math class, second graders in third grade math class and third graders in fourth grade math class. They go to science and social studies with their graded peers and lessons are differentiated young ability groups. That is our primary k-3rd grade in a nutshell. If you are confused, I get it, but like I said you have to see it in action. I couldn't imagine teaching any other way.
Finally, here are a few reasons (in no particular order) of why I love multi-age classrooms.
 Community and Friendships
Multi-age classrooms make students feel apart of a community. They build relationships with students older and younger. They learn together and they play together. The older students are big buddies and help their buddies with daily expectations and procedures. We spend time bonding and doing activities with their buddies that enhances their experiences in a multi-age setting
Independence 
Students learn independent working skills early on so that their homeroom/literacy teacher can teach the other levels. They also learn how to organize their class materials and transition between classrooms and teachers.
Small group instruction
Students are taught in small groups. The teacher instruct students based on where they are at and not what grade they are in. Students can be accelerated or retaught skills based on their needs not their grade. Differentiated instruction allows students to feel success and also be challenged.
Life skills
Students learn to work with and respect others. In the workplace and in life you are surrounded by a variety of people many of whom are different ages. Our school helps our students to gain cooperative group skills and many other life skills by working with peers of different ages, abilities, and interests.
Teaching Styles
Students in a multi-age setting that is not self-contained get to experience different teaching styles. They learn to adapt to different styles and to advocate for themselves by communicating with different teachers.
Brain Breaks
We know kids need to get up and move frequently. Our multi-age schedule allows students to move every 30 minutes. They walk to different classes or they transition to independent work or to small group instruction.This small transition period allows the children to move, get a drink,or use the restroom. The students are able to see and hear a different face teach them which allows them to reset again.

Why do we assess our students?

Why do we assess our students? This has been on mind all day today as my students sat at a computer taking their STAR 360 test. I assess my students to help inform my teaching. I'm continually assessing their knowledge informally and tweaking my instruction. I assess my students using class discussion, activities, worksheets, and other various tools. I realize why I use this form of assessment is because it gives me feedback almost immediately. I can adjust my teaching in the moment based on where my students are at. I don't have to wait until tests to see that I need to reteach or use alternative pacing. I realize that standardized assessments are just one of the many ways we assess our students. It also only gives me a small snapshot of my students' educational experiences. I of course use these assessments with the same purpose. I look at what my students need in order to be more successful. What can I do for them to help bridge that gap. I refuse to use assessments for the sole purpose of grades.

We can use assessments to empower our teaching.

My Voice

Hi Everyone,
So...I have a class assignment to write for the next 2 units and I have been wanting to start a blog about my experiences as a teacher so here I am. I'm going to take the leap and finally write what I'm most passionate about...teaching. Here I go! Enjoy