I do exist!

I'm sorry I haven't kept up as well with my blog. It seems like the school year started and then I was slammed with work. It's nice to be busy, but holy cow. I just might burn out.

This year I am keeping journals for all sorts of different classes. I start my day with Algebra 2 with juniors. Its going all right but it isn't anything exciting. Then I have sophomores in Geometry and our notebooks have gotten a little crazy but all in good fun. Nothing like the Journal Wizard, but the kids are having fun creating notes. If only I could get them focused again. Then I have Theater Arts (cause it TOTALLY makes sense to have the math teacher in charge of Theater, right?) and I do a notebook in there as well, which has actually turned out pretty awesome. Its mostly vocabulary but we copy diagrams from the book for the kids to keep and then I have them do their character analysis stuff in there as well. Kinda cool. Then I have math models and thats not super exciting, we mostly just paste our worksheets into the book. I HAVE started to keep a notebook for Yearbook, where I try to keep notes on events, people, dates, etc so that I dont have to go searching for important yearbook stuff. Then I have a combined Algebra 2/Precalculus for seniors class. The Alg 2 is just a copy of the 1st period class but in Precal we have done some various vocabulary before we started doing our worksheet booklets.
Last but not least, I have my Alg 1 class (please let me know if you've been blessed with a late in the day algebra 1 class schedule, I'd really like to know your tricks for survival). This is going fairly well. I've dipped into some Common Core lessons (that coincide with our state standards) that I feel help define vocabulary better and kind of tie up our discovery modules. I also employ many "four corner" models to help students represent functions. Hard to say how this is all working, but the students tend to like having a notebook to use. I encourage the notebook use by asking them to look in their notes before they ask questions, or I will tell them what section to look in before I head their way. I dont mind helping, but they need to learn how to look things up.

That's all I have for now. I could tell you that I will post pictures soon, but the days are long and my focus is making sure the kids are all right. Back to grading for me! Good luck with your classes! We're almost to Christmas Break!!!

Algebra 1 coordinate plane

Today I attempted the coordinate foldable as suggested by ms Haley. It seemed to go all right but my kids are slow. The cutting process was slower than I'd like, and this was after trimming off excess sides. Tonight I stayed after work a couple hours so I could cut out tomorrows activity so it won't take so long, I hope.
I don't know how this is all going to work out but I keep plugging along. Being super brilliant at creating foldables or creating a notebook centered lesson is a challenge and is becoming a little overwhelming. I'm glad I have resources (journal wizard and math=love, along with other people i come across here and there) but doing this for 2 sections of alg2, alg1, geo, precal/alg2, and now math models... I'll admit I'm feeling a little in over my head.
I can do this! Worse comes to worse, I throw cscope in there when I'm burnt and try again next concept. The best part that keeps me going is that only the algebra 1 kids are being tested this year so we can "enjoy math" in the rest of our classes. I tell the kids "it's a good thing" but maybe they can hear the little slip of worry in my voice.
Another class I'm trying note booking in is Theater Arts. So far so good. We just do basic notes, but it keeps the kids awake and attentive. Add to that our funny improv moments and its a nice break in the day. If only all classes were that easy.  Well, I have to figure out geometry layout for tomorrow. I'll try to get pictures posted so y'all can see what I am doing this year. I'm especially excited to see what we can come up with in geo since they are my best notebookers so far. Booyah!

First week down

The first week is complete and so far, all my projects have gone in our composition notebooks. I know I can do this. I think I can. It may not be perfect but my goal is to keep going. Hopefully I don't mess up some kids along the way.
That is all for now but I hope to get some time to post pictures of what we're doing. I have a really full schedule so please be patient with my limited posts. Have a great week!

Homework thoughts

It crosses our mind at the beginning of each year. How am I going to handle homework this year? I'd like to get to the point that I know how I want to handle things and just stick with that. There's different philosophies on homework. I think students should have extra practice outside of classwork. My beef is dealing with how to grade homework. I used to go through each problem and grade it that way. That got overwhelming pretty quick and soon I was swimming in paperwork. Near the end of last year, I would look at the paper and verify answers and see that they had shown work and base a "completed vs. not completed" grade that ranged from 0-100. 0 meant they didn't do work or show work. 100 meant they showed all the work and have mostly correct answers. We would then go over answers and methods that way kids who didn't know what to do, would at least get a chance to see what they needed to do. Its not the most perfect method but encourages students to try. Every so often I would have them turn in an assignment (about once every two weeks) for a closer look at their work and a more detailed grade.
Today I saw a re post from http://livelovemath.blogspot.com/2013/08/throwback-thursday-homework.html. She talks about how she handles work and relates it to quizzes. I'm liking her method and am interested in doing something along those lines. I want to instill responsibility and accountability in my students, but need to allow for some pretty interesting homes lives.
One thought I had for this year was to do a "no homework slip". Last year I toyed with the idea of a missing homework binder but that didn't make the end of the first week. I also know I need to collect work for record keeping. So i'm trying to put all my ideas together.
Want to 1) have homework to grade 2) scan homework for student files 3) not have to deal with late work 4) have a way to track missing homework 5) periodically do a detailed grading to make sure kids are doing what they're supposed to. Perhaps I can walk around and take a picture with my ipad and load the homework to Three Ring. Then have the missing homework slip that I take a picture of and email that to parents. HMMMM. Ideas are forming. Wish I could think this well earlier in the day. At least I got my ideas down. :) What do y'all do for homework? Are you into detailed grading or are you a skimmer? Let me know what you do!

Syllabus thoughts

Many teachers I've seen have decided to change things up a bit and go from a several page syllabus to a brochure style format. The format examples can be seen on Pinterest and through searches on Google.
I really liked the idea from Mrs. Hester's blog (http://mrshester.blogspot.com/2013/08/updated-parent-handout.html) and am tempted to use that format this year. My intention is to have a brochure they can take home, then have a brochure they can put in their journal (to deal with the times they can look at the syllabus for an answer).
When I get that all put together, I'll get that posted. I hope to finish out last year's stuff so that I can be ready to post for this upcoming year. Are you excited yet? I'm not sure how things will go, but I'm starting to get excited to see my students again. What are your plans for your syllabus this year?

What I learned on my vacation

It feels like it's been a long time since I posted, but really it hasn't. I forgot I posted while I was camped out on my in-laws sofa. The best thing a person can do is purchase or inherit a quality sofa. You never know who might need to sleep on it.

It was a good vacation. Saw my sister get married, visited with family, saw a couple national parks, and drove A LOT of miles. MANY miles.

I learned many things, like how to crash a 4-wheeler, that my sons are incredible strong, that bison don't care if they are holding up traffic. All good things.


The trip was also nice because I had the opportunity to learn about ADHD and Autistic children and what it takes to accommodate and help them face their challenges.
We go to workshops and learn about children who have a hard time in class. Then we go to work and are expected to know exactly what to do or how to accommodate and all we have are IEP's and Sp.Ed. plans that give us a little info but nothing like what we really need to fully understand what to do. There might be some who have had personal experience that are able to adapt quickly and then there's the rest of us who have only professional development to rely on.
I appreciated how my sister-in-law took the time to tell me about how they found out her children needed assistance. What their personalities were like, how they were able to make accommodations and she gave me the opportunity to better understand what some of my own students are up against, be it a learning challenge, or challenges with teachers who didn't understand or wouldn't take the time to understand.
It was fascinating to gain this knowledge and I hope it put it to good use this year in my notebooking, and also in being more compassionate towards my challenged students.

That's all I have tonight. I'll get back to posting my last year's efforts and then it will be time to start planning hard-core for this upcoming year. Still don't have a schedule and I hope my students don't get screwed with a 6th period math class since that class is only 40 min. long. Ok. Time for sleep!

Algebra 1 - linear equations review

I think Ms. Haley showed me this one. It's got pretty much everything you need to know about linear equations.

The source for this foldable is also from I Speak Math - NAGS Foldable. She has a file you can print up but do this well ahead of time as your printer may offset the result. I tried to print that morning and thought things were ok, until we went to write on the inside and everything was upside down. There was some reprinting involved and it took away from the time we should have been writing things down. "I Speak Math" used this for notes, I used it for review. The students liked all the information that was on here, but in the end, didn't like this foldable much saying it was too busy and hard to find information. "I Speak Math" also had her students write notes on the back for review but since this WAS my review, we used that side to paste down in our notebooks.

Since I like the info on here, I think some modifications we can do would be to make it a multi-page booklet so the info is broken up. You should probably check out the "I Speak Math" site to see what she wrote seeing as yet again, I didn't write anything down. (Don't worry, one day I actually do!)

 

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Algebra 1 - slope

During the unit where we studied slope, we did this foldable as review. I got this from "I Speak Math". She also used it as a review but had plans for using it for notes. It's not a bad foldable but our class didn't quite put the components together like they ought to. If this could be used for notes instead, I think it would be more effective. Still, it's better than what I could put together on my own.

As you can see, mine is blank. Always write what your students are writing or the questions they have later may not make sense!

 

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Algebra 1 - problem solving

In between the solving equations and solving inequities we did a lesson on consecutive numbers problems and using Cross Products. As a way to make things easier, we cut the reference section of the worksheet out and pasted it in our books. This isn't the worst idea (use what you've got) but I think we lost connection by not showing some examples. I'm becoming a believer of drawing and writing as much as possible instead of using pre-fabricated foldables. This idea will come into play in some future posts.

I liked this reference for the students and think they would reference it more if we had used our own handwriting, had examples and we were consistent with journals.

 

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algebra 1 - solving equations and inequalities

I've been trying to get this posted for a day or two now. I couldn't remember the source for the foldable that I used though so I didn't want to officially post until I could give credit where it was due. The foldable we used comes from "Mrs. MATH"'s site on Teachers Pay Teachers. The official title was:

Solving Linear Equations and Inequalities Foldable

It is a free download and worth checking out. She's got some other Algebra 1 materials but I haven't checked those out just yet.

We used this foldable to help us with multistep equations and inequalities. I believe we went over the concept in class and then before we moved on, we did this foldable with all the steps written out. It took some time to write everything out and more time to fold and cut. I recommend having the tabs pre-cut unless you're kids are pretty quick with foldables.

Keywords on the outside:

Description of steps on the left side with example problem on the right.

A couple days later we worked on inequalities and did a similar foldable.

 

The students liked having the example but near the end of the unit, they weren't referencing it as much as I'd hoped. I will probably try something else this year along the same lines. You know, I like the idea behind this foldable and am grateful someone put it together. My finished product is a bit busy and some of my dyslexic kids had a tougher time with it. To modify, I would probably have fill in the blanks for the descriptions and then have a more structured problem solving area to help them put things in the correct places. I really think I'll try something else this upcoming year though. If you know of some other foldable, please let me know!

 

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Algebra 1- multiple representations

In this entry, some time has passed in my algebra class. we've studied linear functions through various activities and have worked through various forms of solving equations. The lesson this was for was the multiple representations for functions. We needed to show a concrete model, the algebraic model, a graph, table and then the solution check. Instead of creating something, we cut out an example from our worksheet and glued it in. Well, they glued it, I just threw something in there to hold its place (again with the "not doing what they're doing" problem!) What you will see in the picture is my attempt to show the page we pasted in but as I looked closer, turns out I had the wrong worksheet. Since we've addressed my failings in previous posts, lets move on to picture.

 

As I reminisce about my journal, I shake my head. I know I can do better. The thought "what is the purpose of this?" has crossed my mind a lot lately. When I started my journal, I had some purpose but lost it along the way or that purpose became less meaningful (when the journal became a review at the end of the unit instead of it being a useful tool through the unit). That's not to say that I lost total purpose in algebra, I just didn't have follow through in journaling. That brings me to looking at my choices. If I continue to journal, I now know I need to stick to it and make sure the journal has purpose. If I don't journal, it's not the end of the world. There are many great teachers out there that don't journal and their students are successful as well. The main thing I need to remember is making sure my kids leave with a better understanding of algebra so that they are ready to take on the world, and hopefully have a better attitude towards math in general.

Back to multiple representations, I should have just used the four corner foldable. In one corner I could do the concrete model (algebra tiles), in another corner, algebra method with solution check, another corner has the table and the last have a graph. It could have been that simple. This year I will try the four corner since the kids will be used to it anyway.

As you go through my blog, keep in mind, I'm not an expert teacher. I chronicle my failures because I hope you see that not everyone is a great journaler but, that with some thought and a willingness to try again, you can be successful at what you chose to do.

 

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Algebra 1 - algebraic properties

For algebraic properties I did a layered foldable. Seemed like a good idea. Still is, but I think I need to define the steps better. For this one, we just wrote what we did to simplify the expression but now that I look at it again, it could be better.

On a quick tangent, as I look over what I did/didn't do this past year, I'm trying harder to ask myself "what is the purpose of my doing this?" I think that for most of this, I had good intentions. But some of the things I chose to do weren't very transparent or didn't feel purposeful. With the push of helping the students be career and college ready, I need, we all need, to have purpose for what we teach.

Off my soapbox, here is Algebraic Properties. Top flap has our title and then an expression to simplify (I just used an expression we had worked on).

 

Next flap has the distributive property. We wrote an explanation out with some key things to remember but I think it would be better if we had defined actual steps for simplifying.

Commutative property comes next. Same scenario with instructions. Needs better step by step.

Last but not least, associative of addition property. Made sure to emphasize the addition since signs matter.

Overall, it wasn't the worst foldable and with better clarity I think it will be useful. I think with my new approach, I can make this a bit better.

 

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Algebra 1 - Unit vocabulary

At the end of the first unit (maybe 2nd?) we did a review where we highlighted the vocabulary from the unit. To go faster, I typed the vocabulary on my laptop after we'd decided on what words we needed to clarify. Fantastic idea... Until I deleted the file as the next class came in. You know, I wish I could say I was that teacher who always looked fantastic, always had everything prepared with no printing problems, every student left my class thinking my lesson was fabulous, who never accidentally deleted files... But I'm not there yet. Nope. Not yet. So I delete the file, smack my forehead and then moved on with a blank page. This vocabulary lesson put most of my class off track with page count (not everyone writes the same size) which in turn put our table of contents off and so this is why I am not fond of a table of contents.

In the meantime, here is my vocabulary page in all its blank glory-

Let's talk about how I could make this all better. The first thing I can think of is to have some pre-printed worksheet with vocabulary spaces to fill in. I don't know that id have everything typed in, maybe just an open page with bullet points in place. I don't know that I would do a shutter fold. OR better yet we would make a pocket and do flash cards instead. Hmm. Either way, instead of typing like I did this time, I will be writing along with my students because I have a document camera now. Life is better with a document camera. I don't know why. It just is.

 

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Algebra 1 - exponential functions

Exponential functions turned out to be my students' favorite functions. I think it was because the pattern was so easy to figure out and it applied to Science (they really liked Science.) They were disappointed when we moved onto linear functions. Go figure!

This first picture is our example of exponential growth - Blooming Bacteria. I drew the graph on the whiteboard so I have another transfer issue :(

This next picture is of exponential decay - Indestructible Isotopes. Again, missing graph since I drew it on the whiteboard.

By this point, the students are beginning to like the four corner foldable but this is also where our units ends. We didn't work on just the one example per function. We actually had other practice problems but did not use the four corner model. I'm thinking this might be a part of my inconsistency. In fact, I know it is. Here I am getting kids used to a way to represent and I only did it once per function instead of having them do it every time. Note to self: if you start it and it works, keep going.

 

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Algebra 1 - inverse functions

At the beginning of the year, CScope has you introduce inverse functions. I forget the reasoning behind this (its summertime, I'm not at my peak like during school) but I know it does help us compare domain and range and study different functional relationships. The kids didn't like inverse functions at first, but once they saw the characteristics that helped them identify inverses, they were all about it.

Here is the four corner model we did as an example of inverse functions. This one is actually complete (woo!) and that is because we worked on it near the end of class. I finished the model during my prep period and then took a picture of it so the kids could finish theirs. If I had a promethean, I'd do a slow reveal as they worked on the different parts but instead, I posted and we discussed as they compared their copy to mine.

The kids are starting to get kinda fuzzy as to whether or not they like doing the four corner at this point but I press forward explaining the different representations and how they are all modeled for us on one sheet instead of being all over. They agreed to give it a try again for the next function model.

If you'll notice, in the bottom right corner, I have more information this time. This is because we are studying the actual function and not a comparison between relations and functions so there is more involved with the analysis.

 

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Algebra 1 - functions vs relations

To help the students remember the difference between relations and functions, we created a foldable that depicted characteristics of each. On the front we drew a Venn diagram that showed the entire oval as a relation and then inside the oval we had a circle with functions labeled. This was a two flap front so the kids could open up each flap and see the characteristics/definitions inside.

Inside we drew graphs and tables of examples and non-examples. This seemed to help the students see the similarities and differences between the two.

The students liked this one because they had visuals as well as definitions. It helped later when we reviewed for state tests because they knew what foldable to refer to if their peers got stuck answering relations vs functions questions. Not sure how I could clean it up but am open to suggestions. :)

 

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Algebra 1 - functions

This is the part where we started examining functions. The unit lesson had us talking about the special relationship (linear) between two variables using Ticket Prices. We did a four corner model where we wrote the question and identified the variables in the upper left corner, drew our table in the upper right corner, graphed in the bottom left corner, then did a verbal summation in the bottom right corner. In the middle, we wrote the title, function rule and the type of function or main idea for the lesson. The kids liked doing our function study this way and it helps the kids with seeing the different representations. I did this same thing for the relations page, but didn't use the four corners. This lesson was the first time i utilized the four corners. Thr four corners model was something I wanted to continue for the rest of the year but didn't due to the transfer issue. I cannot stress how helpful a document camera is for journaling. If I had a SMARTboard or other interactive board, I might sing their praises. As it is, I have a projector, a regular whiteboard and a recently purchased document camera. I'll go into technology later, but y'all need to know I am not provided the latest and greatest technology due to small district size.

So here it is, the four corners representation model. You can modify as you wish. Some have suggested writing domain and range with the graph instead of with the summary. I think you should do what fits your teaching style and what helps the kids remember.

 

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Algebra 1 - relations

The first couple weeks, we studied the basics of relations and functions (doing my best to follow the required CScope). Since the freshmen and I were new to each other and it was a nice morning, I took the kids outside with a jump rope and I had the kids jump for as long as they could. The main question was "does the amount of time determine the number of jumps I can do?" It wasn't my best work but it did get us out of the classroom and got the kids laughing and interested. All I wanted them to see was that there was a relation, but wasn't focused on it being a function. It wasn't a bad idea, but it wasn't well put together so I need to work on having a better purpose and questioning.

Here's the bad part. This was our first journal entry and I wrote on the whiteboard but didn't copy anything down in my own journal. Bad move. My suggestion to new journalers would be to do what your students are doing WHEN they are doing it. Having a document camera really helps (I didn't have one for most of the year so I attribute much of my failing to the lack of equipment) because the kids can see what you're doing in your own notebook and you avoid transferring from whiteboard to journal or forgetting to transfer. My bad.

So here's the page I created, but didn't remember to fill out. Lesson for this entry- whatever you want the kids to do in the journal, you do it too right then!!!

 

 

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Algebra 1 notebook part 1

Finally got some of my stuff together to show you what I'd attempted this past school year. It really isn't all that much but it's something.

First off, I did use a table of contents. Here are my thoughts on this- by the end of the year, due to the size of my students handwriting, we were all on different pages so the TOC was a pain to have synchronized. Ms. Haley showed me how she does a pocket fold for each new unit and then she makes a tab by putting duct tape on the lower right hand side. Rather than having her students reference the TOC, they just count the tabs until they get to the unit they need. If you are using the journals daily, then I can see how kids can memorize the units and know where to turn, thereby causing the students to internalize what is in their journals. Just for kicks, here is a picture of the TOC I did. If you'll notice, I didn't keep up very well.

This upcoming year, I will avoid doing a TOC and try Ms. Haley's method instead.

 

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Sticky graphs

I came across these sticky notes one day on Pinterest. My students had a hard time graphing with the itty-bitty graphs provided on our worksheets so I bought a bunch of "MathGuru" sticky graphs. I know I can print these on my own, but frankly, I don't have a ton of time to do it. The MathGuru is from Toronto so shipping added to the price a little but it was worth it to me. The smaller graphs were $2.00 3x3 and she has larger 4x4 for $3.00. Here's a link to her site with a picture of the smaller sticky graph, as well as a note from an appreciative teacher ;) Down below is an example of how my students used her sticky graph.

The Math Guru's actual website is at http://www.themathguru.org/. She (Vanessa) is part of a math and science tutor group. They have some reviews, etc. that are available for download. Its worth taking a look at her stuff, definitely for the younger minded set but I like her approach to helping students understand math. It's pretty apparent that her students love her.

That's it for now. I'm working on getting my examples together. The wont be great, but are proof that even someone like me can give journaling a go. Have a great weekend! I'm out!

 

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The Beginning.

I've started this blog for my adventures with interactive math journals. I have two other blogs but decided that THIS would be the forum to record what I've done or what I've seen in regards to interactive math journals.

IN THE BEGINNING...
It all started when I attended a workshop and the presenters showed us various foldables. The concept kind of appealed to me on some level. Most math teachers would have run with the idea, I stood back and watched and hoped that one day I'd have the confidence to do foldables. Enter my friend and colleague, TH. Her blog is located at  Journal Wizard. You need to click that link as soon as you read this. Seriously. Just do it. Especially if you teach High School Geometry.

TH and I went through ACP (Alternative Certification) together about 4 years ago and we kept each other informed with our various lesson plans/activities. Unfortunately, TH was in a different region so getting together to go in depth about our ideas was difficult. I attempted a few foldables for the next couple years but was never consistent. (Am I the only one who has problems being consistent??) All hope was lost and I was growing frustrated with the way we took notes in class and the way my students seemed to lose their CScope papers that had our classwork. It would be silly to say that I was a failure because I got through the year all right and the majority of my students passed the standardized tests. What I will say, is there is always room for improvement and there was a lot to improve.

AND IT CAME TO PASS...
The summer before my 3rd year, I was invited to do a TRC Math Grant as a mentor teacher (here is a good place to tell you that even though I am a "young" teacher, I am the ONLY math teacher at my high school, therefore, I earn the title of "Mentor" by default). It was a busy summer going from one workshop to the next as I tried to learn as much as possible in ONE SUMMER. One day, I walked into a week-long Geometry workshop and there she was, TH. I yelled out a "WHOOP!!!" and the rest of the week we learned more about teaching Geometry with an amazing woman, Kathy Hale. Near the end of the week, TH brought in her Geometry math journal. I had seen her journal before, but it had grown EXPONENTIALLY. It didn't really resemble the composition notebook it used to be. This book was crammed full of every Geometry concept required by TEKS. (Go to her blog to get an idea of how big that thing is!! Journal Wizard). The desire to do interactive math notebooks (or journal, can I just say "journal" or is someone going to get all nasty about semantics here?) lit up again and I vowed to give it a go. (I'm posting those soon, but not today seeing as it's story time).

THERE WERE MANY TRIALS AND MURMURING AMONGST THE STUDENTS...

I did well with Algebra 1 for about 2 weeks. The kids liked it and I had hopes to keep going but due to the way some of the worksheets were set up, it became tedious to keep going and I gave up. Oh, we journalled as a review at the end of our units but that was only because I let the kids use their notebooks on the assessments. I would find some cute foldable to work on and sometimes it worked out. Most of the time, the school printer would not work the way I thought it should and half my class time would be spent trying to figure out how to fix the problem. So much for printing ahead of time. Geometry was about the same. We would put vocabulary in the journals and copies of the constructions we made but thats about it. It was nothing like I'd imagined. Algebra 2 was worse. I think we did one entry and Math Models makes me shake my head in frustration. Many kids asked why we bothered with journals and complained that we weren't using them. Yikes. Near the end of the year, Algebra 1 decided that CScope worksheets were boring and we needed to make a change. I explained how the district required me to use CScope, they said "That's fine, but it's kind of lame." "No kidding." I replied and then asked how we could make things better. The students offered that we just write the notes in our journals instead of using printouts. This surprised me because it would involve more work on the part of the students. We took a vote and it was decided that we would write notes based on CScope lessons. (Can I interject here that I'm not a creative journal person? I just write, and even then, I don't write much.) We finished out the 6 weeks with journaling and then moved on to a super Algebra 1 review packet (which I highly recommend to ANY Algebra 1 teacher trying to get their students ready for EOC exams. You can find the packet at Teachers Pay Teachers - Algebra End of Year Review and the seller has other cool lessons available BUT I should remind y'all that it is best for the majority of your lesson plans to be based on your state's required expectations - that's me covering my assets!)  Whew! Sorry! Sometimes I get distracted. Back to the story, the year ended and the composition books were more than half empty. According to the idea, the composition books should have been full. Argh.

AND THERE WAS MUCH REJOICING...
TH and I had a prof. development training to attend and we started talking journals. She produced her current year's Geometry book and my jaw dropped. As always, her work was impressive. TH suggested we do a presentation on journals for a region conference and I agreed. TH wowed the crowd and we had one of the highest attended sessions. We were on to something.
We started meeting at a coffee shop to talk shop. I would give examples of my work, she would show me her work. We traded ideas on how to make Geometry and Algebra more fun and accessible to our students. People would walk by our table and see our mountains of books and notebooks. The looks we got were hilarious! It was awesome. The topic of our conversation turned to blogging and we talked about how she could better share her ideas and how we could start a community of math journalers.
That brings me to now. TH and I have begun our discussions for next year's ideas. I have been copying TH's methods during PD sessions just to get a grasp on why she does what she does, when she does. It's been VERY interesting and helpful to see how she works. It has given me hope for an even better upcoming year. Add in the fact that the TX legislature has backed off of our required EOC tests and it makes things seem like the sky is near the limit to what we can explore and learn this year. Something about not having a massive test hanging over my head... its a free feeling.

Well, that's all for tonight. In the next couple posts, I'll be posting my journal entries and ideas. I welcome any suggestions (keep it constructive!!!!) and comments. Again, visit my friend's blog at Journal Wizard. She's got lots of examples and ideas of how to journal. You can also follow her on Pinterest under Journal Wizard.  Have a great night!