Introduction
Why are we doing this? or Why do we have to do this? These are questions that my third graders ask before starting a lesson. Students at this age are very curious. They also want immediate feedback. As a teacher, it is extremely important for me to explain the relevance of all assigned tasks. Students should know the reasons why they learn. Once they understand the importance of learning, they might even study more. I connect every aspect of learning to the real world. The curriculum must be made meaningful and engaging to the students. Putting the Pieces Together is a math unit designed to keep students actively engaged. Students learn about line of symmetry as well as the different types of symmetry, such as transformations, reflections, and glides. They will have fun studying frieze patterns. After this unit, students will look for symmetry everywhere.
I teach third grade in an urban Chicago Public School. My school serves about 248 students in grades Kindergarten to Eighth. 100 percent of the students are African-Americans. About 87 percent of the students receive free or reduced lunch. 100 percent of the students come from low income families. Many of our students are faced with obstacles at home and in their neighborhood. So they come to school not only to learn but for comfort and to be safe. We are faced with many challenges. According to the state tests, about 42 percent of the students are reading at or above grade level. About 52 percent of the students are meeting or exceeding state standards in math. As a professional learning community, we are working smart to maximize instruction for all our students. We strive to educate, support and nurture students. Academic programs include an after-school program partnered with Newton Learning, which provides additional assistance in math and science for students in grades 1-8. To enhance education, partnerships with external organizations, such as universities, businesses, and community centers have been established. These organizations provide additional assistance to students, parents, and teachers. The school staff frequently analyzes data to inform instructional decisions. The data-based decisions allow teachers to take a closer look at curriculum and instruction used to increase student achievement.
In my class of about 30 third graders, the academic abilities in reading and math range from beginning second grade to the fourth grade level. I differentiate instruction on a daily basis to meet the need of all the students. I use guided reading and math groups. I incorporate student interest in the lessons. I make sure connections are made across the curriculum; integrate different subject areas by finding common themes. In order to incorporate students' different learning styles into lessons, I spend a great deal of time planning and attending professional development; to stay knowledgeable of current techniques/strategies. In my classroom, I establish a learning community at the beginning of the school year. We work hard, we learn hard, and think even harder.
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