Why I Don't Take Late Math Homework and How I Value It

That right I don't take it...late math homework. After two years of teaching I was so over playing "Chase the Paper Trail" game with my students (and parents) over homework. Typically my homework assignments were short--less than 20 problems (normally hovered in the 10-15 range) and it was more for me to see are they actually understanding what I taught and a responsibility issue. I was so so frustrated at the end of each term having students (and parents) begging for past math homework assignments and me attempting to teach, plan, get ready for parent conferences, and then have to re-assign already assigned assignments on top of everything else going on in my life, and then wait until the very last minute to enter grades--and even prolonging the grading period.

ARE YOU FEELING ME HERE?

Before my third year of teaching I wanted to change something but I didn't know where to start. I still wanted homework to have a meaning but I realized I did tons of self-assessment, formal assessment, and informal assessments at school that the "assessing" value of homework to me probably wasn't as high as those. I also attended a district training where they encouraged teachers to give less homework (and by less they meant, don't give 40 problems, which I didn't do). This really struck a chord because why should a student need to do 40 problems that they already understand and why should a student that is struggling be given the task to do 40 problems they don't understand? Catching my drift.

I decided to slash my homework problems to 5-10 each night and aim for 5. I also decided to value my in class assessments more (not that  I didn't but this was where all of my important data came from). Think about how much time you spend checking homework! I knew this would cut down on class time that we spent checking homework and taking questions. Also I implemented a new and easy way to keep track of grades that made it a piece of cake and at the end of the day I didn't have stacks of homework to input grades into the computer.

After deciding to slash homework, I evaluated my paper issue of late work. I decided that I would not take late math homework (gasp!). Here is what I came up with to guide me, my students, and my parents:

I assigned so few problems that my students could easy finish during the school day. Also, if they needed to take it home it was a quick finish for them once they got home. Part of my homework policy is if your child is once your child has spent 30 minutes on it parents can sign it or jot me a note saying "HELP!" to let me know that their students just isn't getting it. Because I don't want my students to have anxiety build up over proportions or exponents and I don't want their to be math frustration (I totally had this problem as a student). I have to tell you this only happened TWICE out of 34 students during the entire year!

I valued my in class assessments more...those gave me more authentic information. Homework could be scribbled out or even done by a parent--so I wasn't getting accurate information that would even let me know if a child needed help or had holes in their understanding. My walk arounds, small groups, task cards, games, quizzes, tests, my favorite no's, check-it's, that is where I get all of my information.

Also, I valued my time to teach more than having students self check their work 
(and my time too--I would rather spend it planning)...they still self check but we spend considerably less time doing so. I felt like I spent a chunk of time checking homework when that wasn't and isn't the most important thing. LEARNING is the most important thing. Plus I hate grading--more so inputing grades ha! I do! So this not only helped my students but it helped my sanity!

And just to be a stick in the mud...my 6th grade math teacher didn't take late homework. I feel like we are totally willing to give into kids sometimes (and parents especially, if they are intimidating enough). However, sometimes in life if you miss the boat, you just miss the boat! You snooze, you lose! Insert all cute and real life statements here. I valued my students learning responsibility and taking responsibility on their own. Students would see that if they skipped homework once or twice--it wasn't a big deal. But if they made it a pattern it quickly impacted their grade (and one term of this was all it took!). Also, my parents LOVED this because it was solely their child's responsibility and we were ALL on the same page from the get go. Parents didn't have to bother asking for homework because it's all a done deal!

The day after the nights previous homework loses it's value. I've already done assessments (my favorite no, walk arounds, practice, partner teaching, etc.) the following day, during the week our quizzes provide more information for me, and after a test over the standard I am able to see if my students understood it. So at the end of the term the value of late homework decreases for me and for the student (they've already mastered the task and I've assessed so much).

If I assigned my students homework on Monday it was due at the end of the day Tuesday. Meaning they have recess, lunch, and any free time to get it done on BOTH MONDAY AND TUESDAY.  There was a grace period so I'm not the witchiest teacher ever. Family emergencies are automatic excuses for these things because I completely understand hospital stays, deaths, and illnesses. Parents take a huge sigh of relief on this because when family matters come up the last thing I want them to worry about (and my students) is homework!

My absent policy is you have how every many days were missed plus one more. I hate to have students still not feeling well and rushing through assignments and sometimes the first day back is draining enough. I've been there, have you? I know when I return from being sick the first day back is so hard and I'm totally wiped out!

At the end of the year my students are ready for junior high. They've mastered RESPONSIBILITY and TIME MANAGEMENT. We talk a lot about when to do homework and how it's best to just get. it. done.

Stay tuned because I am going to talk about more of the POSITIVE impacts it had on my students and WHY my parents LOVED my homework policy! 

Science, Cat's In The Bag, & Being Quirky

The Scientific Method! Again! I'm in such a science-y mood! By the time kiddos get to me in 6th grade they can repeat it and know all about it. #thestruggleisreal to make it awesome and exciting by the time they are in 6th grade. And doing something they will remember and LOVE is such a challenge. Scientific Method Fun is found with a few centers and one lab that we do. The LAB is called "Cat's in the BAG". MEOW! I use it to setup my expectations for how I want students to complete labs (the detail, organization, and descriptions I expect). I think the first year I called it Mystery Bag but it didn't have the same allure as "Cat's in the Bag!" so thus the title stuck. 6th graders like quirky. And I do too.

The purpose of this lab is to get students to write detailed notes and describe things--science isn't just science--it's writing too! To make sure your students know what is expected and how detailed they need to be it's important to set the stage for that.  ALSO we make connections to the scientific method!

(bags can also be just plain jane lunch bags too!)

First I label all of the bags #1, #2, #3, #4, #5, #6, #7, #8 (I recommend no more than 8 otherwise things can get a little out of hand). I put one object in each bag and rolllllll it shut and then I got town stapling the bags sealed. I typically pick things that my students are familiar with and are around our classroom. Even the simplest objects can throw them for a loop!
I set up stations around the room and have those numbered as well.

Beginning with the kiddos I set up expectations for what I will be looking for (it is the beginning of the school year so brushing off those summer cobwebs is a struggle but it has to be done!). Sometimes I show past students examples of great labs or I make up my own (both good and bad). This is a really important part so they understand while yes, this lab is play, we are also doing science. It really sets the tone for the rest of the labs so I make sure I get it right the first time.

When the draw a super cool picture of what they think is in the bag...I encourage them to show their work with their groups and discuss together. This gets them excited and it also makes it so I don't get chicken scratch and lame-o work (I don't ever tell them this but you know the feeling after you've prepped and kids are doing awesome things and then you get work that is like :\ why did we do allllllll of this???). So I try and help them solve my teacher pet peeve problem without telling them about my teacher pet peeve. WIN!WIN!

We go over the lab rules. Students are to guess what's in the bag they can shake, touch and gently feel the bag to see what's in it (no shaking or doing anything crazy with the bag) then they have to discuss, draw and write a detailed description about what the think it is. Then do a final check of what is in the bag. The groups have to come up with a consensus as to what it is and fully fill out their lab sheets.

Students go from station to station trying to get this figured out!

The big reveal. We do the whole drum roll y'all. Make it exciting and meaningful right!?! Make it MAGICAL. We reveal and there is so much energy in the room from having correctly identified things in the bag, shock as to that really weird one was a staples, and its just all so FUN and SCIENTIFIC. I also have a prize if someone guesses them all correctly but it has never happened. Ha!

Then comes the discussion and connection to the scientific method (specifically about making observations, taking notes, and not guessing--have an educated guess). And they get it but you have to make these connections or else the whole lab was just play. And then the scientific method BECOMES REAL and your expectations become concrete. They weren't just guessing what was in the bags. Some are close, some are way, off, and some are spot on. And that's exactly how science works isn't it? Much like the bags the answer to our questions is hidden and we have to question, research, develop an idea, experiment, look at the data, and put the facts together.

Results? Data? Which side of the fence are you on? Or are you like me and use both?!?

(where's the monkey emoji covering it's eyes when you need it?!?)
ALSO...I have these so we can look at the parts of the scientific method.

Their exit ticket for the lab is to have a completed lab sheet. We work on a lot of this together. The question? WHAT'S IN THE BAG?, etc. So they put on finishing touches, write a reflection (how does this apply to science/the scientific method/experiments?), and turn in the lab. and TA-DAA! It's a fun one one and a great lab for the beginning of the year.

My students love this and they remember it. For some it's their favorite lab throughout the school year (over roasting starbursts and caramel popcorn scale models which is shocking to me ha! but I'm all about schnacks!).

If you'd like it all in a handy dandy PDF shoot me an email @ theteachyteacher@gmail.com and I'll happily pass it along.

***(update) After receiving requests for this activity from teachers all over (seriously! Israel and Zambia included) and my inbox being completely flooded (I LOVE you all!)  I have posted it in my tpt store here (and follow along too)!

And it is totally FREE!

Still feel free to email me for a pdf or to say hello!

Follow me on TPT for more school awesomeness! >>HERE!<<

>>>>>>>>>>>Wanting another fun scientific method activity? Click here!<<<<<<<<<<<<<<<

Over and Out!

You've Got Mail!

Tap. Tap. Tap. Is this thing still on? This is just life right now but I am getting into the swing of things and wanted to drop in and say HELLO again. With the school year around the corner we are all in full swing lamination mode, prepping, and getting back into our old classrooms. The 4th of July is a signal that school is slowly but surely coming toward us. It's exciting! I love fresh starts!

Not only am I checking in to see if anyone reads this blog (hi mom! hi best friends!) but also to ask a question. Many of us send emails or newsletters out--it's a great way to keep parents informed but sometimes I feel that as the school year goes on those emails don't get read at all. So what do you do to make sure the parents are actually reading the emails and newsletters? Have you had that "Bueller" moments where it's like...did you get my email?

Now, I completely understand that parents have busy lives and the email quickly gets archived or is ignored because of so much going on in life. Some of my parents have multiple kids and can't keep up with the emails--their inboxes are inundated. I try to really send information packed emails and communicate that with parents at the beginning of the year. I'm all about quick and efficient emails but I don't want to email so often that parents dismiss the content completely because they might miss something important.

One trick I have learned is within the contents of the email I write to parents to place a star, or smiley face, or write down a random fact about themselves inside their child's planner (another one of our communication tools) for some simple reward for their child. I also tell my students that their parents need to read their email--because after all, aren't persistent 11 year olds a really good shot at making sure something gets done? YES. They are! They never let me forget the extra two minutes of recess I owe them. Every minute counts. Back to the reward...The rewards range from a sweet treat to a homework pass to whatever I fancy--but there is a reward of some kind. And it works! I love the results that I get and I genuinely feel that my parents are in the loop--which is always a good thing--and they know that the lines of communication are open!

Here's an example of one of my emails:

(please forgive any and all typos and grammatical errors--I am so far from perfect and need all the help I can get ha!)

So what is it that you do? I have a back and forth planner that parents initial with homework assignments and behavior records. Do you email? Does anyone use google forms? I am so curious and want to hear what my friends are doing! Is paper the way to go? Emails? Super techy and teachy people that use fancy apps, is there anything out there? Let me know!

-Beth