Confessions of a Fifth Grade Teacher

Here goes . . . No matter how hard I try not to, about 1 month before I always seem to start stressing over the end-of-the-year test.  In Georgia it's called the CRCT (Criterion Referenced Competency Test), and for 5th grate students it determines whether or not they will be promoted to the sixth grade.

Yes, I know the final decision to promote or retain must be a committee decision, but let's face it a lot of students, parents, and I suspect teachers find this test to be a little stressful.  After all if the student passes the test, there is no need for a committee to meet or make that life changing decision. (Studies have found that "6th grade students rated being retained as the most stressful life event higher than the loss of a parent or going blind.") I can't imagine it's much different for a fifth grader, but that's a topic for another post.

Most of the year, I refuse to allow my teaching to be dictated by a test that lasts 5 days; I use the standards and what I know about how students learn to guide my instruction.  But it always seems that about a month before the test, I start to pull out multiple choice reading and math practice tests.   We spend time practicing how to "rule out 2",  "slash the trash" and all the other test taking tips.  I start to stress about "showing your work" when most of the year we valued students being able to solve math problems mentally.  We watch  motivational videos on taking the test.  Here's another one a teacher shared that is a parody of "Let it Go" from Frozen. and another called "Rock This Test. Cute, but I can't help but think that the time I spend on testing skills and review could be better spent doing science labs or investigating something . . . anything!

I have read posts from other teachers who say they do not do practice type tests with their students and their students do well on the test.  I have no doubt that the students that  are going to do well will do well regardless.  I just think about the ones that are teetering on the edge and could fall on either side of the testing fence.

Do you spend time reviewing for the test or do you trust that what you've done all year long is enough?  Testing begins in 3 days!  I guess I need to "let it go"! :-).  Ok. . . I just asked my students how many of them were stressed about the test, and only a few hands went up.  Maybe it's just me! 

Shift Happens!

Even though school does not officially begin for another two weeks I have been working in my class, as I am sure a lot of you have.  Today I took some time to just sit and reflect on a few things.  These are some of the questions I am trying to work out. Maybe you can help.

Flipping in Fifth

This year I will have a class set of iPads.  Will I really need all of these dictionaries?  There are more on the table.  Students can use dictionary.com instead of the actual dictionary.  Or do they need to have "real" dictionaries?  I won't even mention that I inherited 2 sets of encyclopedias last year.  Yes, encyclopedias!   I thought the students could use them to research topics in social studies (that information does not change).  For that matter do I even need to make room for my textbooks?  We really don't use them a lot (said in a whisper voice).  If I needed to use them, we could use the online version. Side note:  I think I might have some hoarding tendencies.

Flipping in Fifth

I have used tables instead of desks in my class forever.  It makes it easier for students to collaborate and it promotes the type of environment I want in my classroom.  Do I really need all of these tables?  Does everyone have to have an assigned seat? Or can I just make sure I have a place where everyone can work?  It could be on the carpet with a clipboard, on the low table in front of the couch, or on a couch.  I was reading Flipped Teacher's post, Setting the Scene, it really sounds like the type of environment I want to have.

Flipping in Fifth

  This year I will have 29 students (that's 7 more students than I had last year).  That means I need to make my whole group area larger.  I like the students to come to the carpet for whole group instruction and discussions. Yes, even in 5th grade they sit on the carpet!

Flipping in Fifth

  I had to make my class library a little smaller. There's a single black chair behind the couch for one person to sit and read.  Students can also sit on the carpet and on floor pillows.  Back to the tables thing.  Each student has a blue book box (on top of the bookcases) where they keep their independent reading books, writer's notebooks, poetry notebooks, and reader's notebooks.  And will they still need those or will they keep them on their iPads?  So I'll ask again, do I need a traditional table and chair (or stability ball) seat for everyone? Some of my students use stability balls instead of chairs.  I wish I had balls for everyone.  In case you're wondering why, here is the page from my class website explaining why we use stability balls.

Next question...What am I going to do about their other notebooks. . .  their social studies and science interactive notebooks and math journals.  If I have a class set of iPads do they need to keep these notebooks or should they set up notebooks on their iPads?  Will they take their iPads home?  If not, they won't they need these notebooks?  And won't they need to still have a math journal?  That's what they use to take notes while watching their videos at home.  Then they use their notes for their WSQ chats.

I'm thinking it's time to shift how we do school.  If we are changing our delivery of instruction and how students show what they have learned, then shouldn't the environment in which we teach and learn change as well?  These are some of the things I am trying to work out.

How do you organize your class environment?  Do you have a class set of iPads?  If so, what do you do about interactive notebooks and journals? Any thoughts are appreciated!